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Think Hurricane Katrina was bad? Wait until you see how climate change is causing more devastating hurricanes. Read on to learn more. Harvey , Ike, Michael, Katrina and Sandy.
These are just a few of the devastating hurricanes that have hit the United States, leaving unprecedented wakes of destruction in their wake. Unfortunately, our battle with these storms is far from over: meteorologists are already warning us to watch out for an active hurricane season in 2020.
Has it ever seemed to you that hurricanes have gotten worse in recent decades? It may not all be in your head. Rising average global temperatures and climate change could be to blame.
Read on for a closer look at how climate change, ocean temperatures and hurricanes are related and how to be prepared.
How hurricanes happen
Whether you call them hurricanes, typhoons or tropical cyclones, hurricanes are one of the worst types of storms out there. With the right conditions, what starts as a small storm in the middle of the ocean can quickly become a force of nature.
How do hurricanes gain strength to become the storms that batter our coasts? They rely on a combination of warm air and high humidity.
Most hurricanes start around the earth’s equator, an area where warm temperatures and moist air are the norm. Due to the laws of physics, warm air rises into the atmosphere while cold air sinks. This creates a drop in air pressure near the surface of the water and an increase in pressure higher up.
Over time, these swirling air pressures can increase in velocity and become formidable winds. The air rising into the atmosphere condenses into clouds that release their contents in the form of a thunderstorm.
These swirling winds can gain strength and speed as they travel across the ocean, making them much more dangerous when they reach the coast.
Measuring hurricane intensity
Tropical cyclones are measured on the Saffir-Simpson scale, a tool that classifies them into five groups based on their intensity.
Categories range from 1, a tropical storm with winds of 74 to 95 mph, to 5, a hurricane with sustained wind speeds of 157 mph or more. However, don’t be fooled by the scale: even Category 2 or 3 storms can cause considerable damage if they make landfall.
Hurricane season begins May 15 in the eastern Pacific and June 1 in the Atlantic. Both seasons last until the end of November, making the season much longer than many people think.
How Climate Change Affects Hurricane Intensity and Frequency
There are two main reasons why climate change increases our chances of devastating hurricanes.
First, melting glaciers and ice caps contribute to sea level rise. Higher ocean water gives more power to storm surges, leading to the absolute destruction of flooding in coastal areas.
Second, the upward trend in average temperature is warming the ocean surface. Higher sea temperatures can lead to a greater temperature gradient within the storm, which causes an increase in wind speed. Warmer water also makes it more likely that storms will bring heavy rain to the coast.
Researchers at the National Oceanic and Atmospheric Administration say satellite imagery provides evidence for this claim. As average global temperatures continue to rise, the likelihood of hurricanes reaching category three status increases by about 8% each decade. We are also likely to see an increase in the average annual number of tropical cyclones.
Despite the global lack of data measuring wind speed and other indicators of severity, the study concluded that climate change is a driving factor behind the worsening of tropical storms.
Preparing for the next storm season
Are you prepared for worse hurricanes than ever before? If your answer to that question is not a resounding yes, it’s time to start preparing now. Otherwise, you run the risk of being caught by surprise when the first storm hits.
At a minimum, be prepared to evacuate at a moment’s notice. Keep a “bug-out bag” packed for each member of your household and keep your car fueled to the max during hurricane season. Have a plan in mind for where you will go if you have to leave home and how to transport pets to safety.
If you are sheltering in place, keep plenty of flashlights, candles, ready-to-eat food and clean water in case you run out of electricity or sewer lines overflow. Keep your cell phones charged with a first aid kit and a list of emergency numbers nearby.
Unplug your electronics and appliances from the wall in case of flooding, and consider turning off your home’s power at the main breaker during the worst of the storm. A generator can also help power your home while the lines are down.
If you live in an area that has been hit hard before, you may want to consider flood and hurricane insurance. To make the most of any claims you file, be sure to take detailed photographs of your property before a storm so you have something to compare the damage to.
Be prepared for more devastating hurricanes as the weather changes.
As our past, present and future choices continue to affect the planet’s climate, we must prepare for an increase in natural disasters.
Devastating hurricanes are about to become part of our new normal. In addition to reducing our carbon output and taking more steps to live sustainably, it is time for those of us who live near the ocean to prepare to weather the storms ahead.
For more information on the ways climate change affects us and what you can do to stop it, be sure to read the rest of the content on our site.
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I am working on a design which involves an FPGA having an external clock, the clock source is supposed to be programmable clock synthesiser, however this needs to be programmed at power on by the FPGA to output the correct clock frequency. I don't have great experience in this domain, but I am kind of sure that the FPGA will not operate correctly without an appropriate clock.
