#stanford

Muon                                              Tau

Mass: 105.658 MeV/c^2                      Mass: 1776.86 MeV/c^2

Charge: -1 e                                        Charge: -1 e

Spin:  ½                                               Spin:  ½

Color: None                                         Color: None

Antiparticle: antimuon                         Antiparticle: antitau

The muon and tau are second and third generation, respectively, leptons and fermions. There are a total of 6 leptons in the standard model. The electron, muon, and tau are the three which have electric charge while the others, the neutrinos, do not. Both the muon and tau are much more massive than the electron and decaydue to the weak interaction. The muon decays on average 2.2 microseconds (2.2*10^-6 s) into usually an electron and two neutrinos of different types. The tau decays much quicker in 2.9 * 10^-13 seconds into hadrons(composite particles made of two or more quarks, e.g. proton). The tau is the only lepton able to decay into hadrons because it is the only one with sufficient mass.

The muon was discovered by Carl D. Anderson and Seth Neddermeyer in 1936 by studying cosmic radiation and observed particles which deflecteddifferently than electrons in a magnetic field. The radius of deflection depends on mass and charge. Since the charge is the same the difference must be accounted through a greater mass.

The tau was theoretically predicted in 1971 by Yung-su Tsai and experimentally detected between 1974-1977 at the Stanford Linear AcceleratorandLawrence Berkeley National Laboratory. 

Probably the most well known experiment that involves muons is the Muon g-2 (”g minus 2″) experiment at the Fermi National Accelerator Laboratory or Fermilab. The goal is to measure the magnetic dipole moment at a very high precision because there is a slight deviation from g=2 (hence g minus 2) known as the “anomalous” part predicted by the Standard Model theory. A large enough difference between the experimentally measured and theoretically determined values could point to the existence of more undiscovered subatomic particles. Read more about the Muon g-2 experiment below:

Muon g-2

Sources:(1)-(2) & Image 2 -(3)- Image 1 

Rewatching Onward and more possible AU thoughts:

I’m leaning towards something more along the timeline of post-Weirdmageddon, possibly before Sea Grunkles.

Perhaps Ma Pines has passed and Stan (Barley) and Ford (Ian) receive a box of her stuff. They find a book of psychology, but there’s a handwritten note in Ma’s handwriting about how to bring somebody’s mind back for a day; not a reanimation of their physical form, but their mind, memories, and thoughts that take the image of their body and also can affect the physical world (bc of convenience). There’s also a special crystal that enables the spell.

And they’re both excited, aren’t they? Ford hasn’t seen her in more than 30 years; he was horrible at keeping contact with his family once he left for college. Stan got to see her in his place once he fell through the portal, right? So why’s he acting so non-Stan and distant about it?

Maybe Ford’s so distracted by Stan’s weird behavior—because they promised to be honest—Ford accidentally—it can’t be a memory lapse, didn’t he remember their Ma—and oh no.

He dropped the stone in the middle of reading the words, and there’s a crack in it, but Ma’s there anyway and… where is her top half??

They can dissipate and bring her back as many times as they want within the 24 hours after that initial spell, but once the day passes, she’s gone forever.

Ma recognizes the touch of Ford’s six-fingered hand; she seems to recognize Stan is one of her sons, even if she can’t understand it’s Stan himself, alive and well, and not Shermie…

They won’t get better results without a new crystal, so they rush all the research they can, and just can’t find anything, so they turn to Fiddledore (manticore). And maybe he’s hesitant on helping them because of what happened the last time Ford tried some crazy experiment, but after a long talk, he does give in and reveals that he heard there’s said to be a mountain range across a nearby lake that carries the crystal…

Well, time to go sailing! The two brothers talk to the twins about what they’re doing before the set on their adventure to find a new crystal, placing them under Fiddleford’s care as it’s still summer.

And while hanging out with the twins Fiddleford remembers something he’d previously forgotten; there’s also said to be a dragon guarding the mountain range. That’s not good.

So we have their mom and manticore filled in by Fiddleford and the twins, racing to reach and warn Stan and Ford in time.

