init: scripts diversos (crawlers, conversores, scrapers)
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# Explained at MIT
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Data: 11-01-2025 22:23:35
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## Lista de Vídeos
|
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|
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1. [Explained: Chemical Vapor Deposition (CVD)](https://www.youtube.com/watch?v=j80jsWFm8Lc)
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2. [Explained: Exoplanets](https://www.youtube.com/watch?v=HnAXMhcPDiE)
|
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3. [Explained: Photovoltaics](https://www.youtube.com/watch?v=4Cam0uREgPI)
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4. [Explained: Optogenetics](https://www.youtube.com/watch?v=Nb07TLkJ3Ww)
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5. [Explained: Quantum Computing](https://www.youtube.com/watch?v=u4E7TCnoek4)
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|
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## Transcrições
|
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|
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### Explained: Chemical Vapor Deposition (CVD)
|
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URL: https://www.youtube.com/watch?v=j80jsWFm8Lc
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|
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Transcrição não disponível
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|
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---
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|
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### Explained: Exoplanets
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URL: https://www.youtube.com/watch?v=HnAXMhcPDiE
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|
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Transcrição não disponível
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|
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---
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### Explained: Photovoltaics
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URL: https://www.youtube.com/watch?v=4Cam0uREgPI
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|
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Transcrição não disponível
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|
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---
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||||
|
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### Explained: Optogenetics
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URL: https://www.youtube.com/watch?v=Nb07TLkJ3Ww
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|
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Transcrição não disponível
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||||
|
||||
---
|
||||
|
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### Explained: Quantum Computing
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URL: https://www.youtube.com/watch?v=u4E7TCnoek4
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Transcrição não disponível
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---
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# MIT.nano
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Data: 11-01-2025 22:01:05
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## Lista de Vídeos
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1. [MIT.nano: Innovation](https://www.youtube.com/watch?v=tRQdQWzzUbw)
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2. [The rising](https://www.youtube.com/watch?v=-Oc_IK_kFU0)
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3. [The big dig](https://www.youtube.com/watch?v=uoqJ4841Q-o)
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4. [Ship in a bottle](https://www.youtube.com/watch?v=NPzJjIcVp1A)
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5. [Slurry wall](https://www.youtube.com/watch?v=wLPWgT9kgk4)
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6. [What comes down](https://www.youtube.com/watch?v=bd4_lYb3vPE)
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7. [MIT.nano: Education](https://www.youtube.com/watch?v=B2mqGhT6OG4)
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8. [MIT.nano: An Overview](https://www.youtube.com/watch?v=rGnr2ipfY3o)
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## Transcrições
|
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### MIT.nano: Innovation
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URL: https://www.youtube.com/watch?v=tRQdQWzzUbw
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|
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Idioma: en
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|
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MIT.nano
|
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in science and engineering you have to
|
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question whether what you're told
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or what you see in front of you is what's
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really there
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there may be something else behind it
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that you haven't seen because it's not in your view
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but if you dig deeper you maybe you'd find it
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my research is driven by
|
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curiosity
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if I'm interested in understanding something, I pursue it
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the vision is that this nano building
|
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will change the exploration of many things
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our basic mission is to advance
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knowledge
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and the nanoscale is an an important frontier for us
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because it's right here, it's right here all
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around us
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once you can make things so much smaller
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it changes the world in ways we can
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anticipate
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I know my research is going well when
|
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I'm surprised by what I see
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that's when we find something new
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it's about fundamental discovery
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discovery about new types of matter new ways that light, electrons, mechanical forces, interact with matter
|
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every aspect of energy storage, energy
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||||
generation, energy transformation comes from the nanoscale
|
||||
If i look at leaves, they're green because they reflect green light
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they don't absorb green light
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but leaves absorb is red light and UV
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light
|
||||
so can I take all that green light and convert it into red light?
|
||||
it turns out you can you, you just need these little things called quantum dots
|
||||
and they can absorb the light and glow back the red color
|
||||
so in cloudy climates, you can generate more useful lights
|
||||
that's a unique way of thinking and
|
||||
rethinking what is arable land
|
||||
you can have a great idea in the lab but
|
||||
that idea is a long way from having real world or industrial impact
|
||||
the nano center can really help us to bridge the gap
|
||||
between material development in a
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lab and the type of reproducibility
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and understanding one will need to prototype a new engineered system
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||||
to even think about scaling those materials up to the levels where industry would become interested
|
||||
seeing in biology has
|
||||
always been the key to understanding
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one picture is not worth a thousand words, it's worth a million words
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the ability to construct materials at a nanoscale
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it's a very important new tool in cancer
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research
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you can use them as imaging agents to
|
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tell you when the cell is changing
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from being a viable cell, to a dying cell, to a sick cell
|
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and every time you can see something new
|
||||
you can begin to use that image to
|
||||
understand the process
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and ultimately to take it to treatment
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you have to be in an environment that's permissive of crazy thoughts
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and crazy directions, which can lead to something really great
|
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all around MIT we already are focused on
|
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nanotechnology
|
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but the way we do it is using the
|
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specific tool sets that can fit inside our present labs
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if I had a bigger lab, if I had a more
|
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complex lab,
|
||||
I could put more complex sets of tools inside it
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||||
all of us because
|
||||
we are from different disciplines will inspire each other
|
||||
so give me a tool that all of us need to
|
||||
go to
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||||
and you'll start spurring innovation like you have never done before
|
||||
MIT.nano
|
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Millie Dresselhaus, Phil Sharp, Mike Sipser, Gabriela Schlau-Cohen, Vladimir Bulović, Fickle Brushett
|
||||
|
||||
---
|
||||
|
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### The rising
|
||||
URL: https://www.youtube.com/watch?v=-Oc_IK_kFU0
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|
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Idioma: en
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|
||||
When I hear "nano," I think of small tiny flies that are gonna spy on me or something...
