Positioning is needed for many applications related to mapping and navigation, either in civilian or military domains. The significant developments in satellite-based techniques, sensors, telecommunications, computer hardware and software, image processing, etc. positively influenced solving the positioning problem efficiently and instantaneously. Accordingly, the mentioned development empowered the applications and advancement of autonomous navigation. One of the most interestingly developed positioning techniques is what is called in robotics Simultaneous Localization and Mapping (SLAM). The SLAM problem solution has witnessed a quick improvement in the last decades, either using active sensors like the RAdio Detection and Ranging (Radar) and Light Detection and Ranging (LiDAR) or passive sensors like cameras. Definitely, positioning and mapping is one of the main tasks for geomatics engineers, and therefore it's of high importance for them to understand the SLAM topic, which is not easy because of the huge documentation and algorithms available and the various SLAM solutions in terms of the mathematical models, complexity, the sensors used, and the type of applications. In this paper, a clear and simplified explanation of SLAM from a geometrical viewpoint is introduced, avoiding going into the complicated algorithmic details behind the presented techniques. In this way, a general overview of SLAM is presented, showing the relationship between its different components and stages, like the core part of the front-end and back-end, and their relation to the SLAM paradigm. Furthermore, we explain the major mathematical techniques of filtering and pose graph optimization, either using visual or LiDAR SLAM, and introduce a summary of the efficient contribution of deep learning to the SLAM problem. Finally, we address examples of some existing practical applications of SLAM in our reality.

"The Persistence of Memory", Figure 1 left top, by Salvador Dali, (1904-1989) demonstrates the stretch ability of time. The softness of the watches in the painting creates a sensation of stretching of time and consequently, a time interval of, say, one second, will extend to infinity if an identical watch would have been be traveling at the speed of light. Another example of time stretching is demonstrated in Figure 2 by Einstein’s images. Should he move at the speed of light he will remain at the same age, namely 32 years old. However, at normal life in the universe he will become older as demonstrated on the right-hand- side of Figures 2 & 3, two artworks by Rene Magritte (1898- 1967), a Belgian, one of the most important surrealist artists contributes unknowingly to mass behaviour versus speed. On the right-hand-side, "Rene Magritte son of man", one sees a normal covering part of the face by an apple. On the left-hand-side "The Listening Room” shows how the size of the apple in relation to the room can create a sensation that at the speed of light the mass of the apple approaches infinity as predicted by Einstein’s theory. Figure 4 demonstrates the result that at the speed of lightthickness becomes zero by the artwork of Magritte “The House of Glass” on the left-hand-side assuming that part of the back of the head is transparent. On the right-hand-side is a renovation of the head demonstrating normal conditions. Figure 5 is a demonstration of Einstein's energy E-mass m equivalence where mass is transformed into energy by explosion according to E = mC2, like an atomic bomb; C is the speed of light. In physics, mass–energy equivalence is the concept that the mass of a body is a measure of its energy content. In this concept the total internal energy E of a body at rest is equal tothe product of its rest mass m and a suitable conversion factor C to transform from units of mass to units of energy. The above equation indicates also that energy always exhibits relativistic mass in what eve r form the energy takes. The above equation is demonstrated as follows. On the left-hand side is the artwork “The Pleasure Principle” of Magritte that gives the impression of energy where on the right-hand-side the image of Einstein was installed on the original artwork to demonstrate the concept of mass. And finally another concept of Einstein’s universe according to which if one travels in a satellite moving at a constant speed far from the influence of gravity, then in such a satellite there is no "upwards" or "downwards". The late Stella Zak, born in Ukraine, who specialised herself in painting Albert Einstein demonstrates the above situation in Figure 6. In conclusion, we see how art may serve to make Einstein's scientific ideas, which are frequently beyond human conception, more perceptible and understandable.