I haven’t totally figured out how the rising action would fit in this world, but maybe there’s the conflict between Stan and Ford in how Stan wants to do everything based on the exact wording of the spell (maybe it was vague or confusing in some parts—it says the mind is a maze, Sixer, there’s a maze of underground tunnels, I really think we should take that way) while Ford struggles not to let his logical ways take over (really, Stanley, it would be most efficient to graph a line from point A to point B to ensure the straightest and quickest path, no matter how many houses and canyons we have to walk through).

The moment in the movie that really spoke to me as Stan and Ford was the whole “I don’t think he’s a screw-up!” and the revealing spell magic.

Maybe they meet a creature that won’t let them pass unless they’re truthful, which is way too close to the whole truth teeth thing, and Stan’s not going through that twice, so Ford communicates with the creature, and maybe this creature wonders why he’s traveling with this man who seems so distant and unwilling to help and appears to have stolen his face, isnt he a burden?

Ford says that Stan’s never been a burden. And then it starts to attack and declares they can’t cross. Now they gotta run with Ma.

For Ian learning how to use magic translating to Ford, I imagine it might be similar to Stan trying to teach him how to fight. Maybe they have to use strength to tear out the crystals. Not with gadgets and fancy alien-killing techniques, Sixer, just throw a punch like we’re boxing again.

I don’t know. I just really want to write a fic of this AU one day.

Let me know if you have thoughts or additions on this!!!

Microsoft founders Paul Allen and Bill Gates using teletype computers at Lakeside School in 1970.

Computer access was provided to the school by the Computer Center Corporation, who Allen and Gates credit for playing a major role in developing their interest in computers.

Recently I learned that one of CCC’s employees, William Weiher, created the earliest known Easter Egg in software! I interviewed him all about it here.

I am 99.8% sure that the whole “Raid Area 51″ thing had something to do with the Pines family.

Hello Everyone! 

I have revived my Tumblr to find many messages asking “what do I do next” when it comes to Archaeology/Anthropology. So I thought I’d create a post explaining what I went through to get to where I am now, and hopefully give some information to those who are pondering on the next steps to take in this truly wonderful field of study. 

Quick academic about me: 

• Undergrad: Ivy League, Major: Anthropology-Geography, Minor: Religion
• After Undergrad: 1 year of Cultural Resource Management (CRM) & Substitute teaching
• Graduate School: England MSc in Archaeological Information Systems
• After Graduate: 10-month long research grant in Cambodia
• Now: (USA)  Ph.D. Candidate in Anthropology, Archaeology Track

I come from a low-middle class family, all of my academics have been funded through financial aid or through grants that I’ve applied for. A lot of the time school and research can get expensive, but that doesn’t mean you have to be wealthy to pursue it!

Per usual, please feel free to DM me at any point with questions (here or IG @ aal.archaeology), I’m always happy to help to the best of my ability. Success in this field is really dependent on networking!

I’ll set this up based on the various landmarks of my academic career: 

1. Undergrad

Themes: Ask for help, build your resume, write down everything

No matter where you are going to school, it is so so so important to use the resources around you. Becoming a professor is HARD work, and each one of your professors went through a lot to be able to stand in front of you and teach you. They’ve likely had years and years of research experience, which is probably still happening behind the scenes of teaching and grading papers. More often than not, professors want to help you, they want students to be excited about the research they’ve worked so hard on, and they want to do what they can to help you achieve your career goals. 

Therefore, if there’s a class you’ve taken or a professor whose research you’re interested in, tell them. This is how I got my first experience with archaeology (before I even knew that I wanted to do archaeology). I randomly took an Anthropology class that sounded cool, and after the first class, I was like WOW I love this topic so much and I really want to know more about it. I went up to the professor that was teaching it, told her I was really interested and asked if she knew of any research opportunities available. She then hired me as a student researcher in her lab to do data entry for one of her archaeological projects in Mesoamerica, and after working for her for a few months, she asked me if I wanted to go with her and her team to Mexico for fieldwork. 

         (my timeline at this point: 19 years old, end of Sophomore year)

From this experience, I learned how to apply to grants within the University and funding outside of the University, and was able to FULLY fund my research experience in Mexico. During this fieldwork, I got to work with 3000-year-old artifacts, do archaeoillustration, and eventually got my own chapter published in the book that my professor wrote about the research that was done.

