Academic lectures and research, selected for depth.https://braintube.lolhttps://www.youtube.com/watch?v=RjquHTj4HlYhttps://www.youtube.com/watch?v=RjquHTj4HlYHollywood needs to stop resisting what the world actually looks like, says actor, director and activist America Ferrera. Tracing the contours of her career, she calls for more authentic representation of different cultures in media -- and a shift in how we tell our stories. "Presence creates possibility," she says. "Who we see thriving in the world teaches us how to see ourselves, how to think about our own value, how to dream about our futures." Visit http://TED.com to get our entire library of TED Talks, transcripts, translations, personalized talk recommendations and more. The TED Talks channel features the best talks and performances from the TED Conference, where the world's leading thinkers and doers give the talk of their lives in 18 minutes (or less). Look for talks on Technology, Entertainment and Design -- plus science, business, global issues, the arts and more. You're welcome to link to or embed these videos, forward them to others and share these ideas with people you know. Become a TED Member: http://ted.com/membership Follow TED on Twitter: http://twitter.com/TEDTalks Like TED on Facebook: http://facebook.com/TED Subscribe to our channel: http://youtube.com/TED TED's videos may be used for non-commercial purposes under a Creative Commons License, Attribution–Non Commercial–No Derivatives (or the CC BY – NC – ND 4.0 International) and in accordance with our TED Talks Usage Policy https://www.ted.com/about/our-organization/our-policies-terms/ted-talks-usage-policy. For more information on using TED for commercial purposes (e.g. employee learning, in a film or online course), please submit a Media Request at https://media-requests.ted.comFri, 18 Sep 2026 18:34:11 GMThttps://www.youtube.com/watch?v=F3fCktnkBbchttps://www.youtube.com/watch?v=F3fCktnkBbcConan O’Brien ’85 delivers the commencement address during the 375th Commencement Exercises at Harvard University on Thursday, May 28, 2026.Fri, 18 Sep 2026 18:19:20 GMThttps://www.youtube.com/watch?v=D9Ihs241zeghttps://www.youtube.com/watch?v=D9Ihs241zegOur lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding. Visit http://TED.com to get our entire library of TED Talks, transcripts, translations, personalized talk recommendations and more. The TED Talks channel features the best talks and performances from the TED Conference, where the world's leading thinkers and doers give the talk of their lives in 18 minutes (or less). Look for talks on Technology, Entertainment and Design -- plus science, business, global issues, the arts and more. You're welcome to link to or embed these videos, forward them to others and share these ideas with people you know. Become a TED Member: http://ted.com/membership Follow TED on Twitter: http://twitter.com/TEDTalks Like TED on Facebook: http://facebook.com/TED Subscribe to our channel: http://youtube.com/TED TED's videos may be used for non-commercial purposes under a Creative Commons License, Attribution–Non Commercial–No Derivatives (or the CC BY – NC – ND 4.0 International) and in accordance with our TED Talks Usage Policy https://www.ted.com/about/our-organization/our-policies-terms/ted-talks-usage-policy. For more information on using TED for commercial purposes (e.g. employee learning, in a film or online course), please submit a Media Request at https://media-requests.ted.comThu, 17 Sep 2026 22:46:20 GMThttps://www.youtube.com/watch?v=rUQtzCBCDD0https://www.youtube.com/watch?v=rUQtzCBCDD0Sugata is a legendary innovator in education. His 1999 “Hole in the Wall” experiment proved that kids could be taught computers easily without formal training and this method became known as Minimally Invasive Education. The Hole in the Wall Experiment became the inspiration for the novel and movie Slumdog Milionaire. In 2006 he relocated to Newcastle University where he further developed his Minimally Invasive Education and invented Self Organised Learning Environments, now in use throughout the world. In 2009, he created the Granny Cloud which allowed volunteers all over the world to facilitate the learning for children via the Internet. In 2013, he was awarded the first-ever $1 million TED Prize, to put his educational ideas together to create seven laboratories called ‘Schools in the Cloud’. And while he is best known for his education work Sugata has had quite a remarkable track record of innovation in many other areas including battery technology, Alzheimer’s Disease research and even the Yellow Pages industry for India and Bangladesh. He retired last year as a Professor of Newcastle University and is currently Professor Emeritus at NIIT University in India. --- THINKING DIGITAL Latest news: https://thinkingdigital.co.uk Follow: http://twitter.com/thinkingdigital Like: http://facebook.com/thinkingdigitalThu, 17 Sep 2026 02:43:41 GMThttps://tinyurl.com/AI4Beginnershttps://tinyurl.com/AI4BeginnersNotification of Lecture Releases: AI for Beginners / Cognition, Cognitive Warfare, The Human Brain as 21st Century Battlescape, & Concepts of Reality (Copy Sent to all Registered Students by Email) Dear Students, Please note the following. Registration remains OPEN until the 31st of January 2024. The course began on the 10th of January 2024. You will be in a position to join the course by the 31st of January 2024 and cover the Lectures presented to that date. Your assignments will be marked and results presented to you within 3 weeks of submission. Tell your friends and colleagues to register at https://t.co/4zP5w6YFSO! AI for Beginners Lecture Releases 1. AI for Beginners: Cohort #1 Module #1 Lecture #1 - Introduction WATCH ON X: https://t.co/3PazlzoyJ3 ON YOUTUBE: https://t.co/KXVunNEaOa CONTENTS: Please enjoy the inaugural lecture of the AI for Beginners course. In the next video I will walk you, the registered students of this inaugural AI for Beginners course, the housekeeping for accessing all the pre-prepared resources, and all of this information will also be emailed to you on the email address that you provided during registration. I am ecstatic to be able to start 2024 on this positive note and as I said in Lecture 1, thank you all for your patience concerning the delayed start of this course due in full to the horrific genocidal events of 10/7 by Hamas and the unexpected pull on my time and resources that this resulted in and for my need to focus on unexpected volumes of contracts that arose in TMG Corps / https://t.co/fBbkG28QEt and Black Angels Syndicate https://t.co/y3BeuSvp8e 2. AI for Beginners: Cohort #1, Module #1, Lecture #2 - Web2 Tyranny vs. Web3 Freedom WATCH ON X: https://t.co/kJ61nTpgfV ON YOUTUBE: https://t.co/DgRU3m2xSf CONTENTS: 1. Web3 Freedom: If we change our habits we can create a Web3 domain of personal sovereignty. 2. Stopping Big Tech Dominance of AI, Blockchain, and Web3: We can stop the migration of Big Tech migration of their monopolies to AI, Blockchain, and Web3. 3. All Tyranny is by Consent: Do not consent. Do not consent for your sake, for your children's and theirs, and for the Preservation of Personal and National Freedom, Sovereignty, Agency, Liberty, and Autonomy. 4. Contents of Lecture 4.1 Surveillance Capitalism 4.2 Mass Surveillance 4.3 Privacy Breaches 4.4 Federated Identity and Centralized Identity 4.5 Erosion of Civil Liberty 4.6 Unauthorized Monetization of Your Data 4.7 Walled Gardens & Gated Silos 4.8 Abuse of Power Cognition, Cognitive Warfare, The Human Brain as 21st Century Battlescape, & Concepts of Reality LECTURE 1: Introduction This lecture provides an outline of the Baseline Foundational Elements of the Primer Series on Cognition, Cognitive Warfare, the Human Brain as the 21st Century Battlescape, and the Relativistic Concepts of Reality, for Beginners. I am excited to introduce my comprehensive series designed specifically for newcomers, delving into the intriguing realm of cognitive warfare. In this inaugural video, I lay the groundwork for what I've coined as "Mastering the Mind: Navigating the Intricacies of Cognitive Landscape in the 21st Century." I aim to equip you with the essential foundational knowledge required to not only comprehend but also build cognitive resilience in the face of the intricate challenges posed by today's complex mindscape. Throughout this series, we will embark on an insightful journey, exploring the nuances of this fascinating domain. In this initial installment, I kickstart the exploration by providing an overview of the core foundational elements that serve as the backbone for the entire Cognitive Warfare Video Series for Beginners. Join me as I delve into the depths of: 1. Understanding the contemporary battlescape - the human brain in the modern era. 2. Navigating the intricate labyrinth of cognitive complexities. 3. Crafting cognitive resilience to thrive amidst the multifaceted brainscape battlefield. My commitment is to empower you with knowledge, insights, and strategies that will not only enhance your understanding but also empower you to navigate and excel in this dynamic landscape. Stay tuned for this transformative learning journey, where I will show you the various component elements of cognitive warfare in the 21st century. ON X: https://t.co/8SFTKhkEtf ON YOUTUBE: https://t.co/cYB3XfiyaB LECTURE 2: A comedy break but not very funny "Covid, Gates, & The Final Solution: Your Rights and Freedoms & your Health" WATCH HERE ON YOUTUBE: https://t.co/9EWWu2FP8N LECTURE 3: Map of the Concept of Consciousness illustrated using 9 Plastic Cups! What this Lecture Covers This segment covers the Concept of Consciousness, as defined through the Ontological Entities of Sapience and Sentience with their Epistemic (relating to knowledge or to the degree of its validation) Content Sapience (State of Awareness) 1. Cognition as Thought 2. Cognition as Choice 3. Cognitive Intelligence, and 4. Cognitive Rationality Sentience (State of Feeling) 1. Affect as Emotion 2. Affect as Instinct, 3. Affect as Intuition 4. Affective Intelligence 5. Affective Emotionality WATCH ON X: https://t.co/DIbJBGMmWT WATCH ON YOUTUBE: https://t.co/zCXHM1ufKx LECTURE 4A: Preamble / Introduction WATCH ON X: https://t.co/wRgcgtxnKf WATCH ON YOUTUBE: https://t.co/8DZNiYfahf LECTURE 4B: The Story of Alice: A 19th-Century Cognitive Thought Experiment: "Once upon a time, a bright and curious child named Alice lived in Dublin, Ireland. She was four years old, and her cognitive processes were blossoming in the nurturing environment of a loving, middle-class family. Alice's parents, Patrick and Brigid, were devoted to her well-being and took pride in providing her with a stimulating upbringing......" WATCH ON X: https://t.co/YFDCdsGLLR WATCH ON YOUTUBE: https://t.co/QLuiaw0eks LECTURE 4C: The Story of Alice: A 23rd-Century Cognitive Thought Experiment: "In story form, using your knowledge of cognition, the role of the family unit in the cognitive development of children, the biological, psychological, and environmental factors that affect childhood cognitive development, the role of education, practice, and experience that affect childhood cognitive development, neuroscience, child psychology, psychology, and psychiatry please write for me a story called "The Story of Alice - A 23rd Century Cognitive Thought Experiment" about a child named Alice who is four years old......" WATCH ON X: https://t.co/GHr7z44Y3z WATCH ON YOUTUBE: https://t.co/HmLB09wvdL LECTURE 4D: Conclusions & X Spaces Open Mic Q&A AMA (date To Be Announced this week) LECTURE 5:  The Human Unconscious State: The human unconscious state is a domain that is often overlooked by the populace at large but which is profoundly influential in our daily lives The Hidden Expanse Your conscious mind is the tip of the iceberg, it is the part that you are consciously aware of through your thoughts, perceptions, and deliberate actions. But partner to that and encompassing the mass of the iceberg that the conscious mind is the tip of lies the vast and rather mysterious world of the human unconscious mind. The Achilles Heel of Your Cognition The unconscious realm of the human mind is where mental processes, thoughts, and information operate beyond the reach of our conscious awareness. It is a hidden domain so to speak to many. In its workings, it handles incredibly important and diverse substantial portions of our cognitive activities. It is thoroughly involved in influencing our decisions, behaviors, and emotional responses. It is in this manner an area of great interest to governments, the military, the media, big technology companies, big pharma, and a host of industries that use it to control our responses to certain stimuli or our reactions to certain events or emerging patterns that are introduced into our societies and our daily personal lives and loves. Active not Passive The unconscious human mind is not passive. It is continually processing information, making connections, and affecting our perceptions without us even realizing it. It stores implicit memories, those bits of information from our past that shape our preferences and reactions, often without conscious recall. Habitual Auto-Responses Do you ever wonder why certain habits seem to run on autopilot? That's the unconscious mind at work, turning conscious actions into ingrained routines, allowing us to navigate our daily lives more efficiently. Emotional Powerhouse The unconscious mind is not just about habits and memories; it plays a crucial role in processing emotions. It can stir up feelings and responses based on past experiences or associations, and these emotional undercurrents often drive our decisions and actions. Sleep and Dreams During sleep, the unconscious mind comes alive in our dreams, which can offer insights into our inner thoughts and emotions. Dreams can be a window into the subconscious, revealing aspects of ourselves that we may not readily acknowledge in our waking state. Defensive Cognitive Moat The unconscious mind can also employ defense mechanisms to shield us from distressing thoughts or emotions, a process seen in psychological theories like repression or denial. What is in this Lecture? In this Lecture, we will explore the various facets of the unconscious mind, its impact on our daily lives, and how understanding it can lead to greater self-awareness and personal growth. This Lecture allows the student to gain a deeper appreciation of the complexities of our unconscious state and the factors external to ourselves that can be employed to influence it, for good and for ill, over time. WATCH ON X: https://t.co/ahBiW1dId6 WATCH ON YOUTUBE: https://t.co/EvrGaJH7sU If you have any questions on the course material content then please post them in the comments on the YOUTUBE CHANNEL and NOT on X. For any administrative queries regarding registration or other non-course related material Wed, 16 Sep 2026 09:15:00 GMThttps://www.youtube.com/watch?v=o38B5mPbGCIhttps://www.youtube.com/watch?v=o38B5mPbGCI(June 13, 2010) In her remarks at Stanford University's 119th Commencement on Sunday, Susan Rice, United States Ambassador to the United Nations, challenges the graduates to innovate and serve; to shape change and "be that change, not for an election, but for a lifetime." More than 25,000 family members and friends gathered for Stanford's 119th Commencement Weekend. Among the highlights on Saturday were a Baccalaureate address by Eboo Patel, executive director of the Interfaith Youth Core and the Class Day Lecture by Philosophy Professor Debra Satz. On Sunday, family members and friends will be in Stanford Memorial Stadium to cheer on the class of 2010 as the university awards 1,722 bachelor's degrees; 2,100 master's degrees; and 980 doctoral degrees. Stanford University: http://www.stanford.edu/ Stanford Commencement: http://commencement.stanford.edu/ Stanford University Channel on YouTube: http://www.youtube.com/stanfordWed, 16 Sep 2026 06:40:42 GMThttps://www.youtube.com/watch?v=tRMYptp34Achttps://www.youtube.com/watch?v=tRMYptp34AcStanford Law School held its graduation ceremony June 12 in Canfield Courtyard, with more than 1,500 family members and friends on hand. Professor Daniel E. Ho, the winner of this year's John Bingham Hurlbut Award for Excellence in Teaching, was chosen by the graduating class to deliver the keynote address.Wed, 16 Sep 2026 06:40:42 GMThttps://www.youtube.com/watch?v=8KkKuTCFvzIhttps://www.youtube.com/watch?v=8KkKuTCFvzIWhat keeps us happy and healthy as we go through life? If you think it's fame and money, you're not alone – but, according to psychiatrist Robert Waldinger, you're mistaken. As the director of 75-year-old study on adult development, Waldinger has unprecedented access to data on true happiness and satisfaction. In this talk, he shares three important lessons learned from the study as well as some practical, old-as-the-hills wisdom on how to build a fulfilling, long life. Visit http://TED.com to get our entire library of TED Talks, transcripts, translations, personalized talk recommendations and more. The TED Talks channel features the best talks and performances from the TED Conference, where the world's leading thinkers and doers give the talk of their lives in 18 minutes (or less). Look for talks on Technology, Entertainment and Design -- plus science, business, global issues, the arts and more. You're welcome to link to or embed these videos, forward them to others and share these ideas with people you know. Follow TED on Twitter: http://twitter.com/TEDTalks Like TED on Facebook: http://facebook.com/TED Subscribe to our channel: http://youtube.com/TED TED's videos may be used for non-commercial purposes under a Creative Commons License, Attribution–Non Commercial–No Derivatives (or the CC BY – NC – ND 4.0 International) and in accordance with our TED Talks Usage Policy https://www.ted.com/about/our-organization/our-policies-terms/ted-talks-usage-policy. For more information on using TED for commercial purposes (e.g. employee learning, in a film or online course), please submit a Media Request at https://media-requests.ted.comWed, 16 Sep 2026 06:12:21 GMThttps://www.youtube.com/watch?v=UF8uR6Z6KLchttps://www.youtube.com/watch?v=UF8uR6Z6KLcDrawing from some of the most pivotal points in his life, Steve Jobs, chief executive officer and co-founder of Apple Computer and of Pixar Animation Studios, urged graduates to pursue their dreams and see the opportunities in life's setbacks -- including death itself -- at the university's 114th Commencement on June 12, 2005. Transcript of Steve Jobs' address: http://news-service.stanford.edu/news/2005/june15/jobs-061505.html Stanford University channel on YouTube: http://www.youtube.com/stanfordWed, 16 Sep 2026 06:12:03 GMThttps://www.youtube.com/watch?v=Id-9XE5TsA8https://www.youtube.com/watch?v=Id-9XE5TsA8Oxford Seminar, 6th of March 2025 Generalized algebraic theories have long been part of our work at Topos, going back to the very beginnings of Catlab.jl. In this talk, I give a new implementation of generalized algebraic theories in Rust, which takes a different, more type-theoretic approach to generalized algebraic theories. This approach tightly integrates e-graphs into the type-checking process to enable an approximation to extensive equality, and in addition enables greater compositionality of theories, achieving a principled approach to “theory pushout” that has been long-desired. This new implementation is intended as a prototype for type-checking algorithms that will go into CatColab and enable “open notebooks” for compositional modeling, and I give an overview of how I envision that working. In addition to this application in scientific modeling, I believe that lessons from this implementation that I have learned about two-level type theory could be applicable in a wide variety of domains in which abstraction is desired that does not complicate the underlying semantics, such as finite state machines, probabilistic programming, SAT solving, systems programming, constraint programming, databases, and serialization formats.Mon, 14 Sep 2026 23:23:09 GMThttps://www.youtube.com/watch?v=3WqZaEYFzWAhttps://www.youtube.com/watch?v=3WqZaEYFzWAWe talk about how to think about the singular value decomposition geometrically. We introduce the idea that the singular values of a matrix are the radii of the ellipse (or ellipsoid, or hyperellipsoid) that the unit circle (or unit sphere, or unit hypersphere) is transformed into by that matrix. Textbook: http://www.njohnston.ca/publications/advanced-linear-and-matrix-algebra/ Blank course notes (lectures 34-37): http://www.njohnston.ca/ala_week9.pdf Annotated course notes (lectures 34-37): http://www.njohnston.ca/ala_week9_annotated.pdf Please leave a comment below if you have any questions, comments, or corrections. Timestamps: 00:00 - Introduction 00:28 - Rotate, stretch, rotate 02:38 - 2D picture 04:21 - Circles and ellipses 06:06 - 3D pictureSun, 13 Sep 2026 03:55:23 GMThttps://zmescience.com/ecology/animals-ecology/this-scientist-is-teaching-dogs-to-control-their-barks-to-learn-how-human-speech-evolvedhttps://zmescience.com/ecology/animals-ecology/this-scientist-is-teaching-dogs-to-control-their-barks-to-learn-how-human-speech-evolvedThis Scientist Is Teaching Dogs to Control Their Barks to Learn How Human Speech Evolved | Alison Jones, ZME Science For over 14 000 years, dogs have hunted with us, guarded livestock, herded sheep and, more recently, curled up beside us on the sofa. Along the way, they have become remarkably good at reading our gestures and picking up on our cues. Now researchers think dogs might also help answer a much bigger question: how did humans become the only species capable of spoken language? Dr Tamás Faragó, a bioacoustics researcher at Eötvös Loránd University in Budapest, has spent nearly two decades studying how dogs communicate through sound. Through K9VocLearn, a five-year research project backed by EU funding, he and his team are now considering whether domestication changed the way dogs use their voices – and what that might reveal about the evolution of human speech. Why dogs? The researchers are investigating whether thousands of years of living alongside humans gave dogs some of the building blocks of vocal learning – the ability to modify vocalisations by listening to others. “Vocal learning is a unique ability in humans, and it is a very strong prerequisite for spoken language,” said Faragó. “Without the ability to modify your vocalisations and learn new vocalisations to produce new sounds, you cannot really learn how to speak.” Humans take this ability extraordinarily far, learning and deliberately producing the huge range of sounds needed for spoken language. Only a small number of other mammals show anything similar. Dolphins, whales, seals, bats and elephants can imitate or modify sounds to varying degrees, while great apes – our closest relatives – show much more limited vocal flexibility. Dogs occupy a unique place in evolution – bred over thousands of years for particular traits that made them useful to humans. “During domestication, dogs were selected for tameness, being socially tolerant with humans, and for being able to cooperate with humans for hunting, herding, livestock driving,” Faragó said. Domestic cooperation The researchers are exploring whether the same traits that made dogs increasingly cooperative and socially tolerant may also have affected their ability to control and alter the sounds they make. “Dogs have a lot of social cognitive abilities very similar to humans and our ability to cooperate. That’s why we thought dogs might be a very good model for these early human evolutionary steps,” said Faragó. This connects to an intriguing – but still debated – idea in evolutionary biology known as the self-domestication hypothesis. It proposes that, over the course of human evolution, selection favoured greater social tolerance and cooperation, producing some changes comparable to those seen when animals were domesticated. If greater social tolerance also favours more flexible communication, studying what domestication did to dogs could offer clues to some of the evolutionary conditions that eventually helped make human speech possible. One clue lies in how much dogs’ voices have changed from those of their wild ancestors. A 2023 study found that breeds genetically closer to wolves were more likely to respond to a howl by howling, while breeds more distantly related to wolves were more likely to bark. Unlike wolves, dogs bark in almost any situation. Researchers Eötvös Loránd University believe this is a direct product of domestication, possibly because early humans favoured dogs that could raise the alarm vocally. That shift, from a rare wolf behaviour to a constant, human-directed signal, is exactly what K9VocLearn is trying to explain. Inside the lab At the aptly named Budapest BARKS Lab (Behaviour and Acoustics Research for K9 Sounds), the researchers are building the most detailed picture yet of canine vocal communication. Dogs are presented with situations designed to evoke a range of emotions. They play games, tackle simple learning tasks, experience brief separations from their owners and even come face-to-face with an inflated bin bag that “mysteriously” moves across the room. Every bark, whine, growl and howl is recorded alongside behaviour and heart rate, helping researchers connect particular vocalisations with emotional states. The next question is whether dogs can learn to produce some of these sounds voluntarily. The training sessions are designed by Dr Sára Sándor, a geneticist and qualified dog trainer. “Currently we are running pilot trainings to develop our protocol,” she said, stressing that the researchers are focused on figuring out how to train dogs to vocalise and participate voluntarily. “You don’t want to put any pressure on the dogs. You don’t want to force them to do anything.” Central to the approach is letting dogs choose whether to continue. “We teach the dogs how to give consent, so if the dog feels the situation is stressful, or it feels tired, it can signal that it doesn’t want to continue. Vocal learning is tiring for dogs, so we need to keep sessions short and give them as much control as possible.” Sound control The goal is not to teach dogs to “talk” in the human sense, but to discover how much voluntary control they have over their own sounds. Rather than reading too much into a dog’s behaviour, Faragó’s team tests something more specific. Can a dog learn to produce, on cue, a whine it would normally make from excitement – without the ball that usually triggers it? It is not just highly vocal dogs that take part. “Everything is data for us, so we are also interested in the trainability of dogs with minimal vocal repertoires. We currently have one barely vocalising dog who nevertheless got the idea in one session and now it loves woofing on cue,” Sándor said. Being naturally “chatty” does not necessarily make a dog better at controlling its voice. Talkative dogs may bark because of genetics, their emotional state or an external trigger, rather than because they can deliberately choose to produce a particular sound. True vocal control works both ways: it can also mean learning to stay quiet when asked. The team has so far relied on its own family dogs, but will soon recruit a much bigger cast of volunteers. Owners across Budapest will follow training protocols at home before bringing their pets to the BARKS Lab to yap, whine and howl in the name of science. The work will also reach out beyond the lab. Through a citizen science challenge, inspired by the earlier Do As I Do Woof Challenge, dog owners worldwide will be invited to submit recordings a lab could never capture: contented sighs, sleepy snuffles, the quiet sounds a dog makes settling in for the night. Owners will also be able to contribute DNA samples and behavioural surveys, helping researchers hunt for genes that might explain why some dogs have greater control over their vocalisations than others. What it means for us Beyond the origins of speech, the research could bring practical benefits. “One of the possible applications is developing smart devices which can detect the emotions of dogs based on their vocalisations,” said Sándor. AI is already being explored as a way to identify information about a dog’s emotional state from its vocalisations. A better scientific understanding of canine vocal communication could help owners recognise fear, stress or frustration before behavioural problems escalate, improving welfare and strengthening the relationship between people and their pets. But the bigger question goes much further back. Dogs have spent thousands of years evolving alongside humans, adapting to many of the same social pressures for cooperation and tolerance that some researchers believe also helped pave the way for human language. If domestication gave dogs a flexible new voice, they may be quietly holding one of the missing pieces in the story of how humans learned to speak. https://t.co/p4bLeP6jsxSat, 12 Sep 2026 07:10:17 GMThttps://www.youtube.com/watch?v=7I-JOd51ctAhttps://www.youtube.com/watch?v=7I-JOd51ctAComputer Architecture, ETH Zürich, Fall 2025 (Course page: https://safari.ethz.ch/architecture/fall2025/doku.php?id=schedule) Lecture 1: Introduction and Basics Lecturer: Prof. Onur Mutlu (https://people.inf.ethz.ch/omutlu/) Date: September 25, 2025 Slides (pptx): https://safari.ethz.ch/architecture/fall2025/lib/exe/fetch.php?media=onur-comparch-fall2025-lecture1-intro-afterlecture.pptx Slides (pdf): https://safari.ethz.ch/architecture/fall2025/lib/exe/fetch.php?media=onur-comparch-fall2025-lecture1-intro-afterlecture.pdf Recommended Reading:  ==================== A Modern Primer on Processing in Memory https://arxiv.org/pdf/2012.03112.pdf Memory-Centric Computing: Solving Computing's Memory Problem https://www.arxiv.org/pdf/2505.00458 Memory-Centric Computing: Recent Advances in Processing-in-DRAM https://arxiv.org/pdf/2412.19275  Intelligent Architectures for Intelligent Computing Systems  https://people.inf.ethz.ch/omutlu/pub/intelligent-architectures-for-intelligent-computingsystems-invited_paper_DATE21.pdf   RowHammer: A Retrospective https://people.inf.ethz.ch/omutlu/pub/RowHammer-Retrospective_ieee_tcad19.pdf Fundamentally Understanding and Solving RowHammer https://arxiv.org/pdf/2211.07613.pdf Accelerating Genome Analysis via Algorithm-Architecture Co-Design https://people.inf.ethz.ch/omutlu/pub/AcceleratingGenomeAnalysis_dac23.pdf  From Molecules to Genomic Variations: Accelerating Genome Analysis via Intelligent Algorithms and Architectures https://people.inf.ethz.ch/omutlu/pub/IntelligentGenomeAnalysis_csbj22.pdf  RECOMMENDED LECTURE VIDEOS & PLAYLISTS: ======================================== Digital Design and Computer Architecture Spring 2025 Livestream Lectures Playlist: https://www.youtube.com/watch?v=ubhxKNlOlRg&list=PL5Q2soXY2Zi9Eo29LMgKVcaydS7V1zZW3&index=3  Fundamentals of Computer Architecture Fall 2025 Livestream Lectures Playlist: https://www.youtube.com/watch?v=uKgMFj1eQQc&list=PL5Q2soXY2Zi_ZMtqz1r-GHm-zzuE1QfIg&index=2  Seminar in Computer Architecture Spring 2025 Livestream Lectures Playlist:   https://www.youtube.com/watch?v=rqeKNZrLzng&list=PL5Q2soXY2Zi-oIW66TLOjtiqQxlDwNHng&index=2  Computer Architecture Fall 2024 Lectures Playlist: https://www.youtube.com/watch?v=ziMRjDlLEwo&list=PL5Q2soXY2Zi-LfDdGgWyLcTSqzm6a26wD&index=2  Interview with Professor Onur Mutlu: https://www.youtube.com/watch?v=8ffSEKZhmvo&list=PL5Q2soXY2Zi8VrmOTz44l2WupethSdh-M&index=9 TCuARCH meets Prof. Onur Mutlu https://www.youtube.com/watch?v=6Hpn4SAX0dI Arch. Mentoring Workshop @ISCA'21 - Doing Impactful Research https://www.youtube.com/watch?v=83tlorht7Mc  