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||||
...I don't know, you know...
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||||
or they can go inside your body to cure cancer and stuff like that...
|
||||
(music)
|
||||
My name is Kevin Burtsell. I'm the raising gang boss. Yup, yup!
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||||
Down there, they took care of us.
|
||||
They covered everything with stone, and when we came in, the anchor bolts were right on the money.
|
||||
That's like the backbone to the building. It's what the first column is set on.
|
||||
If those aren't in the right spot, then the building's not gonna come up straight. You know what I mean?
|
||||
(music)
|
||||
If you just look up there and see the guy way up there,
|
||||
you might think that you could do that,
|
||||
but it takes a special guy to get up on the iron,
|
||||
because it's a really really dangerous business, ya know,
|
||||
One hundred percent tie off. I preach it to my guys, 'cause they wanna go home at night.
|
||||
It's a split second, and you could be going down. You know what I mean?
|
||||
So you've got to be careful, that's all.
|
||||
(music)
|
||||
For the erection part of it,
|
||||
you just put a couple of bolts in and make it safe and then you move onto the next piece.
|
||||
Then you have guys come in behind you,
|
||||
and they bolt up all the iron. They put the right bolts in.
|
||||
And then after they get it bolted up, the decking gang comes in.
|
||||
Once they get the deck down, two safety arms go up around the parameter
|
||||
to keep anybody from walking off the edges and stuff like that.
|
||||
Then the detail guys come in,
|
||||
and they detail holes and all the openings for all the pipework and all the elevators, and all that.
|
||||
They have different bent plate on the iron.
|
||||
Or they have to put some stuff down in order to keep the concrete from flowing into the hole
|
||||
once they pour the concrete.
|
||||
And after those guys come,
|
||||
the stud guy comes in.
|
||||
The stud's like a six-inch piece of iron about this big,
|
||||
and he shoots down thousands of them over all the beams,
|
||||
and that fastens all the beams to the deck and to the concrete.
|
||||
And then the rod busters come in,
|
||||
and then they start putting down all the mesh, and all the rebar,
|
||||
and then the concrete guys come in,
|
||||
and then from thereon the carpenters, and everybody else can come in and go to work.
|
||||
You know what I mean? Hundreds of guys!
|
||||
So we just keep going up from there, all the way to the top.
|
||||
(music)
|
||||
I'm a Local 7 ironworker.
|
||||
A proud Local 7 ironworker!
|
||||
I have been for 25 years.
|
||||
And it's a good local.
|
||||
A good brotherhood. We take care of each other.
|
||||
You know, we do a lot of community stuff, and...
|
||||
Go Local 7 ironworkers!
|
||||
(music)
|
||||
|
||||
---
|
||||
|
||||
### The big dig
|
||||
URL: https://www.youtube.com/watch?v=uoqJ4841Q-o
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Ship in a bottle
|
||||
URL: https://www.youtube.com/watch?v=NPzJjIcVp1A
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Slurry wall
|
||||
URL: https://www.youtube.com/watch?v=wLPWgT9kgk4
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### What comes down
|
||||
URL: https://www.youtube.com/watch?v=bd4_lYb3vPE
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### MIT.nano: Education
|
||||
URL: https://www.youtube.com/watch?v=B2mqGhT6OG4
|
||||
|
||||
Idioma: en
|
||||
|
||||
[Music]
|
||||
To fully understand something,
|
||||
you have to use it, play with it, or work with it
|
||||
with your hands, outside of the classroom.
|
||||
It is one thing to go college and learn a lot of equations
|
||||
and to understand it on a theoretical level and to say, "I've seen this."
|
||||
It is something else entirely to be able to say,
|
||||
"I've done this."
|
||||
I think the best environment for learning is
|
||||
in a lab—building something with my hands,
|
||||
by myself, trying things out, failing a bunch.
|
||||
Science isn't about getting everything right the first time.
|
||||
It's about the struggle.
|
||||
And that is what I love about MIT.
|
||||
We need to be training the next generation of scientists
|
||||
and engineers to tackle the really hard stuff.
|
||||
And have no fear because these problems need to be solved
|
||||
and we need to be involved in that.
|
||||
I am working toward revolutionizing the field of thermo energy harvesting
|
||||
using carbon-based nano materials.
|
||||
Using 2D materials
|
||||
for display technologies and flexible electronics.
|
||||
I am trying to create a pair of gloves and shoes that I can use to climb up anything.
|
||||
[Music]
|
||||
If you look at the great seal of MIT,
|
||||
it has a man reading a book and it has another man with a sledge hammer.
|
||||
And the reason is that this urgency of going from theory to practice
|
||||
is very central to MIT's founding principles.
|
||||
And so the nano building is very much a continuation
|
||||
of the spirt and soul of MIT.
|
||||
[Music]
|
||||
All the action.
|
||||
All the important physics and the important engineering that takes place
|
||||
is going to be happening at the nano scale.
|
||||
So, you have a big chunk of material and you make it smaller and smaller,
|
||||
and it behaves, okay, like you expect, like you expect,
|
||||
until you get down to the nano scale.
|
||||
Until you get down to this really, really, really, tiny size,
|
||||
and then they start doing these incredibly different
|
||||
and surprising things that you didn't expect at all.
|
||||
If you look into something that is really small,
|
||||
and you change a little bit of it,
|
||||
you can change the world.
|
||||
[Music]
|
||||
What we see in our students is
|
||||
they want to solve the problems the world is facing.
|
||||
And one of our answers is MIT.nano.
|
||||
Engineering is now starting at the nano scale.
|
||||
And it wasn't 20 or 30 years ago.
