The document discusses how to improve Windows computer performance by using Intel ® Optane ™ storage technology as an upgrade over normal hard disk drives. In particular,use as a device for the SuperFetch and ReadyBoost functions; use as the drive holding Windows itself as well as other heavily used applications; and use as a server drive holding a reasonably large and active database. The document discusses database table key structures in the context of our SAITO application software needing to insert 100,000 rows of sensor data per minute. Click the link below to download a 3 megabyte 32 page PDF
Clicking the Details philleme on the homework selection form gets you to this form. The intent was to allow someone to select movements from taught forms (in the style the student is majoring in) or from qigong sets; define an order by good choices of the sequence; define the desired number of repeats (repetitions) and give an indication of how frequently the series is to be done. A full homework assignment might look like
For no good reason, we are hoping to avoid making a decision about grading homework – it seems indicated that we should do it.
We don’t have any recollection of any teacher ever assigning homework to someone with an autism spectrum disability. What is a school education without homework? So we have voluntary homework. The SAITO main plan form (shown above) had a new philleme added (red box top right). The characters say homework – we obviously could not find an image that was very inspiring.
One of the core functional areas in the SAITO software involves plans – these are typically either Individual Education Plans (IEPs; age 4 to 21) or Individual Behavior Plans (IBPs; age 22+). Initially, we imagined specifying just a page or two within someone’s plan in order to include two hours per day of adapted physical education and exercise. We would just need to define transportation and a curriculum as well as specific class times and locations. Then there were aides and accommodations. Then a few months in it became apparent that genetic testing could be a powerful tool for parents and physicians: they might be able to discover how well genetically similar students were doing in terms of velocity of learning with emphasis on differences in diet, logistics, sleep and medications. We were (and remain) opposed to requiring that DNA testing be done ALTHOUGH we strongly favor it. Then dramatic differences (where we did not expect them) between a pair of students with Helmsmoortel-van der Aa syndrome (the ADNP gene) and, later, between two students with Fragile X syndrome made it clear that just knowing that a gene was different was not sufficient. We felt it was useful to know at the codon level what was wrong with the gene. Our base curriculum would remain WuJi sitting and standing, tai chi tools, Qigong and Chen Family style Tai Chi Chuan. But there was the challenge to provide individual daily homework for those who wanted it. Our assignments are quite different from the prevailing pattern in school where all students (well …) do the same work each night and the tasks change each night. In our arrangements the tasks can differ by student, but they rarely change night over night. So a student with cerebral palsy complicated by arthritis in the arms might do the same selected movements from Chen Family style warm-ups, Eight Brocades qigong, Tai Chi ruler and Chen Family style Silk Reeling for months or even years. But an autism spectrum student with an eating disorder could be doing different movements from Chen Family style warm-ups, Da Wu qigong, Tai Chi ball and other Chen Family style Silk Reeling exercises.
adding a syndrome
linking genes to a syndrome – had I known a syndrome could have genes on multiple chromosomes I might have moved the chromosome down to the gene
TWO PROBLEMS: (1) there are lots of genes that are linked to autism (2) so far, at least one on every chromosome. Not the results I was hoping for.
I have added some interesting functionality to the SAITO application. It had originally managed attendance and accounting for martial arts schools. The idea of keeping track of videos, weapons, clothing and so on as inventory (either to retain or resell) was a bit of a extension, but I also needed to track progress by martial art set and movement. That meant adding movement names, for example, for the 83 movements in the Xin Jia (New Frame) #1 set of Chen Family Tai Chi Chuan as well as the 60 movements of Xin Jia 2 and the 15 other Chen Family style sets. This was to support the idea that a student would be connected to various sets and would receive daily grades on each movement. The motivation for this was to provide a daily statistical anchor point for the assessment of not only other aspects of a student’s life – medications, diet, sleep -but also an evaluation of teachers. The main menu (below) served as a switchboard to get to the increasing number of submenus as support was provided for doctors, parents and social workers.