The Story of RowHammer Lecture: https://www.youtube.com/watch?v=sgd7PHQQ1AI&list=PL5Q2soXY2Zi8D_5MGV6EnXEJHnV2YFBJl&index=39  Accelerating Genome Analysis Lecture: https://www.youtube.com/watch?v=r7sn41lH-4A&list=PL5Q2soXY2Zi8D_5MGV6EnXEJHnV2YFBJl&index=41  Memory-Centric Computing Systems Tutorial at IEDM 2021: https://www.youtube.com/watch?v=H3sEaINPBOE&list=PL5Q2soXY2Zi8D_5MGV6EnXEJHnV2YFBJl&index=35  Intelligent Architectures for Intelligent Machines Lecture: https://www.youtube.com/watch?v=GTieZPY4Wmc&list=PL5Q2soXY2Zi8D_5MGV6EnXEJHnV2YFBJl&index=38 Featured Lectures: https://www.youtube.com/watch?v=jVYCchBGNVc&list=PL5Q2soXY2Zi8VrmOTz44l2WupethSdh-M&index=1Wed, 16 Sep 2026 20:07:43 GMThttps://www.youtube.com/watch?v=f5FvUL3OnUghttps://www.youtube.com/watch?v=f5FvUL3OnUgJoin us on an exciting journey into the fascinating world of genetics! In this video, we'll explore what DNA is, its role in life as we know it, and how it shapes every organism on our planet. From the eye color you inherited to the stripes on a tiger, learn how the 'blueprint of life' guides the development, functioning, growth, and reproduction of all living organisms. We'll also dive into the story of Gregor Mendel, the 'Father of Genetics', and how his groundbreaking work with pea plants laid the foundation for our understanding of heredity. This is the first video in our 'Genetics Explained' series, where we'll be unraveling the secrets of DNA, genes, chromosomes, and more. Time Stamps 00:00 Genetics Intro 00:48 DNA 01:18 Gregor Mendel's Experiments 02:21 Genes 02:44 Genetics SeriesTue, 15 Sep 2026 07:27:13 GMThttps://www.youtube.com/watch?v=TkfBC8ymz_chttps://www.youtube.com/watch?v=TkfBC8ymz_cGoal. I would like to tell you a bit about my favorite subfields of mathematics (in no particular order), highlighting key theorems, ideas or concepts and why I like them so much. This is a variation of “My favorite theorems” and I park the videos on that list as well. This time. What is...complexity theory? Or: Subfields of mathematics 19. Disclaimer. Nobody is perfect, and I might have said something silly. If there is any doubt, then please check the references. Slides. http://www.dtubbenhauer.com/youtube.html TeX files for the presentation. https://github.com/dtubbenhauer/My-TeX-files Thumbnail. https://en.wikipedia.org/wiki/NP_(complexity)#/media/File:P_np_np-complete_np-hard.svg Main discussion. https://en.wikipedia.org/wiki/Computational_complexity_theory https://en.wikipedia.org/wiki/Computational_complexity https://en.wikipedia.org/wiki/Cook%E2%80%93Levin_theorem https://complexityzoo.net/Complexity_Dojo/Cook-Levin_Theorem https://annals.math.princeton.edu/2021/193-2/p04 Background material. https://en.wikipedia.org/wiki/Algorithm https://en.wikipedia.org/wiki/List_of_complexity_classes https://en.wikipedia.org/wiki/Analysis_of_algorithms https://en.wikipedia.org/wiki/Worst-case_complexity https://en.wikipedia.org/wiki/Average-case_complexity https://en.wikipedia.org/wiki/Time_complexity https://en.wikipedia.org/wiki/Space_complexity Computer talk. https://complexityzoo.net/Complexity_Zoo https://gmplib.org/manual/Multiplication-Algorithms#Multiplication%20Algorithms https://en.wikipedia.org/wiki/Sch%C3%B6nhage%E2%80%93Strassen_algorithm#Implementation_details Pictures used. https://en.wikipedia.org/wiki/Algorithm#/media/File:GCD_through_successive_subtractions.svg https://cdn.hashnode.com/res/hashnode/image/upload/v1606567598755/dVUd0j4A5.png?auto=compress,format&format=webp https://www.codeandgadgets.com/wp-content/uploads/2017/06/karatsuba-featured-image.gif Picture created using https://reference.wolfram.com/language/ref/Plot.html Picture from https://annals.math.princeton.edu/2021/193-2/p04 https://en.wikipedia.org/wiki/NP-completeness#/media/File:P_np_np-complete_np-hard.svg https://upload.wikimedia.org/wikipedia/commons/thumb/8/89/Relative_NPC_chart.svg/1280px-Relative_NPC_chart.svg.png YouTube and co. https://www.youtube.com/watch?v=W9G_1xG77LE https://www.youtube.com/watch?v=LW_37i96htQ https://www.youtube.com/watch?v=6Az1gtDRaAU #logic #computerscience #mathematicsSun, 13 Sep 2026 07:20:45 GMThttps://www.youtube.com/watch?v=0LetJMbu7uYhttps://www.youtube.com/watch?v=0LetJMbu7uYhttp://www.ibiology.org/ibioseminars/david-baker-part-1.html Lecture Overview: Baker begins his talk by describing two reciprocal research problems. The first is how to predict the 3 dimensional structure of a protein from a specific amino acid sequence, while the second is how to determine the amino acid sequence that will generate a new protein designed to have a specific structure. Baker’s lab is addressing the second of these challenges by developing computer programs (such as Rosetta@Home) that calculate the lowest energy, or most likely, structures for differently folded amino acid sequences. Baker explains how his lab can design a new protein structure, not found in nature, and using the computer programs they have developed, determine the amino acid structure. It is then possible to back translate to the DNA sequence and synthesize the gene that can then by used to make the protein. When the structures of these synthesized proteins are determined by crystallography and compared to the predicted structures of the designed proteins, they are found to overlap very closely demonstrating that the protein design algorithms work well. In the second of his talks, Baker tells us how his lab has moved beyond designing new protein structures to designing new protein functions. The first example he describes is the development of an inhibitor of the influenza virus. Baker’s lab designed a protein structure that fits into a highly conserved region of the hemagglutinin protein found on the surface of influenza. Preliminary lab data suggests that this designed protein protects mice from infection with the flu virus. Baker also describes experiments in which proteins were designed to fit together and build multicomponent materials such as nanocages, nanolayers and nanowires. Speaker Bio: David Baker received a BA in Biology from Harvard University and a PhD in Biochemistry from the University of California, Berkeley. Currently, Baker is the Head of the Institute for Protein Design and a Professor of Biochemistry at the University of Washington, and a Howard Hughes Medical Institute Investigator. His research utilizes both experimental and computational methods to study the design of protein structures, and the mechanisms of protein folding, protein-protein and protein-small molecule interactions. Baker’s lab developed the crowd-sourced protein folding design programs Rosetta@home and Foldit. Learn more about these programs in Baker’s iBioMagazine talk and at his lab webpage http://www.bakerlab.org/static/ . Baker has won numerous awards for his work including the Raymond and Beverly Sackler International Prize in Biophysics in 2008. Baker is a member of the National Academy of Sciences and the American Academy of Sciences.Sun, 13 Sep 2026 00:00:40 GMThttps://www.youtube.com/watch?v=xab8tG5YWO4https://www.youtube.com/watch?v=xab8tG5YWO4#topology #whatistopology #topologyforbeginners This is a very short and intuitive understanding of what is topology. Topology is a branch of mathematics that deals with different shapes and sizes. Compared to other branches of mathematics this is relatively new and hence the chances of making a career are immense. Modern researches show that topology has immense potential and great mathematicians like Grigori Perelman, Maryam Mirzakhani, Mikhail Gromov has made great contributions in topology. This is a very short, intuitive yet clear video on topology. Ashna has spoken on what is topology, different branches of topology, and the immense opportunity that lies ahead in making a career in topology. Subscribe for more physics and mathematics videos: https://www.youtube.com/physicsforstudents?sub_confirmation=1 Join this channel to get access to perks: https://www.youtube.com/channel/UCVDb3R8XY1FIEIccTT1NnpA/join (1) Channel: https://www.youtube.com/physicsforstu... (2) General Relativity:https://www.youtube.com/@generalrelativityexplained (3) Facebook: https://www.facebook.com/physicsforst... (4) Instagram: https://instagram.com/physics_forstud... (5) Linkedin:https://www.linkedin.com/in/physicsfo... Email: contact.physicsforstudents@gmail.com Contact: +91 9830219677 The objective of this channel is to provide educative videos on physics and mathematics. Playlists: (1) Most watched videos https://www.youtube.com/playlist?list=PL2n-gxsZ_8LASW2OMOXhtqYLhrAOY8GgJ (2) Quantum Mechanics https://www.youtube.com/playlist?list=PL2n-gxsZ_8LCvulxRDc8mBeadEv1mGlnx (3) Special Relativity https://www.youtube.com/playlist?list=PL2n-gxsZ_8LDlFXMz2Kd92ElkCyYERPlo (4) General Relativity https://www.youtube.com/playlist?list=PL2n-gxsZ_8LAVDW8FGXhBgQDbYrcKXXey (5) Black Holes https://www.youtube.com/playlist?list=PL2n-gxsZ_8LD9V1md0JQMwkU6SH0tbEKa (6) Differential Geometry https://www.youtube.com/playlist?list=PL2n-gxsZ_8LCapNhpUYAZqUu3xfgHZ76w (7) Topology https://www.youtube.com/playlist?list=PL2n-gxsZ_8LBhbTtDfxK9P9VoSuTTd6If (8) Vectors and Tensors https://www.youtube.com/playlist?list=PL2n-gxsZ_8LCHM3SzJgCmmPHVaNFE5D0s (9) Real Analysis https://www.youtube.com/playlist?list=PL2n-gxsZ_8LA2IhQincXlr-qwjo7svOgX (10) Maxwell's Equations https://www.youtube.com/playlist?list=PL2n-gxsZ_8LDVJ3QTTE9YrC984iuwc7tX (11) Classical Physics https://www.youtube.com/playlist?list=PL2n-gxsZ_8LBcZzSzlpOFmuNQLoR535wj (12) Basic Mathematics https://www.youtube.com/playlist?list=PL2n-gxsZ_8LC-1Gn4HpcOQaubEmr-QaBY (13) Calculus https://www.youtube.com/playlist?list=PL2n-gxsZ_8LC5fHDWK6i2AJjpajwU98Nd (14) Concept Building https://www.youtube.com/playlist?list=PL2n-gxsZ_8LDgFseXD2K_bX21tDYo4Zp5 (15) How To Learn Mathematics https://www.youtube.com/playlist?list=PL2n-gxsZ_8LDYh7lVy-WwjEt0IVC2jJJg (16) Tagore Einstein conversations https://www.youtube.com/playlist?list=PL2n-gxsZ_8LBBQLMb3FMr4oKYbFeQFZwR (17) Biographies https://www.youtube.com/playlist?list=PL2n-gxsZ_8LCTyHei0dqlRt2uTsBNdD5t (18) Grigori Perelman https://www.youtube.com/playlist?list=PL2n-gxsZ_8LDWKF2fSL-DtOudD3QcnUoR (19) String Theory https://www.youtube.com/playlist?list=PL2n-gxsZ_8LDvBMwyb45MI7OJPg7yEGy2 (20) Shorts https://www.youtube.com/playlist?list=PL2n-gxsZ_8LCUIr5FGDC_40Q08Og6cGaI My name is Shounak. I teach in a college. Copyright © 2021 Physics for Students. All rights reserved. #physicsforstudents #classicalphysics #einstein #topology #topologylecture #topologymathematics #topologymathematicslecture #topologyformscmaths #topologylectureseries #whatistopology #topologicalspace #topologicalspacevsmetricspace #topologicalspacemetricspace #topologicalspaceexplained #topologicalspacemathematics #topologicalspaceandmetricspace #topologicalspaceneighbourhood #topologicalspaceinmaths #topologicalspaceintroduction #topologicalspaceandcontinousfunctions #homeomorphic #torustopology #bijectivefunction #injectiveandsurjectivefunctions #homomorphismandisomorphismofgroups #homomorphismingrouptheory #homomorhphismexamples #homomorhphismandhomeomorphisms #manifold #euleridentity #homeomorphism #diffeomorphism #set #settheory #topologicalinvariance #algebraictopology #pointsettopology #differentialtopology #combinatorialtopology #historyoftopology #sevenriversproblem #maryammirzakhani #topologyimportanceSat, 12 Sep 2026 22:47:19 GMThttps://www.youtube.com/watch?v=mS9VAnbDJ_Qhttps://www.youtube.com/watch?v=mS9VAnbDJ_QWelcome! If you're ready to start your journey into the fascinating world of fluid mechanics, this course is for you! In this video, I'll go over the course, talk about some prerequisites you should have, go over all the topics I'll be covering in this course and more. Fluid mechanics is a really fun and interesting field of physics and science and it's application spans a vast number of fields from engineering to medicine to mechanics and more! The textbook I will be using in this course is Physics for Scientists and Engineers 2nd Edition by Randall Knight. ⏰ Timestamps: 0:00 Introduction 0:50 Fluid Mechanics 2:03 My Notes 2:33 Who This Course is For 3:33 Prerequisites 5:15 Course Overview 11:49 Conclusion 🎥 This lecture is part of the Physics of Fluid Mechanics course: https://www.youtube.com/playlist?list=PLSlqN4CMG7zy26XSvur7dcBSgFJa40XtU 💙 If you've found my content helpful and would like to support the channel, you can do so here: https://www.buymeacoffee.com/simmysigma 🤓 You can find my calculus-based Fluid Mechanics course here: https://youtube.com/playlist?list=PL7FF084F8C414D602 📘 Find my Digital Engineering Paper Templates here: https://www.etsy.com/shop/29moonnotebooks 📝 You can download my lecture notes used in this series here: https://drive.google.com/file/d/1O7UR-ibPQve9wBFP4BgWDvmDp71KeTfr/view?usp=sharing 🌎 Follow me on Twitter here: @simmysigma --Sat, 12 Sep 2026 22:17:59 GMThttps://www.youtube.com/watch?v=-6b-tQEBUT8https://www.youtube.com/watch?v=-6b-tQEBUT8How can you prove math theorems? How do you begin? What are the types of logical arguments you can use? How do you get unstuck when you don't know what to do? In this video i'm going to walk through a series of tips and tricks to help you prove mathematical theorems. We'll talk about the logical structure, and contrast proof methods like direct, contrapositive, contradiction and counterexample. I'll give you concrete template to work from assumptions, definitions of assumptions, manipulations, definition of conclusion and finally the conclusion. And then i'll talk about broader tips for getting yourself unstuck. The tips: 0:00 Intro 0:49 Logical Structure 3:01 Proof methods 6:21 Write Definitions 8:45 Aim for the Conclusion 9:56 Understand the Claim 11:05 Geometric Picture 11:42 Concrete Example 12:39 Relevant Theorems? 11:32 Play Arround! **************************************************** COURSE PLAYLISTS: ►CALCULUS I: https://www.youtube.com/playlist?list=PLHXZ9OQGMqxfT9RMcReZ4WcoVILP4k6-m ► CALCULUS II: https://www.youtube.com/playlist?list=PLHXZ9OQGMqxc4ySKTIW19TLrT91Ik9M4n ►MULTIVARIABLE CALCULUS (Calc III): https://www.youtube.com/playlist?list=PLHXZ9OQGMqxc_CvEy7xBKRQr6I214QJcd ►DIFFERENTIAL EQUATIONS (Calc IV): https://www.youtube.com/watch?v=xeeM3TT4Zgg&list=PLHXZ9OQGMqxcJXnLr08cyNaup4RDsbAl1 ►DISCRETE MATH: https://www.youtube.com/playlist?list=PLHXZ9OQGMqxersk8fUxiUMSIx0DBqsKZS ►LINEAR ALGEBRA: https://www.youtube.com/playlist?list=PLHXZ9OQGMqxfUl0tcqPNTJsb7R6BqSLo6 *************************************************** ► Want to learn math effectively? Check out my "Learning Math" Series: https://www.youtube.com/watch?v=LPH2lqis3D0&list=PLHXZ9OQGMqxfSkRtlL5KPq6JqMNTh_MBw ►Want some cool math? Check out my "Cool Math" Series: https://www.youtube.com/playlist?list=PLHXZ9OQGMqxelE_9RzwJ-cqfUtaFBpiho **************************************************** ►Follow me on Twitter: http://twitter.com/treforbazett ***************************************************** This video was created by Dr. Trefor Bazett. I'm an Assistant Teaching Professor at the University of Victoria. BECOME A MEMBER: ►Join: https://www.youtube.com/channel/UC9rTsvTxJnx1DNrDA3Rqa6A/join MATH BOOKS & MERCH I LOVE: ► My Amazon Affiliate Shop: https://www.amazon.com/shop/treforbazettSat, 12 Sep 2026 20:00:26 GMThttps://www.youtube.com/watch?v=B5IjsTONKkwhttps://www.youtube.com/watch?v=B5IjsTONKkwFree, Open-Source ODE Textbook I'm adapting for this playlist: http://web.uvic.ca/~tbazett/diffyqs The ODE Course Playlist: https://www.youtube.com/playlist?list=PLHXZ9OQGMqxde-SlgmWlCmNHroIWtujBw In this video I'm giving an introduction to ODEs or Ordinary Differential Equations. Our goal is to model a world where properties are changing, and we note from Calculus that rates of change were encoded by the derivative of a function. But where did those functions come from? Often, the answer is differential equations. We're going to see two major examples of differential equations in this video, exponential growth and free falling under gravity. In both we will talk about infinite families of solutions, and the role of initial conditions. ♡♡♡SUPPORT THE CHANNEL♡♡♡ ►Support on PATREON: https://patreon.com/DrTrefor ►MATH BOOKS I LOVE (affiliate link): https://www.amazon.com/shop/treforbazett ►CURIOSITY BOX: https://www.CuriosityBox.com/DrTrefor use CODE drtrefor for 25% off awesome STEM merch boxes 0:00 Intro 1:59 Exponential Growth 6:10 Body in Motion 10:23 Motivating Questions COURSE PLAYLISTS: ►DISCRETE MATH: https://www.youtube.com/playlist?list=PLHXZ9OQGMqxersk8fUxiUMSIx0DBqsKZS ►LINEAR ALGEBRA: https://www.youtube.com/playlist?list=PLHXZ9OQGMqxfUl0tcqPNTJsb7R6BqSLo6 ►CALCULUS I: https://www.youtube.com/playlist?list=PLHXZ9OQGMqxfT9RMcReZ4WcoVILP4k6-m ►CALCULUS II: https://www.youtube.com/playlist?list=PLHXZ9OQGMqxc4ySKTIW19TLrT91Ik9M4n ►MULTIVARIABLE CALCULUS (Calc III): https://www.youtube.com/playlist?list=PLHXZ9OQGMqxc_CvEy7xBKRQr6I214QJcd ►VECTOR CALCULUS (Calc IV): https://www.youtube.com/playlist?list=PLHXZ9OQGMqxfW0GMqeUE1bLKaYor6kbHa ►DIFFERENTIAL EQUATIONS: https://www.youtube.com/playlist?list=PLHXZ9OQGMqxde-SlgmWlCmNHroIWtujBw ►LAPLACE TRANSFORM: https://www.youtube.com/playlist?list=PLHXZ9OQGMqxcJXnLr08cyNaup4RDsbAl1 ►GAME THEORY: https://www.youtube.com/playlist?list=PLHXZ9OQGMqxdzD8KpTHz6_gsw9pPxRFlX OTHER PLAYLISTS: ►Cool Math Series: https://www.youtube.com/playlist?list=PLHXZ9OQGMqxelE_9RzwJ-cqfUtaFBpiho ►Learning Math Series: https://www.youtube.com/watch?v=LPH2lqis3D0&list=PLHXZ9OQGMqxfSkRtlL5KPq6JqMNTh_MBw ►LaTeX: https://www.youtube.com/watch?v=-HvRvBjBAvg&list=PLHXZ9OQGMqxcWWkx2DMnQmj5os2X5ZR73&index=2&ab_channel=Dr.TreforBazett SOCIALS: ►X/Twitter: http://X.com/treforbazett ►TikTok: http://tiktok.com/@drtrefor ►Instagram (photography based): http://instagram.com/treforphotographySat, 12 Sep 2026 17:19:08 GMThttps://www.youtube.com/watch?v=0v4WFmOm764https://www.youtube.com/watch?v=0v4WFmOm764This is an introductory course for Control Theory that has a rigorous mathematical leaning. We are going to talk about Laplace transforms on distributions, Hardy spaces, H infinity control, Lyapunov Theorems, the Calculus of Variations, and many other control theory topics over this next year. //Watch Next Tempered Distributions (Full Lecture) https://youtu.be/bsbTF4VC6qk The Paley Wiener Space https://youtu.be/jcY5Tq1JsVc Kernel Based Dynamic Mode Decompositions https://youtu.be/BoIQvGoCAmA Continuous time Dynamic Mode Decompositions https://youtu.be/xfZG0mhKd0s Fixed Point Iteration - Loki gets slapped 16 times for SCIENCE https://youtu.be/_I790SqNDjs //Music Provided by Epidemic Sound Follow Me Wild Horse - Cospe Vegas - Onda Norte Mt Fuji - Oozy Use this referral link to get a 30 day free trial with Epidemic Sound for your YouTube channel: https://www.epidemicsound.com/referral/644nao //Books Feedback Control Theory - Doyle, Francis, Tannenbaum https://amzn.to/3HFvuov From Vector Spaces to Function Spaces - Yutaka Yamamoto https://amzn.to/3sU2CVj Pick Interpolation and Hilbert Function Spaces - Agler and McCarthy https://amzn.to/3EOJU3K Nonlinear Systems - Khalil https://amzn.to/32Zyk8E Modern Control Systems - Dorf and Bishop https://amzn.to/331JQAm //Recording Equipment Canon SL3: https://amzn.to/3nZ11KU Canon T6i: https://amzn.to/3FUpkQh Rode VideoMic: https://amzn.to/3lhldGa Blue Yeti Microphone: https://amzn.to/3I1y88N Yeti Nano Microphone: https://amzn.to/3I1mriA SanDisc 256GB SD Card: https://amzn.to/3E3LOOr Neewer 5600K USB LED Lights: https://amzn.to/3xvB9cN Neewer 18 inch Ring Light: https://amzn.to/2ZvgCsc Camera Power Adapter: https://amzn.to/3D3upUu DISCLAIMER: The links above in this description may be affiliate links. If you make a purchase with the links provided I may receive a small commission, but with no additional charge to you :) Thank you for supporting my channel so that I can continue to produce mathematics content for you!Sat, 12 Sep 2026 05:20:16 GMThttps://www.youtube.com/watch?v=ogOuiKORHL4https://www.youtube.com/watch?v=ogOuiKORHL4Struggling to understand linear algebra? This video breaks down vectors and matrices using intuition and visuals, not heavy formulas. You’ll learn: What vectors really represent (direction & magnitude) How matrices act as space-transforming machines Why dot products measure similarity How linear algebra powers AI, machine learning, graphics, and neural networks This is an intuition-first explanation designed for developers, AI/ML beginners, data science learners, and interview prep. If you’ve ever memorized formulas without truly understanding them—this video is for you.Fri, 11 Sep 2026 22:22:01 GMThttps://scienceblog.com/g-body-language-that-makes-a-person-seem-powerfulhttps://scienceblog.com/g-body-language-that-makes-a-person-seem-powerfulThe viral 2010 power posing study claimed two minutes of an expansive stance changes testosterone and cortisol, but a 2015 replication with five times as many participants found no such hormonal effect at all | ScienceBlog The claim that standing in an expansive posture for two minutes changes your hormones and makes you more powerful comes from one small study, and much of the original finding has not held up. In 2010, Dana Carney, Amy Cuddy, and Andy Yap published a paper in Psychological Science reporting that 42 participants who held expansive “high power” poses for one minute showed increased testosterone, decreased cortisol, and greater self-reported feelings of power and risk tolerance compared with participants who held a contractive “low power” pose. The finding, popularized in a TED talk that became one of the platform’s most viewed, was framed as evidence that body language does not just reflect how powerful you feel, it can produce the feeling and the underlying biology. This is one study, not settled consensus, and in the years since publication, its central claims have mostly not survived closer scrutiny. What happened when other researchers tried to replicate it In 2015, Eva Ranehill and colleagues published a replication in Psychological Science using a considerably larger sample, 200 participants compared with the original 42. They found no measurable effect of power posing on testosterone, cortisol, or actual risk-taking behavior in a financial task. The one part of the original finding that did replicate was subjective: participants who held expansive poses reported feeling more powerful afterward, even though no hormonal or behavioral change accompanied that feeling. The response from the original research team was notable in itself. In 2016, Dana Carney, one of the original study’s own co-authors, published a public statement saying she no longer believed the power-posing effect was real, citing concerns about the small sample size and the statistical practices used in the original 2010 paper. A subsequent replication effort has since reported a more mixed picture, finding no effect on testosterone or self-reported feelings of power, but partial support for effects on cortisol and risk-taking, which illustrates how unsettled this specific question remains rather than resolving it cleanly in either direction. Feeling powerful and appearing powerful are different questions The power-posing story is specifically about what a pose does to the person holding it. A separate, older body of research asks a related but distinct question: what postures and behaviors make a person appear powerful to other people watching them. Here the evidence is less dramatic but considerably more consistent. Dana Carney, along with Judith Hall and Lavonia LeBeau, published a 2005 paper in the Journal of Nonverbal Behavior examining beliefs and evidence around seventy specific nonverbal behaviors associated with social power, defined both as a personality trait and as an organizational role. The researchers found real, measurable differences across roughly half of the behaviors studied, including posture, gesture, and vocal patterns associated with higher-power roles and traits. The study distinguished power as a stable personality trait, a general tendency toward dominance across situations, from power as a role, the rank a person actually holds within an organization at a given moment. That distinction is worth keeping in mind, because a nonverbal cue that reliably tracks with someone’s assigned rank in a workplace is not automatically the same cue that reflects a person’s underlying dominant disposition, and the paper found the two did not always overlap in the same behaviors. Why the perception often outruns the reality A related meta-analysis, by Judith Hall, Erik Coats, and Lavonia LeBeau, examined a wide range of nonverbal behaviors, including facial expression, eye gaze, interpersonal distance, body movement, and touch, in relation to actual and perceived social status. The result worth sitting with: people’s beliefs about which nonverbal cues signal power were stronger and more consistent than the actual differences in behavior between higher-power and lower-power people. In plain terms, most people share a fairly accurate mental model of what powerful body language looks like: more space taken up, steadier gaze, slower and less fidgety movement. But the degree to which genuinely powerful people actually display these cues, measured directly rather than assumed, was smaller and less reliable than the shared belief about it. That gap matters for how to read advice about powerful body language. The specific cues most consistently associated with perceived power in this research, expansiveness, stillness, direct and steady eye contact, sound almost identical to the ones featured in popular power-posing advice. The difference is what they are being claimed to do. As a signal that shifts how an observer reads you in the moment, this research gives real support. As a mechanism that changes your own hormones or risk tolerance before you walk into the room, the evidence has largely not held up under closer testing. What this actually supports Taken together, the honest version of this research points to a narrower and more useful claim than the version that went viral. Adopting an expansive stance before a stressful moment does appear to reliably change how a person feels in the moment, according to both the original study and its replication. What it does not appear to reliably do, based on the larger replication and the original co-author’s own reassessment, is change measurable hormones or actual risk-taking behavior. Separately, and on firmer ground, decades of research into how observers read nonverbal cues suggests that expansive, stable, unhurried body language genuinely does shape how powerful a person appears to others, even though the underlying biological story about why is not the one the original 2010 study told. What this does not prove None of the studies discussed here followed people into real negotiations, job interviews, or long-term career outcomes to measure whether appearing powerful through posture actually changes real-world results. The nonverbal-perception research is also decades old in places, drawn largely from lab settings and coded video rather than lived professional interactions, and the specific behaviors that read as powerful may vary somewhat by culture and context in ways this research was not designed to test. The result is a finding from this specific body of work, not a universal rule about every person in every room: body language shapes how you are perceived with real consistency, but the idea that it also rewires your own physiology before you arrive is a claim that mostly did not survive its own replication. https://t.co/q6Bb76sOtSThu, 17 Sep 2026 00:09:46 GMThttp://bit.ly/R0mPphttp://bit.ly/R0mPpVideo: Steve Jobs Stanford Univ Commencement Address http://bit.ly/R0mPp @tonyrobbins Moving Speaker Lecture Live each day as your last!Wed, 16 Sep 2026 23:25:42 GMThttp://deeplearning.ai/http://deeplearning.ai/Andrew Ng built the AI team at Google. Then left and built the AI team at Baidu. Two of the biggest tech companies on earth - he ran the AI strategy for both. Then he walked into a Stanford classroom and gave this lecture for free. 800 students showed up to a room that seats 300. People sat in the hallways. People watched from outside. This was 2018 - before ChatGPT, before the AI gold rush, before every company on earth was desperately trying to hire people who understood this stuff. Ng saw it coming. He said it in the first five minutes. "Today is the same moment the Internet was in 2000. Every person who bet on it early built a fantastic career. That window is open right now for machine learning." The engineers who finished this course now make $400k at Google. $500k at Two Sigma. $600k+ at hedge funds running quantitative ML strategies. Not because they're geniuses. Because they understand the foundations that Ng teaches here, that almost nobody bothers to learn properly. Tech companies started posting job ads that said: "If you completed CS229, you get an interview. Guaranteed." Not "it helps." Not "it's preferred." Guaranteed. This is Lecture 1 of Stanford CS229 - the most influential machine learning course ever recorded. Here's what actually happens in this lecture: Ng breaks down the entire map of machine learning in plain English. No equations yet. Just the clearest explanation you'll find anywhere of how supervised learning, unsupervised learning, reinforcement learning, and deep learning connect to each other - and why each one matters. He shows you a self-driving car demo from the 1990s. A neural network learning to steer by watching a human drive. 1990s hardware. Grainy video. And it works. Same idea as Tesla Autopilot. Built 30 years earlier. He explains why Arthur Samuel's checkers program from the 1950s - the one that beat its own creator at the game - contains the exact same core insight as every large language model running today. Watch the moment: Around 37 minutes in, Ng says something most professors would never admit out loud: the gap between a team that wastes six months going in the wrong direction and a team that solves the same problem in three weeks is not talent. It's systematic thinking. He built that system at Google. Then rebuilt it at Baidu. Then put the whole playbook into a free YouTube lecture. After this course, Ng founded Coursera - valued at over $4 billion - and https://t.co/x9hTRzNKiQ, which has trained millions of engineers worldwide. He charges corporations hundreds of thousands of dollars to consult. He gave this lecture away. Stanford CS229, Lecture 1. Andrew Ng. Autumn 2018. Free on YouTube. the window he described in 2018 is still open. barely. bookmark thisWed, 16 Sep 2026 20:44:23 GMThttps://www.youtube.com/watch?v=lGaUDzdKL0Mhttps://www.youtube.com/watch?v=lGaUDzdKL0MProfessor Hiranya Peiris is Professor of Astronomy (1909) at Cambridge, the first woman to hold the prestigious post. Her inaugural lecture, titled 'Decoding the Cosmos', took place at the University's Institute of Astronomy on 22 February 2024. As a cosmologist, Prof Peiris delves into the mysteries at the edge of our understanding, reaching back to the very first moments of the Universe after the Big Bang. Inspired by the legendary physicist Professor Stephen Hawking, she navigates the uncharted spaces of knowledge, seeking answers to profound questions. Her research often treads the path of high risk and high reward, pushing the boundaries of what we know about the cosmos. Prof Peiris is noted for her work leading groundbreaking research that bridged theoretical predictions of cosmic inflation (the rapid expansion of the Universe shortly after the Big Bang) with observational data. Her lecture sheds light on the awe-inspiring revelations of other galaxies beyond our own, a discovery made just a century ago. She describes some highlights from her journey through this rapidly changing cosmological landscape, and discusses how laboratory experiments are helping us test new fundamental physics paradigms developed to explain cosmological observations.Wed, 16 Sep 2026 01:47:32 GMThttps://www.youtube.com/watch?v=v06wbsphIa0https://www.youtube.com/watch?v=v06wbsphIa0Embark on a journey through the greatest cosmic mysteries—from the explosive birth of the universe to the very nature of time and space. Learn more: https://perimeterinstitute.ca/news/perimeter-researcher-tells-real-history-big-bang About the Public Lecture: The story of the universe’s origins is one of the greatest mysteries in science. From the explosive birth of the cosmos to the enigmatic nature of time and space, we are continually challenged by paradoxes that defy current understanding. In this public talk, we shall explore the triumphs and debates that shape modern cosmology, and the novel quests to uncover our cosmic origins. I will also highlight the pioneering contributions of my friend and colleague, Lee Smolin. His groundbreaking ideas on quantum gravity, the nature of time, and cosmological evolution have sparked new directions in the search for a deeper theory of the universe. Together, we will journey through the frontiers of physics, exploring how new theories and astronomical observations might offer clues to the next great paradigm shift. Whether you’re a science enthusiast or just curious about the cosmos, join us for a conversation on the past, present, and future of our understanding of the universe. 