|
||||
So, we need to put tools in our students hands..
|
||||
MIT.nano will do that.
|
||||
[Music]
|
||||
It used to be, soft-of, a matter of opinion,
|
||||
but now we know that doing something in real life,
|
||||
having context for it,
|
||||
just fundamentally changes learning.
|
||||
I don't really care what anybody says.
|
||||
Working problem sets on nano stuff
|
||||
is not the same as actually building something nano.
|
||||
We do the classroom learning setting
|
||||
to facilitate the hands-on learning
|
||||
that students actually do while they are here.
|
||||
The most important types of experiences
|
||||
you can have at MIT
|
||||
is not in my classroom,
|
||||
but it's in somebody's laboratory.
|
||||
That's because the path to discovery
|
||||
always leads through an experiment.
|
||||
[Music]
|
||||
If I had access to the most advanced cleanrooms,
|
||||
it would just be crazy. Right? You can do so much more.
|
||||
You can accomplish any project that you can dream of.
|
||||
Right?
|
||||
It is not even imaginable. It is one of those things.
|
||||
Only at MIT.
|
||||
Like, that is incredible, that I can do that.
|
||||
[Music]
|
||||
Students come to us today,
|
||||
and they want to solve problems.
|
||||
And MIT.nano maps to that.
|
||||
To focus on developing and using tools
|
||||
in a direction, which is very important for the world.
|
||||
[Music]
|
||||
|
||||
---
|
||||
|
||||
### MIT.nano: An Overview
|
||||
URL: https://www.youtube.com/watch?v=rGnr2ipfY3o
|
||||
|
||||
Idioma: en
|
||||
|
||||
|
||||
Today we spend 1.3% of
|
||||
the world's electricity
|
||||
running cloud computing.
|
||||
Projection is that we'll need
|
||||
a thousand times more cloud
|
||||
computing in about
|
||||
10 years from today.
|
||||
That's 1,300% of the
|
||||
world's electricity.
|
||||
Starting in 2002, cancer
|
||||
began to kill more people
|
||||
every year than AIDS,
|
||||
malaria, and TB combined,
|
||||
and that's only gotten worse.
|
||||
Even here in the US it's
|
||||
approaching the number one
|
||||
killer, higher than
|
||||
cardiovascular disease.
|
||||
I like to say water is sort
|
||||
of the one energy problem
|
||||
that could kill you.
|
||||
Two billion people
|
||||
in the world today
|
||||
do not have regular access
|
||||
to clean drinking water.
|
||||
Within the next
|
||||
couple of decades
|
||||
that's expected to go
|
||||
up to four billion.
|
||||
MIT is a place where we
|
||||
think about solving problems
|
||||
in our society today, and
|
||||
we have a responsibility
|
||||
to actually come
|
||||
up with solutions
|
||||
and to show that science,
|
||||
engineering, and technology can
|
||||
actually provide solutions.
|
||||
Nanoscale happens to
|
||||
be the operative unit.
|
||||
If we can control it, we
|
||||
can build the world we want.
|
||||
|
||||
It's a natural platform
|
||||
for innovation and thinking
|
||||
about growing and transforming
|
||||
nonbiological materials
|
||||
but giving them some of the
|
||||
best properties of biology.
|
||||
You think about in
|
||||
the periodic table,
|
||||
it's as if you've
|
||||
given that whole table
|
||||
a completely new dimension.
|
||||
Over the past couple of
|
||||
decades, the equipment
|
||||
and the experimental techniques
|
||||
at micro and nanoscales
|
||||
have evolved.
|
||||
I can't even--
|
||||
[LAUGHS]
|
||||
I can't even tell you
|
||||
how much they've evolved.
|
||||
We can see things now
|
||||
that we couldn't have even
|
||||
imagined looking
|
||||
at 20 years ago.
|
||||
|
||||
Our present facilities are twice
|
||||
as busy than any other research
|
||||
lab in the world.
|
||||
Opening MIT Nano will enable
|
||||
us to fulfill our desire
|
||||
to be even more productive.
|
||||
Innovation occurs when
|
||||
you get unusual pairings
|
||||
or unusual collaborations.
|
||||
It's about sharing ideas,
|
||||
it's about working together
|
||||
to push the boundaries
|
||||
of what's possible.
|
||||
It's about what we can do as a
|
||||
community to make a difference.
|
||||
Having a fabrication
|
||||
facility right
|
||||
at the heart of
|
||||
the campus really
|
||||
tells us that we are here to
|
||||
prototype and make things.
|
||||
The way discoveries happen is
|
||||
that engineers actually tinker.
|
||||
We like to play,
|
||||
we like to invent.
|
||||
And so we might have
|
||||
one idea in mind
|
||||
and discover something
|
||||
completely different
|
||||
that has another application.
|
||||
MIT Nano will house the most
|
||||
complex set of nano technology
|
||||
tools ever assembled in
|
||||
a single place, tools
|
||||
that none of the
|
||||
individual faculty
|
||||
can afford because they're
|
||||
too expensive to maintain.
|
||||
But as a group of
|
||||
2,000 users, we
|
||||
can certainly maintain
|
||||
it as a central facility.
|
||||
When you get access to those
|
||||
state of the art tools,
|
||||
you really start thinking big.
|
||||
You have this spiral of
|
||||
technology development,
|
||||
fundamental science,
|
||||
technology development that
|
||||
can start a real
|
||||
snowball effect.
|
||||
This is the time to build
|
||||
this building because this
|
||||
is the time when the
|
||||
technology is really
|
||||
going to leap forward.
|
||||
What we do is really on the
|
||||
edge of science and fiction.