After I got back from Mexico, I started exploring archaeology further. A new professor entered the department who specialized in “digital archaeology,” and his research involved tracking looting patters in Syria using satellite imagery. I thought this was crazy so I then went up to him and asked if I could help him with his research. (the common theme throughout this entire process is just asking for help). From this experience, I learned that I loved the possibilities that technology brought to the study of archaeology, everything from 3D modeling to identification of sites in satellite imagery to spatial mapping in GIS. With this professor, I was able to form an “internship” with him, and continued doing that and other minor projects within the department. I ended up modifying my major to incorporate coursework from the Geography department and created my own “Digital Archaeology” major.

        (my timeline at this point: 22 years old, Senior year)

As graduation began to creep closer, I had been able to get a good amount of lines on my resume. I had:

• research assistant/ data entry
• fieldwork in mesoamerica
• x2 internships with digital archaeology prof
• multiple “small” projects around the department i.e. making posters, painting 3D prints of bones,
• all of the coursework I had done on GIS/ relevant digital experience
• started a drone club at my school (it flopped, but it still counts as a line on the resume!)

All of these lines became useful when starting to think of jobs and the “next step”

UNDERGRAD HIGHLIGHTS & TAKEAWAYS:

1. Ask for help, your professors are there for a reason, it will almost always lead you to new opportunities. These relationships last well beyond your graduation and definitely come in handy later, make it count!
2. Write down EVERYTHING that you do. Did you help out with a conference? Write it down. Did you do a couple hours of data entry? Write it down.
3. Follow your leads! I started my anth journey in Mesoamerica and ended my undergrad in Near Easter digital archaeology (and I entered college wanting to do astronomy?). Change is natural, let it happen.  

2. Gap Year Between Undergrad and Grad School

Highlights: Job applications, field school, CRM, uncertainty

Something that I was always told during my undergrad was that you really need to do a field school and some CRM to be taken seriously post-grad. This shows that you actually want to be an archaeologist outside of the classroom environment. Field Schools and CRM give you valuable experience such as: excavation methodology, report writing, grant applications, teamwork, leadership, etc. 

I started applying for jobs probably about 5 months before I graduated and ended up securing a job at a CRM company in LA. They liked how much I had done during my undergrad, but they really wanted me to have a field school under my belt before I started working for them. Because I had already graduated and didn’t need course credit, I was able to do my field school at a discounted price (these things really do get expensive, and this was a difference of about $2k). I think this worked out in my favor waiting until the summer after I graduated because it saved me a lot of money in the end. 

After my field school was done, I started work that September inCRM. This job ended up being nothing like what I thought it would be, to be honest. I was an Archaeological Field Technician that was part-time/on-call, meaning I only got work when they needed someone to go monitor a construction site. I only got work once every month, sometimes every couple of months, so I was making hardly any money. I realized this quickly and decided to become a substitute teacher to supplement the CRM job. I HIGHLY recommend doing this if you end up in the same situation. Not only does subbing fill up all of your non-working days, but it also gives you the flexibility to choose when you can work and gives you teaching experience that you can put on your resume. That CRM experience can be really important, so it’s good to stick it out long enough to quit.

      Why didn’t I like CRM? For me, my job was very sparse, included driving long hours to a construction site, sitting there all day in case archaeological material popped up, and then driving home. Sometimes it was just walking back and forth across a massive field full of cow poop looking for arrowheads, and often it felt like I was just clearing land so that a big building could be erected. I was really missing the research component to all of it. The pay was also not great. 

GAP YEAR HIGHLIGHTS AND TAKEAWAYS:

What I got from this year was very valuable, even though it wasn’t necessarily that fun, however. 

• I got the experience I needed in CRM
• I got some teaching experience (also volunteered to mentor clubs and research at local high schools during this time)
• I started doing some networking (I found some alumni that were doing work that I wanted to be doing and reached out to them)
• and most importantly, I realized that I really do love school and wanted to go back for my Masters

So I started looking into Masters’s programs. This is kind of a scary thing especially in the US because school is expensive. I still really wanted to do Digital Archaeology, and I couldn’t find a single program in the US had a focus in this topic, and especially couldn’t find one that I was willing to pay for. 