📅 Stay in the loop: Sign up for our newsletter: https://landing.perimeterinstitute.ca/newsletter-signup 🔬 Support science: Donate to Perimeter: https://perimeterinstitute.ca/info/donors Follow Perimeter Institute: Facebook: https://www.facebook.com/pioutreach Instagram: https://www.instagram.com/perimeterinstitute LinkedIn: https://www.linkedin.com/company/perimeter-institute Perimeter Institute (charitable registration number 88981 4323 RR0001) is the world’s largest independent research hub devoted to theoretical physics, created to foster breakthroughs in the fundamental understanding of our universe, from the smallest particles to the entire cosmos. About the Speaker: Niayesh Afshordi is a theoretical astrophysicist and professor at the University of Waterloo and Perimeter Institute for Theoretical Physics. His research explores the frontiers of cosmology, gravity, and quantum physics, with a focus on black holes and the origins of the universe. He is the co-author of the forthcoming popular science book Battle of the Big Bang: The New Tales of Our Cosmic Origins (University of Chicago Press, 2025), which reexamines the history and future of the cosmos through the lens of cutting-edge theory and observation.Sun, 13 Sep 2026 17:22:13 GMThttps://www.youtube.com/watch?v=S1AEWuCFq6Ahttps://www.youtube.com/watch?v=S1AEWuCFq6ADiscover the surprising history of proof, a mathematically vital concept. In this talk John covers the areas of number theory, non-Euclidean geometry, topology, and logic, and peer into the deep chasm between natural number arithmetic and the real numbers. Buy John's book here: https://geni.us/mathsproof Watch the Q&A here: https://youtu.be/aPyWM5cQkeQ This video was filmed by the Ri on 24 January 2023. John Stillwell was born in Melbourne, Australia, and taught at Monash University from 1970 until 2001, before moving to USF in 2002. He was an invited speaker at the International Congress of Mathematicians in 1994, and his mathematical writing has been honoured with the Chauvenet Prize of the Mathematical Association of America in 2005 and the book award of the Association of Jesuit Colleges and Universities in 2009. Among his best-known books are 'Mathematics and Its History' and 'Yearning for the Impossible'. His interests are history of mathematics in the 19th and 20th centuries, number theory, geometry, algebra, topology, foundations of mathematics. -- A very special thank you to our Patreon supporters who help make these videos happen, especially: modsiw, Anton Ragin, Edward Unthank, Robert L Winer, Andy Carpenter, William Hudson Don McLaughlin, efkinel lo, Martin Paull, Ben Wynne-Simmons, Ivo Danihelka, Kevin Winoto, Jonathan Killin, Stephan Giersche, William Billy Robillard, Jeffrey Schweitzer, Frances Dunne, jonas.app, Tim Karr, Alan Latteri, David Crowner, Matt Townsend, THOMAS N TAMADA, Andrew McGhee, Paul Brown, David Schick, Dave Ostler, Osian Gwyn Williams, David Lindo, Roger Baker, Rebecca Pan -- The Ri is on Patreon: https://www.patreon.com/TheRoyalInstitution and Twitter: http://twitter.com/ri_science and Facebook: http://www.facebook.com/royalinstitution and TikTok: https://www.tiktok.com/@ri_science Listen to the Ri podcast: https://anchor.fm/ri-science-podcast Our editorial policy: https://www.rigb.org/editing-ri-talks-and-moderating-comments Subscribe for the latest science videos: http://bit.ly/RiNewsletter Product links on this page may be affiliate links which means it won't cost you any extra but we may earn a small commission if you decide to purchase through the link. #MathematicalProof, #JohnStillwell, #MathHistory, #ProofInMathematics, #MathematicsExplainedSat, 12 Sep 2026 20:00:26 GMThttps://www.youtube.com/watch?v=hUO2D0Smh0whttps://www.youtube.com/watch?v=hUO2D0Smh0wSpeaker: Tim Lyon Webpage: https://sites.google.com/view/timlyon Abstract: This talk is a sequel to the first lecture "An Introduction to Proof Theory I: Sequent Calculus," which can be found at the following link: https://youtu.be/grjMRgmjddE. Building off of the first talk, we will look at invertible rules, cut-elimination, and touch on how a logic can be shown decidable via proof-search. All such concepts will be introduced within the framework of a sequent calculus for classical propositional logic.Sat, 19 Sep 2026 01:23:10 GMThttps://t.me/AntiDisinformation/10636https://t.me/AntiDisinformation/10636The truth is ... every single interferometry measurement ever taken confirms the lack of earth's motion around the sun. https://t.co/6FwE6JHe8V Quick question, If Michelson & Morley disproved the Æther, then what are these 150+ papers published from after that through the year 2011 all about I wonder? Logic test: According to the mainstream heliocentric model did Michelson Morley debunk the Aether? Is all that is needed to explain Michelson Morley, from within a Heliocentric framework, the removal of an Aether? Can we use an interferometer to detect the motion of an object moving in a curved path? Can this be done without an Aether? Is the Earth moving in a curved path around the sun? Can interferometry be used to detect on object moving in a curved path with or without an Aether? Did the interferometer in Michelson Morley detect the assumed orbit of the Earth? Would removing the Aether alone explain the results of Michelson Morley? Did Michelson Morley debunk Newtonian Mechanics? If Relativity is required to explain Michelson Morley by explaining the orbit of the Earth cannot be detected, would a consistent detection of motion falsify relativity? 😇 https://t.co/QP9lDt9G3D…Excel with all the data: https://t.co/Rx9gdKEFRY…Endnote library with all the evidence: https://t.co/eifo8Y0BG4 DEVESTATING to the globe, hence the giant smear campaign that resulted in idiots on the internet who cannot pronounce "interferometry" saying "Thanks BOB". So sad doi https://t.co/AQt0LjFQGo Absolute motion determined from Michelson-type experiments in optical media https://t.co/Tp6aGsOJn1 Authors: Valery P. Dmitriyev https://t.co/vsrdyG1LwY Gravitation and electromagnetism Authors: V. P. Dmitriyev Elasticity and electromagnetism. Part 1: The Coulomb gauge https://t.co/PDtB0TePtY Authors: V. P. Dmitriyev Mechanical models of physical fields and particles https://t.co/ryIHFCJ93m Authors: Valery P. Dmitriyev Earman, J. and C. Glymour (1978). "Lost in the tensors: Einstein's struggles with covariance principles 1912–1916." Studies in History and Philosophy of Science Part A 9(4): 251-278. Norton, J. D. (1993). "General Covariance and the Foundations of General Relativity: Eight Decades of Dispute." Reports of Progress in Physics 56: 791--861. Wilhelm, H. E. (1995). "Introduction to the Problems of Relativistic and Absolute Space, Time, and Motion." Journal of Systems Engineering and Electronics 6(4): 1-24. Arteha, S. N. (2012). "Criticism of the Foundations of the Relativity Theory." Lo, C. Y. (1998). "On Compatibility of Covariance to the Equivalence Principle and Space-Time Coordinate Systems." Physics Essays 11. Maxwell's Equations: Dinu, I. (2012). "Trouble with Maxwell’s Electromagnetic Theory: Can Fields Induce Other Fields in Vacuum?" The Great Science Journal. Ether Wind: Michelson, A. A. and E. W. Morley (1887). "On the Relative Motion of the Earth and the Luminiferous Ether." American Journal of Science s3-34(203): 333. Sagnac, G. (1913). "The Existence of the Luminiferous Ether Demonstrated by Means of the Effect of a Relative Ether Wind in an Uniformly Rotating Interferometer." Michelson, A. A. and H. G. Gale (1925). "The Effect of the Earth's Rotation on the Velocity of Light." Nature 115(2894): 566-566. Michelson, A. A. and H. G. Gale (1925). "The Effect of the Earth's Rotation on the Velocity of Light II." The Astrophysical Journal 61: 140. Miller, D. C. (1925). "Ether-Drift Experiments at Mount Wilson." Nature 116(2906): 49-50. Miller, D. C. (1930). "Ether Drift Experiments in 1929 and other Evidences of Solar Motion." Journal of the Royal Astronomical Society of Canada 24: 82. A. Dufour, F. P. (1942). "On a Fringe Movement Registered on a Platform in Unformation Motion." J. de Physique. Radium Radium 3, 9: 153-162. Galaev, Y. M. (2001). Etheral Wind in Experience of Millimetric Radiowaves Propagation. Galaev, Y. M. (2002). "Measuring Ether-Drift Velocity and Kinematic Ether Viscosity within the Optical Waves Band." Spacetime and Substance 3(5): 207 - 224. DeMeo, J. (2004). "A Dynamic and Substantive Cosmological Ether." Proceedings of the Natural Philosophy Alliance 1: 15-20. Wang, R., et al. (2004). "Generalized Sagnac Effect." Physical Review Letters 93(14). Múnera, H. A., et al. (2006). Observation During 2004 of Periodic Fringe-Shifts in an Adialeiptometric Stationary Michelson-Morley Experiment. Bennett, R. (2014). "A Landmark Experiment: The Linear Sagnac Test of Ruyong Wang." Citations, Organized Chronologically: 1679: Letter from Isaac Newton to Robert Boyle, on the Cosmic Ether of Space: https://t.co/99DkUFblPH * 1887: Albert A. Michelson, Edward W.. Morley, "On the Relative Motion of the Earth and the Luminiferous Ether", American Journal of Science, Third Series, Vol.XXXIV (203), Nov. 1887. * 1905: E.W. Morley, Dayton Miller, "Report of an Experiment to Detect the FitzGerald-Lorentz Effect", Proceedings, Am. Acad. Arts & Sciences, 41:321-328, August 1905. * 1907: E.W. Morley, Dayton Miller, "Final Report on Ether-Drift Experiments", Science, 25:525, 5 April 1907. * 1913: M. G. Sagnac, "L'Ether lumineux Demonstre par l'effet du vent relatif d'aether dan interferometre en rotation uniforme", Comptes Rendus, 157:710, 1913, and "Sur la preuve de la realite de l'ether lumineux par l'experience de l'interferographe tournant," Comptes Rendus, 157:1410-1413, 22 Dec. 1913; Also see John Chappell, "Georges Sagnac and the Discovery of the Ether", Arch. Internat. d'Histoire des Sciences, 18:175-190, 1965. * 1922: Dayton Miller, "The Ether-Drift Experiments at Mount Wilson Solar Observatory", Physical Review, 19:407-408, April 1922. * 1925: Dayton Miller, "Ether-Drift Experiments at Mount Wilson", Proceedings, Nat. Acad. Sciences, 11:306-314, June 1925. * 1925: Michelson, A.A., H. Gale & F. Pearson: "The Effect of the Earth's Rotation on the Velocity of Light" (Parts I and II), Astrophysical Journal, 61:137-145, April 1925. Also see: "Letters to the Editor: The Effect of the Earth's Rotation on the Velocity of Light", Nature, 115:566, 18 April 1925. * 1925: Ludwig Silberstein, "The Relativity Theory and Ether Drift" Science Supplement - Science News, V.62, #1596, p.viii, 31 July 1925. * 1926: Dayton Miller, "Significance of the Ether-Drift Experiments of 1925 at Mount Wilson", Science, 63:433-443, 30 April 1926. * 1926: Albert Einstein, "Meine Theorie und Millers Versuche", Vossische Zeitung, 19 Jan. 1926, contained in: Klaus Hentschel, "Einstein's Attitude Towards Experiments: Testing Relativity Theory 1907-1927", Stud. Hist. Phil. Sci., Vol. 23, No. 4, pp. 593-624, 1992. Internet Posted: https://t.co/H3cK7I8ofU * 1927: Michelson, A.A.: Studies in Optics, U. Chicago Press, Chicago, 1927. * 1928: Dayton Miller, untitled lecture in "Conference on the Michelson-Morley Experiment", Astrophysical Journal, LXVIII:341-402, Dec. 1928; also in Contributions From the Mount Wilson Observatory, No.373, Carnegie Institution of Washington. * 1929: Michelson, A.A., Pease, F.G. & Pearson, F.: "Repetition of the Michelson-Morley Experiment", Nature, 123:88, 19 Jan. 1929; also in J. Optical Society of America, 18:181, 1929. * 1930: Dayton Miller, "Ether Drift Experiments in 1929 and Other Evidences of Solar Motion", J. Royal Ast. Soc. Canada, 24:82-84, 1930. * 1932: R. J. Kennedy and E.M. Thorndike, "Experimental Establishment of the Relativity of Time", Phys. Rev. 42 400-418, 1932. * 1933: Dayton Miller, "The Ether-Drift Experiment and the Determination of the Absolute Motion of the Earth", Reviews of Modern Physics, Vol.5(2), p.203-242, July 1933. Download Here (26 MB) * 1933: David Dietz, "Case's Miller Seen Hero of 'Revolution'. New Revelations on Speed of Light Hint Change in Einstein Theory", Cleveland Press, 30 Dec. 1933. * 1934: Georg Joos, Dayton Miller, "Letters to the Editor", Physical Review, Vol.45, p.114, 15 Jan. 1934. * 1934: Dayton Miller, "The Ether-Drift Experiment and the Determination of the Absolute Motion of the Earth", Nature, Vol.133, p.16-27, 3 Feb. 1934. * 1935: Albert Michelson, F.G. Pease, F. Pearson: "Measurement of the Velocity of Light in a Partial Vacuum", Astrophysical J., 82:26-61, 1935. * 1951: Wilhelm Reich: Cosmic Superimposition, Orgone Institute Press, Rangeley, Maine. Republished as Ether, God and Devil / Cosmic Superimposition, Farrar, Strauss & Giroux, NY 1973. * 1952: Robert L. Stearns, A Statistical Analysis of Interferometer Data, Thesis, Case Institute of Technology, Physics Dept. 1952. * 1955: R.S. Shankland, S.W. McCuskey, F.C. Leone and G. Kuerti, "New Analysis of the Interferometer Observations of Dayton C. Miller", Reviews of Modern Physics, 27(2):167-178, April 1955. * 1963: Robert Shankland: "Conversations with Albert Einstein", Am. J. Physics, -57, Jan. 1963. * 1964: Robert Shankland: "The Michelson Morley Experiment", Am. J. Physics, -35, 1964; "The Michelson-Morley Experiment", Scientific American, 211:107-114, 1964. * 1971: Ronald W. Clark: Einstein: The Life and Times, World Publishing Co., NY 1971. * 1972: Loyd Swenson, The Ethereal Aether: A History of the Michelson-Morley-Miller Aether-Drift Experiments, U. Texas Press, Austin, 1972. * 1973a: Robert Shankland: "Michelson's Role in the Development of Relativity", Applied Optics, 12(10):2280-2287, October 1973. * 1973: Robert Shankland: "Conversations with Albert Einstein. II", Am. J. Physics, 41:895-901, July 1973. * 1979: James DeMeo, "Evidence for the Existence of a Principle of Atmospheric Continuity", Appendix to Preliminary Analysis of Changes in Kansas Weather Coincidental to Experimental Operations with a Reich Cloudbuster, Thesis, University of Kansas, Lawrence, Geography-Meteorology Dept., 1979. * 1981: Margaret Kimball "An Interview with Dr. Robert S. Shankland, Subject: Dayton Miller", Transcript of audio tape, 15 Dec. 1981, original with hand-corrections, from R.S. Shankland Archive, University Archives, Case Western Reserve University, Cleveland,Sat, 19 Sep 2026 01:15:50 GMThttp://winandlearn.com/http://winandlearn.com/🏆🧠 WHAT IF WINNING WASN’T THE OPPOSITE OF LEARNING? WHAT IF WINNING WAS HOW YOU LEARNED? Most digital education still follows the same pattern: Watch. Read. Memorize. Take the test. Get a score. Move on. Games work differently. You try. You fail. You adjust. You try again. You improve. You win. And somewhere inside that loop: YOU LEARN. That’s the opportunity behind: https://t.co/z4cL1WWq1S I wouldn’t build another quiz app covered in badges and leaderboards. I’d build: THE AI LEARNING ARENA WHERE KNOWLEDGE BECOMES COMPETITION. One platform connecting: LEARN → CHALLENGE → PLAY → FAIL → ADAPT → MASTER → WIN One mission: PLAY TO WIN. WIN TO LEARN.™ 🔥🔥🔥 ⚔️ CHALLENGE MODE™ Don't tell a student: Complete Chapter 7. Challenge them: CAN YOU BEAT IT? Math. Science. History. Languages. Finance. Coding. Geography. Business. Professional skills. Every subject becomes: A SERIES OF MISSIONS. 🔥🔥🔥 🤖 LEARNING AI™ The AI doesn't simply give answers. It watches: What you know. Where you hesitate. What you repeatedly miss. What you mastered. How quickly you learn. Then generates: YOUR NEXT CHALLENGE. Too easy? Harder. Too difficult? Break it down. Mastered? Move forward. Learning becomes: ADAPTIVE COMPETITION. 🔥🔥🔥 🧬 LEARNER DNA™ Every learner develops a different profile. Strengths. Weaknesses. Speed. Confidence. Persistence. 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One complex challenge requiring everything learned so far. No isolated multiple choice. Combine: Knowledge. Reasoning. Memory. Application. If you fail? The AI identifies: WHY. Then rebuilds the path. 🔥🔥🔥 🔍 WHY DID I LOSE?™ This could be one of the most valuable features. After an incorrect answer: Don't just display: ❌ WRONG. Show: Where reasoning changed direction. Which concept was missing. What misconception likely occurred. What to review. Then: TRY AGAIN. The loss becomes: THE LESSON. 🔥🔥🔥 🔄 REMATCH™ Failed yesterday? WinAndLearn remembers. Tomorrow: The concept returns. Different question. Different context. Same underlying knowledge. Until: YOU CAN ACTUALLY USE IT. 🔥🔥🔥 🧩 KNOWLEDGE MAP™ Every concept connects. Fractions → Percentages → Interest → Loans → Investing → Business finance. Or: Cells → Genetics → DNA → Mutation → Evolution → Biotechnology. Instead of isolated lessons: SEE HOW KNOWLEDGE CONNECTS. 🔥🔥🔥 🔥 STREAK OF UNDERSTANDING™ Don't reward: Opened the app 34 days. Reward: 34 CONCEPTS MASTERED. Activity isn't learning. Progress is. 🔥🔥🔥 🏅 SKILL BADGES™ Badges should mean something. Not: Logged in 10 times. Instead: FRACTIONS MASTER PYTHON FOUNDATIONS SPANISH TRAVELER FINANCIAL BASICS BIOLOGY EXPLORER Each badge linked to: DEMONSTRATED SKILLS. 🔥🔥🔥 📈 MASTERY SCORE™ One number alone isn't enough. Show: Knowledge. Retention. Application. Confidence. Speed where relevant. Improvement. Then answer: DO I ACTUALLY KNOW THIS? 🔥🔥🔥 🧠 CONFIDENCE CHECK™ Before answering: How confident are you? 20% 50% 80% 100% Now WinAndLearn can distinguish: Correct + confident. Correct + guessing. Wrong + uncertain. Wrong + highly confident. That last category may reveal: A MISCONCEPTION. 🔥🔥🔥 🕵️ LUCK DETECTOR™ Correct answer. But was it understood? Follow with: Explain why. Or: Solve the same concept differently. Or: Apply it to a new situation. Now the system tests: KNOWLEDGE BEHIND THE ANSWER. 🔥🔥🔥 🤖 AI OPPONENT™ Challenge AI. But the AI adapts. Learning chess? It adjusts. Language? Conversation becomes harder. Finance? Scenario becomes more complex. History? AI challenges your argument. Science? AI introduces contradictory evidence. The opponent exists to expose: THE EDGE OF YOUR KNOWLEDGE. 🔥🔥🔥 🧑‍🏫 TEACH THE AI™ Perhaps the best test of understanding: TEACH IT. Student explains photosynthesis. AI deliberately misunderstands: So plants get their food directly from soil? Student must correct it. Now the learner isn't answering the teacher. They're becoming: THE TEACHER. 🔥🔥🔥 🎮 CREATE A CHALLENGE™ Students can build challenges for others. Write the problem. Create distractors. Explain the answer. Set difficulty. Then AI checks for quality and educator review can be incorporated where appropriate. Creating a good question requires: UNDERSTANDING THE SUBJECT. 🔥🔥🔥 🏫 CLASSROOM ARENA™ Teacher selects: Fractions. Grade level. Learning objectives. Duration: 20 minutes. WinAndLearn generates an appropriate challenge environment. Teacher sees: Who mastered it. Who struggled. Which concepts caused trouble. Which misconceptions appeared. Not simply: WHO WON. But: WHAT DID THE CLASS LEARN? 🔥🔥🔥 👩‍🏫 TEACHER AI™ Teacher asks: My class understands multiplication but struggles with fractions. Generate: Practice. Team challenge. Individual missions. Boss level. Remediation. Extension work. Assessment. One objective. Multiple learning paths. 🔥🔥🔥 🧩 CLASS DNA™ The teacher sees: 72% understands concept A. 41% understands concept B. 18% shows misconception C. Now tomorrow's lesson can respond to: WHAT HAPPENED TODAY. 🔥🔥🔥 👨‍👩‍👧 PARENT MODE™ Don't tell parents: Your child earned 7,240 XP. Tell them: THIS WEEK Mastered 8 concepts. Improved multiplication accuracy. Still struggling with fractions. Retained 6/7 concepts from last month. Most engaged with science challenges. Now parents see: LEARNING, NOT GAME METRICS. 🔥🔥🔥 🎓 SCHOOL LEAGUE™ Schools can run: Math week. Science championship. Reading challenge. Financial-literacy month. Coding tournament. But competition should include: Improvement. Collaboration. Mastery. Creativity. Problem solving. Not just: FASTEST STUDENT WINS. 🔥🔥🔥 🌎 GLOBAL CLASSROOM™ Imagine: Montreal versus Tokyo. Paris versus São Paulo. Toronto versus MSat, 19 Sep 2026 00:17:28 GMThttps://rumble.com/v2ioax0-a-personal-force-of-evil.htmlhttps://rumble.com/v2ioax0-a-personal-force-of-evil.htmlABIOGENESIS and a PERSONAL FORCE OF EVIL! https://t.co/vCVlz5zfU0 CERN SCIENTISTS SEEK TO USE ‘GOD-PARTICLE’ (Higgs-Bosun) TO DESTROY & RECREATE LIFE ON EARTH ‘CERN' Scientists are essentially trying to unify the forces of nature, down to the atomic level, in as far as the 'New Science' of Meta-Physics and Hadron Collider(s)-will take them. Parallel universes, unknown forms of matter, extra dimensions, these are not the stuff of cheap science fiction anymore but are very concrete physics theories that scientists seek to confirm with the LHC ‘and other experiments’ In biology, ABIOGENESIS, or the study of origin of life, is the natural process by which CERN Scientists believe life has arisen from non-living matter, such as simple organic compounds to slowly recreate for the formation of a more habitable planet, by a re-synthesis of organic molecules via molecular self-replication & self-assembly LUCIFERIAN ELITE (Political & Financial) use ABSTRACT SYMBOLISM as a provocation for the HIDDEN HAND & the OPEN HAND to deceive and manipulate the SHEEPISH MASSES The reason you see a statue of the Hindu God Shiva, at the CERN Laboratory, is because Shiva is the god of destruction & recreation in Hinduism, which is exactly what CERN Scientists are engaging Anti-Matter for, meaning it’s training research & development by reverse engineering DARK MATTER to recreate and renew a slow-dying mother earth, but global destruction must first precede recreation (i.e.: Shiva -god of destruction and recreation) That’s what the CERN Scientists are trying to achieve, meaning they wish to reverse engineer the God-Particle to recreate entire sections of the earth back to its virgin or primal state. Of course, we know the truth that earth was created by God but CERN scientists don’t believe in the God of the Bible CERN Scientists have found & are seeking ways to alter the current dimensional laws of physics by use of ‘Anti-Matter' (Higgs-Bosun) “Just like matter can exist as liquid or solid, so with Higgs, the substance that fills all space-time continuums, could exist in two states," Gian Giudice, a theoretical physicist at the CERN lab, where the Higgs-Boson was discovered, explained during a TED talk in October 2013 It (Higgs-Bosun) has been discovered and proven in generating new laws of physics that scientists could once only dreamt about. Time-Travel is no longer a figment of the imagination if one can move at the speed of thought The Word of God (Bible) warns us to stay away from the black arts & its so-called magic, not because it was fake, but because it is deadly real, and it would cost a person their eternal soul Even in modern history, if you look closely, you can see similarities from what is being done in CERN today with what has been done in the past, say, in ancient Egypt and ancient Babylon, where they used sorcery, necromancy and witchcraft to do the same thing. Between the years of 1582 and 1589,,the English scholar John Dee conducted a series of ritual communications with a set of of what was called 'disincarnate entities' that eventually came to be known as the Enochian Angels (fallen angels ). It was John Dees plan to use the complex system of so-called magic, communicated by the fallen angels (demons) to advance the expansionist policies of his sovereign and state (England) People who take a stand and try to oppose this evil are labeled by our government as dissidents and are punished or summarily killed. Many are victimized by the government bybeing forcibly and falsely misdiagnosed with a mental illness so that they are not taken seriously, pushed to the margins of society or altogether removed from society, with their credibility destroyed One of the most celebrated near death experiences in history confirmed what the CERN Scientists will soon find out: A personal force of evil and an eternal horror chamber…beyond the ability of the human mind to comprehend NEAR DEATH EXPERIENCE OF HOWARD PITTMAN Part 1 https://t.co/lozFd8R2Cl Part 2 https://t.co/R1mYUTtnuzThu, 17 Sep 2026 21:55:00 GMThttps://www.youtube.com/watch?v=g7qnMgWmLfshttps://www.youtube.com/watch?v=g7qnMgWmLfsCollege is a crucial institution in which our society works through its expectations for young people. This course explores the purposes of college education through the first great book on the philosophy of education, Plato’s Republic. We read The Republic in conversation with other thinkers including Aristotle, Confucius, John Stuart Mill, Virginia Woolf, Mahatma Gandhi, and Martin Luther King. For the 325th anniversary of Yale’s founding, we also explore the changing conception of college education at Yale over the centuries and read some of the college’s and the university’s key founding documents. Themes include the development of personal character, participation in a community, preparation for citizenship, and conversation with others on intellectual matters. We also explore some of the social and economic functions of college education. This course is offered as the DeVane lectures, open to the public. Syllabus: https://president.yale.edu/sites/default/files/2026-07/Purposes-of-College-Education-Pubic-Syllabus-2.pdfThu, 17 Sep 2026 16:10:16 GMThttps://www.youtube.com/watch?v=RIQlY8DAoOchttps://www.youtube.com/watch?v=RIQlY8DAoOcRichard Feynman gave a talk to the Department of Physics at Simon Fraser University in 1977. 0:00 Introduction by Grant Sheffer 0:25 Feynman's presentation 1:00:13 Questions from the audienceThu, 17 Sep 2026 03:27:29 GMThttp://follows.space/http://follows.space/On Sep 5, 2024, at 10:49 AM, Dan Davis wrote: I am not married to any particular warp metric. So far they are mostly all Toy models. My inclusion of some of Loup'"s work was more his willingness to look at various aspects of these different solutions, as it is likely that the best solutions will come from insights from many of them, not just a single-person toy model solutions (like Alcubierre or Natario). In practice  a real warp bubble capable of maneuvering, will likely be a dynamic bubble that actively changes its shaping function in real time." I replied for the historical record. Yes, that is exactly what I have been saying. Recent work by Ray Chiao, Nathan Innan, Jose Rodal and myself suggests that tabletop quantum gravity experiments are possible at the 10^-2 GEV scale rather than 10^19 GEV using EPR entangled electron magnetic dipoles embedded in YIG spheres and also in YIG metasurfaces. This conjecture initiated by Ray Chiao is based on the dimensional analysis that the electron spin gyromagnetic ratio (e/2m) squared has the same dimension (mass density)^-1 (frequency)^2 as Newton's G in esu units. This implies a Planck area 42 powers of 10 larger than the Newtonian 10^-66 cm^2. We also use Lenny Susskind's ER = EPR world hologram conjecture combined with Hawking's entropy-area equation in this research program's early stages. The main part of this paper deals with an earlier program based on Ray Chiao's 2002 paper on the extended equivalence principle and the Kramer's-Kronig retarded causality dispersion relations proving that Einstein's gravity field equation Guv = KTuv inside matter with electromagnetic dispersion requires an additional frequency-dependent factor Kg called "gravitational permeativity" by Chiao so that Guv = KKgTuv. This agrees with my independent work of 2011 presented as an invited talk at the DARPA-NASA 100-Year Starship Meeting in Orlando, Florida where my S corresponds to Chiao's Kg. In addition I have S = (erur)^2 where er is the relative electric permittivity and ur is the relative magnetic permeability in the simplest case of istropic dispersive matter. Micheal G. Anderson of Lawrence Livermore Lab DOE has proposed an S = 10^32 Warp Reactor experiment as a test. In addition, this paper proposed a much easier ice er = 99 to water er = 80 Cavendish experiment in which Active Gravity Mass = S^1/2 Passive Gravity Mass with Passive Gravity Mass = Inertial Mass in accord with the equivalence principle that only works for test masses in an external active mass gravity field. Experimental tests have been funded by Juan Feria, CEO of Texas Space, LLC Dallas. On Thu, Sep 5, 2024, 12:59 Jack Sarfatti wrote: MEMORANDUM FOR THE HISTORICAL RECORD ON THE DISCOVERY OF 10^-2 GEV TABLE TOP QUANTUM GRAVITY 21 POWERS OF 10 LOWER THAN THE 10^19 GEV INSIDE DISPERSIVE ARTIFICAL LAYERED METASURFACES OF THE GROUP THINK OF CONVENTIONAL WISDOM IN THE PHYSICS COMMUNITY. THE IMPLICATIONS FOR UNDERSTANDINGSHOULD BE APPARENT TO ALL COMPETENT PHYSICISTS IF THEY START THINKING CORRECTLY. Begin forwarded message: From: Jose RodalSubject: Re: Jacobson's work, was instead focused on deriving Einstein's equations from thermodynamic principles rather than proposing an emergent theory of gravity. Date: September 5, 2024 at 8:00:55 AM PDTTo: Dan Davis, Jack Sarfatti . The authors demonstrate that entanglement perturbations can give rise to local modifications of spatial curvature, obeying an analog of Einstein's equation. This work shows how gravity might emerge from quantum entanglement. However, this paper came out significantly after the work of Verlinde on entropic gravity so I still do not understand your point regarding what I wrote concerning Entanglement Entropic gravity. Space from Hilbert Space: Recovering Geometry from Bulk Entanglement (2016) This paper is the most directly relevant to the concept of Entanglement Entropic Gravitation because it explores how to construct spatial geometry from the entanglement structure of quantum states in Hilbert space1José J. A. Rodal, Ph.D. On Tue, Sep 3, 2024 at 10:32 PM Dan Davis wrote: Carroll's works specific to this topic are as https://t.co/YfTOmweMyJ from Hilbert Space: Recovering Geometry from Bulk Entanglement (2016) https://t.co/BV5eKGdxux Entanglement Gravity without a Boundary: Towards Finding Einstein's Equation in Hilbert Space (2017) https://t.co/SyBiOMFpiy of the Black Hole Wave Function Need Not Contain Firewall (2017) https://t.co/OSsaXemmaN Everettianism: Quantum Mechanics at Its Most Minimal (2018)  https://t.co/NpcenuJBCX the Universe Form the Wave Function (2019 Lecture) File Attached.