Critical Race Theory (CRT) is one of the premiere theoretical constructs linking racism and educational inadequacies to the social and academic injustices against African-American and minority students. Matsuda (1991) defined critical race theory as the progressive work of legal scholars of color who attempted to expand jurisprudence accounting for the role of racism in American law and education and to eradicate racism as an integral part of all forms of subordination. Critical race theory originated in the 1970s as discourse of legal scholarship depicting the injustices of traditional civil rights litigation to produce ongoing racial reform initiatives (Lyn & Adams, 2002; Parker, Deyhle, & Villenas, 1999; Parker & Lyn, 2002; Tate, 1997; Taylor, 1998). The early writings in critical race theory began with Derrick Bell and Alan Freeman, who took an interest in the slow progression of racial reform within the United States (Lyn & Adams, 2002). These individuals argued that traditional approaches to racial reform, such as protests, marches, filing briefs, and moral appeal to sensible citizens, received fewer gains than in previous times (Ladson-Billings, 1998). Through their efforts, other legal scholars began to share their frustrations with the early civil rights initiatives. The parallel movement caused a paradigm shift throughout the Civil Rights Movement, which continued through storytelling (Ladson-Billings, 1998; Lawrence, 1995). Stories provided the necessary context for understanding, feeling, and inferring. Ladson-Billings suggested that “the historical and contextual nature of law and other science render the voices of dispossessed and marginalized group members mute” (p. 13). Storytelling gave voice, which provided power to the legal and educational inadequacies of racial injustice. Delgado (1990) posited that people of color spoke from experiential knowledge about the racist structure of society, which gave their stories a common platform warranting the term voice. Voice gave an imputed importance of intellectual and social means to critical race theory to deconstruct, reconstruct, and construct (Ladson-Billings). According to Delgado, deconstruction derived from oppressive discourse and institutional barriers; reconstruction was a human agency, and construction offered the equitable and social relations of power. Page No : 1 Advances in Science and Technology Research Journal | ISSN - 2299-8624 | http://journalreofscience.org/ CRITICAL RACE THEORY Critical Race Theory moved to the educational arena in the 1990s, addressing social and academic injustices of African-American students (Zeus, 2004). The academy began to see an increase of reported incidents of racism and differential treatment on college campuses. Educational scholars employed Critical Race Theory in the late 1990s to address issues of race and institutional barriers affecting African- American and other minority students at PWIs. Educational practitioners and scholars addressed racism and other forms of subordination of marginalized groups with five modalities presented by critical race theory to build a framework of racial inequality in higher education. Critical Race Theory addressed five modalities in education, covering racism, research methods, and pedagogy. The five themes are as follows: The centrality and intersectionality of race and racism: Critical Race Theory focuses on the central role of racism and school practices, and intersection of all forms or subordination including sexism and classism. In addition, critical race theory endorses such practices as objectivity, neutrality, meritocracy, curricular practices, tracking teacher expectations and intelligence testing. Critical Race Theorists take the position that racism has at least four dimensions: (a) macro and micro components, (b) institutional and individual forms, (c) conscious and unconscious elements, and (d) cumulative influence on both the individual

To increase food security among smallholder farmers in western Kenya, which is one of the hunger hotspot in the country, evaluation of soil factors that determine yield of the major staple crops such as maize may enable development of site specific management regimes. In this study, we used Richards- Chapman plant growth function to examine the effect of N, P and K fertilization on maize growth and yield in nine randomly selected farms at Suari in Siaya district, western Kenya. Correlation analysis showed that maximum attainable growth rate is the most important predictor of maize grain yield (r2 = 0.70; p= 0.035). The results also showed that combined N and P fertilizer application gave the highest maximum attainable maize stalk volume and growth rate. Applying N and P as single fertilizers had relatively similar growth responses, but lower than the N+P fertilizer application suggesting positive N+P interactions. These results indicate that maximum attainable stalk volume and growth rates are important indicators for measuring maize response to nutrient availability. The advantages of the multilevel nonlinear mixed effects model include its flexibility to model multiple sources of heterogeneity and complex patterns of correlation, and its higher power to make treatment comparisons.

This project was carried out to investigate how much protein source could be incorporated into whole wheat flour without drastically affecting the organoleptic acceptability of the whole wheat meal. The investigation went further to study the effect of soybean flour on the chemical and rheological properties of a whole wheat meal. This involved incorporating dehulled soybean grains milled into flour of 400µm particle size into whole wheat flour of similar particle size. Dehulled soybean was incorporated into whole wheat flour at 10, 20 and 30 % substitution levels. Substitution of soybean in whole wheat dough meal resulted in increase in protein, fat, crude fiber and ash content with a decrease in carbohydrate. Soybean flour also increased the amino acid profile of the dough meal. However, the substitution of soybean flour reduced the gluten content of the dough and it’s extensibility with increasing substitution levels of soybeans. The water absorption levels of the mixed flour reduced with increasing levels of soybeans. The substitution of soybean flour into whole wheat flour yielded a dough of higher protein content ranging from 4.53 at 10% substitution level,5.4% at 20% substitution level and 7.5 at 30% substitution level compared to whole wheat dough (control) at 3.78%. Dough meals made from this flour blends also varied in texture, aroma, taste and colour. However, the addition of soybean flour to whole wheat flour in the development of a dough meal produced lesser textural qualities and sensory analysis showed that all the dough samples were generally acceptable but lowest preferred was the dough prepared from the 30% substitution level.

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