|
||||
And if you make one
|
||||
more step, if we
|
||||
can make this particle
|
||||
a little bit more
|
||||
magnetic or a little bit bigger,
|
||||
a little bit smaller, then
|
||||
maybe we will be
|
||||
able to really change
|
||||
the way we interact with
|
||||
human nervous systems.
|
||||
We can envision a future
|
||||
where a large fraction, maybe
|
||||
as much as 20% or
|
||||
30% of our chemicals
|
||||
actually come now from biology
|
||||
as opposed to from petroleum.
|
||||
One of the dreams
|
||||
at MIT is to design
|
||||
what would be the first
|
||||
interplanetary small satellite
|
||||
to explore the moon or
|
||||
explore Mars or an asteroid.
|
||||
That would be unheard of.
|
||||
MIT attracts people
|
||||
who see their mission
|
||||
to be beyond academic pursuits.
|
||||
Mind and hand
|
||||
symbolizes what we do.
|
||||
MIT Nano epitomizes
|
||||
MIT's mission.
|
||||
We think about ideas, we
|
||||
reduced them to practice,
|
||||
and then we give them
|
||||
to the world outside.
|
||||
|
||||
|
||||
---
|
||||
|
||||
Executable
+444
@@ -0,0 +1,444 @@
|
||||
# MIT Better World
|
||||
|
||||
Data: 11-01-2025 21:45:30
|
||||
|
||||
## Lista de Vídeos
|
||||
|
||||
1. [Meet the Makers: Daniel Landez '21](https://www.youtube.com/watch?v=lOvSVlLx2Us)
|
||||
2. [Scholarships at MIT: Jessica Quaye '20 Making a World of Difference](https://www.youtube.com/watch?v=SwilGVsWvDk)
|
||||
3. [Meet the makers: Nora Enright ’19](https://www.youtube.com/watch?v=gx2VideLwjI)
|
||||
4. [Meet the makers: Sabrina Hare ’22](https://www.youtube.com/watch?v=N1hmbQfETSY)
|
||||
5. [Meet the makers: Bobby Johnston, PhD candidate](https://www.youtube.com/watch?v=Aw6M9Z_wdkU)
|
||||
6. [Meet the makers: Juan Carlos Garcia ’20](https://www.youtube.com/watch?v=zr8fx7VN4Ds)
|
||||
7. [Meet the makers: Effie Jia ’20](https://www.youtube.com/watch?v=8e2YkzCgFzQ)
|
||||
8. [Meet the makers: Weixun He ’19](https://www.youtube.com/watch?v=ffEiaw2JzXY)
|
||||
9. [Innovation at MIT](https://www.youtube.com/watch?v=oa-jEdQdK_k)
|
||||
10. [Research at MIT](https://www.youtube.com/watch?v=w3zlosX0cQc)
|
||||
11. [Education at MIT](https://www.youtube.com/watch?v=3LChq_Xgbhc)
|
||||
|
||||
## Transcrições
|
||||
|
||||
### Meet the Makers: Daniel Landez '21
|
||||
URL: https://www.youtube.com/watch?v=lOvSVlLx2Us
|
||||
|
||||
Idioma: en
|
||||
|
||||
- In creating something you can't feel
|
||||
like it's the most important
|
||||
thing in the world.
|
||||
And there're times where your
|
||||
model, you just need to tear it up
|
||||
and admit that that a
|
||||
bad idea is a bad idea
|
||||
and then see how you can
|
||||
Frankenstein that together
|
||||
into something new.
|
||||
And I think when you do that,
|
||||
that's when you really hit
|
||||
that moment of brilliance.
|
||||
Right now, I am making a set model
|
||||
for a musical theater guild production.
|
||||
There's a materiality to model making
|
||||
that you don't necessarily
|
||||
get from a computer rendering.
|
||||
Feeling the, like, texture of
|
||||
a design is so important.
|
||||
There's a reason why the
|
||||
motto is "Mind and Hand".
|
||||
It's not just mind, we don't
|
||||
just go here to be scholars
|
||||
that think all the time.
|
||||
A large part of being at
|
||||
MIT is using your hands
|
||||
to actually create things.
|
||||
I am Daniel Landez. I am a
|
||||
Junior in Architecture
|
||||
and Theater Arts at MIT and I'm a maker.
|
||||
(Hammer on an anvil music)
|
||||
|
||||
---
|
||||
|
||||
### Scholarships at MIT: Jessica Quaye '20 Making a World of Difference
|
||||
URL: https://www.youtube.com/watch?v=SwilGVsWvDk
|
||||
|
||||
Idioma: en
|
||||
|
||||
(gentle music)
|
||||
- I saw congratulations, and
|
||||
I just burst out screaming
|
||||
like, "I got into MIT, I'm going to MIT!"
|
||||
I could not believe that
|
||||
everything that I had dreamt of
|
||||
was something that I
|
||||
would actually experience.
|
||||
In terms of financial aid,
|
||||
MIT was the most generous.
|
||||
It was like what more could I ask for?
|
||||
I will tell you the story
|
||||
about my sister's admission.
|
||||
She calls, and she's like, "Jessie,
|
||||
"guess who's going to MIT!"
|
||||
And then I started screaming.
|
||||
My GRTs came down 'cause
|
||||
they heard me screaming,
|
||||
and I'm like, "My sister going to MIT.
|
||||
"She's coming!
|
||||
"can you imagine, can you believe
|
||||
"that she's going to be here?"
|
||||
Having a piece of home here
|
||||
who is not only my partner
|
||||
in crime but my confidant
|
||||
is really valuable.
|
||||
Growing up in Ghana from
|
||||
primary school to high school,
|
||||
all my teachers really
|
||||
invested a lot in me,
|
||||
my family, my community,
|
||||
and I value going back and making sure
|
||||
that other people have a
|
||||
better experience than I did.
|
||||
Constantly thinking about how my research
|
||||
affects things back home
|
||||
made me think about GTL.