(5.34) from Perimeter Institute Summer Course by Barak Shoshony reduces 42 powers of ten to 10^-13 Kg in Ray Chiao’s ER = EPR electron spin gyromagnetic quantum gravity conjecture.                                                                                                                                           Completely Discretized, Finite Quantum Mechanics (2023)https://t.co/9Afe8m3DFr Most of which can also be found here (along with Bekenstein and Jacobson's work, among many others directly related to this idea of time traveling warp drives as proposed by Jack) https://t.co/n3HzDlFLlq (Entropic Gravity is mostly Volume II, but You and Jack will find value in the whole collection at various points) Also Directly related  with significant overlap is the continuing work of Benowitz (who we have discussed before and is included in the link above) Which shares many features with Jack's work including but not limited too, Emergent Gravity, Desitter Holography, Coupling of gravity with electromagnetism in the Bulk, and the ability for warp drives to traverse to past adjacent light cones)If you have any further questions feel free to send them my way.On Tue, Sep 3, 2024 at 5:46 PM Jose Rodal wrote: OK fine, you say that Carroll makes a point about entanglement that Verlinde does not.  As I discussed below I already had gone over in that mini-section I wrote over Carroll's paper with Remmen concerning what kind of entropy is the one in entropic gravity.  Please get to the point and let me know what other specific paper of Carroll do you think I should go over and why.ThanksJosé J. A. Rodal, Ph.D.On Tue, Sep 3, 2024 at 5:35 PM Dan Davis wrote: My apologies if I came off a bit harsher than Intended. I wasn't saying that one HAD to reference Carroll over Verlinde to support entropic gravity. My Stance is a bit more Nuanced here. There is a whole plethora of work here to Back up what you're doing beyond just Verlinde. Your paper with Jack Explicitly talks about Emergent Gravity from Entanglement Entropy, yes? Verlinde's 2010 paper on Entropic Gravity NEVER mentioned Entanglement, whereas Carroll and Jacobsen Do. It's one thing to derive GR from Black Hole thermodynamics, which is what Jacobsen initially did in 1995, Its another to derive it out of an Abstract Quantum State, (which is the focus of their later works) The works of Verlinde, Jacobsen, Carrol, etc are not contradictory but complementary.On Tue, Sep 3, 2024 at 5:22 PM Jose Rodal wrote: 1) You missed the whole point. The point was NOT that he was teaching only 1 class.  My point was that he left Caltech because Carroll wanted to go beyond mathematical physics and he is only teaching a class in PHILOSOPHY because he is interested in philosophy. At this point in his career Carrol can teach as many or as few classes as he wants by heaven's sake :-)2) I did NOT say that the works of Sean Carrol are not interesting.  Again you missed the point.  The point was to contest your assertion that referencing Verlinde for entropic gravity was insufficient, and that one had to reference Carrol for entropic gravity.  I believe that's incorrect.  Carrol's career is NOT centered around entropic gravity.  Carroll had one influential paper on this topic of entropic gravity and I did cover his contribution (not by referencing Carroll because I did not get to the point to cite bibliography) but by going over his important finding: what is the entropy in entropic gravity:In 2016, Carroll and Grant Remmen published a paper titled "What is the entropy in entropic gravity?" This paper investigated theories where gravity arises as a consequence of entropy. They distinguished between two approaches: holographic gravity and thermodynamic gravity, examining the assumptions and consistency of each. Carroll's work appears to be more focused on analyzing and critiquing existing entropic gravity theories rather than proposing a new one. José J. A. Rodal, Ph.D. On Tue, Sep 3, 2024 at 5:09 PM Dan Davis wrote: Just because Carroll is currently only teaching one class on philosophy shouldnt detract from his previous papers. To me, if we were to follow that line of logic, then we shouldn't listen to Jack's ideas either because he isn't teaching any classes. That being said. I would Urge you to look into the topic beyond just "these search results"   The provided papers are available together in Volume 2 of the Drive I sent in my initial Email to you and Jack. That drive is a Valuable resource for you and Jack to leverage in the specific work being pursued. It paints a clear line of research from Bekenstein through to Carroll.  I believe it is very important to note that Verlinde's 2010 paper never actually makes any mention of "entanglement" .  However, Both Jacobson and Carrol explicitly work from the grounds of Extracting GR from quantum entanglement, (as noted below)(There is more cases beyond the above 3 papers) Furthermore, While Verlinde may have coined the term "Entropic Gravity" He was not the first to work on the issue (very similar to how Bryce Dewitt coined the term "Many Worlds" but we still call it Everettian QM not Dewittian QM). The Earlier attempts down this road were explored by Ted Jacobson as noted above, starting in 1995, as well as Thanu Padmanabhan who was exploring the idea of Gravity as Emergent fromThu, 17 Sep 2026 01:08:26 GMThttps://www.youtube.com/watch?v=gV1ESN8NGh8https://www.youtube.com/watch?v=gV1ESN8NGh8Eldar Shafir is the William Stewart Tod Professor of Psychology and Public Affairs in the Department of Psychology and the Woodrow Wilson School of Public and International Affairs at Princeton University. His research focuses on decision-making, and on issues related to behavioral economics, with an emphasis on empirical studies of how people make decisions in situations of conflict and uncertainty.Thu, 17 Sep 2026 01:01:06 GMThttps://www.bibliotecapleyades.net/CIENCIA/ciencia_psycho07.htmhttps://www.bibliotecapleyades.net/CIENCIA/ciencia_psycho07.htmExtra Sensory Perception Navigation 432 CODE 571010 ESPN 10043 1121141 0141100112 2301030112 : 8111113 8682555 39 12 3 "One really should start thinking in terms of biomind receptors, rather than in terms of ESP" Ingo Swann SHOT IN THE DARK-SIDE OF THE MOON While on his journey to the moon and back, astronaut Edgar Mitchell conducted an unscheduled experiment of his own. On June 22, 1971, he informed the New York Times that: "During the Apollo 14 lunar expedition I performed an extrasensory-perception experiment the world's first in space. In it five symbols a star, cross, circle, wavy line and square were oriented randomly in columns of 25.Four persons in the United States attempted to guess the order of the symbols. They were able to do this with success that could be duplicated by chance in one out of 3,000 experiments." He claimed, in effect, that his demonstration showed that ESP (Extrasensory Perception) was independent of shielding, locale, distance, or time. When he got back to planet Earth, he founded The Institute of Noetic Science (IONS), noetic meaning consciousness studies. That program, now run by parapsychologist Dean Radin, is still thriving and the Institute recently moved to larger quarters in an old school in Petaluma, California. IONS is celebrating its 30th anniversary. MAKES ME WANT TO PSI The spontaneous event commonly called psychic experience, perception or ability is called 'psi' in scientific arenas. Even more precisely, it is now often referred to as anomalous cognition (AC). A particular form of intentional AC is known as Remote Viewing. Between 1978-1995 the U.S. government sponsored the Stargate Program, in conjunction with Stanford Research Institute (SRI), a psyops development think tank. The existence of psi or ESP abilities has been hotly debated among scientists for decades, since J. B. Rhine began his experiments in 1927. Both the pro (Dean Radin; Ingo Swann; Jessica Utts, Russell Targ; Hiroshi Motoyama) and con (James Randi, Susan Blackmore, CSICOPS) positions have their "true believers", and it seems never the twain shall meet. Psi is still a paradigm that lives on the outskirts trying to become a sanctioned science. But just because a subject is controversial, and happens to be a space and time transcending experience, doesn't mean we shouldn't investigate it. In fact, it beckons us to focus on it even more thoroughly to reveal the truths hidden there. We simply need to do it with stringent, critic-proof methodology. There are a variety of psi powers, known for centuries in Eastern philosophy as siddhas, exceptional human abilities. The uninitiated or skeptical may be perplexed or daunted at the prospect of coming to any rational conceptual understanding of these anomalous phenomena, which have been associated with the realm of mysticism, superstition and the supernatural. In actual fact, research by the authors, who are both certified hypnotherapists (A.C.H.E.), and others (Miller; Ryzl) shows that nearly anyone can improve their psi ability through simple techniques of self-hypnosis. Psi is also at the root of focused intent, distant mental interactions, distance healing and therapeutic rapport, where there is a subtle shared consciousness and often brainwave synchronization. This capacity is within everyone’s grasp, as the human potential movement demonstrated with such trance phenomena as fire walking and guided imagery. We've virtually all had those uncanny or awesome experiences where we seemed to intuit, dream, or "know" something in advance of conventional means. Sometimes it is called pre-sentiment. Around 55% of reported incidents occur in dreams. Another example, is the synchronicity at work in the affairs of "star-crossed lovers." When we are in love, we seem to share the same "wavelength," virtually able to read one another’s minds. Who hasn’t thought of a friend or acquaintance only to have the phone ring? Often the most compelling stories come from those who don't even "believe" in the phenomenon, but find themselves experiencing it, usually in the unfortunate circumstance of the illness, injury or death of a distant loved-one. Psi is not just a mental perception or conception; we feel it in our guts, in our bones, in our marrow. It is first and foremost a holistic mind/body experience. According to leading parapsychologist Dr. Stanley Krippner, "At one level of investigation, there already are 'replications' and 'battle-tested' results, specifically the finding that about 50% of an unselected group will report having had a 'psychic experience,' supposedly involving those psi phenomena that have been given such labels as 'telepathy', 'clairvoyance', 'precognition', and 'psychokinesis' [mind over matter].This percentage may vary from one culture, age group, and educational level to the next, but it has been repeated, in one study after another, for the last several decades." The move in biophysics is to take psi research from endless theorization, proofs of existence and boring replications into innovative and practical experimentation. The problem is that in order to do that scientifically, one has to risk credibility and professional suicide, as well as being underfunded. OPEN SESAME Though it often seems confined to mediums, channels, sensitives, or ESPers, most individuals are capable of expressing some nonlocal communication or psi phenomena. However, that ability may be blocked for various reasons by an adaptation to consensus reality, to conventional thinking. We need to develop "out of the box" thinking. Even Einstein said that past, present, and future are illusions, even if they are stubborn ones. Conscious calculation rarely plays a role in ESP; the same is true for creativity. Both ESP and creativity have deep taproots in the psyche. Pang and Forte (1967) found some evidence of a relationship between creativity and ESP, as did others (Honorton, 1967). Frederick Myers reported that a large proportion of ESP experiences occur in altered states such as dreams, trance, hypnosis and creativity while Masters and Houston (1966) counted it among the varieties of psychedelic experience. ESP, hypnosis and mind-expanded states have sensitivity to the unconscious at their core. And that subconscious expresses itself through symbols, imagery, and sensations to communicate with the conscious mind. Hypnosis is the "open sesame" to the waking impressions and sensory images of the deeper mind/body. The elusive ability to swing back 'the doors of perception' and enter the numinous realm of the collective unconscious was described by psychologist C.G. Jung. Whether deliberate or accidental, anyone can open to the force of this revealed process, to this dynamic information field. Those who frustrate themselves with self-defeating behavior in other areas of life often show poor psi performance. Positive ESP scores seem to correlate generally with traits such as openness, high self-esteem, warmth, sociability, adventuresomeness, relaxation, assertiveness, talkativeness and practicality. However, some psi-talented individuals often don't score well in laboratory settings. On the other hand Russell Targ (1994) claims, "[P]si is no longer elusive; it can be demonstrated when needed for study and investigation." Even though psychic training to strengthen the signal line is possible, unpredictability has been the hallmark of this emergent gift. To overcome this problem in both the theoretical and experimental arenas requires a marriage of the disciplines of physics, biology, medicine, psychology, and hypnosis. Findings from all these fields converge in the paradoxical subject of Extra-Sensory Perception. As the ideas of quantum mechanics, relativity and parapsychology slowly make their way into our collective consciousness, our common-sense views on time and causality find themselves more strained than they've ever been in the course of human history. Will this challenge remain the domain of theoretical science, or can we foresee a day in which the general understanding, and even the experience of the average individual, will be shaped by this new perspective on reality? (Sidorov, 2003, "The Mind In Time"). It takes many disciplines, as well as the latest findings in physiology, neurobiology and information theory to begin to formulate any comprehensive understanding of the phenomenon and bridge the conceptual gap. ESP used to be studied in Parapsychology, an adjunct of psychology. But its subject matter has become so mainstream, the field has been return to ordinary Psychology. ESP "software" is studied in psychology, but ESP "hardware" is the domain of biophysics. Researchers are probing the interface between matter, spacetime and mind with increasing precision. There is optimism that ultimately conventional pathways will be found to explain their appearance. Suggestions have included Schumann Resonance as a nearly-instantaneous carrier of psi information or perhaps paradoxical quantum nonlocality or coherence to account for it. There are many models that provide potentially viable explanations. The mental aspects can perhaps be described psychologically, but the mechanics require models from physics. A variety of theories have been proposed, including neurological, holographic, electromagnetic, and quantum mechanics based hypotheses. Like electricity, no one knows how psi works. However, to foster and practice psi we don't need to know how it works, anymore than we need to know the mechanics of internal combustion to drive a car. WHAT IS PSI? This month (July 2003) on the editorial board of the Journal of Non-Local and Remote Mental Interactions, we have been preparing a special issue on Remote Viewing.   Stargate RV expert and teacher, Joseph McMoneagle is interviewed, along with such notables as author and theoretical physicist, Fred Alan Wolf, and Finnish physicist Matti Pitkanen. Many plausible theories and Wed, 16 Sep 2026 14:23:06 GMThttps://publish.obsidian.md/shanesql/Aether+Wind+Detection+Testshttps://publish.obsidian.md/shanesql/Aether+Wind+Detection+TestsEarth Rotation or Aether Wind? Can Earth rotation vary by altitude at the same latitude? 😂 https://t.co/Zg10UAn8bD This is the truth behind the WIDELY misunderstood "Thanks bob". DEVESTATING to the globe, hence the giant smear campaign that resulted in idiots on the internet who cannot pronounce "interferometry" saying "Thanks BOB". So sad doi https://t.co/AQt0LjFQGo Absolute motion determined from Michelson-type experiments in optical media https://t.co/Tp6aGsOJn1 Authors: Valery P. Dmitriyev https://t.co/vsrdyG1LwY Gravitation and electromagnetism Authors: V. P. Dmitriyev Elasticity and electromagnetism. Part 1: The Coulomb gauge https://t.co/PDtB0TePtY Authors: V. P. Dmitriyev Mechanical models of physical fields and particles https://t.co/ryIHFCJ93m Authors: Valery P. Dmitriyev Earman, J. and C. Glymour (1978). "Lost in the tensors: Einstein's struggles with covariance principles 1912–1916." Studies in History and Philosophy of Science Part A 9(4): 251-278. Norton, J. D. (1993). "General Covariance and the Foundations of General Relativity: Eight Decades of Dispute." Reports of Progress in Physics 56: 791--861. Wilhelm, H. E. (1995). "Introduction to the Problems of Relativistic and Absolute Space, Time, and Motion." Journal of Systems Engineering and Electronics 6(4): 1-24. Arteha, S. N. (2012). "Criticism of the Foundations of the Relativity Theory." Lo, C. Y. (1998). "On Compatibility of Covariance to the Equivalence Principle and Space-Time Coordinate Systems." Physics Essays 11. Maxwell's Equations: Dinu, I. (2012). "Trouble with Maxwell’s Electromagnetic Theory: Can Fields Induce Other Fields in Vacuum?" The Great Science Journal. Ether Wind: Michelson, A. A. and E. W. Morley (1887). "On the Relative Motion of the Earth and the Luminiferous Ether." American Journal of Science s3-34(203): 333. Sagnac, G. (1913). "The Existence of the Luminiferous Ether Demonstrated by Means of the Effect of a Relative Ether Wind in an Uniformly Rotating Interferometer." Michelson, A. A. and H. G. Gale (1925). "The Effect of the Earth's Rotation on the Velocity of Light." Nature 115(2894): 566-566. Michelson, A. A. and H. G. Gale (1925). "The Effect of the Earth's Rotation on the Velocity of Light II." The Astrophysical Journal 61: 140. Miller, D. C. (1925). "Ether-Drift Experiments at Mount Wilson." Nature 116(2906): 49-50. Miller, D. C. (1930). "Ether Drift Experiments in 1929 and other Evidences of Solar Motion." Journal of the Royal Astronomical Society of Canada 24: 82. A. Dufour, F. P. (1942). "On a Fringe Movement Registered on a Platform in Unformation Motion." J. de Physique. Radium Radium 3, 9: 153-162. Galaev, Y. M. (2001). Etheral Wind in Experience of Millimetric Radiowaves Propagation. Galaev, Y. M. (2002). "Measuring Ether-Drift Velocity and Kinematic Ether Viscosity within the Optical Waves Band." Spacetime and Substance 3(5): 207 - 224. DeMeo, J. (2004). "A Dynamic and Substantive Cosmological Ether." Proceedings of the Natural Philosophy Alliance 1: 15-20. Wang, R., et al. (2004). "Generalized Sagnac Effect." Physical Review Letters 93(14). Múnera, H. A., et al. (2006). Observation During 2004 of Periodic Fringe-Shifts in an Adialeiptometric Stationary Michelson-Morley Experiment. Bennett, R. (2014). "A Landmark Experiment: The Linear Sagnac Test of Ruyong Wang." Citations, Organized Chronologically: 1679: Letter from Isaac Newton to Robert Boyle, on the Cosmic Ether of Space: https://t.co/4lfqS4hlFZ * 1887: Albert A. Michelson, Edward W.. Morley, "On the Relative Motion of the Earth and the Luminiferous Ether", American Journal of Science, Third Series, Vol.XXXIV (203), Nov. 1887. * 1905: E.W. Morley, Dayton Miller, "Report of an Experiment to Detect the FitzGerald-Lorentz Effect", Proceedings, Am. Acad. Arts & Sciences, 41:321-328, August 1905. * 1907: E.W. Morley, Dayton Miller, "Final Report on Ether-Drift Experiments", Science, 25:525, 5 April 1907. * 1913: M. G. Sagnac, "L'Ether lumineux Demonstre par l'effet du vent relatif d'aether dan interferometre en rotation uniforme", Comptes Rendus, 157:710, 1913, and "Sur la preuve de la realite de l'ether lumineux par l'experience de l'interferographe tournant," Comptes Rendus, 157:1410-1413, 22 Dec. 1913; Also see John Chappell, "Georges Sagnac and the Discovery of the Ether", Arch. Internat. d'Histoire des Sciences, 18:175-190, 1965. * 1922: Dayton Miller, "The Ether-Drift Experiments at Mount Wilson Solar Observatory", Physical Review, 19:407-408, April 1922. * 1925: Dayton Miller, "Ether-Drift Experiments at Mount Wilson", Proceedings, Nat. Acad. Sciences, 11:306-314, June 1925. * 1925: Michelson, A.A., H. Gale & F. Pearson: "The Effect of the Earth's Rotation on the Velocity of Light" (Parts I and II), Astrophysical Journal, 61:137-145, April 1925. Also see: "Letters to the Editor: The Effect of the Earth's Rotation on the Velocity of Light", Nature, 115:566, 18 April 1925. * 1925: Ludwig Silberstein, "The Relativity Theory and Ether Drift" Science Supplement - Science News, V.62, #1596, p.viii, 31 July 1925. * 1926: Dayton Miller, "Significance of the Ether-Drift Experiments of 1925 at Mount Wilson", Science, 63:433-443, 30 April 1926. * 1926: Albert Einstein, "Meine Theorie und Millers Versuche", Vossische Zeitung, 19 Jan. 1926, contained in: Klaus Hentschel, "Einstein's Attitude Towards Experiments: Testing Relativity Theory 1907-1927", Stud. Hist. Phil. Sci., Vol. 23, No. 4, pp. 593-624, 1992. Internet Posted: https://t.co/H3cK7I8ofU * 1927: Michelson, A.A.: Studies in Optics, U. Chicago Press, Chicago, 1927. * 1928: Dayton Miller, untitled lecture in "Conference on the Michelson-Morley Experiment", Astrophysical Journal, LXVIII:341-402, Dec. 1928; also in Contributions From the Mount Wilson Observatory, No.373, Carnegie Institution of Washington. * 1929: Michelson, A.A., Pease, F.G. & Pearson, F.: "Repetition of the Michelson-Morley Experiment", Nature, 123:88, 19 Jan. 1929; also in J. Optical Society of America, 18:181, 1929. * 1930: Dayton Miller, "Ether Drift Experiments in 1929 and Other Evidences of Solar Motion", J. Royal Ast. Soc. Canada, 24:82-84, 1930. * 1932: R. J. Kennedy and E.M. Thorndike, "Experimental Establishment of the Relativity of Time", Phys. Rev. 42 400-418, 1932. * 1933: Dayton Miller, "The Ether-Drift Experiment and the Determination of the Absolute Motion of the Earth", Reviews of Modern Physics, Vol.5(2), p.203-242, July 1933. Download Here (26 MB) * 1933: David Dietz, "Case's Miller Seen Hero of 'Revolution'. New Revelations on Speed of Light Hint Change in Einstein Theory", Cleveland Press, 30 Dec. 1933. * 1934: Georg Joos, Dayton Miller, "Letters to the Editor", Physical Review, Vol.45, p.114, 15 Jan. 1934. * 1934: Dayton Miller, "The Ether-Drift Experiment and the Determination of the Absolute Motion of the Earth", Nature, Vol.133, p.16-27, 3 Feb. 1934. * 1935: Albert Michelson, F.G. Pease, F. Pearson: "Measurement of the Velocity of Light in a Partial Vacuum", Astrophysical J., 82:26-61, 1935. * 1951: Wilhelm Reich: Cosmic Superimposition, Orgone Institute Press, Rangeley, Maine. Republished as Ether, God and Devil / Cosmic Superimposition, Farrar, Strauss & Giroux, NY 1973. * 1952: Robert L. Stearns, A Statistical Analysis of Interferometer Data, Thesis, Case Institute of Technology, Physics Dept. 1952. * 1955: R.S. Shankland, S.W. McCuskey, F.C. Leone and G. Kuerti, "New Analysis of the Interferometer Observations of Dayton C. Miller", Reviews of Modern Physics, 27(2):167-178, April 1955. * 1963: Robert Shankland: "Conversations with Albert Einstein", Am. J. Physics, 31:47-57, Jan. 1963. * 1964: Robert Shankland: "The Michelson Morley Experiment", Am. J. Physics, 32:16-35, 1964; "The Michelson-Morley Experiment", Scientific American, 211:107-114, 1964. * 1971: Ronald W. Clark: Einstein: The Life and Times, World Publishing Co., NY 1971. * 1972: Loyd Swenson, The Ethereal Aether: A History of the Michelson-Morley-Miller Aether-Drift Experiments, U. Texas Press, Austin, 1972. * 1973a: Robert Shankland: "Michelson's Role in the Development of Relativity", Applied Optics, 12(10):2280-2287, October 1973. * 1973: Robert Shankland: "Conversations with Albert Einstein. II", Am. J. Physics, 41:895-901, July 1973. * 1979: James DeMeo, "Evidence for the Existence of a Principle of Atmospheric Continuity", Appendix to Preliminary Analysis of Changes in Kansas Weather Coincidental to Experimental Operations with a Reich Cloudbuster, Thesis, University of Kansas, Lawrence, Geography-Meteorology Dept., 1979. * 1981: Margaret Kimball "An Interview with Dr. Robert S. Shankland, Subject: Dayton Miller", Transcript of audio tape, 15 Dec. 1981, original with hand-corrections, from R.S. Shankland Archive, University Archives, Case Western Reserve University, Cleveland, Ohio. * 1989: James DeMeo, Chapter on "Independent Discovery of An Unusual Energy" in The Orgone Accumulator Handbook, Natural Energy, Ashland, 1989. * 1991: James DeMeo, "The Orgone Energy Continuum: Some Old and New Evidence", Pulse of the Planet, 1(2):3-8, 1989; German translation "Alte und neue Beweise fur das Orgon Energie Kontinuum", Lebensenergie, 2:13-20, 1991. * 1996: James DeMeo, "Independent Discovery of a Dynamic Bio-Cosmic Energy in Space and Atmosphere", & "Dayton Miller's Discovery of the Dynamic Ether Drift", Proceedings, SW & Rocky Mountain Division, American Association for the Advancement of Science, 72nd Annual Meeting, Northern Arizona Univ., Flagstaff, Arizona, 2-6 June 1996. Program and Abstracts, pp.41-42, 1996. * 1997: Maurice Allais, L'Anisotropie de L'Espace:La nécessaire révision de certains postulats des théories contemporaines, Clément Juglar, Paris, 1997. * 1998: Maurice Allais: "Experiments of Dayton C. Miller (1925-1926) and the Theory of Relativity", 21st. Century Science and Technology, Spring 1998, p.26-34; also in Pulse of the Planet #5, p.132-137 2002. * 1998: HectorWed, 16 Sep 2026 09:29:40 GMThttps://www.youtube.com/watch?v=hwLn4K1xXK0https://www.youtube.com/watch?v=hwLn4K1xXK0Breaking it down is a science show for students in years 7-9 presented by engineer Dr Michelle Dickinson. In this episode we cover the structure and function of DNA and its role in inheritance, carry out a hands-on experiment with student Hudson Kirkbeck and talk about genetics and cancer research with Dr Melanie McConnell from the Victoria University of Wellington. Produced by Corner Store and Nanogirl Labs while under full COVID-19 lockdownWed, 16 Sep 2026 07:53:58 GMThttps://www.youtube.com/watch?v=hUPrUJ4F_Rohttps://www.youtube.com/watch?v=hUPrUJ4F_RoFrom World War II to the 2008 economic collapse and beyond, history shows that economists don’t always see the future as clearly as they think they do, says David McWilliams. Using the words of W.B. Yeats, McWilliams makes the case for embracing unconventional thinkers – poets, artists and musicians – and offers a creative path towards a world filled with less confirmation bias and more understanding. If you love watching TED Talks like this one, become a TED Member to support our mission of spreading ideas: https://ted.com/membership Follow TED! Twitter: https://twitter.com/TEDTalks Instagram: https://www.instagram.com/ted Facebook: https://facebook.com/TED LinkedIn: https://www.linkedin.com/company/ted-conferences TikTok: https://www.tiktok.com/@tedtoks The TED Talks channel features talks, performances and original series from the world's leading thinkers and doers. Subscribe to our channel for videos on Technology, Entertainment and Design — plus science, business, global issues, the arts and more. Visit https://TED.com to get our entire library of TED Talks, transcripts, translations, personalized talk recommendations and more. Watch more: https://go.ted.com/davidmcwilliams https://youtu.be/hUPrUJ4F_Ro TED's videos may be used for non-commercial purposes under a Creative Commons License, Attribution–Non Commercial–No Derivatives (or the CC BY – NC – ND 4.0 International) and in accordance with our TED Talks Usage Policy: https://www.ted.com/about/our-organization/our-policies-terms/ted-talks-usage-policy. For more information on using TED for commercial purposes (e.g. employee learning, in a film or online course), please submit a Media Request at https://media-requests.ted.com #TED #TEDTalks #poetryWed, 16 Sep 2026 06:12:21 GMThttps://www.youtube.com/watch?v=lv_nsLkh9MEhttps://www.youtube.com/watch?v=lv_nsLkh9MEDavid Card, a Nobel laureate and emeritus professor of economics at the University of California-Berkeley, was given the Madison Medal from Princeton University in honor of his groundbreaking scholarship that helped redefine labor economics. He is among a group of economists who pioneered the use of “natural experiments” to study real-world problems. “He dedicated his career to studying immigration, wages, education, and gender- and race-related differences in the labor market to advance the world’s understanding of important policy issues and basic principles of economics,” Dean of the Graduate School Rodney Priestley, the Pomeroy and Betty Perry Smith Professor of Chemical and Biological Engineering, said in his introduction. Card was awarded the 2021 Nobel Prize in economics(Link is external) for providing “new insights about the labor market.” He shared the prize with MIT economics professor Joshua Angrist, who earned his Ph.D. from Princeton in 1989, and Stanford applied econometrics professor Guido Imbens. Card’s other awards include the John Bates Clark Medal, the Frisch Medal and the Jacob Mincer Award. In his Alumni Day talk, “The Princeton School of Labor Economics,” Card cited the late Princeton economist Alan Krueger and others. He credited the University’s Industrial Relations Section with transforming labor economics and training generations of graduate and undergraduate students who became leaders in the field, including Princeton professors such as Anne Case and David S. Lee. Card also served on the Princeton faculty, from 1983 to 1996. Card said the “lasting lesson” of his graduate studies and teaching within the Industrial Relations Section was that “a great institution with great support and the right people can make a big difference.” Card also discussed some of his most well-known work, such as a 1990 study analyzing how the Mariel boatlift from Cuba affected the labor market in Miami, and a 1992 study on minimum wages in the fast-food industry in New Jersey co-authored with Krueger. During a brief question-and-answer session, one alumnus asked Card what he’s studying now, to which he responded with a range of topics, from population shifts and immigration to how familial responsibilities affect people’s behavior in the labor market.Wed, 16 Sep 2026 00:34:11 GMThttps://www.youtube.com/watch?v=hZi5aEG9z8Uhttps://www.youtube.com/watch?v=hZi5aEG9z8UWelcome to our comprehensive online course on Algorithms, brought to you by Professor Bob Sedgewick and Kevin Wayne from Princeton University! This video serves as an overview of what you'll learn and why studying algorithms is crucial for your development as a proficient programmer and problem solver. #PrincetonUniversity #BobSedgewick #KevinWayne #Algorithms #DataStructures #ComputerScience #OnlineCourse #Programming #ProblemSolving #JavaProgramming #SortingAlgorithms #SearchingAlgorithms #GraphAlgorithms #MinimumSpanningTree #ShortestPathAlgorithms #RegularExpressions #DataCompression #ComputerScienceCourse #AlgorithmicModels #ComputationalModels #CodingInterviewPreparation #TechIndustry #IntellectualStimulation #EducationalVideo #CodingTutorial #LearnAlgorithms #MasterAlgorithms #AlgorithmImpact #AdvancedAlgorithms #BeginnerProgramming #IntermediateProgramming #AdvancedProgramming #ComputerScienceEducation #PrincetonProfessorsTue, 15 Sep 2026 17:43:25 GMThttps://www.youtube.com/watch?v=WCwoCFdjUcEhttps://www.youtube.com/watch?v=WCwoCFdjUcEHere