The UK, however, had plenty of Digital Archaeology programs, and the programs were only a year long and a fraction of the price in the US. I decided to take a chance and apply, got in, and then suddenly I was moving to England. (in hindsight I really didn’t spend much time at all making this decision, but it worked out in the end). 

3. Masters Program

         (my timeline at this point: 23-24 years old)

I chose the program I applied to based on its focus on the techniques that I wanted to use, namely, remote sensing, GIS, and 3D modeling. I really wanted a degree qualification that spoke for itself, and therefore applied for an MSc in “Archaeological Information Systems.” 

I had done some networking during my gap year and connected with an alumnus who was doing research in Cambodia using digital methods, and she offered me the opportunity to join her fieldwork. I agreed to join her in Cambodia during my degree, and also applied for a research grant for the year following my master’s degree to continue fieldwork in Cambodia. 

I used this opportunity to fuel my dissertation topic and focused all of my writing and coursework throughout my grad school experience around Cambodia. While I was surrounded by people studying Roman architecture and Medieval Studies, I spent my time doing independent work and building a network in Cambodia. 

This program was a great experience for the most part, I was surrounded by beautiful medieval architecture and had a great community throughout. I personally didn’t really like the UK school system compared to what I had received in the US, however. This was largely because of the way coursework was set up. (If you want to know more just DM me).

MASTERS HIGHLIGHTS AND TAKEAWAYS:

• Follow networking opportunities, and find someone doing what you want to do (or close to it) and let them help you take the steps to get there
• If you’re going to do grad school, do it in something you know you love. Don’t waste money on a program that isn’t right for you.
• Make sure that the program you apply to allows for flexibility so that you can do research on what YOU want, not what THEY want.

Halfway through my Master’s degree, I received word that I had been accepted for the research grant (Fulbright) and would spend the next year living in Cambodia doing independent research.

4. Gap Year Between Masters Program and PhD

If you’re planning on a Ph.D., I think its a really good idea to do something before applying that relates to what you want to be studying. This shows that you’re dedicated to your research and to a life in academia, and have the ability to produce something from your work. 

My master’s degree was nice because 1) it was short, only a year-long, and 2) allowed me to focus research on what I was interested in. This gave me the experience I needed to lead into a year of independent research.

This year of independent research was definitely contingent on receiving the grant in the first place, and I think that I would have started job searching again had I not received it. However, the small things I did leading up to applying for it really helped in qualifying me to receive it. 

     I had:

• All of the undergraduate research experience
• CRM experience
• teaching experience
• fieldwork experience
• a master’s degree that focused on the region 
• established a network of people in the country beforehand
• a couple “publications” from fieldwork 

This grant fully funds me living in Cambodia, and has allowed me to participate in cultural exchange with some amazing people here in addition to allowing me to partake in archaeological fieldwork across the country. 

Again, I cannot stress enough how important it is to network. If you like something, find someone else who likes the same thing, send them an email.

Networking got me my experience in Mesoamerica, Digital Archaeology, my CRM job, my research experience in Cambodia, and so so much more. All because I sent that first email.

5. PhD Applications

I applied to 1 school. I got in. Its a really good school. I’m still in shock. 

However, I think I really did set myself up for success in this one. 

The biggest advice I can give in the world of Academia is:

1. NETWORK
1. Talking to people who have gone through what you’re going through are the BEST help. They can mentor you through these experiences, offer you new opportunities, or lead you in the direction of someone else who can help.

1. PLAN AHEAD (but be open to change)
1. Okay, so you’re applying to grad school. What do you want to focus on while you’re there? What do you want to do with the degree when you’re done? Do you want to start working? Do you want to do more research? What opportunities are out there for research funding? What is the job market looking for? Is there anyone in my network that can help me get there?
2. None of these have to be concrete plans, they just have to exist in some shape or form so that you have the ability to latch on to one when the opportunity arises.

If you’re doing something that you love doing, you’ll find a way to make it happen. All opportunity comes from the amount of effort you put into getting it!

Thanks for reading and best of luck on your studies!

Also Happy Anthropology Day! :) 

-Lyss 

Well this year was a doozy if I don’t say so myself. But we survived it, and its okay if that’s all you were able to do this year because that’s enough. 