My solution to this is to use a 125MHz crystal, which is connected to a programmable clock multiplexer. At power on the FPGA will receive the clock from the oscillator, after this it will program the clock synthesiser and switch the clock source on the clock multiplexer. The purpose of this is to have a precise phase synchronised system. My BIG issue with this is that I don't know if it is safe to disrupt the clock being delivered to the FPGA and if it will remain operational during this switchover phase. Hopefully someone may have a better idea of how FPGA's behave with regards to the clock.
The FPGA in question is a Xilinx ZC7Z010 Cortex A9. I am welcome to other ideas, but the FPGA most certainly needs to be clocked by an external oscillator.
Many thanks for reading this.
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Lijiang is the main center of the Naxi or Nakhi people, though it is by no means a Naxi-only town: at least half a dozen other ethnic groups are represented. The Naxi number under a million and are perhaps best known for their embroidery; they also have their own language with its own hieroglyphic-style writing system, and their own religion, clothing, art, architecture, music and dance. The Chinese government classifies the Mosuo (found mainly further north around Lugu Lake) as part of the Naxi group, but neither the Naxi nor the Mosuo accept this.
Lijiang or nearby Baisha (now a village 12 km north of town) have been important for about 2000 years, when the Naxi settled in the area, and Baisha was the capital of a Naxi kingdom from 658 to 1107. Then the area came under Chinese control and Lijiang became the administrative center. Parts of the old town date back to this period, built during the Song Dynasty (960-1279). The town was built where the Jade River divides into three and its streams form the canals and waterways which flow along the old town streets.
In 1278, the Yuan Dynasty appointed the Naxi chief Mu De hereditary ruler of the area, and the Mu family retained power for about 500 years. Today their palace is one of the major tourist attractions of the old town.
Lijiang became known in the west through two men who lived in or near the town in the early 20th century, Austrian-American botanist Joseph Rock who wrote a Naxi dictionary, several scholarly papers, and many articles for National Geographic, and Russian Peter Goullart who wrote several books. It has been suggested that Rock's articles inspired James Hilton's Lost Horizons novel about a fictional Himalayan paradise, Shangri-la, but the claim is controversial.
After China started to admit foreign tourists in the 1980s, Lijiang began to attract many visitors. To fulfill their needs, local people started restaurants and cafes. Chinese people also long for the lifestyle and the excellent environment in Lijiang and started to pour in.
An earthquake in 1996 flattened large parts of the town, though quite a few of the traditional wooden buildings remained standing while far more of the Mao-era brick or concrete structures collapsed. Since then there has been extensive rebuilding, mainly in traditional styles. There have been some complaints that much of that work followed traditions of central China, rather than locally appropriate ones, but most visitors will just notice a lot of rather pretty old-looking buildings.
Most guest houses in the traditional architectural style are in the old town. As taxis are not allowed to enter the old town, they have to stop at the gates. So either be prepared to carry your luggage a bit or call the hotel to send someone to carry your luggage on a cart.
- 1 Lijiang Sanyi International Airport (LJG IATA 丽江三义国际机场), Sanyi Village, Qihe Town, Gucheng District (古城区七河镇三义村), ☏ (general enquiries), (baggage enquiries), (ticket sales).
There are many flights from Kunming to Lijiang, from early morning to late at night.
It is also possible to book a flight to Lijiang from any major city in China, direct flights are available from Shanghai, Beijing etc., but many flights will stop in Kunming and many will require a change of planes there.
The modestly sized airport is 40 minutes from the city. You can take a taxi for ¥100 (official fixed price) to get to the city. There are touts that will offer the same trip for ¥60-80, but it is likely you will find yourself squeezed into the same vehicle with strangers. Alternatively, outside the arrival hall, you will find the airport bus, which leaves regularly when full, for ¥20, to the Blue Skies Hotel near the Guangfang Hotel, which is 1 km from the Old Town. A taxi to the old town will be ¥7-10 from the Blue Skies Hotel carpark.
When leaving Lijiang, arriving at the airport an hour before your flight is sufficient. Taxi back from Old Town to airport is around ¥110, with additional ¥10 toll fee.
Lijiang is at 2,400 m (almost 8,000 feet) so there is some risk of altitude sickness if you fly in from a lower altitude. The risk is not remarkably severe, but it may be more prudent to fly to Kunming at 2,000 m, acclimatise there, then come to Lijiang. Dali would be an interesting intermediate stop. If you do fly direct to Lijiang from sea level, plan to take it easy the first day or two while your body gets acclimatised.