we give an informal introduction to the modern idea of `manifold', putting aside all the many logical difficulties that are bound up in this definition: difficulties associated with specification, with the use of `infinite sets', with the notions of `functions' etc. Even those students who aspire to understanding mathematics correctly ought to be at least aware of the standard formulations, and if one is teaching a course at a major university these days one is limited by the curriculum and the orientation of students and other lecturers in the level of directness that one may address these foundational problems. I will eventually be discussing the difficulties with these concepts in the MathFoundations series. In this lecture we talk about charts, manifolds, orientation, and then look more carefully at the two dimensional case of compact surfaces, where things are more concrete and explicit, largely through the classification of Dehn and Heegard which utilizes in a major way the Euler characteristic. *** Research Gate page: https://www.researchgate.net/profile/Norman_Wildberger Blog: http://njwildberger.com/ Online courses at openlearning.com (currently Algebraic Calculus One): https://www.openlearning.com/courses/algebraic-calculus-one/ Please join us for an exciting new approach to one of mathematics' most important subjects! Patreon: https://www.patreon.com/njwildberger Your support would be much appreciated. Insights into Mathematics YT channel: https://www.youtube.com/user/njwildberger Insights into Mathematics Playlists: https://www.youtube.com/playlist?list=PLIljB45xT85CL0-5wO4P-OwuH7SzBUyC0 (31 videos) https://www.youtube.com/playlist?list=PLIljB45xT85B0aMG-G9oqj-NPIuBMnq8z (18 videos) https://www.youtube.com/playlist?list=PLIljB45xT85DHcleY93bd2WlywQYxHv7H (6 videos) https://www.youtube.com/playlist?list=PLIljB45xT85AZjh2GUdwsMuAWTEHXCLb- (4 videos) https://www.youtube.com/playlist?list=PLIljB45xT85DeX148Q2T2elycnIYHTxdP (44 videos) https://www.youtube.com/playlist?list=PLIljB45xT85A6D0eylgAM4Xc1b_dDTgHW (8 videos) https://www.youtube.com/playlist?list=PLIljB45xT85DGxj1x_dyaSggbauAgrB6R (226 videos) https://www.youtube.com/playlist?list=PLIljB45xT85A_VZD126sND3XECDSI-qGs (26 videos) https://www.youtube.com/playlist?list=PLIljB45xT85DfokRNdx5eQ_qA43BwyM-_ (45 videos) https://www.youtube.com/playlist?list=PLIljB45xT85CvrEUnhS4dkTm9Lci5JTYS (43 videos) https://www.youtube.com/playlist?list=PLIljB45xT85D7wczwyUQdwDe2duZ7wPTf (40 videos) https://www.youtube.com/playlist?list=PLIljB45xT85Ar_tuHmRDI2Xr5tWOTI1oW (55 videos) https://www.youtube.com/playlist?list=PLIljB45xT85DPSrQpExd2L870ggxd2KEB (34 videos) https://www.youtube.com/playlist?list=PLIljB45xT85C3-5f6-qQS3YhgygZgnGYs (8 videos) https://www.youtube.com/playlist?list=PLIljB45xT85D7hfVLKyEJbQxOJ4yYm1-9 (9 videos) https://www.youtube.com/playlist?list=PLIljB45xT85BtiJIcDF2uuFc7_ndd1UL6 ( 46 videos) Wild Egg Maths Playlists: https://www.youtube.com/playlist?list=PLzdiPTrEWyz7wW6ka4jbj4dAVUPGPM6uM (NEW!!) https://www.youtube.com/playlist?list=PLzdiPTrEWyz5m3XKK0OPc31l-GTqDiAjs (4 videos) https://www.youtube.com/playlist?list=PLzdiPTrEWyz4CVqTYS1fwInPOZxBxDaQf (64 videos) https://www.youtube.com/playlist?list=PLzdiPTrEWyz7PpsRFHuGb3EhwZtEOdRjV (45 videos) https://www.youtube.com/playlist?list=PLzdiPTrEWyz6HqaFPB4HTZOQ8jgDAVnuz (20 videos) https://www.youtube.com/playlist?list=PLzdiPTrEWyz71VHhAIUN-7Y6-JVcwF-xA (8 videos) https://www.youtube.com/playlist?list=PLzdiPTrEWyz75-t4UaYvHwPe5AHGA_EWe (9 videos) https://www.youtube.com/playlist?list=PLzdiPTrEWyz5W25vaXSreTMTwpPhWs1w2 (52 videos) https://www.youtube.com/playlist?list=PLzdiPTrEWyz4DCenuIAr9R2kXLq4ywRAm (9 videos) https://www.youtube.com/playlist?list=PLzdiPTrEWyz7OynfQubQrYkxYurauO-HD (14 videos) https://www.youtube.com/playlist?list=PLzdiPTrEWyz7cyg5JdKBpzB4fTQT7f-Xl (8 videos) https://www.youtube.com/playlist?list=PLzdiPTrEWyz5Bcq1VN_R7zYDZH3u49FH8 (25 videos) https://www.youtube.com/playlist?list=PLzdiPTrEWyz5flY1TFd7cekRMZRvPGkzM (30 videos)Tue, 15 Sep 2026 14:03:22 GMThttps://www.youtube.com/watch?v=vkMYnHNhm7ohttps://www.youtube.com/watch?v=vkMYnHNhm7o#manifold #riemannianmanifold #differentialgeometrylecturevideo 00:00 - 01:35 - Introduction & Goal 01:35 - 02:34 - Topics 02:35 - 05:37 - What is differential geometry 05:38 - 15:23 - Manifold: A brief history 15:24 - 21:49 - Visualizing a manifold 21:50 - 27:55- Types of manifold 27:56 - 30:07 - Analyzing a manifold 30:08 - 31:03 - Benefits of learning manifold 31:04 - 47:36 - Riemannian manifold & Riemannian metric 47:37 - 48:09 - Topics for the next video 48:10 - 49:41 - Summary In this video I have explained the concept of a manifold, what is a manifold, and the details of the Riemannian manifold. In this lecture video of differential geometry I have also covered what is a Riemannian metric and the history of manifold. The entire video lays down the concepts on a very intuitive mode, with minimum mathematical equations. The benefits of learning manifold and how we can visualize a manifold is also covered here. Subscribe for more physics and mathematics videos: https://www.youtube.com/physicsforstudents?sub_confirmation=1 Join this channel to get access to perks: https://www.youtube.com/channel/UCVDb3R8XY1FIEIccTT1NnpA/join (1) Channel: https://www.youtube.com/physicsforstu... (2) General Relativity:https://www.youtube.com/@generalrelativityexplained (3) Facebook: https://www.facebook.com/physicsforst... (4) Instagram: https://instagram.com/physics_forstud... (5) Linkedin:https://www.linkedin.com/in/physicsfo... Email: contact.physicsforstudents@gmail.com Contact: +91 9830219677 The objective of this channel is to provide educative videos on physics and mathematics. 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I teach in a college. Copyright © 2021 Physics for Students. All rights reserved. #whatismanifold #whatisriemannianmanifold #riemannianmanifold #riemanniangeometry #riemannianmetric #differentialgeometryforphysicists #curvedspacetime #möbiusstrip #moebius #topologyandgeometry #bernhardriemann #historyofmanifold #historyofdifferentialgeometry #manifoldlecture #homeomorphism #physicsforstudents #differentialgeometrylecturevideo #differentialgeometrylectureseries #differentialgeometry #differentialgeometryandtensoranalysis #differentialgeometrypgtrb #differentialgeometrymcqquestions #differentialgeometrypolytechnictrb #differentialgeometrypgtrbquestions #whatisdifferentialgeometry #bernhardriemann #manifold #whatisamanifold #topologymathematics #topologymathematicslecture #riemanniangeometry #whyshouldistudydifferentialgeometry #differentialgeometryforbeginners #beginnersguidetodifferentialgeometry #differentialgeometrymadeeasy #differentialgeometryfordummies #euclidean #mobiusstrip #kleinandmobius #kleinbottle #michaelfreedman #generalrelativity #topology #topologicalspacesTue, 15 Sep 2026 14:03:22 GMThttps://www.youtube.com/watch?v=qgCPjVxnDPohttps://www.youtube.com/watch?v=qgCPjVxnDPo#whatistopology #topologymathematics #topologicalspace What is topology? Topology is an important branch of mathematics that deals with abstract shapes and sizes, that bends, twists, turns yet some of the proerties remain invariant. The basic objective of learning topology is to understand how those shapes behave and thereby obtaining a metic free, independent system where the concept of point and distance vanishes, thereby providing a much more generalized and a global system of measurement. In this video, I have demonstrated the basic concept of topology, homeomorphism, how these abstract shapes behave yet carrying the invariance. 00:00 - 02:14 - Objective of this video 02:15 - 18:00 - Geometrical shapes 18:01 - 22:08 - Euclidean polygons and Topological shapes 22:09 - 32:17 - Dealing with objects in Topology 32:18 - 35:31 - What is Homeomorphism 35:32 - 40:48 - Demonstrating Topological space 40:49 - 42:28 - Why do we need a Topological space 42:29 - 54:40 - Topological space 54:42 - 57:31 - Cube and Sphere are they homeomorphic? 57:32 - 01:03:56 - Torus with one and many holes 01:03:57 - 01:07:23 - Conclusion Subscribe for more physics and mathematics videos: https://www.youtube.com/physicsforstudents?sub_confirmation=1 Join this channel to get access to perks: https://www.youtube.com/channel/UCVDb3R8XY1FIEIccTT1NnpA/join (1) Channel: https://www.youtube.com/physicsforstudents?sub_confirmation=1 (2) Facebook: https://www.facebook.com/physicsforstudent (3) Instagram: https://instagram.com/physics_forstudents (4) Linkedin:https://www.linkedin.com/in/physicsforstudents/ Email: contact.physicsforstudents@gmail.com Contact: +91 9830219677 The objective of this channel is to provide educative videos on physics and mathematics. Playlists: (1) Most watched videos https://www.youtube.com/playlist?list=PL2n-gxsZ_8LASW2OMOXhtqYLhrAOY8GgJ (2) General Relativity https://www.youtube.com/playlist?list=PL2n-gxsZ_8LAVDW8FGXhBgQDbYrcKXXey (3) Special Relativity https://www.youtube.com/playlist?list=PL2n-gxsZ_8LDlFXMz2Kd92ElkCyYERPlo (4) Topology https://www.youtube.com/playlist?list=PL2n-gxsZ_8LBhbTtDfxK9P9VoSuTTd6If (5) Black Holes https://www.youtube.com/playlist?list=PL2n-gxsZ_8LD9V1md0JQMwkU6SH0tbEKa (6) Career In Mathematics https://www.youtube.com/playlist?list=PL2n-gxsZ_8LDYh7lVy-WwjEt0IVC2jJJg (7) Differential Geometry https://www.youtube.com/playlist?list=PL2n-gxsZ_8LCapNhpUYAZqUu3xfgHZ76w (8) Maxwell's Equations https://www.youtube.com/playlist?list=PL2n-gxsZ_8LDVJ3QTTE9YrC984iuwc7tX (9) Real Analysis https://www.youtube.com/playlist?list=PL2n-gxsZ_8LA2IhQincXlr-qwjo7svOgX (10) Vectors and Tensors https://www.youtube.com/playlist?list=PL2n-gxsZ_8LCHM3SzJgCmmPHVaNFE5D0s (11) Tagore Einstein conversations https://www.youtube.com/playlist?list=PL2n-gxsZ_8LBBQLMb3FMr4oKYbFeQFZwR (12) History of Science https://www.youtube.com/playlist?list=PL2n-gxsZ_8LCTyHei0dqlRt2uTsBNdD5t (13) Concept Building https://www.youtube.com/playlist?list=PL2n-gxsZ_8LDgFseXD2K_bX21tDYo4Zp5 (14) Classical Physics https://www.youtube.com/playlist?list=PL2n-gxsZ_8LBcZzSzlpOFmuNQLoR535wj (15) Stephen Hawking https://www.youtube.com/playlist?list=PL2n-gxsZ_8LBUO-lP7stki050vuz0yJs3 (16) Grigori Perelman https://www.youtube.com/playlist?list=PL2n-gxsZ_8LDWKF2fSL-DtOudD3QcnUoR (17) Basic Mathematics https://www.youtube.com/playlist?list=PL2n-gxsZ_8LC-1Gn4HpcOQaubEmr-QaBY (18) Calculus https://www.youtube.com/playlist?list=PL2n-gxsZ_8LC5fHDWK6i2AJjpajwU98NdAbout Me My name is Shounak. I teach in a college. My subject of specialization is the general theory of relativity, tensor calculus, and topology. I also teach communicative English. Copyright © 2021 Physics for Students. All rights reserved. #topologymathematicsmsc #topologymathematicsenglish #topologymathematicslectures #topologymathematicsplaylist #topologicalspace #whatistopologicalspace #whatishomeomorphism #homeomorphism #topologicalinvariant #visualtopology #topologydemonstrations #topologyshapes #topologyforbeginners #homeomorphismexamples #introductiontotopology #geometrytopologyandphysics #topologyandgeometry #topologyanddifferentialgeometry #physicsforstudents #euclideanspaceandtopologicalspaceMon, 14 Sep 2026 19:28:26 GMThttps://www.youtube.com/watch?v=OyddY7DlV58https://www.youtube.com/watch?v=OyddY7DlV58Today we’re going to begin our discussion of probability. We’ll talk about how the addition (OR) rule, the multiplication (AND) rule, and conditional probabilities help us figure out the likelihood of sequences of events happening - from optimizing your chances of having a great night out with friends to seeing Cole Sprouse at IHop! Crash Course is on Patreon! You can support us directly by signing up at http://www.patreon.com/crashcourse Thanks to the following Patrons for their generous monthly contributions that help keep Crash Course free for everyone forever: Mark Brouwer, Glenn Elliott, Justin Zingsheim, Jessica Wode, Eric Prestemon, Kathrin Benoit, Tom Trval, Jason Saslow, Nathan Taylor, Divonne Holmes à Court, Brian Thomas Gossett, Khaled El Shalakany, Indika Siriwardena, Robert Kunz, SR Foxley, Sam Ferguson, Yasenia Cruz, Eric Koslow, Caleb Weeks, Tim Curwick, Evren Türkmenoğlu, Alexander Tamas, D.A. Noe, Shawn Arnold, mark austin, Ruth Perez, Malcolm Callis, Ken Penttinen, Advait Shinde, Cody Carpenter, Annamaria Herrera, William McGraw, Bader AlGhamdi, Vaso, Melissa Briski, Joey Quek, Andrei Krishkevich, Rachel Bright, Alex S, Mayumi Maeda, Kathy & Tim Philip, Montather, Jirat, Eric Kitchen, Moritz Schmidt, Ian Dundore, Chris Peters, Sandra Aft, Steve Marshall -- Want to find Crash Course elsewhere on the internet? Facebook - http://www.facebook.com/YouTubeCrashCourse Twitter - http://www.twitter.com/TheCrashCourse Tumblr - http://thecrashcourse.tumblr.com Support Crash Course on Patreon: http://patreon.com/crashcourse CC Kids: http://www.youtube.com/crashcoursekidsMon, 14 Sep 2026 17:45:45 GMThttps://www.youtube.com/watch?v=eVBljknAA-Uhttps://www.youtube.com/watch?v=eVBljknAA-UEight live lectures on the algorithms at the heart of computer science, taught by Yun William Yu, Associate Professor of Computational Biology at Carnegie Mellon University. A classic algorithms course with William's flair and a little science seasoning: instead of whiteboard interview puzzles, the examples come from computational biology. Sessions stream live on Thursdays at 8:00 PM ET, September 17 through November 12. All eight are free and open, with no membership required, and every one is recorded. Do you need to be a programmer? If you have written a little code before and you like solving problems, you are in great shape. You do not need a CS degree, and you do not need to have ever seen a graph or a tree. William builds each topic up from the beginning, and the goal is to have fun with beautiful ideas rather than to win a rigor contest. What we'll cover: ▸ Lecture 1: Minimum spanning trees, heaps, and union-find ▸ Lecture 2: Shortest paths, with BFS, DFS, and Dijkstra's ▸ Lecture 3: Divide and conquer ▸ Lecture 4: Binary search trees, splay trees, and amortized analysis ▸ Lecture 5: Text search and suffix structures ▸ Lecture 6: Dynamic programming ▸ Lecture 7: Network flow ▸ Lecture 8: NP-hardness and the limits of exact algorithms ▶ Course page and full schedule: https://www.philomathlearning.com/courses/algorithms?ref=algorithms&utm_medium=instructor_page&utm_campaign=algorithms_yt_intro ▶ Sign up for the Philomath mailing list to receive course materials, reminders, and earn a certificate: http://eepurl.com/iC9DSg ▶ Join the Philomath community on Discord: https://discord.gg/n5ZKySCKU4 ⸺ Philomath Membership All lectures and recordings are free and open. If you'd like to participate more deeply, through office hours, bonus sessions, and community support, you can become a Philomath member here: https://www.philomathlearning.com/courses/algorithms?ref=algorithms&utm_medium=instructor_page&utm_campaign=algorithms_yt_intro_join Membership supports the instructors and helps keep Philomath open.Mon, 14 Sep 2026 10:04:41 GMThttps://www.youtube.com/watch?v=BP7Ujbyu-NEhttps://www.youtube.com/watch?v=BP7Ujbyu-NEMuch is written about life as an undergraduate at Oxford but what is it really like? As Oxford Mathematics's new first-year students arrive (273 of them, comprising 33 nationalities) we thought we would take the opportunity to go behind the scenes and share some of their experiences. Our starting point is a first week lecture for the first year students. In this case the second lecture from 'An Introduction to Complex Numbers' by Dr. Vicky Neale. The lecture aims to both consolidate what has already been learnt at school and prepare students for the next stage. All first and second year lectures are followed by tutorials where students meet their tutor to go through the lecture and associated problem sheet and to talk and think more about the maths. Third and fourth year lectures are followed by classes. You can also watch many other student lectures via our main Student Lectures playlist (also check out specific student lectures playlists): https://www.youtube.com/playlist?list=PL4d5ZtfQonW0A4VHeiY0gSkX1QEraaacEMon, 14 Sep 2026 08:07:19 GMThttps://www.youtube.com/watch?v=MX8HsNE_GRohttps://www.youtube.com/watch?v=MX8HsNE_GRoIn this installment of our Advanced Organic Chemistry course, Georgia Harris gives us an introduction to radical chemistry. This talk has an accompanying problem set available at https://synthesis-workshop.com/#problem-sets References (in order of appearance): Fossey, J., Lefort, D., Sorba, J., 1995, Free radicals in organic chemistry, Wiley. Avendaño, C., Menéndez, J. C., 2008, Medicinal Chemistry of Anticancer Drugs. Angew. Chem. Int. Ed., 2020. 59, 74–108. Clayden, J., Greeves, N., Warren, S., 2012, Organic Chemistry, 2, Oxford University Press. Nat. Rev. Chem., 2021, 5, 486–499. Angew. Chem. Int. Ed. 2020, 59,11620–11626. J. Am. Chem. Soc., 2018, 140, 1267−1270 Albright, L. F., 1974, Processes For Major Addition-type Plastics And Their Monomers, McGraw-Hill ACS Catal., 2022, 12, 8155−8163. Science 2020, 367, 1021–1026. ChemElectroChem, 2019, 6, 4153–4157. Nat. Chem., 2023, 15, 535-541. Chem. Rev., 2007, 107, 1862–1891. Chem. Commun., 2013, 49, 9892 Angew. Chem. Int. Ed., 2015, 54, 8538–8541. J. Am. Chem. Soc. 1993, 115, 939–947 Org. Process Res. Dev. 2022, 26, 2423−2437 Electrochemistry: ACS Cent. Sci. 2016, 2, 302−308; Photoredox Catalysis: J. Org. Chem. 2016, 81, 6898–6926.Mon, 14 Sep 2026 07:23:19 GMThttps://www.youtube.com/watch?v=8koxruUof7ohttps://www.youtube.com/watch?v=8koxruUof7o#smoothmanifold #differentialgeometry #differentialgeometrylecturevideo In this video, I have discussed a smooth manifold. This is an important concept in differential geometry. A smooth and continuous function is also discussed here. I have given several examples of smooth & continuous functions and shown several graphs. Differentiable manifold, which is an important concept of differential geometry is discussed in details and also diffeomorphism. Manifold, structures, and mapping of one manifold to another using transition map are also discussed here. The basic idea of making this video is to give a clear understanding of the most important concepts of differential geometry. I hope that the viewers will find it useful. Please comment your suggestions, 00:00 - 01:05 Introduction 01:05 - 01:40 - Topics covered 01:41 - 15:09 - What is smoothness 15:10 - 19:03 - Why do we need smoothness 19:04 - 23:46 - Smooth & continuous function 23:47 - 25:15 - Smooth functions & polynomials 25:16 - 28:21 - Examples of smooth functions 28:22 - 37:14 - Differentiable manifold 37:15 -48:43 - Diffeomorphism 48:44 - 48:35 - C infinity function 48:36 - 50:24 - Summary 50:25 - 51:10 - Upcoming video 51:11 - 51:48 - Note of thanks Subscribe for more physics and mathematics videos: https://www.youtube.com/physicsforstudents?sub_confirmation=1 Join this channel to get access to perks: https://www.youtube.com/channel/UCVDb3R8XY1FIEIccTT1NnpA/join (1) Channel: https://www.youtube.com/physicsforstu... (2) General Relativity:https://www.youtube.com/@generalrelativityexplained (3) Facebook: https://www.facebook.com/physicsforst... (4) Instagram: https://instagram.com/physics_forstud... (5) Linkedin:https://www.linkedin.com/in/physicsfo... Playlists: (1) Most watched videos https://www.youtube.com/playlist?list=PL2n-gxsZ_8LASW2OMOXhtqYLhrAOY8GgJ (2) Quantum Mechanics https://www.youtube.com/playlist?list=PL2n-gxsZ_8LCvulxRDc8mBeadEv1mGlnx (3) Special Relativity https://www.youtube.com/playlist?list=PL2n-gxsZ_8LDlFXMz2Kd92ElkCyYERPlo (4) General Relativity https://www.youtube.com/playlist?list=PL2n-gxsZ_8LAVDW8FGXhBgQDbYrcKXXey (5) Black Holes https://www.youtube.com/playlist?list=PL2n-gxsZ_8LD9V1md0JQMwkU6SH0tbEKa (6) Differential Geometry https://www.youtube.com/playlist?list=PL2n-gxsZ_8LCapNhpUYAZqUu3xfgHZ76w (7) Topology https://www.youtube.com/playlist?list=PL2n-gxsZ_8LBhbTtDfxK9P9VoSuTTd6If (8) Vectors and Tensors https://www.youtube.com/playlist?list=PL2n-gxsZ_8LCHM3SzJgCmmPHVaNFE5D0s (9) Real Analysis https://www.youtube.com/playlist?list=PL2n-gxsZ_8LA2IhQincXlr-qwjo7svOgX (10) Maxwell's Equations https://www.youtube.com/playlist?list=PL2n-gxsZ_8LDVJ3QTTE9YrC984iuwc7tX (11) Classical Physics https://www.youtube.com/playlist?list=PL2n-gxsZ_8LBcZzSzlpOFmuNQLoR535wj (12) Basic Mathematics https://www.youtube.com/playlist?list=PL2n-gxsZ_8LC-1Gn4HpcOQaubEmr-QaBY (13) Calculus https://www.youtube.com/playlist?list=PL2n-gxsZ_8LC5fHDWK6i2AJjpajwU98Nd (14) Concept Building https://www.youtube.com/playlist?list=PL2n-gxsZ_8LDgFseXD2K_bX21tDYo4Zp5 (15) How To Learn Mathematics https://www.youtube.com/playlist?list=PL2n-gxsZ_8LDYh7lVy-WwjEt0IVC2jJJg (16) Tagore Einstein conversations https://www.youtube.com/playlist?list=PL2n-gxsZ_8LBBQLMb3FMr4oKYbFeQFZwR (17) Biographies https://www.youtube.com/playlist?list=PL2n-gxsZ_8LCTyHei0dqlRt2uTsBNdD5t (18) Grigori Perelman https://www.youtube.com/playlist?list=PL2n-gxsZ_8LDWKF2fSL-DtOudD3QcnUoR (19) String Theory https://www.youtube.com/playlist?list=PL2n-gxsZ_8LDvBMwyb45MI7OJPg7yEGy2 (20) Shorts https://www.youtube.com/playlist?list=PL2n-gxsZ_8LCUIr5FGDC_40Q08Og6cGaI #whatismanifold #whatisriemannianmanifold #smoothfunctionmath #differentialgeometryforphysicists #curvedspacetime #whatissmoothmanifold #continuousfunction #continuousfunctioninrealanalysis #continuousfunctionclass12 #continuousfunctionanddifferentiablefunction #continuousfunctionbsc #differentiablefunction #differentiableandnondifferentiablefunctions #differentiablefunctionclass12 #manifoldlecture #whatismanifold #homeomorphism #diffeomorphism #diffeomorphismus #topologyandgeometry #historyofmanifold #manifoldlecture #homeomorphism #physicsforstudents #differentialgeometrylecturevideo #differentialgeometrylectureseries #differentialgeometry #differentialgeometryandtensoranalysis #differentialgeometrypgtrb #differentialgeometrymcqquestions #differentialgeometrypolytechnictrb #differentialgeometrypgtrbquestions #whatisdifferentialgeometry #manifold #whatisamanifold #topologymathematics #topologymathematicslecture #riemanniangeometry #whyshouldistudydifferentialgeometry #differentialgeometryforbeginners #beginnersguidetodifferentialgeometry #differentialgeometrymadeeasy #differentialgeometryfordummies #topology #topologicalspaces #maths #physics #algebriacstructure #linearalgebra #multilinearalgebra #generalrelativity #continuity #sets #coordinates #spacetimeMon, 14 Sep 2026 05:11:18 GMThttps://www.youtube.com/watch?v=4uexMgTpMFwhttps://www.youtube.com/watch?v=4uexMgTpMFwThe prospect of judiciously utilizing both optical gain and loss has been recently suggested as a means to control the flow of light. This proposition makes use of some newly developed concepts based on non-Hermiticity and parity-time (PT) symmetry-ideas first conceived within quantum field theories. By harnessing such notions, recent works indicate that novel synthetic structures and devices with counter-intuitive properties can be realized, potentially enabling new possibilities in the field of optics and integrated photonics. Non-Hermitian degeneracies, also known as exceptional points (EPs), have also emerged as a new paradigm for engineering the response of optical systems. In this talk, we provide an overview of recent developments in this newly emerging field. The use of other type symmetries in photonics will be also discussed. Bio: Demetrios Christodoulides is the Cobb Family Endowed Chair and Pegasus Professor of Optics at CREOL-the College of Optics and Photonics of the University of Central Florida. He received his Ph.D. degree from Johns Hopkins University in 1986 and he subsequently joined Bellcore as a post-doctoral fellow. Between 1988 and 2002 he was with the faculty of the Department of Electrical Engineering at Lehigh University. His research interests include linear and nonlinear optical beam interactions, synthetic optical materials, optical solitons, and quantum electronics. He has authored and co-authored more than 350 papers. He is a Fellow of the Optical Society of America and the American Physical Society. He is the recipient of the 2011 Wood Prize and 2018 Max Born Award of OSA.Mon, 14 Sep 2026 04:41:57 GMThttps://www.youtube.com/watch?v=jOhNyVjkChMhttps://www.youtube.com/watch?v=jOhNyVjkChMhttps://www.ibiology.org/ibioseminars/cell-biology/arthur-horwich-part-1a.html Lecture Overview: Horwich begins with a brief history of the discovery of the chaperonins and their importance in proper protein folding. He then gives an overview of two well-studied families of chaperones, heat shock protein 60 (Hsp60) and Hsp70. In Part 1 B, Horwich continues with a review of the Calnexin, Hsp90 and small Hsp families. He discusses how transcriptional regulation in response to chemical or heat stress results in an increase in effector chaperonins. Finally, Horwich poses the question of why chaperonins are not effective in preventing protein aggregation or misfolding in a number of devastating neuronal diseases. Horwich discusses experiments designed to decipher how chaperones mediate protein folding in Part 2 of his talk. He describes in detail the role of ATP binding and hydrolysis by the GroEL/GroES complex in promoting correct protein folding. In Part 3, Horwich describes the experiments that determined that proteins are, in fact, folded within the chaperonin complex and exactly where folding occurs. Speaker Bio: Arthur Horwich received his AB and MD from Brown University. Following a pediatric residency at Yale, Horwich did two postdoctoral fellowships, first with Tony Hunter and Walter Eckhart at the Salk Institute and second with Leon Rosenberg at Yale, before joining the Yale faculty. Currently, Horwich is Sterling Professor of Genetics and Pediatrics at Yale School of Medicine and an Investigator of the Howard Hughes Medical Institute. He is interested in understanding how chaperonins promote the correct folding of proteins in the cell. More recently, Horwich has focused his efforts on understanding the consequences of protein misfolding, particularly in ALS or Lou Gehrig's disease. Horwich is a member of the National Academy of Sciences and has received numerous awards for his work including the Gairdner International Award. Together with his long time collaborator Franz-Ulrich Hartl, Horwich has been awarded the Wiley Prize, the Louisa Gross Horwitz Prize and the Albert Lasker Award for Basic Medical Research, among other prizes.Mon, 14 Sep 2026 04:12:37 GMThttps://www.youtube.com/watch?v=--2jJwdQ5jshttps://www.youtube.com/watch?v=--2jJwdQ5jsThis presentation was recorded at YOW! 2019. #GOTOcon #YOW https://yowcon.com Bartosz Milewski - Founder of Reliable Software ABSTRACT We use types in programming, often without realizing how deeply rooted they are in the foundations of mathematics. There is a constant flow of ideas from type theory to programming (and back). We are familiar with algebraic data types; inductive types, like lists or trees; we've heard of dependent types and, in the future, we might encounter identity types and possibly get familiar with elements of homotopy type theory. I can't possibly talk about all of this, but I'll try to give you a little taste. [...] TIMECODES 0:00 Introduction 2:19 Outline 5:09 Equalities 9:51 Natural Numbers 16:29 Dependent Types 23:38 Induction on Nats 27:23 Curry Howard 30:28 Identity Type 35:36 refl 42:48 Elimination 52:51 Zeno's Paradox https://twitter.com/GOTOcon https://www.linkedin.com/company/goto- https://www.facebook.com/GOTOConferences #TypeTheory #Haskell #Programming #DataTypes #Algebra #BartoszMilewski #YOWcon Looking for a unique learning experience? Attend the next GOTO conference near you! Get your ticket at https://gotopia.tech Sign up for updates and specials at https://gotopia.tech/newsletter SUBSCRIBE TO OUR CHANNEL - new videos posted almost daily. https://www.youtube.com/user/GotoConferences/?sub_confirmation=1Sun, 13 Sep 2026 02:42:02 GMThttp://lnkd.in/gE6S6raThttp://lnkd.in/gE6S6raT20 YouTube channels that teach AI better than most CS degrees. Free. No application required. No tuition. This list covers everything: theory, intuition, implementation, research. Here's the full list: 👇 1. Andrej Karpathy Deep, intuitive walkthroughs of neural networks and modern LLMs Link: https://t.co/VhrPS6mRJF 2. 3Blue1Brown Visual intuition for math, linear algebra, and neural networks Link: https://t.co/16cFDyp7YP 3. StatQuest with Josh Starmer Clear, friendly explanations of statistics and ML fundamentals Link: https://t.co/U2wZJc3JLV 4. Stanford Online University-grade ML and AI lecture series (Andrew Ng, CS229, etc.) Link: https://t.co/Zj5FMcGPNa 5. freeCodeCamp Full-length AI and ML courses — structured, free, and constantly updated Link: https://t.co/hXVr0KEVX6 6. sentdex Practical machine learning and Python projects Link: https://t.co/ZGtXhYUUnZ 7. Yannic Kilcher Deep dives into ML and AI research papers Link: https://t.co/J5hXNTp3DY 8. MIT OpenCourseWare Rigorous academic courses on ML, AI, and applied mathematics Link: https://t.co/Dg5O9NyQWW 9. DeepLearningAI Structured learning paths for deep learning and generative AI Link: https://t.co/Nm5OhqrbI1 10. Two Minute Papers Fast, accessible summaries of cutting-edge AI research Link: https://t.co/mL5bY9kImz 11. Umar Jamil Clear, implementation-focused explanations of transformers and LLMs Link: https://t.co/VknS4Zyqr3 12. Hugging Face Open-source LLMs, transformers, and modern NLP tooling Link: https://t.co/b6A7qSwhRW 13. AI Explained Accessible breakdowns of the latest AI research and model releases Link: https://t.co/UndrSMlReG 14. Lex Fridman Long-form conversations with top AI researchers and practitioners Link: https://t.co/maxG9W4bM4 15. Matt Wolfe The fastest way to stay current on AI tools, news, and releases Link: https://t.co/6eNhNS861T 16. Machine Learning Street Talk Unfiltered, technical discussions on AI research and theory Link: https://t.co/Lu6Daamcrz 17. Jeremy Howard Practical deep learning with strong intuition Link: https://t.co/SjEggqxBQe 18. Kaggle Applied ML, competitions, notebooks, and real-world workflows Link: https://t.co/I90OW4LfoV 19. Tina Huang Career-focused AI and data science from an ex-Meta data scientist Link: https://t.co/kxOyBYxNnx 20. Anthropic AI safety, model research, and how frontier AI actually gets built Link: https://t.co/fsW7wWfint The best AI education isn't behind a paywall. It never was. While people debate which bootcamp to buy, the best instructors in the world are uploading for free. Every week. ♻️ Repost to give your network an unfair advantage.__ 1. Follow @Dharmikpawar31 2. Save the post. 3. Repost to your network. 4. Join My AI Community: https://t.co/Kcq5K41HemSun, 13 Sep 2026 02:34:42 GMThttp://youtube.com/@karpathyhttp://youtube.com/@karpathy20 YouTube Channels to Learn AI for Free 🔥 From fundamentals to frontier research Learn. Build. Stay Ahead 1. Andrej Karpathy Deep, intuitive walkthroughs of neural networks and modern LLMs 🔗 https://t.co/SJUn8Wke4G 2. 3Blue1Brown Visual intuition for math, linear algebra, and neural networks 🔗 https://t.co/VyzTGrCP2x 3. StatQuest with Josh Starmer Clear, friendly explanations of statistics and ML fundamentals 🔗 https://t.co/ISAu34KhUl 4. Stanford Online University-grade ML and AI lecture series (Andrew Ng, CS229, etc.) 