|
||||
GTL is a program for MIT students
|
||||
where they get the change
|
||||
to travel to a country
|
||||
and teach the high school
|
||||
students something.
|
||||
And I reached out to the
|
||||
MIT Africa coordinator,
|
||||
and I spoke to him about
|
||||
starting MISTI GTL Ghana,
|
||||
and I thought that this was a great way
|
||||
to build a connection
|
||||
between two of the places
|
||||
that I really love, inspire
|
||||
them to think differently
|
||||
but also, encourage them
|
||||
to chase bigger dreams.
|
||||
I want to see people say oh, wow,
|
||||
this actually made a
|
||||
difference in my life.
|
||||
|
||||
---
|
||||
|
||||
### Meet the makers: Nora Enright ’19
|
||||
URL: https://www.youtube.com/watch?v=gx2VideLwjI
|
||||
|
||||
Idioma: en
|
||||
|
||||
(piano music)
|
||||
- We'll be making bacterial photography,
|
||||
so it'll be bacteria
|
||||
that we shine light on
|
||||
and they'll actually be
|
||||
able to produce an image,
|
||||
which is really exciting.
|
||||
I'm excited!
|
||||
I'm usually excited, but I'm extra excited
|
||||
because there's a lot of really
|
||||
cool stuff that's happening
|
||||
all the time and getting to be
|
||||
a part of it is just, it's great.
|
||||
Making at MIT means to
|
||||
me that you really get
|
||||
to sort of put what you learn
|
||||
about in class into practice.
|
||||
Now more so than ever, we're
|
||||
really entering a stage
|
||||
where bioengineering is becoming more
|
||||
of a mainstream science.
|
||||
There's all these new
|
||||
revolutions that are happening
|
||||
every single day.
|
||||
Having that permanent bio-maker
|
||||
space really allows us
|
||||
to sort of explore that field.
|
||||
Being able to do this
|
||||
is preparing everybody
|
||||
for what we're gonna do in the future,
|
||||
it's preparing us to have
|
||||
that same enthusiasm,
|
||||
that same excitement, that same everything
|
||||
that's really driving
|
||||
science and is responsible
|
||||
for this revolution that's
|
||||
happening right now.
|
||||
My name is Nora, I'm a
|
||||
2019, I'm a Course 20,
|
||||
and I'm a Maker.
|
||||
(fire crackling)
|
||||
(hammer clanking)
|
||||
(drum beating)
|
||||
|
||||
---
|
||||
|
||||
### Meet the makers: Sabrina Hare ’22
|
||||
URL: https://www.youtube.com/watch?v=N1hmbQfETSY
|
||||
|
||||
Idioma: en
|
||||
|
||||
(upbeat music)
|
||||
- I discovered just through Makerspacers
|
||||
and a lot of my more
|
||||
hands-on type classes that I
|
||||
took over the year that I
|
||||
really liked making things.
|
||||
When I'm able to actually
|
||||
make things and test things
|
||||
and break things and
|
||||
learn from my own mistakes
|
||||
in a much more, like, real way,
|
||||
that's when my brain gets going.
|
||||
I'm like, "Okay, this is
|
||||
how you do this or that."
|
||||
The projects which I'm
|
||||
still finishing up on,
|
||||
it's a map of Barcelona,
|
||||
which is my home town
|
||||
where I was born and I grew up in.
|
||||
I made it just to hang
|
||||
up on my dorm room wall,
|
||||
just 'cause I didn't bring
|
||||
that many things from home,
|
||||
and I thought it it'd be
|
||||
a nice memento to have.
|
||||
(upbeat music)
|
||||
I really like the Deep
|
||||
'cause it gives you access
|
||||
to a lot of pretty intense
|
||||
machinery like laser cutters
|
||||
or even mills and lathe.
|
||||
Really, really awesome
|
||||
being able to have so
|
||||
many resources available.
|
||||
I can build for research, for class,
|
||||
for myself, for anything.
|
||||
That was really, really cool.
|
||||
My name's Sabrina Hare, I'm course two,
|
||||
I'm from Barcelona, Spain,
|
||||
and I'm maker in the Deep.
|
||||
(intense music)
|
||||
(hammer knocking)
|
||||
|
||||
---
|
||||
|
||||
### Meet the makers: Bobby Johnston, PhD candidate
|
||||
URL: https://www.youtube.com/watch?v=Aw6M9Z_wdkU
|
||||
|
||||
Idioma: en
|
||||
|
||||
(rock music)
|
||||
- If you have an idea that
|
||||
you want to accomplish,
|
||||
then my team makes it pretty
|
||||
easy to go out and do it,
|
||||
which is a really great
|
||||
atmosphere to be in.
|
||||
My sister and her husband
|
||||
really like Star Wars,
|
||||
but another passion that they
|
||||
really have is cocktails.
|
||||
So there's these things
|
||||
that you can buy online
|
||||
which are called ice ball makers
|
||||
and it's basically just
|
||||
two chunks of metal,
|
||||
and they're hollowed out,
|
||||
but I want to take it one step further
|
||||
and instead of just creating a ball
|
||||
to, you know, create a Death Star.
|
||||
I'm pretty psyched with
|
||||
how it's come out so far,
|
||||
like, it's pretty crazy.
|
||||
It's really good to be
|
||||
able to have a space
|
||||
that you can come and,
|
||||
if you just need to drill
|
||||
something out, you can do that,
|
||||
and if you have a project that's
|
||||
a little bit more intensive,
|
||||
you can machine something.
|
||||
Just a huge advantage to
|
||||
be able to use this space.
|
||||
To physically create
|
||||
something and hold it,
|
||||
whether you 3D printed it or machined it,
|
||||
it just brings it to a whole other level
|
||||
and you just feel like you
|
||||
can accomplish anything.