As an offical 18th grader, I feel like I can speak pretty well to the toxicity of the academic environment. There is always a pressure to be working all of the time, people compete with each other with how few hours of sleep they got, every conversation with fellow students is just listing off all of the different assignemnts you have to do by the end of the week. On top of all of this, this is 2020. So, I decided that this year I’m going to give myself some mental slack. 

I decided that this is the year that I’m not going to try to impress anyone. I’m just going to survive and do what I have to do to move onto the next term. I think I did a pretty good job at that for the first term, so I’ll share a bit about what I observed in myself and those in my cohort.

Coming into term one having to choose classes, many of my peers were packing their schedules full of 5 Unit seminars. For those who don’t know, theoretically, a 5 Unit course is supposed to take about 5-6 hours of work outside of class hours. For Stanford Anthropology, most PhD students take as close as they can to 18 credits, and anything over that you have to pay extra for the courses. Taking more courses doesn’t really put you any further ahead in terms of completing your degree, and you’re expected to complete about 45 Units each year for the first two years of the program. 

I decided to take 2 seminars (typical), a language course, and a couple filler credits that we are given the option to use if we need 1-3 units to hit 18 total. I,  fortunately, tracked every hour spent outside of the classroom working on each course usingtoggl (i highly reccomend): 

In a typical week, I spent about 5-6 hours/week outside of class on my Anthro seminars, and about 6-7 hours on Japanese. Japanese was a “for-fun” class so I would usually study more of that when I didn’t feel like reading dense archaeological theory. 

Toggl was a really cool way to see where I was spending too much, or not enough, time on my classwork. If it was taking me more than 1.5 hours to get through a single article, I knew I was probably spending too much time on it and should move on to the next thing. My goal for the term was to stay true to the 5 Unit idea of 5-6 hours, and not over-work myself. 

Toggl was also useful in tracking my mental health throughout the term, as it is very obvious to see when I just was not physically capable of ingesting 400 pages of reading. For example, election week:

Election week was really hard for me, and everyone else in the world honestly. I had various family things I was dealing with, typical existential dread, plus it was week 8-ish of the term when everything was already on fire in terms of workload. For one of my seminars (purple), we had to read a book for the following week which I was able to do the sundar after election day. However, for the days leading up to and surrounding the 4th, the only thing I could mentally handle was mindless Japanese vocab studying. One of my seminars really sufferend this week, and I straight up just didnt show up to the smaller Anth 310G class because I had only read the title of the pdf. Fortunately, I emailed my professor of my Theory class and was like “yo dude I cannot” and he replied that he understood and wouldnt call on me during that day of class. 

I didn’t do a whole lot of journalling at all this term, but for this week I just wrote “pain” on most days and then YAY BIDEN at the end of it. 

Weekly Schedule

Above is what a typical week looked like, some were a lot lot lot more dense, others not so much, but this was pretty average. Not all things on the calendar are work related, some are extra lectures from visiting professors that sounded interesting, or “Free Boba & Snacks Pick Up” put on by my residence. Monday, Wednesday, and Sunday were my big work days last term, where I didn’t have a whole lot of classes so I would do most of my reading then. On Tues and Thurs I had one 3-hour seminar, and M-F I had a 50 min Japanese class. 

I woke up every day around 7am-ish, made a green tea, and sat at the computer to work, filter through emails, etc. On particularily open days I would go grocery shopping, go for bike rides/walks around campus, go buy food/boba. 

On class-heavy days, I wouldn’t leave my computer for 8-12 hours, which is extremely ridiculous but that’s the new norm in school in 2020. This kind of stunk because all of the socializing was also on the computer, so even if I wasn’t working I was doing screen related things. 

EVERY day I stopped working at 6pm. Rarely did I do readings past 6pm unless I was really slacking somewhere. From 6pm onwards I would do things like play Among Us or League of Legends with my discord friends, eat, watch movies with my partner, etc. And then most nights I would try to be in bed by 12am at the latest. 

Social Life

Despite the online nature of things this term, I was suprisingly able to meet a lot of great people on campus. We were all being tested at least once a week, which made in person gatherings with 1-4 people a little less scary, especially when half of the people lived together in one household. 