🔗 https://t.co/3yGFxf3ZX4 5. https://t.co/McGI7MOiRT Full-length AI and ML courses — structured, free, and updated 🔗 https://t.co/iNLbdtLFTB 6. sentdex Practical machine learning and Python projects 🔗 https://t.co/wwoDHTyYlk 7. Yannic Kilcher Deep dives into ML and AI research papers 🔗 https://t.co/bvV7spBDdQ 8. MIT OpenCourseWare Rigorous academic courses on ML, AI, and applied mathematics 🔗 https://t.co/D2xy7tCdH1 9. https://t.co/Y2bXVQBe2W Structured learning paths for deep learning and generative AI 🔗 https://t.co/Qd5GaIDqqJ 10. Two Minute Papers Fast, accessible summaries of cutting-edge AI research 🔗 https://t.co/nYwEcwbyQG… 11. Umar Jamil Clear, implementation-focused explanations of transformers and LLMs 🔗 https://t.co/z7IoBAYeUq 12. Hugging Face Open-source LLMs, transformers, and modern NLP tooling 🔗 https://t.co/nDEFDBhMbt 13. Alex The Analyst A highly practical channel focused on data analytics, SQL, Excel, Python, and breaking into data careers. 🔗 https://t.co/O8R65RiYMe… 14. Lex Fridman Long-form conversations with top AI researchers and practitioners 🔗 https://t.co/I6zDpswMZl 15. Matt Wolfe Latest updates on AI tools, news, and releases 🔗 https://t.co/Q6fp1wj1OF 16. Machine Learning Street Talk Unfiltered, technical discussions on AI research and theory 🔗 https://t.co/zRY0Rh0a9m… 17. Jeremy Howard Practical deep learning with strong intuition 🔗 https://t.co/zWGcXczr8l 18. Kaggle Applied ML, competitions, notebooks, and real-world workflows 🔗 https://t.co/bMuvVmOoFe 19. Tina Huang Career-focused AI and data science content from an ex-Meta data scientist 🔗 https://t.co/DKEFGLRUUh 20. Anthropic AI safety, model research, and how frontier AI is built 🔗 https://t.co/cHEi7pmyrm Bookmark Now 📩Sun, 13 Sep 2026 02:34:42 GMThttps://www.youtube.com/watch?v=q06jMFRW8MAhttps://www.youtube.com/watch?v=q06jMFRW8MA#whatistopologyinmathematics #introductiontotopology #topologicalspace Topology in mathematics is indeed a very challenging subject. What is a topological space and how it is different from Euclidean space? In this lecture, I have discussed about the basic concepts of topology and the concept of topological space. I have also explained the concept of congruency, how it changed to topological invariant and other necessary important concepts. 00:00 - 03:05 - Introduction 03:06 - 06:15 - How the concept of congruency changes 06:16 - 15:00 - What is topological invariant? 15:01 - 18:53 - What mathematics I need to learn Topology? 18:54 - 29:34 - Topology and Topological space 29:35: 36:00 - Topological space to Metric space 36:01 - 45:31 - FAQ(s) with subscribers Subscribe for more physics and mathematics videos: https://www.youtube.com/physicsforstudents?sub_confirmation=1 Join this channel to get access to perks: https://www.youtube.com/channel/UCVDb3R8XY1FIEIccTT1NnpA/join (1) Channel: https://www.youtube.com/physicsforstudents?sub_confirmation=1 (2) Facebook: https://www.facebook.com/physicsforstudent (3) Instagram: https://instagram.com/physics_forstudents (4) Linkedin:https://www.linkedin.com/in/physicsforstudents/ Email: contact.physicsforstudents@gmail.com Contact: +91 9830219677 The objective of this channel is to provide educative videos on physics and mathematics. Playlists: (1) Most watched videos https://www.youtube.com/playlist?list=PL2n-gxsZ_8LASW2OMOXhtqYLhrAOY8GgJ (2) General Relativity https://www.youtube.com/playlist?list=PL2n-gxsZ_8LAVDW8FGXhBgQDbYrcKXXey (3) Special Relativity https://www.youtube.com/playlist?list=PL2n-gxsZ_8LDlFXMz2Kd92ElkCyYERPlo (4) Topology https://www.youtube.com/playlist?list=PL2n-gxsZ_8LBhbTtDfxK9P9VoSuTTd6If (5) Black Holes https://www.youtube.com/playlist?list=PL2n-gxsZ_8LD9V1md0JQMwkU6SH0tbEKa (6) Career In Mathematics https://www.youtube.com/playlist?list=PL2n-gxsZ_8LDYh7lVy-WwjEt0IVC2jJJg (7) Differential Geometry https://www.youtube.com/playlist?list=PL2n-gxsZ_8LCapNhpUYAZqUu3xfgHZ76w (8) Maxwell's Equations https://www.youtube.com/playlist?list=PL2n-gxsZ_8LDVJ3QTTE9YrC984iuwc7tX (9) Real Analysis https://www.youtube.com/playlist?list=PL2n-gxsZ_8LA2IhQincXlr-qwjo7svOgX (10) Vectors and Tensors https://www.youtube.com/playlist?list=PL2n-gxsZ_8LCHM3SzJgCmmPHVaNFE5D0s (11) Tagore Einstein conversations https://www.youtube.com/playlist?list=PL2n-gxsZ_8LBBQLMb3FMr4oKYbFeQFZwR (12) History of Science https://www.youtube.com/playlist?list=PL2n-gxsZ_8LCTyHei0dqlRt2uTsBNdD5t (13) Concept Building https://www.youtube.com/playlist?list=PL2n-gxsZ_8LDgFseXD2K_bX21tDYo4Zp5 (14) Classical Physics https://www.youtube.com/playlist?list=PL2n-gxsZ_8LBcZzSzlpOFmuNQLoR535wj (15) Stephen Hawking https://www.youtube.com/playlist?list=PL2n-gxsZ_8LBUO-lP7stki050vuz0yJs3 (16) Grigori Perelman https://www.youtube.com/playlist?list=PL2n-gxsZ_8LDWKF2fSL-DtOudD3QcnUoR (17) Basic Mathematics https://www.youtube.com/playlist?list=PL2n-gxsZ_8LC-1Gn4HpcOQaubEmr-QaBY (18) Calculus https://www.youtube.com/playlist?list=PL2n-gxsZ_8LC5fHDWK6i2AJjpajwU98NdAbout Me My name is Shounak. I teach in a college. My subject of specialization is the general theory of relativity, tensor calculus, and topology. I also teach communicative English. Copyright © 2021 Physics for Students. All rights reserved. #topologylecture #topologymathematics #topologymathematicslecture #topologyformscmaths #topologylectureseries #whatistopology #topologicalspace #topologicalspacevsmetricspace #topologicalspacemetricspace #topologicalspaceexplained #topologymath #topologydefiniton #homeomorphsim #homeomorphic #algebraictopology #topologymathematicslecture #topologyformscmaths #topologylectureseries #whatistopology #topologicalspacemetricspace #topologicalspaceexplained #topologicalspacemathematics #topologicalspaceandmetricspace #topologicalspaceneighbourhood #topologicalspaceinmaths #topologicalspaceintroductionSat, 12 Sep 2026 22:47:19 GMThttps://www.youtube.com/watch?v=V3Y8vpJVG_ghttps://www.youtube.com/watch?v=V3Y8vpJVG_gIn this Oxford Mathematics 4th year student lecture, Fields Medallist James Maynard gives an overview of some of the key results of the course, and proves some motivational results about primes. You can watch many other student lectures via our main Student Lectures playlist (also check out specific student lectures playlists): https://www.youtube.com/playlist?list=PL4d5ZtfQonW0A4VHeiY0gSkX1QEraaacE All first and second year lectures are followed by tutorials where students meet their tutor in pairs to go through the lecture and associated problem sheet and to talk and think more about the maths. Third and fourth year lectures are followed by classes.Sat, 12 Sep 2026 22:03:19 GMThttps://www.youtube.com/watch?v=grjMRgmjddEhttps://www.youtube.com/watch?v=grjMRgmjddESpeaker: Tim Lyon Webpage: https://sites.google.com/view/timlyon Abstract: Proof theory is an important branch of mathematical logic that is primarily concerned with the study and application of mathematical proofs. One of the preferred formalisms in proof theory for building deductive systems is Gerhard Gentzen's sequent calculus formalism. This talk is intended as an introduction to proof theory and will introduce a variant of Gentzen's sequent calculus for classical propositional logic. Moreover, the sequent calculus will be used to demonstrate and define fundamental proof theoretic notions such as sequents, types of inference rules, methods of soundness and completeness, and properties of calculi.Sat, 12 Sep 2026 20:00:26 GMThttps://www.reddit.com/r/aliens/comments/14rp7w9/from_the_late_2000s_to_the_mid2010s_i_worked_as_a/https://www.reddit.com/r/aliens/comments/14rp7w9/from_the_late_2000s_to_the_mid2010s_i_worked_as_a/https://t.co/JyuR7N64kg From the late 2000s to the mid-2010s, I worked as a molecular biologist for a national security contractor in a program to study Exo-Biospheric-Organisms (EBO). I will share with you a lot of information on this subject. Feel free to ask questions or ask for clarification It seems like all my comments are being deleted. I will post answer at the end of the message. From the late 2000s to the mid-2010s, I worked as a molecular biologist for a national security contractor in a program to study Exo-Biospheric-Organisms (EBO). The aim of the program was to elucidate the genome and proteome basis of these organisms. Although the study of OBCs has been going on for decades in other programs, the new high-throughput DNA sequencing technologies of the late 90s unblocked stagnant research in this area. Since then, several breakthroughs have led to significant advances in our understanding of the genome and proteome of these beings. What we've learned so far has enabled us to outline some disconcerting perspectives about our place in this universe. Briefly, we've discovered that the EBO genome is a chimera of genomes from our biosphere and from an unknown one. They are artificial, ephemeral and disposable organisms created for a purpose that still partially eludes us. I'll be substantiating my statements after a brief introduction. The reason for disclosing these secrets is quite simple. I believe that every human being has the right to know the truth, and that to progress, humanity needs to divest itself of certain institutions and organizations that will probably not survive these revelations in the long term. I'm aware that I'll have very little impact in this regard, but I still believe that small leaks are necessary to break the dam of misinformation on this subject. When the governments will eventually reveal these secrets, there will undoubtedly be a societal upheaval, but in my opinion, the longer we wait, the worse it will be. I choose to divulge what I know anonymously out of selfishness for the well-being of myself and my family. I'm aware that this diminishes the reach and credibility of my message, but it's the furthest I am willing to go. I chose this forum because it offers a good compromise between anonymity and popularity. In order to protect my anonymity, I will be purposely vague or even contradictory about any information that could identify me (date, education, role etc.). I'll even introduce red herrings in this respect. I want to make it clear that any information related to the subject of the research will not be treated in this way. Before going any further, please excuse me if you find it difficult to understand what I'm explaining. Some parts of my text are very technical. It's difficult to find the right balance between vulgarization and scientific explanation. I'll continue by talking about myself. What's the point of talking about me knowing that the information will necessarily be misleading? I simply want to introduce a perspective on the type of people who work there, normal scientists. I have a Ph.D. in molecular biology. I didn't actively seek to be part of this program, rather it was a stroke of luck that introduced me to one of the senior scientists. I met this person at a conference where I was presenting a poster on my Ph.D. research. When I think back, I don't believe he was impressed by what I was presenting, because it was quite frankly a project that wasn't going anywhere. I think it was rather the most important aspect of a professional life: the attitude and the ease with which you make connections. Shortly afterwards, I graduated and received a call from this person offering me a position. At the time, everything pointed to me working in a regular laboratory. I did a series of three increasingly suspicious interviews, each in a different location, where my scientific background and knowledge became less and less relevant. The first was with two of the senior scientists, the second and third with people I've never seen again and who were obviously not interested in science. Sometime after the interview, I was asked to go to a fourth location where what seemed like a corporate lawyer presented me with an NDA. He made sure not only to explain every detail, but also that I understood the consequence of not respecting it. The first Employment weeks were by far the most memorable, although I spent most of that time in a depressing archive room. It consists almost exclusively of reading about the subject of study and to get us up to speed. There's no secret Wikipedia or even a reference book to guide us. There are only dry reports, memos, presentations, procedures and SOPs. These documents are almost exclusively about the biology of EBOs, but there are also a few that deal with other subjects such as their food, religion or culture. There were no documents on their technology. As mentioned above, the aim of the project is to gain a better understanding of the EBO genome and proteome. To achieve this, a team of around twenty scientists, four senior scientists and a director was involved. The scientists, like myself, had as their main responsibility to carry out the technical work. As each scientist had to my knowledge a Ph.D., we were all somewhat overqualified for what is ultimately a technician's job. The senior scientists, who make full use of their diplomas, had the task of designing the assays and had a supervisory responsibility. They were also in charge of training new employees, and sometimes even came in to do technical work. The director, of course, was the person in charge who dictated priorities to the senior scientists. He was rarely on site, and the few times he was, it was to attend meetings. Other than the scientific staff, there were security guards working for one subcontractor or another. There were no support staff such as janitors or maintenance workers. Scientists were responsible for this kind of work. In addition, logistical constraints ensure that every scientist is capable of carrying out any technical activity. The laboratory itself is located in Fort Detrick, Maryland, in a building used for legitimate biomedical research. The clandestine operations are carried out in a restricted part of the basement, out of sight from regular workers. Contrary to what one might imagine, the biosafety level is not maximal for this type of research. Indeed, the lab containing EBO samples or derived cell cultures is BSL3, while the lab where assays are conducted are only BSL2. The BSL3 area of the facility includes a freezer room and a cell culture lab and is only accessible through an antechamber from the BSL2 section. EBO carcasses are preserved in horizontal freezers at a temperature of -80°C nominal. To maximize the preservation of these carcasses, they are preserved in vacuum bags and the air in the room is controlled to minimize humidity. There are only four bodies and none of them are complete. It's obvious that these creatures have died as a result of major trauma. I've never witnessed a motorcycle accident fatality, but it probably looks similar to this. It is acknowledged that there are more EBOs caracasses at other locations. The cell culture laboratory, as its name suggests, is where cell lines derived from EBOs are grown and related activities are performed. I'll talk in more detail about these specific cell lines later on. The BSL2 part is mainly used for assays, immunohistochemistry, genetic engineering, immunocytochemistry, storage etc. There's also a cell culture lab, but this is used for more traditional cell lines. Other than the labs, there are all the amenities you could find in an office. Note that the internet access is limited to senior staff and up. There is, however, an intranet for bioinformatics needs. On the subject of the biology of these beings, I'll start by discussing genetics, then their gross anatomy and finally their biological systems. For the sake of clarity, the information that I provide here is an aggregation of what I have observed and what I have read. I will make many comparisons with human anatomy because it is the most logical reference. Genetics: First, I'd like to discuss their genetics. Their genetics are like ours, based on DNA. This fact was very puzzling for me when I first learned about it. We imagine that beings from an alternate biosphere would have genetics based on a completely foreign biochemical system and surprisingly, this is not the case. Several conclusions can be drawn from this surprising revelation. The one that immediately comes to mind is that our biosphere and theirs share a common ancestry. They're eukaryotes, which means their cells have nuclei containing genetic material. Which suggests that their biosphere would have been separated from ours sometime after the appearance of this type of organism. The term Exo-Biospheric-Organism is actually a misnomer, but as it's a historical term, it's still used. Their genetics are not only based on the same genetic system, but they’re also even compatible with our own cellular machinery. This means that you can take a human gene and insert it into an EBO cell, and that gene will be translated into protein, and this of course works in reverse with a human gene inserted into an EBO cell. There are important differences in post-translational modifications that will make the final protein non-functional, but I'll discuss these later. Their genome consists of 16 circular chromosomes. You're probably familiar with the concept of intergenic region or "junk DNA". These are basically DNA sequences that don't code for proteins. These are evolutionary residues, transposons, inactivated genes and so on. To give you an idea, in humans, intergenic regions represent approximately 99% of our genome. I'm aware that these sequences aren't completely useless, they can be used as histone anchors, as buffers to protect coding DNA from radiation orSat, 12 Sep 2026 05:12:56 GMThttps://www.youtube.com/watch?v=avjX3QrYklshttps://www.youtube.com/watch?v=avjX3QrYklsBuild better full-stack authentication and user management with Clerk: https://go.clerk.com/Q8BtT1n -- We just launched the all-in-one tech interview prep platform, covering coding, system design, OOD, and machine learning. Launch sale: 50% off. Check it out: https://bit.ly/bbg-ytFri, 11 Sep 2026 22:36:41 GMThttps://www.youtube.com/watch?v=dPWTZSC7PYIhttps://www.youtube.com/watch?v=dPWTZSC7PYIThis is an area of math that I've wanted to talk about for a long time, especially since I have found how projective geometry can be used to formulate Euclidean, spherical, and hyperbolic geometries, and a possible (and hopefully plausible) way projective geometry (specifically the model that uses lines, planes, etc. through the origin) could have been discovered and not just created out of thin air. I am most likely not the first person to discover what I say in this video, but I have not found any sources that explicitly state the same things (except possibly NJ Wildberger with his video on how hyperbolic geometry is "projective relativistic geometry", which I haven't watched, but judging from the thumbnail it seems like he found the same connection between projective geometry and the Minkowski model of hyperbolic geometry that I make in this video). The first half of this video is intended for everyone; the second half (where I start talking about linear algebra) is intended for those who already know that subject on an introductory level, e.g. those who have taken a class in it or have watched 3Blue1Brown's series on it. Everything in this video comes from bits and pieces of articles and videos that I have sporadically watched over the last several (maybe 6 or 7) years, plus linear algebra that I have learned in a class I took more recently. As a result, I probably cannot give a complete list of all the sources I have used, but I will list as many as I can remember down below: Projective geometry: https://en.wikipedia.org/wiki/Homogeneous_coordinates https://www.youtube.com/watch?v=q3turHmOWq4 ("Projective geometry and homogeneous coordinates | WildTrig: Intro to Rational Trigonometry", Insights into Mathematics) Spherical geometry: https://en.wikipedia.org/wiki/Spherical_geometry https://brilliant.org/wiki/spherical-geometry/ Hyperbolic geometry: https://en.wikipedia.org/wiki/Hyperboloid_model https://www.youtube.com/watch?v=KO5eE5d59vQ ("Projection from Hyperboloid to the Beltrami–Klein disk.", Jamnitzer) https://dl.tufts.edu/concern/pdfs/bk128p14r ("Hyperbolic Geometry on a Hyperboloid", William F. Reynolds) https://www.roguetemple.com/z/hyper/models.php ("Models and projections of hyperbolic geometry", Rogue Temple) 2D and 3D plots were made with Desmos and GeoGebra, respectively. All other images were made by me in Google Slides. Chapters: PART 1 0:00 Intro 0:31 Defining projective points and lines 4:19 Spatial coordinates 7:11 Projective quadratics 8:40 Non-Euclidean geometries 10:52 Distance metrics 12:11 PART 2 (linear algebra) 12:33 Defining projective points, lines with linear algebra 13:47 clmspace vs. nullspace representation of projective linear objects (points, lines, planes, ...) 16:32 clmspace to nullspace representation of a projective line (includes cross product) 20:31 Spans of clmspaces and interseections of nullspaces 21:33 3D projective geometry 23:13 Projective quadratics and double-cones 26:34 Summary #SoME2Fri, 11 Sep 2026 22:22:01 GMThttps://www.youtube.com/watch?v=GPeF5atyCmwhttps://www.youtube.com/watch?v=GPeF5atyCmwExperience a taste of studying as an economics student at Warwick by watching our taster video with Dr Amrita Kulka, Assistant Professor at the University of Warwick. The information provided in the talk was correct at the time of recording in June 2022. Our course, module content and schedule are continually reviewed and updated to reflect the latest research expertise at Warwick, so it is therefore very important that you check the relevant course website for the latest information before you apply and when you accept an offer. For full terms and conditions, please visit: warwick.ac.uk/ugtermsandconditionsFri, 11 Sep 2026 22:07:21 GMThttp://intellectualnutritionlabel.com/http://intellectualnutritionlabel.com/Warning: This college course may be bad for your brain | Owen Anderson, Blaze Media An ‘intellectual nutrition label’ could warn students when a professor’s public record points toward indoctrination rather than intellectual inquiry. Every August, families spend tens of thousands of dollars on college tuition, housing, meal plans, and textbooks. They compare degree requirements, graduation rates, and campus amenities. Yet many never ask the most basic consumer question: What is actually inside the classes they are buying? Colleges already label the price. It’s time to label the product. Americans would not buy food without reading the ingredients or take medicine without knowing something about the possible side effects. College courses, however, are often sold by title and catalog description alone. Students register for “Introduction to History,” “Ethics,” or even a science requirement with little idea of the intellectual assumptions the professor will bring into the lecture hall. That information can be consequential. A course may pursue knowledge through evidence and argument. It may also subordinate the subject to diversity, equity, and inclusion programs, critical theory, gender ideology, Marxist assumptions, or some other political project. Ideological activism is not confined to philosophy, literature, or religious studies. It increasingly appears across the curriculum, including in professional programs and “hard” scientific fields. Parents and students have every right to know whether a professor intends to teach the advertised subject, examine competing arguments, and permit disagreement — or use the classroom to promote a political worldview. The concern is especially urgent at public universities. Faculty members at state institutions are government employees paid by taxpayers. In Arizona, for example, they undertake obligations to uphold the United States and state constitutions. Taxpayers are therefore entitled to ask whether professors are educating students for citizenship in a constitutional republic or teaching theories fundamentally hostile to it. That’s why I developed what I call the “Intellectual Nutrition Label.” The idea is simple. A nutrition label does not order shoppers to buy or reject a product. It tells them what the product contains so they can decide for themselves. The Intellectual Nutrition Label would do the same for college professors and courses. Using public information — university biographies, curricula vitae, books, articles, interviews, lectures, and course materials — each label would summarize the intellectual content students are likely to encounter. Families should not need graduate training or weeks of research to understand what a professor openly teaches. A useful label might ask: - Does the professor encourage the pursuit of knowledge or deny that objective truth exists? - Does the course cultivate virtue and self-command or treat desire as its own justification? - Does it direct students toward goodness, beauty, and wisdom or toward resentment, envy, and contempt? - Does the professor teach students how to examine arguments or tell them which political conclusions a decent person must reach? A label could also rate qualities such as intellectual honesty, knowledge, virtue, beauty, meaningfulness, and piety. A professor might rank highly for candor and scholarship while receiving a low rating for piety because he publicly rejects belief in God. The point would not be to uncover private opinions or publish anonymous accusations. The ratings would summarize what professors already say about themselves and their work. That distinction is essential. An Intellectual Nutrition Label should not become a blacklist, an invitation to harassment, or a substitute for reading a professor’s work. It must rely on verifiable public evidence, represent a professor’s position fairly, and provide enough sourcing for readers to check the judgment for themselves. The concept has predecessors. David Horowitz’s 2006 book, “The Professors: The 101 Most Dangerous Academics in America,” documented ideological activism in higher education. The David Horowitz Freedom Center continues to track left-wing activists and organizations. Turning Point USA’s Professor Watchlist sought to alert students to professors who brought political activism into the classroom and briefly maintained a list of recommended faculty. The Intellectual Nutrition Label would have a narrower purpose: consumer disclosure. It would tell students and parents what intellectual ingredients a professor publicly advertises, in a format ordinary people can understand before registration day. If a professor teaches that the United States is inherently oppressive, advocates Marxist critical theory, rejects biological sex as fixed, or treats Christianity principally as an instrument of domination, those positions should be documented in the professor’s own publications, biography, lectures, or course materials. An accurate summary of publicly stated beliefs is not censorship. The more serious objection may be that parents and taxpayers were never expected to notice. Academic language often conceals radical assumptions behind specialized vocabulary. Professors can signal their commitments to colleagues while students discover the course’s real content only after enrollment. That arrangement is losing its protection. Parents increasingly ask what their children are learning. Taxpayers increasingly ask whether public universities are educating students or recruiting them into political movements. Those are legitimate questions, especially when a single semester can cost more than many families earn in months. Throughout the coming semester, I will publish Intellectual Nutrition Labels evaluating professors from publicly available evidence. The labels will not decide which courses students may take. They will help families make that decision with their eyes open. Readers can follow the project on my Substack and at https://t.co/dWW6infYzZ (coming soon). When families spend tens of thousands of dollars on a college education, they deserve to know who is teaching, what that professor believes, and which intellectual ingredients will be placed before their children. Colleges already label the price. It’s time to label the product. https://t.co/qFk1rJ1MSeFri, 11 Sep 2026 22:00:01 GMThttp://lnkd.in/e9rWNjBEhttp://lnkd.in/e9rWNjBE🚨 Harvard just made its AI course free. No tuition. No application. Just world-class AI education. Harvard University just released 6 high-quality lectures on AI + Prompt Engineering— and anyone can access them. If you're serious about AI in 2026, start here: 🎓 Harvard University LECTURES 1. Introduction to Generative AI A step-by-step guide to how GenAI actually works. Link: https://t.co/0XZmwrazHA 2. Prompt Engineering Real tips for improving output quality from any LLM. Link: https://t.co/pqCWQExXyZ 3. Beyond Chatbots: System Prompts, RAG Move past surface use cases into scalable applications. Link: https://t.co/EuUnb8vozU 4. Generative AI in Teaching & Learning How educators can adapt and lead with AI. Playlist: https://t.co/zqSvlbtUli 5. Teaching with AI in the Classroom Frameworks for trainers and educators. Link: https://t.co/8joDmfqgFv 6. The Basics of Generative AI No jargon. Just clarity. Link: https://t.co/bOOutH2VKb BONUS 🟩 CS50x 2025 – Artificial Intelligence Lecture LLMs, neural nets, and real-world use cases Link: https://t.co/KM4s8lG7w0 🟩 CS50 Extension – AI / Prompt Engineering Design prompts that think with you Link: https://t.co/x3dqziTJiI 🟩 GPT-4: How it works + how to build with it Behind the curtain on GPT-4 Video: https://t.co/S4luR33uC2 🟩 LLMs and the End of Programming Why prompting is the new coding Video: https://t.co/VckvhYqxIe --- 💡 REALITY CHECK ✅ Harvard-level AI knowledge is now free ✅ Prompting = career acceleration ✅ 2 lectures can put you ahead of 90% of professionals ✅ The future belongs to people who can “talk to machines” strategically Don’t just consume AI. Learn how to control it. 