|
||||
|
||||
---
|
||||
|
||||
### Meet the makers: Juan Carlos Garcia ’20
|
||||
URL: https://www.youtube.com/watch?v=zr8fx7VN4Ds
|
||||
|
||||
Idioma: en
|
||||
|
||||
(piano music)
|
||||
- I think it's really cool
|
||||
what we're trying to do here.
|
||||
I feel like there's this particular thing
|
||||
about MIT students that,
|
||||
they see opportunity
|
||||
and we can't just let that go away.
|
||||
- MIT students can kind
|
||||
of recognize opportunity
|
||||
and we just go full fledge into it.
|
||||
- ConcertCue is a live program
|
||||
note streaming application
|
||||
where you have maybe
|
||||
like a symphony orchestra
|
||||
and you have the application listening
|
||||
to the music live and
|
||||
it streams program notes
|
||||
to the audiences phones.
|
||||
And this way you can have a
|
||||
more informative experience
|
||||
about the classical music
|
||||
that they are listening to at the show.
|
||||
Typically just three
|
||||
dudes behind the screen
|
||||
just writing some code and sharing ideas,
|
||||
talking about the design, how
|
||||
you want everything to look,
|
||||
how you want the components to interact,
|
||||
how you want the data to interact.
|
||||
It's very, in a way independent
|
||||
but also very collaborative.
|
||||
Making is important because
|
||||
you can introduce people
|
||||
to a whole new medium of
|
||||
culture and art that they might
|
||||
have not been able to experience.
|
||||
I'm Juan Carlos Garcia,
|
||||
I'm studying course and 6-3 and 21M
|
||||
and I'm a maker.
|
||||
(dramatic music)
|
||||
|
||||
---
|
||||
|
||||
### Meet the makers: Effie Jia ’20
|
||||
URL: https://www.youtube.com/watch?v=8e2YkzCgFzQ
|
||||
|
||||
Idioma: en
|
||||
|
||||
(uplifting music)
|
||||
- Making to me means being
|
||||
able to take my ideas
|
||||
as a visual thinker
|
||||
and transform them into
|
||||
tangible and useful products
|
||||
that are beautiful as well.
|
||||
Being at MIT and having that opportunity
|
||||
to produce whatever you want
|
||||
and dream about whatever
|
||||
you want to make is really amazing.
|
||||
So during the semester,
|
||||
I prototyped and built
|
||||
an entirely new functional suitcase
|
||||
and that was definitely
|
||||
one of the coolest experience so far.
|
||||
I have definitely found the
|
||||
shop to be really amazing
|
||||
and almost life-changing in the way
|
||||
that I can view the world
|
||||
as something different
|
||||
and something that I can break apart
|
||||
and understand more easily.
|
||||
(uplifting drum music)
|
||||
|
||||
---
|
||||
|
||||
### Meet the makers: Weixun He ’19
|
||||
URL: https://www.youtube.com/watch?v=ffEiaw2JzXY
|
||||
|
||||
Idioma: en
|
||||
|
||||
(upbeat drumming)
|
||||
- Making, to me, is really cool,
|
||||
because it allows me to take
|
||||
abstract ideas in the mind,
|
||||
make those physical.
|
||||
We're currently in Protoworks,
|
||||
the premiere makerspace
|
||||
of the entrepreneurship community.
|
||||
At MIT, there's a tradition where,
|
||||
by the time you're a sophomore,
|
||||
there's an event when
|
||||
you get your class ring.
|
||||
It's called the Brass Rat.
|
||||
I was talking to my
|
||||
friend, and eventually,
|
||||
I realized that my friend
|
||||
didn't have a Brass Rat.
|
||||
It came down to just
|
||||
the cost was too high.
|
||||
One of the first things I did
|
||||
was to take out my computer,
|
||||
design this Brass Rat by myself.
|
||||
And I thought about
|
||||
different ways to make this,
|
||||
and the most accessible, and
|
||||
affordable, and scalable way
|
||||
to make this was by just 3D-printing it.
|
||||
Makerspaces are important to allow people
|
||||
to bring out their creative side.
|
||||
I mean, we live in the physical world,
|
||||
and this space, this room right
|
||||
here represents the bridge
|
||||
between the physical world and your idea.
|
||||
My name is Wei.
|
||||
I am a mechanical engineer,
|
||||
Class of 2019,
|
||||
and I am a maker.