In the first week of school, some of the grad programs put on a “speed friending” zoom event, where I was able to connect with two people really well. We ended up doing a “slow-friending” zoom event afterwards and then created a FB group chat and added all of the people we had met into it. The group ended up being about 15 people, and we would message the group for park hangouts, going to get food, or going on walks on campus. We also had a huge get together in a park for Mid-Autumn Festival, where we sat in a socially distanced circle, chatted, and ate mooncakes. 

Most of my socializing came from my online friends, and amongus was a huge savior to my mental health this term wher emy group would play literally every night. I also made a really good friend off of Bumble BFF this term, who I’ve hung out with a good amount for plant shopping and board games. 

I’m very fortunate to be in a situation where I can get tested for COVID on a days notice, and very grateful that I could use that to stay a little sane. 

My Biggest Accomplishment this term, was not school related. but instead I hit my 365 DAY STREAK on duolingo. This was celebrated with cake. This streak has lived through literal hell and for that I am very proud. 

Overall reflection:

This term was super rough, there were a lot of days where I just napped through it and a lot of days where I couldn’t bring myself to do any work. However, I think the courseload that I took was very manageable and I’m going to continue to go light on myself in that regard. 

I really liked the boundaries that I set for myself this term, not working after 6pm and making time to do some fun things in the midst of chaos. I never felt like I was too far behind on work, or that I wasn’t doing enough, because I had a literal reminder in front of me that I had already put x amount of hours into something with toggl. 

Sometimes in class I would feel like I didn’t know how to productively contribute to conversation, but I think thats a skill that will get better over time and not being so great at it should especially be expected in the first term of a program.

Socially I met a lot of wonderful people who also made me feel more comfortable will myself. I started using She/They pronouns which feel really comforting to me. I made a lot of little origami cranes every time I was feeling sad. I drank a lot of boba. Watched a lot of She Ra. Played a lot of games. It all ended up being okay despite the weight of everything around me. 

I’m proud of all of you for making it through this year, I know it was really difficult for a lot of people in more ways than it was for me, but we’re still here! Sometimes all you can do it make it to the next day and thats such a big accomplishment on its own. 

Please feel free to reach out with any questions about time-management, toggl, phd stuff in general, archaeology, etc! Always happy to help out. :’)

Thanks for reading!

Lyss

The basic premise of MVC is to separate your objects into three “camps” - the model camp, controller camp, or the view camp.

• model- what your application is
• controller-how the model is presented to the user (controls how the model is presented in the UI)
• view - objects the controller uses to do what it does

These camps are all separate…so how do they communicate?

• controller -> model (since the controller is responsible for getting the model onscreen)
• controller -> view (since the controller uses the views by communicating through outlets to display the model)

The model and the view never communicate. The model is completely UI independent, so it shouldn’t have to talk to the view. The view should be as generic as possible (emphasis on reusability), so it shouldn’t have to talk to the model, which also greatly simplifies keeping track of everything.

The view can communicate with the controller, but it must be blind (can’t know what class of object it’s talking to), and well-structured. An example of well-structured communication is target-action, where the controller hands an action to an object in the view, and the view sends the action back to a target in the controller when something happens (e.g. button press).

Another example is delegation, when the view and controller need to synchronize. The view needs to tell the controller that something did happen, or something will happen, or ask if something should be allowed to happen. To do this, the controller sets itself as the view’s delegate through protocols.

Important: views do not own the data they display!! The view should be as generic as possible.

There are only two factors preventing an individual team from finishing undefeated in the Football Bowl Subdivision.

One is statistics: The odds of perfection decrease as more games get added to the road to the national championship — and as illustrated by Alabama in 2016, the last game is always the hardest.

The second is history. In the past decade, just four Power Five teams have completed a perfect season: Alabama in 2009, Auburn in 2010, Ohio State in 2012 and Florida State in 2014.

But finishing the regular season unbeaten? Maybe that’s another story.

Graduate School of Business, Stanford

The Relationship Between Profanity and Honesty

(Link to thesis)

Physics, Stanford University

Searching for Long-Lived Dark Photons with the Heavy Photon Search Experiment

Link to article

CXI - coherent X-ray Imaging instrument of the LCLS - Linac Coherent Light Source at the SLAC National Accelerator Laboratory

Brief 1971 report on the infamous Stanford prison experiment.

Source:LIFE Oct. 15, 1971

catasters:

HEY! this is my Cat.