👇 Which lecture are you starting with? ♻️ Repost to help others learn AI 🔖 Save this (you’ll need it later) 🔔 Follow @AnnuKumari35786 for more AI insightsFri, 11 Sep 2026 21:45:21 GMThttps://www.youtube.com/watch?v=cWZLPv4ZJhEhttps://www.youtube.com/watch?v=cWZLPv4ZJhEWelcome to the “Mathematics for Machine Learning: Multivariate Calculus” course, offered by Imperial College London. Week 1, Video 1 - Part 1: Welcome to Multivariate Calculus This video is part of an online specialisation in Mathematics for Machine Learning (m4ml) hosted by Coursera. For more information on the course and to access the full experience, please visit: https://www.coursera.org/specializations/mathematics-machine-learning Full Playlist - https://www.youtube.com/playlist?list=PLiiljHvN6z193BBzS0Ln8NnqQmzimTW23 Your course instructors are - Dr Sam Cooper (@camsooper, https://twitter.com/camsooper) - Dr David Dye (@DavidDye9, https://twitter.com/DavidDye9) If you have any questions about the course, please contact the instructors via Twitter. This course offers an introduction to the multivariate calculus required for common machine learning techniques. We start at the very beginning with a refresher on the “rise over run” formulation of a slope, before converting this to the formal definition of the gradient of a function. We then build up some tools for making calculus easier, as well as generalising the concepts to multidimensional systems. Next, we learn how to calculate vectors that point downhill on surfaces and show how this is used for training neural networks using an interactive game. We take a look at how we can use calculus to build approximations to functions, as well as helping us to quantify how accurate we should expect those approximations to be. We finish the course by bringing all of these concepts together by showing you how to use code to fit a function to some data in a process known as non-linear regression. This course was designed to help you quickly build an intuitive understanding of calculus, as well as the language necessary to look concepts up yourselves when you get stuck; it is not intended cover all the details. We hope you enjoy it and that it gives you the confidence to dive into one of the many other wonderful machine learning courses available online!Sat, 19 Sep 2026 09:51:18 GMThttps://www.youtube.com/watch?v=q6SYJpPNty8https://www.youtube.com/watch?v=q6SYJpPNty8A series of lectures delivered by Peter Millican to first-year philosophy students at the University of Oxford. The lectures comprise the 8-week General Philosophy course and were delivered in late 2009. Slides for all his lectures can be found here: http://podcasts.ox.ac.uk/people/peter-millican Learn more about Oxford: http://www.ox.ac.ukSat, 19 Sep 2026 09:21:01 GMThttps://www.youtube.com/watch?v=5oN8BLNd4Eohttps://www.youtube.com/watch?v=5oN8BLNd4EoKyoto University School of Public Health "The Effects of Medications – how Big Data is Revolutionising Our Understanding" Lecture Series Lecture 1: "Introduction to Pharmacovigilance, Pharmacoepidemiology and Risk Management" Prof. Ian Douglas London School of Hygiene & Tropical Medicine 20,22 March, 2019 You can find the other lectures on Kyoto University OCW: http://ocw.kyoto-u.ac.jp/ja/opencourse/279 http://ocw.kyoto-u.ac.jp/en/opencourse-en/279 (English)Fri, 18 Sep 2026 15:38:00 GMThttps://www.youtube.com/watch?v=vcE9WGbi4QYhttps://www.youtube.com/watch?v=vcE9WGbi4QYCourse Website & Materials: https://kuleshov-group.github.io/aml-website/ Lecture Notes: https://kuleshov-group.github.io/aml-book/intro.html Course Materials on Github: https://github.com/kuleshov/cornell-cs5785-applied-ml The best way to stay up-to-date about future updates and materials is to follow me on Twitter here: https://twitter.com/volokuleshov If you enjoyed this course, check out also our PhD-level course on deep generative models: Website: https://kuleshov-group.github.io/dgm-website/ Videos: https://www.youtube.com/playlist?list=PL2UML_KCiC0UPzjW9BjO-IW6dqliu9O4BThu, 17 Sep 2026 15:55:36 GMThttps://www.youtube.com/watch?v=dNE5UPIolvQhttps://www.youtube.com/watch?v=dNE5UPIolvQBackground Music: Dreams by Scandinavianz https://soundcloud.com/scandinavianz License: Creative Commons — Attribution 3.0 Unported — CC BY 3.0 Free Download / Stream: https://www.audiolibrary.com.co/scandinavianz/dreams Music promoted by Audio Library: https://youtu.be/Q95GYgC1mTE Fall in Love by Alex-Productions https://soundcloud.com/alexproductionsmusic Creative Commons — Attribution 3.0 Unported — CC BY 3.0 Free Download / Stream: https://audiolibrary.com.co/alex-productions/fall-in-love Music promoted by Audio Library https://youtu.be/YTbSzHFqB7ITue, 15 Sep 2026 20:10:07 GMThttps://www.youtube.com/watch?v=v5RBNfTWlZghttps://www.youtube.com/watch?v=v5RBNfTWlZgChoosing the right degree can be a tough but nevertheless important task. Today, I will be detailing my course Civil Engineering, what it is like to study? What modules are easier and harder? What is the intensity like? I will be refining my knowledge around my university, Imperial College London including what it is like to study at university? What it is like to study at Imperial College London (ICL)? Much of the information I provide today can be loosely applied to other engineering modules and other universities! Timeline: 0:00 Intro 0:40 What is CivEng 1:07 What ICL is like 1:47 Year one 9:06 Year two 11:12 Year three 13:53 Year four I hope you guys enjoyed this video, as always feel free to comment down below any queries you have regarding the video or alternatively drop me an email at info@sancarmedia.com Make sure to subscribe to stay up to date with my latest student hacks videos including finance advice, productivity hacks and networking tips! Be sure to follow my other pages ⬇️ https://linktr.ee/SancarMedia https://www.instagram.com/deniz23sancar/ https://www.linkedin.com/in/deniz-sancar-43210218a Links to sites recommended in this video: For tips: https://www.paypal.com/paypalme/SancarMedia?locale.x=en_GB Tags: #icl #imperialcollege #imperialcollegelondon #studentadvice #studenttips #civilengineering #civilengineer #civeng #engineeringstudentTue, 15 Sep 2026 17:28:45 GMThttps://www.youtube.com/watch?v=R0AcfjEGw_khttps://www.youtube.com/watch?v=R0AcfjEGw_kA lecture on John Milton and his Epic Poem, Paradise Lost. A lecture from Yale University. All rights go to Yale University 2010. Thanks for letting me post and please don't sue me! 8) Source: http://oyc.yale.edu/english/milton/content/sessions/session-1-introduction-milton-power-and-the-powerTue, 15 Sep 2026 02:04:31 GMThttps://www.youtube.com/watch?v=ado1xHVhW58https://www.youtube.com/watch?v=ado1xHVhW58Kyoto University Graduate School of Medicine "Health Economics and Social Capital" Lecture Series Lecture 1: "What is Health Economics?" Chapter 8 "Economics: the biggest fraud" John Cairns London School of Hygiene and Tropical Medicine 22 September, 2017 You can find the other lectures on Kyoto University OCW: https://ocw.kyoto-u.ac.jp/course/382/Mon, 14 Sep 2026 11:47:22 GMThttps://www.youtube.com/watch?v=xVSxT18PGs0https://www.youtube.com/watch?v=xVSxT18PGs0In this video, Associate Professor Marc-Henri Deroche of Kyoto University offers a thoughtful introduction to the lecture series and cultural experiences forming part of the upcoming 5-day Mindfulness Leadership Programme. Taking place in Kyoto, Japan in September 2025, this unique programme is delivered in collaboration with Kyoto University and brings together the ancient wisdom and modern science of mindfulness. This recording is drawn from an Information Session held in May 2025, offering a glimpse into the themes and intentions behind the programme. 🌿 Learn more and register your place: https://oxfordmindfulness.org/other-events/mindful-leadership-programme-in-collaboration-with-kyoto-university-japanMon, 14 Sep 2026 11:47:22 GMThttps://www.youtube.com/watch?v=HN4KuzNJC3ghttps://www.youtube.com/watch?v=HN4KuzNJC3gThis year at Arts & Science is going to be a little different from what we are all used to. We are here to answer your questions about online delivery methods. We asked some current Arts & Science students some questions about their experiences taking online courses: they have so many tips and tricks to share! 0:10 - What is your set up for watching and participating in online lectures? 1:40 - How do you ask questions in online lectures? 2:59 - How do you study for synchronous vs. asynchronous courses?Mon, 14 Sep 2026 10:34:01 GMThttps://www.youtube.com/watch?v=eZzMN_6CyEUhttps://www.youtube.com/watch?v=eZzMN_6CyEUExplore this and all online courses on our website: https://summer.berkeley.edu/online-visitors Introduction to Logic: UC Berkeley PHILOS W12A is intended as a first course in logic for students with no previous exposure to the subject. The course treats symbolic logic. Students will learn to formalize reasoning in symbolic languages with precisely defined meanings and precisely defined rules of inference. Symbolic logic is by nature a mathematical subject, but the course does not presuppose any prior coursework in mathematics—only an openness to mathematical reasoning. #ucberkeley #summersessions #logic #philosophyMon, 14 Sep 2026 09:06:00 GMThttps://www.youtube.com/watch?v=T73ldK46JqEhttps://www.youtube.com/watch?v=T73ldK46JqEWelcome to the “Mathematics for Machine Learning: Linear Algebra” course, offered by Imperial College London. Week 1, Video 1 - Introduction: Solving data science challenges with mathematics This video is part of an online specialisation in Mathematics for Machine Learning (m4ml) hosted by Coursera. For more information on the course and to access the full experience, please visit: https://www.coursera.org/specializations/mathematics-machine-learning Full Playlist - https://www.youtube.com/playlist?list=PLiiljHvN6z1_o1ztXTKWPrShrMrBLo5P3 Your course instructors are - Dr David Dye (@DavidDye9, https://twitter.com/DavidDye9) - Dr Sam Cooper (@camsooper, https://twitter.com/camsooper) If you have any questions about the course, please contact the instructors via Twitter. This course offers an introduction to the linear algebra required for common machine learning techniques. We start by looking at some simultaneous equations problems and showing how these can be expressed using vectors and matrices. We then move on to exploring vector spaces and see how these can be reformulated by changing basis. Next, we explore some methods for manipulating matrices and see how this is done using code, before moving on to some special cases shown using interactive animations. In the final module, we bring all the concepts together to recreate Google’s famous PageRank algorithm, which uses eigenvectors to rank search result by their connectivity. This course was designed to help you quickly build an intuitive understanding of calculus, as well as the language necessary to look concepts up yourselves when you get stuck; it is not intended cover all the details. We hope you enjoy it and that it gives you the confidence to dive into one of the many other wonderful machine learning courses available online!Mon, 14 Sep 2026 08:36:40 GMThttps://www.youtube.com/watch?v=R03gZT5H3Bkhttps://www.youtube.com/watch?v=R03gZT5H3BkBased on Harvard's famed introductory course in computer science, CS50 is now available at Oxford. This course teaches you how to solve problems, both with and without code, with an emphasis on correctness, design, and style. Apply at https://cs50.uk. *** This is CS50, Harvard University's introduction to the intellectual enterprises of computer science and the art of programming. *** HOW TO SUBSCRIBE http://www.youtube.com/subscription_center?add_user=cs50tv HOW TO TAKE CS50 edX: https://cs50.edx.org/ Harvard Extension School: https://cs50.harvard.edu/extension Harvard Summer School: https://cs50.harvard.edu/summer OpenCourseWare: https://cs50.harvard.edu/x HOW TO JOIN CS50 COMMUNITIES Discord: https://discord.gg/cs50 Ed: https://cs50.edx.org/ed Facebook Group: https://www.facebook.com/groups/cs50/ Faceboook Page: https://www.facebook.com/cs50/ GitHub: https://github.com/cs50 Gitter: https://gitter.im/cs50/x Instagram: https://instagram.com/cs50 LinkedIn Group: https://www.linkedin.com/groups/7437240/ LinkedIn Page: https://www.linkedin.com/school/cs50/ Medium: https://cs50.medium.com/ Quora: https://www.quora.com/topic/CS50 Reddit: https://www.reddit.com/r/cs50/ Slack: https://cs50.edx.org/slack Snapchat: https://www.snapchat.com/add/cs50 SoundCloud: https://soundcloud.com/cs50 Stack Exchange: https://cs50.stackexchange.com/ Telegram: https://t.me/cs50x Threads: https://www.threads.net/@cs50 TikTok: https://www.tiktok.com/@cs50 Twitter: https://twitter.com/cs50 Twitter Community: https://twitter.com/i/communities/1722308663522594923 YouTube: http://www.youtube.com/cs50 HOW TO FOLLOW DAVID J. MALAN Facebook: https://www.facebook.com/dmalan GitHub: https://github.com/dmalan Instagram: https://www.instagram.com/davidjmalan/ LinkedIn: https://www.linkedin.com/in/malan/ Quora: https://www.quora.com/profile/David-J-Malan Threads: https://www.threads.net/@davidjmalan TikTok: https://www.tiktok.com/@davidjmalan Twitter: https://twitter.com/davidjmalan *** CS50 SHOP https://cs50.harvardshop.com/ *** LICENSE CC BY-NC-SA 4.0 Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International Public License https://creativecommons.org/licenses/by-nc-sa/4.0/ David J. Malan https://cs.harvard.edu/malan malan@harvard.eduMon, 14 Sep 2026 08:14:40 GMThttps://www.youtube.com/watch?v=uyhm8chmf6Ehttps://www.youtube.com/watch?v=uyhm8chmf6EIn the first two lectures of Derek Moulton's first year Dynamics course, we begin with an introduction to Newtonian dynamics followed by discussion of gravity and drag forces. We shall be showing the full course of sixteen lectures. You can watch other lectures in the course here: https://youtu.be/uyhm8chmf6E You can also watch many other student lectures via our main Student Lectures playlist (also check out specific student lectures playlists): https://www.youtube.com/playlist?list=PL4d5ZtfQonW0A4VHeiY0gSkX1QEraaacE All first and second year lectures are followed by tutorials where students meet their tutor in pairs to go through the lecture and associated problem sheet and to talk and think more about the maths. Third and fourth year lectures are followed by classes.Mon, 14 Sep 2026 08:07:19 GMThttps://www.youtube.com/watch?v=v-6EOtNyEtAhttps://www.youtube.com/watch?v=v-6EOtNyEtAA series of lectures delivered by Peter Millican to first-year philosophy students at the University of Oxford. The lectures comprise the 8-week General Philosophy course and were delivered in late 2009.Fri, 11 Sep 2026 21:52:41 GMThttps://www.youtube.com/watch?v=Pi7l8mMjYVEhttps://www.youtube.com/watch?v=Pi7l8mMjYVEOverview lecture for bootcamp on optimal and modern control. In this lecture, we discuss the various types of control and the benefits of closed-loop feedback control. These lectures follow Chapter 8 from: "Data-Driven Science and Engineering: Machine Learning, Dynamical Systems, and Control" by Brunton and Kutz Amazon: https://www.amazon.com/Data-Driven-Science-Engineering-Learning-Dynamical/dp/1108422098 Book Website: http://databookuw.com Brunton Website: eigensteve.com Chapters available at: http://databookuw.com/databook.pdf These lectures also follow Chapters 1 & 3 from: Machine learning control, by Duriez, Brunton, & Noack https://www.amazon.com/Machine-Learning-Control-Turbulence-Applications-ebook/dp/B01MDUPONF/ Chapters available at: http://faculty.washington.edu/sbrunton/mlcbook/ This video was produced at the University of WashingtonFri, 11 Sep 2026 21:38:01 GMThttps://www.youtube.com/watch?v=aircAruvnKkhttps://www.youtube.com/watch?v=aircAruvnKkWhat are the neurons, why are there layers, and what is the math underlying it? Help fund future projects: https://www.patreon.com/3blue1brown Written/interactive form of this series: https://www.3blue1brown.com/topics/neural-networks Additional funding for this project was provided by Amplify Partners For those who want to learn more, I highly recommend the book by Michael Nielsen that introduces neural networks and deep learning: https://goo.gl/Zmczdy There are two neat things about this book. First, it's available for free, so consider joining me in making a donation to Nielsen if you get something out of it. And second, it's centered around walking through some code and data, which you can download yourself, and which covers the same example that I introduced in this video. Yay for active learning! https://github.com/mnielsen/neural-networks-and-deep-learning I also highly recommend Chris Olah's blog: http://colah.github.io/ For more videos, Welch Labs also has some great series on machine learning: https://youtu.be/i8D90DkCLhI https://youtu.be/bxe2T-V8XRs For those of you looking to go *even* deeper, check out the text "Deep Learning" by Goodfellow, Bengio, and Courville. Also, the publication Distill is just utterly beautiful: https://distill.pub/ Lion photo by Kevin Pluck Звуковая дорожка на русском языке: Влад Бурмистров. Thanks to these viewers for their contributions to translations German: @fpgro Hebrew: Omer Tuchfeld Hungarian: Máté Kaszap Italian: @teobucci, Teo Bucci ----------------- Timeline: 0:00 - Introduction example 1:07 - Series preview 2:42 - What are neurons? 3:35 - Introducing layers 5:31 - Why layers? 8:38 - Edge detection example 11:34 - Counting weights and biases 12:30 - How learning relates 13:26 - Notation and linear algebra 15:17 - Recap 16:27 - Some final words 17:03 - ReLU vs Sigmoid Correction 14:45 - The final index on the bias vector should be "k" ------------------ Animations largely made using manim, a scrappy open source python library. https://github.com/3b1b/manim If you want to check it out, I feel compelled to warn you that it's not the most well-documented tool, and has many other quirks you might expect in a library someone wrote with only their own use in mind. Music by Vincent Rubinetti. Download the music on Bandcamp: https://vincerubinetti.bandcamp.com/album/the-music-of-3blue1brown Stream the music on Spotify: https://open.spotify.com/album/1dVyjwS8FBqXhRunaG5W5u If you want to contribute translated subtitles or to help review those that have already been made by others and need approval, you can click the gear icon in the video and go to subtitles/cc, then "add subtitles/cc". I really appreciate those who do this, as it helps make the lessons accessible to more people. ------------------ 3blue1brown is a channel about animating math, in all senses of the word animate. And you know the drill with YouTube, if you want to stay posted on new videos, subscribe, and click the bell to receive notifications (if you're into that). If you are new to this channel and want to see more, a good place to start is this playlist: http://3b1b.co/recommended Various social media stuffs: Website: https://www.3blue1brown.com Twitter: https://twitter.com/3Blue1Brown Patreon: https://patreon.com/3blue1brown Facebook: https://www.facebook.com/3blue1brown Reddit: https://www.reddit.com/r/3Blue1BrownFri, 11 Sep 2026 20:49:32 GMThttp://open.edu/openlearnhttp://open.edu/openlearn🌿🌿 The best study material depends on the subject you're studying, but here are some general recommendations: 1. Online Learning Platforms: Khan Academy: Great for math, science, and economics. Coursera: Offers courses in various subjects from top universities. Udemy: Wide range of courses, including programming, design, and business. edX: University-level courses in a variety of disciplines. 2. Books and E-books: Textbooks: Reliable sources for academic content (e.g., Pearson, Oxford). eBooks: Platforms like Kindle and Google Books provide access to many academic books. 3. YouTube Channels: CrashCourse: Covers a variety of subjects in a concise format. Physics Girl: For engaging explanations of physics concepts. TED-Ed: Short, animated lessons on various educational topics. 4. Mobile Apps: Anki: A flashcard app that uses spaced repetition for effective memorization. Quizlet: Offers pre-made flashcards and study guides for many subjects. 5. Practice Tests and Workbooks: Barron’s or Princeton Review: For test prep (SAT, GRE, GMAT). Past Papers: For competitive exams like IIT JEE, NEET, or even UPSC. 6. Online Forums and Communities: Reddit: Subreddits like r/AskAcademia, r/LearnProgramming, or subject-specific forums can help answer questions and offer guidance. Quora: A place to ask detailed questions and get answers from experts. If you have a specific subject in mind, I can suggest more tailored resources. Here are some of the best websites for online study across a wide range of subjects: 1. Khan Academy (Free) Subjects: Math, science, economics, history, and more. Why It’s Great: It provides free instructional videos, practice exercises, and a personalized learning dashboard. Website: https://t.co/iFQbXUMhCV 2. Coursera (Free/Paid) Subjects: Various, including computer science, business, arts, and more. Why It’s Great: Offers courses from top universities and companies like Google, Stanford, and Yale. Website: https://t.co/QpzwDf5r9H 3. edX (Free/Paid) Subjects: Engineering, data science, business, and more. Why It’s Great: Offers thousands of free courses from institutions like MIT, Harvard, and Berkeley. Website: https://t.co/IDRRWtVHCO 4. Udemy (Paid, often discounted) Subjects: Programming, business, arts, and many practical skills. Why It’s Great: Over 130,000 courses, covering a broad range of subjects at affordable prices. Website: https://t.co/PwyRSSuQp8 5. OpenLearn (Free) Subjects: Wide variety, from arts and humanities to science and technology. Why It’s Great: Offers free courses from The Open University, including downloadable materials and certifications. Website: https://t.co/TG5vbfiBAD 6. MIT OpenCourseWare (Free) Subjects: Engineering, computer science, physics, and more. Why It’s Great: Free access to MIT course materials, including lecture notes, assignments, and exams. Website: https://t.co/pG4vevG1Hl 7. FutureLearn (Free/Paid) Subjects: From arts and literature to tech and business. Why It’s Great: Partnered with universities and institutions globally to offer free and paid courses. Website: https://t.co/kLMN50NEPW 8. Skillshare (Paid) Subjects: Creative skills like design, photography, writing, and entrepreneurship. Why It’s Great: Focuses on project-based learning, making it great for hands-on learners. Website: https://t.co/vwkfxMwRUn 9. Alison (Free/Paid) Subjects: IT, business, healthcare, and personal development. Why It’s Great: Offers free courses with certificates of completion available for a fee. Website: https://t.co/iNY8TH9LAD 10. Academic Earth (Free) Subjects: Economics, law, education, and many others. Why It’s Great: Aggregates free online courses from top universities like Yale and Stanford. Website: https://t.co/rub57yMKRa These websites cater to a wide range of learners, from those seeking professional certification to people looking to expand their knowledge in a more casual setting.Sat, 19 Sep 2026 10:13:09 GMThttps://movementdisorders.onlinelibrary.wiley.com/doi/10.1002/mds.30201https://movementdisorders.onlinelibrary.wiley.com/doi/10.1002/mds.30201RIP Tipu Zahed Aziz (1956-2024) Professor of Neurosurgery at Oxford University (UK). He was my loyal friend and a great visionary of neurosurgery and the basal ganglia. He was described as a wondrous amalgam of striking contrasts, complexities, clinical acumen, charisma, and bad luck by Crossman, Aziz and Stein. One thing I will personally never forget about him was his brilliance which was always accompanied by kindness. Once when he invited me to Oxford, he arranged for me to stay at his college, however the plans changed when he shared he was dismissed from his college just like Oscar Wilde. Yes, Oscar Wilde like Tipu Aziz was temporarily banned from the Common Room (lounge) at Magdalen College, Oxford—but he was not expelled from the university or the college itself. Wilde’s along with Aziz's nonconformity rubbed some of the more traditional fellows the wrong way. That was Tipu. He relished being in the same company as Oscar Wilde. Here is his obituary from Movement Disorders Clinical Practice. -It is with great sadness that we report his death from esophageal cancer after a 3-year period confined to a wheelchair following a head injury. -Tipu was born in Dhaka (aka Dacca) in 1956, moving with his family to the United States in 1957, where he grew up until 1963, when his father took a position at the Medical Research Center, Lahore in Pakistan. It was in Lahore in 1965 that Tipu witnessed the war between India and Pakistan, taking shelter at a hospital when things came too close for comfort—otherwise, for entertainment with his siblings, watching dogfights between fighter planes. Soon after the conflict ended, --Tipu moved back to Dhaka, then in East Pakistan, with his mother, two sisters, and younger brother, only to find himself in the midst of the horrors of civil war in the days after Liberation. It is likely that the atrocities that --Tipu had witnessed led to his evolving, paradoxically, an almost saintly calm and resilient approach to violence and evil as sad facts of life. He found that he simply had to accept and assimilate them, as he said, “as a little brown person with no particular importance in life.” He adored his mother, whose strong social conscience he had inherited, and this added to his personality a powerful determination to somehow do some good in this world of sorrows. -In 1971, in the newly created country of Bangladesh, the educational system was in turmoil. Tipu's mother was advised by his teachers to take her children abroad for a proper education. In light of this advice and the traumatic experiences of her children, in 1973 she once again moved with the four children—this time to Oxford, UK, for a fresh start. -Tipu was very proud of his father, Dr. Mohammed Abdul Aziz, who carried out the first clinical trials that demonstrated that the drug ivermectin could cure river blindness (onchocerciasis). He would probably have been awarded the Nobel Prize for that discovery, which was awarded in 2015, had he not died young in 1987. -Tipu particularly admired his father's devotion to properly organized scientific method. Generations of Tipu's students will have good reason to be thankful for Tipu's adoption of that principle. -In Oxford, Tipu devoted himself to science A-levels and then progressed to study Physiology at University College London, graduating with First Class Honors in 1978. Under the strong influence of Nobel Prize winners Bernard Katz and Andrew Huxley, both of whom he met personally, he decided that he wanted to be an electrophysiologist. He thus carried out a prizewinning dissertation on the neuromuscular junction of the barnacle. Characteristic of Tipu, he ever after sought out restaurants all over the world that served barnacles! -But Tipu always had a wide range of interests, and he found the time, during the same period, to take War Studies classes and also to study the history of neuroscience, and of smoking. -Dissatisfied with the limited lifestyle of the barnacle, Tipu then decided he needed to study medicine en route to his now-chosen career of neurosurgery. He won a place at King's College medical school and then carried out house and registrar jobs all over the country. In the early 1980s, Tipu was working as a Senior Registrar in Bristol. He contacted Prof. Alan Crossman, out of the blue, saying that he wished to pursue a career in functional neurosurgery, and he was interested by the work that Alan was doing in Manchester on movement disorders, including Parkinson's disease (PD). Tipu asked to come and work with him. Alan replied that, although he was very flattered to be asked, currently he had no funding for an extra position. Characteristically, Tipu replied, “Never mind. I will come and work with you for free!” And this he did. Fortunately, the work of the group was well regarded and that, together with Tipu's excellent CV, meant that he soon did gain a salary, as a Research Associate funded under the group's Medical Research Council Programme Grant. -It had recently been demonstrated in Alan's laboratory that, in animal models of PD, there was overactivity of the internal segment of the globus pallidus (GPi). They had also demonstrated that this was due to concomitant overactivity of the subthalamic nucleus (STN) through its excitatory, glutamatergic projection to the GPi. In 1990, they showed that pharmacological blockade of this projection, by injection of a glutamate antagonist into the GPi, alleviated the motor symptoms of parkinsonism.1 In the same year, the group of Mahlon DeLong in Atlanta demonstrated the antiparkinson effect of injection of the excitotoxin ibotenic acid into the STN.2 Neither of these crucial proof-of-concept studies used a method with direct applicability to the clinic. -As a consequence, Tipu became the first person in the world to show that lesioning the STN, using a technique routinely available in clinical neurosurgical facilities, immediately, completely, and permanently abolished all motor symptoms of parkinsonism.3 This pivotal work formed the basis of Tipu's MD thesis, the degree being awarded in Manchester in 1992. Tipu's work in Manchester convinced him that he should champion the use of animals in research, taking great personal risk, but determinedly pursuing what he felt was best for patients who needed help. -In 1992, Tipu was appointed as Senior Registrar in Neurosurgery at Oxford. During the interview, he impressed lead consultant Chris Adams by not only his academic and clinical prowess but also knowing the name of the artist who had drawn the sketches of neurosurgical anatomy displayed on the walls of the Cairns Suite at the John Radcliffe Hospital! This little anecdote is illustrative of Tipu's depth of knowledge of art and history, which few appreciated, seeing him, as they did, as a committed surgeon and researcher. Chris Adams was interested in deep brain surgery and invited Tipu to set up a service in Oxford. In those early years, workaholic Tipu found himself simultaneously setting up the Service in Oxford, creating a similar one in the Charing Cross Hospital in London, running a primate laboratory in Oxford, and contributing to the routine on call neurosurgery demand for the Oxford area. -Tipu had the drive and imagination to see how his pivotal experimental work in Manchester should be translated into the development of deep brain stimulation (DBS) of the STN for the treatment of PD, the first successful procedure being performed by Benabid and Pollak in 1993. In the region of 150,000 PD patients have now undergone this procedure, and Tipu performed a significant number of them himself. One of his star patients was Mike Robbins. Mike had a most disabling and incapacitating tremor, which was completely relieved when he switched on his STN DBS. You can see the dramatic result online (video is available at: https://t.co/khh8nFxpTa). -Mike was a remarkable man in that he appeared on television and at lecture events, turning off his stimulator and then on again, explaining, “Without Tipu's research performed on animal models of Parkinson's disease, this is what I would be like.” This, and similar presentations, convinced the celebrated animal rights campaigner Peter Singer that Tipu's experiments on monkeys were justifiable because the results improved so many people's lives. This was at the peak of animal rights groups’ attacks on Tipu. -Tipu was appointed as Professor of Neurosurgery in 1995. He was renowned for his calm and competence when clipping circle of Willis aneurysms. When they leaked during surgery, his technique was to apply a swab to it, leave the table, smoke a cigarette, and then return to the table. Most times the bleeding was now under control! Despite these skills, he later collaborated enthusiastically with Andy Molyneux to render them redundant by relegating to history books the technique of clipping most aneurysms. -Tipu's research in Oxford centered on improving the targeting of sites in the basal ganglia for alleviating the symptoms of PD and also for cerebellar tremors and multiple sclerosis. He speedily discovered that this could be done best by recording the field potentials from the tip of the stimulating electrode, rather than attempting to record from single basal ganglia neurons with microelectrodes, a procedure that adds several hours to the operation. Tipu regularly amazed visiting surgeons by performing it in under half an hour. More recently, he showed that careful planning of the proposed electrode track on the basis of diffusion tensor imaging (DTI) tractography of each individual patient's basal ganglia connectivity reaped even better results. -Tipu then went on to show how clever use of individualized DTI could also improve outcomes for the treatment of dystonia, together with another of his interests—DBS of the brainstem pain matrix for chronic pain, particularly in end-stage cancer. Serendipitously, this work also led him into studying the brainstem pedunculoponSat, 19 Sep 2026 01:15:50 GMThttps://ismp.ac.in/faculty-cornerhttps://ismp.ac.in/faculty-cornerLi-Fi was first demonstrated in a TED Talk in 2011. Research in the field of Li-Fi has been growing rapidly, with many companies and research institutions developing new technologies and applications. Blog below- https://t.co/5DPWG6IRgN #lifi #technology #wireless #blog #ISM https://t.co/p9MSVoqSNpFri, 18 Sep 2026 19:40:09 GMThttps://www.youtube.com/watch?v=pQhVDRojC1Uhttps://www.youtube.com/watch?v=pQhVDRojC1UOur latest student lecture features the first lecture in the second term (1st Year) introductory course on Linear Algebra from leading Oxford Mathematician James Maynard. We are making these lectures available to give an insight in to the student experience and how we teach. All first and second year lectures are followed by tutorials where students meet their tutor to go through the lecture and associated problem sheet and to talk and think more about the maths. Third and fourth