|
||||
(dramatic music)
|
||||
(hammering)
|
||||
|
||||
---
|
||||
|
||||
### Innovation at MIT
|
||||
URL: https://www.youtube.com/watch?v=oa-jEdQdK_k
|
||||
|
||||
Idioma: en
|
||||
|
||||
[Music]
|
||||
you might say that mi t--'s greatest
|
||||
invention is MIT itself a non-stop
|
||||
engine inventing the future
|
||||
GPS bioengineering modern linguistics
|
||||
space exploration all courtesy of MIT
|
||||
now we are rebuilding that engine
|
||||
because the world has changed at the
|
||||
very moment when humanity's greatest
|
||||
challenges require the boldest
|
||||
innovation possible support has dwindled
|
||||
for good ideas that seem impossible
|
||||
ideas that require longer time lines and
|
||||
deeper investment it is time for new
|
||||
thinking and new action dime for faster
|
||||
innovation and more patient capital time
|
||||
for universities industries startups and
|
||||
government together to unleash a new era
|
||||
of discovery and economic growth it is
|
||||
time to innovate innovation because
|
||||
innovation makes a better world
|
||||
you
|
||||
you
|
||||
|
||||
---
|
||||
|
||||
### Research at MIT
|
||||
URL: https://www.youtube.com/watch?v=w3zlosX0cQc
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Education at MIT
|
||||
URL: https://www.youtube.com/watch?v=3LChq_Xgbhc
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
+1769
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Load Diff
+4229
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Load Diff
+33140
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Load Diff
Executable
+22174
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Executable
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Load Diff
Executable
+57
@@ -0,0 +1,57 @@
|
||||
# MIT News at Noon
|
||||
|
||||
Data: 11-01-2025 22:23:46
|
||||
|
||||
## Lista de Vídeos
|
||||
|
||||
1. [MIT News at Noon: Devavrat Shah on Twitter trends](https://www.youtube.com/watch?v=34Q1xP_5QzE)
|
||||
2. [MIT News at Noon: Jeffrey Karp](https://www.youtube.com/watch?v=rLYn1O8nJ0U)
|
||||
3. [[Private video]](https://www.youtube.com/watch?v=9oq_E9phKEM)
|
||||
4. [MIT News at Noon with Missy Cummings](https://www.youtube.com/watch?v=yijsJwoPyeI)
|
||||
5. [MIT News at Noon with Neil Gershenfeld and Ara Knaian](https://www.youtube.com/watch?v=EN_KkGdxqog)
|
||||
6. [MIT News at Noon with Burcu Erkmen](https://www.youtube.com/watch?v=FF57tHU9k2k)
|
||||
|
||||
## Transcrições
|
||||
|
||||
### MIT News at Noon: Devavrat Shah on Twitter trends
|
||||
URL: https://www.youtube.com/watch?v=34Q1xP_5QzE
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### MIT News at Noon: Jeffrey Karp
|
||||
URL: https://www.youtube.com/watch?v=rLYn1O8nJ0U
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### [Private video]
|
||||
URL: https://www.youtube.com/watch?v=9oq_E9phKEM
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### MIT News at Noon with Missy Cummings
|
||||
URL: https://www.youtube.com/watch?v=yijsJwoPyeI
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### MIT News at Noon with Neil Gershenfeld and Ara Knaian
|
||||
URL: https://www.youtube.com/watch?v=EN_KkGdxqog
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### MIT News at Noon with Burcu Erkmen
|
||||
URL: https://www.youtube.com/watch?v=FF57tHU9k2k
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
+2744
File diff suppressed because it is too large
Load Diff
+16203
File diff suppressed because it is too large
Load Diff
+5299
File diff suppressed because it is too large
Load Diff
+9064
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Load Diff
+25
@@ -0,0 +1,25 @@
|
||||
# Macro Movie Mondays
|
||||
|
||||
Data: 11-01-2025 21:47:39
|
||||
|
||||
## Lista de Vídeos
|
||||
|
||||
1. [#MacroMonday: Angles](https://www.youtube.com/watch?v=uYN6gQ4dWZo)
|
||||
2. [#MacroMonday: Numbers](https://www.youtube.com/watch?v=P36YiSb3XBE)
|
||||
|
||||
## Transcrições
|
||||
|
||||
### #MacroMonday: Angles
|
||||
URL: https://www.youtube.com/watch?v=uYN6gQ4dWZo
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### #MacroMonday: Numbers
|
||||
URL: https://www.youtube.com/watch?v=P36YiSb3XBE
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
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|
||||
# Storied Women of MIT
|
||||
|
||||
Data: 11-01-2025 21:48:40
|
||||
|
||||
## Lista de Vídeos
|
||||
|
||||
1. [Storied Women of MIT: Margaret E. Maltby](https://www.youtube.com/watch?v=cSMhidDwdDw)
|
||||
2. [Storied Women of MIT: Sangeeta Bhatia](https://www.youtube.com/watch?v=N0cse4Nzvkw)
|
||||
3. [Storied Women of MIT: Sophia Hayden Bennett](https://www.youtube.com/watch?v=sbLfjb_CMN0)
|
||||
4. [Storied Women of MIT: Li-Huei Tsai](https://www.youtube.com/watch?v=OMuqpbNxFSs)
|
||||
5. [Storied Women of MIT: Jennifer N. Rudd](https://www.youtube.com/watch?v=JU55SQi53WM)
|
||||
6. [Storied Women of MIT: Lydia Bourouiba](https://www.youtube.com/watch?v=Vm1nIrWJ6oU)
|
||||
7. [Storied Women of MIT: Dorothy Walcott Weeks](https://www.youtube.com/watch?v=BqR0zNzvMMU)
|
||||
8. [Storied Women of MIT: Christin Ortiz](https://www.youtube.com/watch?v=AkSMdcwDX0Y)
|
||||
9. [Storied Women of MIT: Sallie “Penny” Chisholm](https://www.youtube.com/watch?v=q4zUta9asco)
|
||||
10. [Storied Women of MIT: Margaret Dayton Stinson](https://www.youtube.com/watch?v=RyjY02pNecE)
|
||||
11. [Storied Women of MIT: Eugenia Kalnay](https://www.youtube.com/watch?v=xjaZ_M2fNgA)
|
||||
12. [Storied Women of MIT: Melissa Nobles](https://www.youtube.com/watch?v=UNVY4JvcoAc)
|
||||
13. [Storied Women of MIT: Vivienne Sze](https://www.youtube.com/watch?v=As-mUL3LRyg)
|
||||
14. [Storied Women of MIT: Dava Newman](https://www.youtube.com/watch?v=_geNZbgeyAY)
|
||||
15. [Storied Women of MIT: Lydia Villa-Komaroff](https://www.youtube.com/watch?v=gEo5yntDZlA)
|
||||
16. [Storied Women of MIT: Susan Hockfield](https://www.youtube.com/watch?v=-wci_tdbF6M)
|
||||
17. [Storied Women of MIT: Li Fu Lee](https://www.youtube.com/watch?v=7XYCI5GjAUA)
|
||||
18. [Storied Women of MIT: Mildred Dresselhaus](https://www.youtube.com/watch?v=y0oyNChFf74)
|
||||
19. [Storied Women of MIT: Pauline Morrow Austin](https://www.youtube.com/watch?v=OCY5Iz1kWn0)
|
||||
20. [Storied Women of MIT: Shirley Ann Jackson](https://www.youtube.com/watch?v=0CYQAQ1EPSo)
|
||||
21. [Storied Women of MIT: Elizabeth Langdon Williams](https://www.youtube.com/watch?v=JZ_W45jIs1U)
|
||||
22. [Storied Women of MIT: Maria Zuber](https://www.youtube.com/watch?v=QXH4EG4l8mw)
|
||||
23. [Storied Women at MIT: Kristala L. Jones Prather](https://www.youtube.com/watch?v=DJxsuCSV0dg)
|
||||
24. [Storied Women of MIT: Sheila Widnall](https://www.youtube.com/watch?v=EkF53frJ5x8)
|
||||
25. [Storied Women of MIT: Dina Katabi](https://www.youtube.com/watch?v=dSgas7XtZTo)
|
||||
26. [Storied Women of MIT: Ann Graybiel](https://www.youtube.com/watch?v=x0gZRdMGf1E)
|
||||
27. [Storied Women of MIT: Paula Hammond](https://www.youtube.com/watch?v=uK3bAqvCA6A)
|
||||
28. [Storied Women at MIT: Ellen Swallow Richards](https://www.youtube.com/watch?v=DrJGMjsUClE)
|
||||
29. [Storied Women of MIT: Margaret Hamilton](https://www.youtube.com/watch?v=UiTspZttrnM)
|
||||
|
||||
## Transcrições
|
||||
|
||||
### Storied Women of MIT: Margaret E. Maltby
|
||||
URL: https://www.youtube.com/watch?v=cSMhidDwdDw
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women of MIT: Sangeeta Bhatia
|
||||
URL: https://www.youtube.com/watch?v=N0cse4Nzvkw
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women of MIT: Sophia Hayden Bennett
|
||||
URL: https://www.youtube.com/watch?v=sbLfjb_CMN0
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women of MIT: Li-Huei Tsai
|
||||
URL: https://www.youtube.com/watch?v=OMuqpbNxFSs
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women of MIT: Jennifer N. Rudd
|
||||
URL: https://www.youtube.com/watch?v=JU55SQi53WM
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women of MIT: Lydia Bourouiba
|
||||
URL: https://www.youtube.com/watch?v=Vm1nIrWJ6oU
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women of MIT: Dorothy Walcott Weeks
|
||||
URL: https://www.youtube.com/watch?v=BqR0zNzvMMU
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women of MIT: Christin Ortiz
|
||||
URL: https://www.youtube.com/watch?v=AkSMdcwDX0Y
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women of MIT: Sallie “Penny” Chisholm
|
||||
URL: https://www.youtube.com/watch?v=q4zUta9asco
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women of MIT: Margaret Dayton Stinson
|
||||
URL: https://www.youtube.com/watch?v=RyjY02pNecE
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women of MIT: Eugenia Kalnay
|
||||
URL: https://www.youtube.com/watch?v=xjaZ_M2fNgA
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women of MIT: Melissa Nobles
|
||||
URL: https://www.youtube.com/watch?v=UNVY4JvcoAc
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women of MIT: Vivienne Sze
|
||||
URL: https://www.youtube.com/watch?v=As-mUL3LRyg
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women of MIT: Dava Newman
|
||||
URL: https://www.youtube.com/watch?v=_geNZbgeyAY
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women of MIT: Lydia Villa-Komaroff
|
||||
URL: https://www.youtube.com/watch?v=gEo5yntDZlA
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women of MIT: Susan Hockfield
|
||||
URL: https://www.youtube.com/watch?v=-wci_tdbF6M
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women of MIT: Li Fu Lee
|
||||
URL: https://www.youtube.com/watch?v=7XYCI5GjAUA
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women of MIT: Mildred Dresselhaus
|
||||
URL: https://www.youtube.com/watch?v=y0oyNChFf74
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women of MIT: Pauline Morrow Austin
|
||||
URL: https://www.youtube.com/watch?v=OCY5Iz1kWn0
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women of MIT: Shirley Ann Jackson
|
||||
URL: https://www.youtube.com/watch?v=0CYQAQ1EPSo
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women of MIT: Elizabeth Langdon Williams
|
||||
URL: https://www.youtube.com/watch?v=JZ_W45jIs1U
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women of MIT: Maria Zuber
|
||||
URL: https://www.youtube.com/watch?v=QXH4EG4l8mw
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women at MIT: Kristala L. Jones Prather
|
||||
URL: https://www.youtube.com/watch?v=DJxsuCSV0dg
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women of MIT: Sheila Widnall
|
||||
URL: https://www.youtube.com/watch?v=EkF53frJ5x8
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women of MIT: Dina Katabi
|
||||
URL: https://www.youtube.com/watch?v=dSgas7XtZTo
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women of MIT: Ann Graybiel
|
||||
URL: https://www.youtube.com/watch?v=x0gZRdMGf1E
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women of MIT: Paula Hammond
|
||||
URL: https://www.youtube.com/watch?v=uK3bAqvCA6A
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women at MIT: Ellen Swallow Richards
|
||||
URL: https://www.youtube.com/watch?v=DrJGMjsUClE
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
### Storied Women of MIT: Margaret Hamilton
|
||||
URL: https://www.youtube.com/watch?v=UiTspZttrnM
|
||||
|
||||
Transcrição não disponível
|
||||
|
||||
---
|
||||
|
||||
Reference in New Issue
Block a user