year lectures are followed by classes. You can also watch many other student lectures via our main Student Lectures playlist (also check out specific student lectures playlists): https://www.youtube.com/playlist?list=PL4d5ZtfQonW0A4VHeiY0gSkX1QEraaacEFri, 18 Sep 2026 11:58:04 GMThttps://www.youtube.com/watch?v=Yj0rMy6MBMkhttps://www.youtube.com/watch?v=Yj0rMy6MBMkIn this lecture, the second in the first year Linear Algebra 1 course, Andy Wathen address how to add, scale and, crucially, how to multiply matrices. You can watch many other student lectures via our main Student Lectures playlist (also check out specific student lectures playlists): https://www.youtube.com/playlist?list=PL4d5ZtfQonW0A4VHeiY0gSkX1QEraaacE All first and second year lectures are followed by tutorials where students meet their tutor to go through the lecture and associated problem sheet and to talk and think more about the maths. Third and fourth year lectures are followed by classes.Fri, 18 Sep 2026 11:58:04 GMThttps://www.youtube.com/watch?v=tj9n1m9dNuYhttps://www.youtube.com/watch?v=tj9n1m9dNuYTitle: A type system for finitely supported functions via pointed sets, Part 1 ABSTRACT: Finite maps, in the form of dictionaries, associative arrays, or tables, are a key data type in most language’s standard libraries, but constructing and manipulating them is generally very explicit and loopful. In this talk I’ll demonstrate work in progress on a type system that can guarantee that functions written directly as lambda-expressions are finitely supported, and therefore can be represented as tables. This yields a higher-level, more declarative syntax, similar to logic programming languages or database query languages. The semantics of my language live in Set, the category of pointed sets and point-preserving maps. In order to define the support of a function f: A → B, one needs a point nil ∈ B; then support f = {x ∈ A : f x ≠ nil}. In fact, finitely supported maps form a graded monad on Set; they are graded by their domain A. To fully flesh out the semantics and type system, I also need the free/forgetful adjunction between Set and Set*. Unfortunately the typing rules get quite complex. I’d like to know if there’s a simpler way to accomplish the same goals, or a simpler or more general framework for presenting the type system itself. Paper preprint for the interested: https://www.rntz.net/files/finite-functional-programming.pdf Date: March 31, 2026Thu, 17 Sep 2026 10:03:31 GMThttps://www.youtube.com/watch?v=6WTigb8fAgshttps://www.youtube.com/watch?v=6WTigb8fAgsStewardship for the future commons: management beyond the firm How can management scholarship address the profound challenge of governing the long-term future in an age of climate emergency, technological disruption, and radical uncertainty? We are adept at managing the tangible assets of the present, but lack the institutions to steward the intangible, contested and fragile domain of possibilities that constitute our collective future - the “future commons.” In her inaugural lecture, Professor Juliane Reinecke reflects on her journey as a scholar of business sustainability, collective action, temporality, and commons governance. Looking across her research from conflict minerals to melting glaciers suggests that safeguarding the future commons demands new collaborative institutions, reimagined metrics, and governance arrangements that can sustain action across organisational, societal and temporal boundaries. Ultimately, this requires a parallel evolution in management scholarship itself. Professor Reinecke will call for a move from retrospective analysis to prospective theorising: a rigorous, imaginative, and values-driven engagement with desirable futures. Management scholarship must evolve from rigorously studying organisations to using speculative rigour to actively shape the foundations for a viable, just, and sustainable future. Subscribe to our channel ➤ https://www.youtube.com/channel/UCHIqMEje_NFJ2u24CVaNQvg?sub_confirmation=1 Visit our website ➤ https://www.sbs.ox.ac.uk/?utm_source=Youtube&utm_medium=SubscribeEndSlate Follow us on social media: LinkedIn: https://www.linkedin.com/school/oxfordsbs Instagram: https://www.instagram.com/oxfordsbs/ Facebook: https://www.facebook.com/OxfordSBS Threads: https://www.threads.net/@oxfordsbs Twitter: https://twitter.com/OxfordSBS #OxfordSBS #LifeAtSBSThu, 17 Sep 2026 02:58:08 GMThttps://bit.ly/49gGPcphttps://bit.ly/49gGPcp2 more days to enter the Berkeley Grad Slam Competition! Sign up to showcase your research in a 3-minute talk (like Ted Talks) to a general audience. The winner receives a monetary prize and advances to compete in the UC-wide event in May. https://t.co/siOypf0M51 #gradslamThu, 17 Sep 2026 02:50:54 GMThttps://scienceblog.com/m-we-tend-to-think-the-stanford-prison-experiment-proved-good-people-turn-cruel-under-the-right-conditions-but-a-2019-archival-investigation-found-the-guards-had-been-told-exactly-hohttps://scienceblog.com/m-we-tend-to-think-the-stanford-prison-experiment-proved-good-people-turn-cruel-under-the-right-conditions-but-a-2019-archival-investigation-found-the-guards-had-been-told-exactly-hoWe tend to think the Stanford Prison Experiment proved good people turn cruel under the right conditions, but a 2019 archival investigation found the guards had been told exactly how tough to act before the study even began | ScienceBlog “We really want to get you active and involved because the guards have to know that every guard is going to be what we call a ‘tough guard,'” a voice says on an archived recording. The voice belongs to David Jaffe, one of Philip Zimbardo’s research assistants, who ran the mock prison as its warden. He was pressing a reluctant guard to toughen up. This was before the experiment most people think they know had really gotten going. Here is the gap that recording opens up. The story almost everyone has absorbed is that if you put ordinary, decent people in a role and a system, they turn cruel on their own. But when a researcher went back into the study’s own files, that is not quite what he found. The guards did not simply snap. They were told how to behave. We are not psychologists, and what follows is our reading of a long-running dispute in social psychology, not a verdict on it. The evidence here comes from old files and involves interpretation, and specialists still disagree about what it means. The story almost everyone knows The experiment ran in August 1971. Zimbardo, a Stanford psychologist, took 24 screened college-age men and randomly assigned them to be guards or prisoners in a mock prison built in the basement of the psychology building. It was planned for two weeks and halted after six days as the guards’ treatment of the prisoners got worse and worse. For decades the takeaway was tidy and dramatic. Zimbardo said the study showed the power of the situation. Years later, he described it to Stanford Magazine as “really meant to be a single, dramatic demonstration of the power of the situation on human behavior.” The idea traveled far beyond the basement, into textbooks, a feature film, and Zimbardo’s 2007 book and later TED talk, where he linked it to the abuses at Abu Ghraib. It is a compelling story partly because it is frightening. It tells you the line between a normal person and a cruel one is thinner than you would like, and that circumstance does most of the pushing. Zimbardo has long said the guards behaved in a way that “neither they nor we could have imagined.” That last claim is where the archive starts to complicate things. What turned up in the files In the mid-2010s, French researcher Thibault Le Texier planned to make a documentary about the experiment. Digging into the study’s records at Stanford pulled him somewhere else. His 2019 article in American Psychologist, “Debunking the Stanford Prison Experiment,” drew on documents, unreleased recordings, and interviews with 15 of the original participants. His argument was blunt: the guards did not change on their own. They were coached. The most-cited piece of that coaching is the Jaffe recording. In it, the warden tells guard John Mark, in plain words, that “the guards have to know that every guard is going to be what we call a ‘tough guard.'” That is not a role emerging on its own. That is an instruction, given before the situation had done anything. A team of social psychologists led by S. Alexander Haslam later studied the same recording and put it this way: “We can no longer airbrush out the role of the experimenters in producing brutality.” Their analysis was a proposed reinterpretation, shared before peer review, and the authors themselves concede that saying this coaching alone caused the cruelty would go too far. It is strong evidence that the experimenters shaped the behavior. It is not proof the whole study was staged theater. The guards who refused, and the one who admitted he was acting If cruelty were the automatic product of the role, you would expect all the guards to behave the same way. They did not. John Mark, the guard Jaffe was leaning on, never bought the framing. Decades later he told Stanford Magazine, “I don’t think the actual events match up with the bold headline. I never did, and I haven’t changed my opinion.” Then there is the guard who did lean in. Dave Eshelman, known during the study as “John Wayne,” was its most abusive figure. He was a drama student at the time, and he described his conduct not as a personality overtaken by circumstance but as a performance. “I set out with a definite plan in mind, to try to force the action, force something to happen, so that the researchers would have something to work with,” he told the same magazine. “So I consciously created this persona.” These are self-reports, given long after the fact, and memory bends over forty years. But they point the same way. One guard resisted the coaching and stayed skeptical. The most notorious one says he was playing a part he thought the researchers wanted. Neither reads like a mind slowly captured by a role. How we’ve come to read it None of this means situations don’t shape behavior. But a partial replication run for the BBC in 2002 is telling here: without encouragement from the top to be harsh, the guards did not all turn cruel. That is arguably the more interesting finding, because it points to a specific source of pressure rather than treating cruelty as a switch that flips on its own. To be fair, Zimbardo pushed back hard against Le Texier and the other critics, defending the study’s core lesson and arguing that coaching does not invalidate it. The disagreement is real, and we are not in a position to settle it. What stays with us is smaller and more practical. A vivid story, told well by a confident narrator, can go all the way into lecture halls and TED stages, before anyone opens the boxes it came from. The archive was there the whole time. It took someone planning a documentary to actually look inside. https://t.co/wSbjJH8XMGThu, 17 Sep 2026 02:07:05 GMThttps://sociology.cass.anu.edu.au/events/sovereign-individual-reloaded-surfacing-thiels-alt-canonhttps://sociology.cass.anu.edu.au/events/sovereign-individual-reloaded-surfacing-thiels-alt-canonPeter Thiel is building a secret society of America’s top military, political & business elite A data leak has exposed Peter Thiel’s invitation-only “Dialog” network, co-founded in 2006 and kept secret for nearly 20 years. A registration list for its 2026 retreat near Dublin, Ireland, names **222 attendees** including: - NATO's top U.S. commander in Europe: **General Alexus Grynkewich** (Supreme Allied Commander Europe)[3][6][10] - **Sitting Trump administration officials**, including Treasury Secretary **Scott Bessent**[1][7][3] - **Two U.S. senators**: Ted Cruz and Cory Booker[6][10][1][3] - **Six members of the PayPal Mafia**[3] - Tech billionaires: **Elon Musk**, **Joe Lonsdale** (Palantir co-founder), **Bryan Johnson**[7][11][1][6] - Stanford University President **Jonathan Levin**[4][6] - Former government officials: Lisa Monaco, Julian Castro, Wes Moore[7] **The agenda is not a Rotary Club lunch.** Session titles include: - “Navigating WWIII” - “Battlefield Technologies” - “Build-a-Cult” - “Build-a-Party” - “How’s Your Sex Life?” - Topics: AI, war, longevity, social change, future of power[11][12][3] **Thiel's ideology is clear.** In 2009, he wrote publicly that **freedom and democracy are not compatible**. His ideological commitments, financial networks, and political interventions reveal a deliberate effort to dismantle democratic governance in favor of elite-controlled sovereignties. He invests in seasteading, Urbit, Palantir, and political figures like J.D. Vance, advancing a model where **citizenship is reduced to consumer choice, governance operates beyond democratic control, and sovereignty is reconfigured through technological means**.[2][5][13][14] **The problem isn't that private citizens meet privately.** The problem is that the same class of people who lecture the public about transparency, democracy, misinformation, and public trust are holding **closed-door retreats with military, political, intelligence, and technology elites while ordinary citizens are told to stop asking questions**.[12] When farmers, truck drivers, parents, or protesters organize, they're called threats to democracy. When billionaires, defense figures, data brokers, and political insiders gather behind closed doors to talk about war, cult-building, AI, and social control, we're supposed to pretend it's just networking. **This isn't democracy. This is the construction of a new power structure—outside democratic control.** *** ### References Times of India – Peter Thiel's secret Dialog society 'exposed' in data leak[11] Stanford Daily – Levin, Stanford alumni appear on list of Peter Thiel 'Dialog' society affiliates[4] Instagram – Leak exposes Peter Thiel's secretive invitation-only society, Dialog[12] YouTube – How Peter Thiel Is Destroying Democracy[13] Instagram – Peter Thiel literally wrote that freedom and democracy are not compatible[14] SAN – Peter Thiel's 'Dialog' network was super-secret. A data leak changed that[1] ANU – The Sovereign Individual reloaded: surfacing Thiel's alt-canon[2] Riga TV – Leak Exposes Members of Peter Thiel's Secretive Dialog Society[3] YouTube – Hacking the State: How Peter Thiel and the PayPal Mafia are infiltrating the government[5] Qoshe – Former PayPal CEO Peter Thiel's secret society exposed in data leak[6] Miami New Times – Peter Thiel's secret society exposed as Miami influence grows[7] Times of India – Peter Thiel's secret Dialog society 'exposed' in data leak[10] Quellen [1] Peter Thiel's 'Dialog' network was super-secret. A data leak ... https://t.co/aRKyGkAXDW [2] The Sovereign Individual reloaded: surfacing Thiel's alt- ... https://t.co/GvTe7G7dc3 [3] Leak Exposes Members of Peter Thiel's Secretive Dialog Society https://t.co/nsvo3JVs64 [4] Levin, Stanford alumni appear on list of Peter Thiel 'Dialog' society ... https://t.co/DHYYa55DRm [5] Hacking the State: How Peter Thiel and the PayPal Mafia are infiltrating the government https://t.co/l3PDqadB1s [6] Former PayPal CEO Peter Thiel's secret society exposed in ... https://t.co/l2hvjZ4ulE [7] Peter Thiel's secret society exposed as Miami influence grows https://t.co/YUYrmPnPZB [8] https://t.co/kHnW0F1uTd (@PaideumaTV) on X https://t.co/B9r6cQqqEx [9] Dialog, Peter Thiel's secret society group that doesn't have ... https://t.co/c6M3661ex8 [10] Peter Thiel's secret Dialog society 'exposed' in data leak https://t.co/28N5XBZT3E [11] Peter Thiel's secret Dialog society 'exposed' in data leak: Here's who's on the list and what it reveals https://t.co/4lZxWCSzJb [12] Leaked records have exposed Peter Thiel's secretive ... - Instagram https://t.co/55ZaOdEaTa [13] How Peter Thiel Is Destroying Democracy https://t.co/8h2e68p2QP [14] Peter Thiel literally wrote that freedom and democracy are ... https://t.co/cWIKTwqr4XThu, 17 Sep 2026 01:37:44 GMThttps://www.ted.com/talks/raffaello_d_andrea_the_astounding_athletic_power_of_quadcopters/up-next?language=enhttps://www.ted.com/talks/raffaello_d_andrea_the_astounding_athletic_power_of_quadcopters/up-next?language=en@DrGPradhan This is research done under Prof. Raffaello D’Andrea at ETH Zurich. I think its a bit old work (2011-12) that uses purely control system and motion capture for drone localization. More interesting work by this prof in this TED talk 👇🏻 https://t.co/VyyftCMz6kThu, 17 Sep 2026 01:08:26 GMThttp://stan.md/1M7o2ARhttp://stan.md/1M7o2ARWatch the 2013 TED talk of @UMBC Pres. Freeman Hrabowski, the speaker at today's @StanfordMed Dean's Lecture Series: https://t.co/Hft1j3e4OVThu, 17 Sep 2026 00:39:13 GMThttps://www.youtube.com/watch?v=8KuXMo8vjl8https://www.youtube.com/watch?v=8KuXMo8vjl8Join Professor Arnab Majumdar, Professor of Transport Risk and Safety in the Faculty of Engineering for his inaugural lecture.Wed, 16 Sep 2026 17:55:48 GMThttps://www.youtube.com/watch?v=thjqJw8VIXwhttps://www.youtube.com/watch?v=thjqJw8VIXwProfessor Marion Turner delivered her inaugural lecture as the J.R.R. Tolkien Professor of English Literature and Language on 6 June in the Gulbenkian Lecture Theatre, St Cross Building, University of Oxford. The title of the lecture was 'Holidaying in the Middle Ages'.Wed, 16 Sep 2026 17:26:30 GMThttps://www.youtube.com/watch?v=gdzmNwTLakghttps://www.youtube.com/watch?v=gdzmNwTLakgThere are two demos in this talk that you can try at home exploring how we perceive and recollect visual scenes: 1. Image distance demo: You are given a 3 second countdown before seeing a quick sequence of two pictures of the same object, divided briefly by a visual mask. The challenge is to identify whether the second picture is the same view as the first, or whether it's moved closer or further away. Try it yourself http://www.youtube.com/watch?v=gdzmNwTLakg&t=6m56s 2. Drawing from memory demo: You have 15 seconds to look at a picture, which you'll then be asked to draw, as accurately as possible, from memory. Try it now http://www.youtube.com/watch?v=gdzmNwTLakg&t=35m20s Our memories are our lives, and a fundamental basis of our culture. Collective memoirs of the past both bind society together and shape our potential future. With our brains we can travel through time and space, calling to mind places of significance, evoking images and emotions of past experiences. It's no wonder, then, that we so desperately fear the prospect of memory loss. Many regions of the brain are involved in memory, but one of the most critical components is the hippocampus, which plays a crucial role in the formation of long-term memories. Damage to the hippocampus can therefore result in significant memory loss. In this Friday Evening Discourse, Eleanor Maguire draws on evidence from virtual reality, brain imaging and studies of amnesia to show that the consequences of hippocampal damage are even more far-reaching than suspected, robbing us of our past, our imagination and altering our perception of the world. Maguire also explains how, despite our beliefs, our memories are not actually as accurate as you might think. In fact, they're not really even about the past. This event is part of our all-women line up for Friday Evening Discourses in 2014 as part of our year long celebration of women in science. Find out more here http://www.rigb.org/about/news/spring-2014/2014-friday-evening-discourses The Ri is on Twitter: http://twitter.com/ri_science and Facebook: http://www.facebook.com/royalinstitution and Tumblr: http://ri-science.tumblr.com/ Our editorial policy: http://www.rigb.org/home/editorial-policy Subscribe for the latest science videos: http://bit.ly/RiNewsletter Thumbnail image credit: Gontzal García del Caño on Flickr (http://www.flickr.com/photos/euskalanato/2052487054) #Neuroscience, #MemoryResearch, #EleanorMaguire, #BrainFunction, #CognitiveScienceWed, 16 Sep 2026 09:07:40 GMThttps://conference2027.fiw.ac.at/https://conference2027.fiw.ac.at/📢 Call for Papers – 19th @CentreFiw Research Conference "International Economics" 🗓 11–12 Feb 2027, @WU_econ Vienna 🎤 Keynote Lecture: @FelixTintelnot (Duke University) ⏳ Deadline: 26 Oct 2026 Submit 👉 https://t.co/GPN9UzAoS2 ℹ️Details: https://t.co/HF72qFF9Wf https://t.co/RCLdJfU4KTWed, 16 Sep 2026 08:45:40 GMThttps://www.youtube.com/watch?v=I0QdP1Q4ibQhttps://www.youtube.com/watch?v=I0QdP1Q4ibQProfessor Jordi Galí delivers the 2025 Keynes Lecture at the University of Cambridge on ‘Rethinking the New Keynesian Model’. Watch a short interview with Jordi about his Keynes Lecture here: https://www.youtube.com/watch?v=vrlvJwOHHW0&t Jordi Gali is CREI Senior Researcher, UPF Professor and a Barcelona School of Economics Research Professor. His research interests are in Macroeconomic Theory and Monetary Economics. To find out more about Jordi, visit his website: https://crei.cat/people/gali/ The annual Keynes Lecture is sponsored by The Keynes Fund, Faculty of Economics, University of Cambridge. To learn more about the Keynes Lecture, visit the Keynes Fund website: https://www.keynesfund.econ.cam.ac.uk/events/keynes-lecture-2024-2025 Follow #KeynesFund; https://www.linkedin.com/company/the-keynes-fund-faculty-of-economics-university-of-cambridge/Mon, 14 Sep 2026 15:42:05 GMThttps://techxplore.com/news/2026-09-ai-junior-coding-tasks-weaken.htmlhttps://techxplore.com/news/2026-09-ai-junior-coding-tasks-weaken.htmlAI may cut junior coding tasks and weaken the pipeline to senior developers | Seoul National University, Tech Xplore New research suggests that generative artificial intelligence (AI) could weaken not only employment opportunities for junior software developers but also the pathway through which they develop into senior professionals. A research team led by Professor Taesup Moon of the Department of Electrical and Computer Engineering at Seoul National University College of Engineering investigated how generative AI is reshaping software developers' career pathways. Through in-depth interviews, the researchers found that as AI takes over tasks traditionally performed by junior developers, it also reduces opportunities for the hands-on experience and trial and error needed to develop into skilled professionals. The paper presenting the findings, "Who Will Become the Next Senior? How Generative AI Erodes the Development Pathway in Software Engineering," has been accepted to the 2026 AAAI/ACM Conference on AI, Ethics, and Society (AIES 2026), an international conference addressing the ethical and societal impacts of AI. The research is published on the arXiv preprint server. Productivity gains, training losses Generative AI is increasing productivity across the software industry by rapidly performing repetitive development tasks such as coding, debugging and documentation. However, the new study raises a question that has received relatively little attention amid the focus on productivity gains: "If AI takes over junior developers' work, where will the senior developers of the future come from?" Hiring of entry-level developers has recently declined both in Korea and abroad. According to data cited in the paper, entry-level job postings at the 15 largest U.S. technology companies fell 25% from 2023 to 2024. IT job postings in Korea declined 43% over the same period, while positions targeting entry-level candidates accounted for just 4.4% of all job postings. However, it is difficult to attribute these declines solely to generative AI, as multiple factors—including post-pandemic workforce adjustments and the economic slowdown—have also played a role. Rather than identifying the causes of declining recruitment, the study examined how the roles of junior developers and the process through which they develop professional expertise are changing following the widespread adoption of generative AI. While previous discussions have largely focused on "AI replacing jobs," the researchers focused on the fact that the tasks being taken over by AI are not merely repetitive work but have historically been part of the process through which developers build expertise by making mistakes and learning through trial and error. The researchers examined Korea as a case in which these changes are appearing in a relatively early and visible form: AI is involved in 51.8% of work-related activities there, nearly twice the U.S. figure, while conventional entry-level hiring has contracted sharply. How the study approached Korea The research team conducted semi-structured interviews lasting approximately 50 minutes per participant with six senior developers currently working in the industry and eight junior participants preparing to enter software development careers. The senior participants were developers with at least six years of professional experience who had entered the workforce before the emergence of generative AI and remained employed, while the junior participants were undergraduates whose university years spanned the periods before and after the emergence of generative AI. The researchers analyzed the interviews using reflexive thematic analysis and identified four major themes. When junior tasks vanish The first theme was the shift of junior-level work toward a "senior + AI" workflow. Senior developers were increasingly using AI to directly handle tasks such as basic implementation, debugging and documentation that had previously been assigned to junior developers, reducing opportunities for juniors to gain hands-on experience in the process. One startup founder interviewed for the study said the company had substantially reduced its junior workforce without any measurable impact on productivity, asking, "What makes a junior developer better than a KRW 100,000-per-month AI subscription?" Failure as a learning tool The second theme was that what disappeared was not simply "work" but the "opportunity to fail." The researchers describe this through the concept of "productive struggle." When learners make mistakes and correct them themselves, they develop not only knowledge but also the ability to recognize what they do not know and identify errors in the results they produce. Junior participants said they could now achieve good results with less effort than before but also described the difficulty of "not knowing what I don't know." One participant who took two courses in the same field received the same grade in both yet said one course left them with actual knowledge while the other left them only with "the ability to use AI." The only difference was whether the assignments could be completed using AI. The researchers found that current educational assessment methods do not adequately capture this distinction. Senior developers raised the same concern. One participant said, "The reason you become a senior is that experience teaches you what not to do. Now juniors can no longer learn from bad examples." Pressure to use AI anyway The third theme was that these changes are not simply the result of individual choices but of structural pressure. When all of a student's peers use generative AI, grading on a curve effectively becomes a mechanism that compels AI use. In the courses interview participants took, AI use was rarely restricted, so the loss of failure-based learning was structurally built into university classrooms as well as workplaces. A blind spot between generations The fourth theme was that the problem does not correct itself because senior and junior developers perceive the same situation differently. Senior developers generally viewed the current changes as manageable because their years of practical experience enabled them to judge whether AI-generated results were correct or incorrect. Juniors, however, were losing precisely the opportunities for hands-on work and failure needed to develop those judgment criteria. One senior participant said, "We have 20 years of accumulated experience, so we can judge whether AI outputs are right or wrong. The next generation will not be able to reach that position. So we are fine." The research team explains this phenomenon through the theory of "situated cognition." The problems people can perceive differ depending on the positions they occupy: Senior developers and organizations with the power to address the issue may find it difficult to fully appreciate the circumstances facing juniors, while juniors who directly experience the problem lack the power to change educational and hiring structures. The researchers also found that the problem did not originate with generative AI alone. Senior developers themselves largely built expertise through hands-on work and trial and error rather than through formal training systems. In this sense, generative AI has not eliminated a newly created development pathway; rather, it has accelerated the erosion of a pathway that had not been institutionally protected in the first place. Borrowing from future expertise The study provides evidence that the development pathway for software developers, which may be weakened by generative AI, should be institutionally protected rather than left to individual effort. Other high-risk fields already provide examples of institutional measures designed to compensate for the effects of automation on skill development. In aviation, pilots are advised to maintain opportunities for manual flying so that automation does not erode their manual flying skills (FAA SAFO 13002), while the nuclear industry requires regular simulator retraining to maintain operators' response capabilities. These are examples of deliberately preserving experiences necessary for developing and maintaining expertise even when automation can perform the underlying tasks. The research team proposed that similar improvements are needed in software engineering across three areas: universities, hiring and companies. At universities, the researchers argue that courses in which AI cannot achieve the learning objectives on behalf of students should be designated as required courses and that "reducing AI dependence" should be used as a criterion for evaluating educational quality. In hiring, they propose evaluating not only candidates' ability to use AI to produce results quickly but also their ability to recognize gaps in their own knowledge and detect errors while working with AI. Within companies, the researchers explain that learning opportunities should be deliberately created for entry-level developers—for example, by assigning them small modifications to actual products and allowing them to directly experience the entire process from commits and code review through deployment. Moon, who supervised the research, said, "Some of the productivity we are gaining today may effectively be borrowed in advance from the expertise of the next generation. Because the cost is borne by a different group and at a different point in time from those making the decisions, it is structurally difficult to recognize. This study is significant because it empirically reveals that blind spot." He added, "Precisely because we are a department that develops AI technologies ourselves, I believe we have an even greater responsibility to ask what those technologies are doing to the development of the next generation. We plan to continue follow-up research focused on university education and to incorporate these findings into discussionMon, 14 Sep 2026 11:25:22 GMThttps://www.youtube.com/watch?v=ROc-S3Hf5Y0https://www.youtube.com/watch?v=ROc-S3Hf5Y0Professor Bassam Izzuddin delivers his inaugural lecture on concepts and applications of computational structural mechanics in the modelling of civil engineering structures, with particular emphasis on the structural response under extreme loading. Professor David Nethercot chairs, and Professor Patrick Dowling gives the vote of thanks.Mon, 14 Sep 2026 08:36:40 GMT