- 2 Lijiang Railway Station (丽江站, Lijiang Station), Shangji Road, Huangshan Town, Yulong County (玉龙县黄山镇上吉路) (Several public bus lines serve the station, including the number 18 and some number 4 buses. Taxis are reluctant to use the meter and will demand high fares of ¥30-40, though with bargaining ¥15 may be possible. Taxis are not easy to come by in Lijiang, but small SUV-type vans cruise around offering a share-taxi service). The train station is an impressive structure about 7km south of Lijiang old town.
A new bullet train service commenced on January 2019, which can take you to Lijiang from Kunming in 3-3½ hours (6 trains per day). First class seats ¥330-350, second class seats ¥210-220. Some of these trains travel non-stop all the way to Lijiang while others stop at one or more of the following stations: Lufeng South, Chuxiong, Xiangyun, Heqing. The bullet train begins its journey from the Kunming South Railway Station and also stops at the Kunming Railway Station.
There are four normal trains leaving each evening that take 8½-10½ hours. Soft Sleeper ¥226, Hard Sleeper ¥153, Hard Seat ¥89 (Apr 2019).
If you travel as a family, consider the VIP chamber which is at the price of ¥614, one less than purchasing three individual tickets in a four-bed standard room. You may feel a bit tight for luggage storage space, but you gain more valuable privacy, with your own family.
From Dali the train is a faster, cheaper alternative to the crowded buses: A hard (padded) seat is ¥34, and the journey takes only 2 hours from Dali city on a K-class train. (As of April 2019, although there are bullet train services from Kunming to both Dali and Lijiang, these are separate services and it is not possible to take a bullet train from Dali to Lijiang. When this service becomes available, the journey time between Dali and Lijiang will be less than one hour.)
- 3 Lijiang Bus Station (丽江客运站 Lijiang Passenger Transport Station), 25 Kangzhong Road, Gucheng District (古城区康仲路25号) (The bus station is south of the old city. You can take the bus 8 in front of the bus station to the old town), ☏ .
- From Dali, minibus/bus/comfort bus at ¥55/60/80 about every 30/60 min, ~3 hr on highway.
- From Shangrila there are regular services and overnight service from Kunming stop here.
- from Chengdu there is a direct bus which starts at 11:20 at Xinnamen station in Chengdu. It takes about 24 hours to do the trip, and cost about ¥280. Alternatively, you can take a train from Chengdu to Panzhihua (15 hr, ~¥191 for a hard sleeper) to arrive in the early morning. At the exit of Panzhihua train station, take one of the bus 64 on the left of the exit and get off at the terminus, which is the bus terminal (¥3, ~1 hr). Then, you can take a bus to Lijiang, which run every 45 minutes from 07:00 to 13:00 (from ¥83 to ¥92, ~8 hr).
Walking is the only option in the old town, while taxis are often the easiest way around the rest of town, meter starts from ¥9 (as of Mar 2019). Make sure you have the exact location info or address for the cab driver. Some of them do not know a whole lot more than you do.
Fracture alert: watch where you are walking. It is easy to trip on the cobblestones or fall into the canals from the walkways or bridges, many of which do not have handrails. The cobblestones can be very slippery when wet.
To see the sights outside the old town, the options are walking, biking, public bus, private mini-bus, or taxi. The public bus mainly stays within the city and stops. The mini-buses are the same price as the public bus within the city. They will have the number of the bus on the front windshield. The price of a mini-bus to a nearby village is ¥1-5, but the starting location within the city is different for most villages. If you do not know where you want to go and are limited on time, the best option is to rent a taxi or mini-bus for the day, but the price can vary wildly from about ¥100 all the way up to ¥300. The price mainly depends on whether you can speak Chinese or not, and how comfortable you look when you try to bargain the deal.
- 1 Old Town of Lijiang (丽江古城, 大研古城 Dayan Ancient Town), Gucheng District (古城区), ☏ . Walk around, watch people, shop, drink and eat. There is a bonfire at around 19:00 at the Si Fang Jie (四方街), the central plaza. Many local folks dance there, apparently entertain themselves. Tourists are welcomed to join. And if you get there early in the morning, you can avoid the crowds. Entry to the old town is free. The Old Town Maintenance Fee was abolished in 2017. However, some attractions within the old town still charge a fee.
- 2 Mu Palace (木府; Mùfǔ), 49 Guanyuan Lane, Guangyi Street, Gucheng District (古城区光义街官院巷49号), ☏ , . 08:30-17:30. The palace where the Mu Clan of the Naxi people ruled for over 400 years. It is a large complex that extends part way up the hill behind it. There used to be a lot of high quality paintings in the palace and finely carved wooden doors, but most were destroyed during the Cultural Revolution. At the back hill of the Mu's Palace is the 'Lion Hill Scenic Area', which requires additional ¥40 entrance fee. At the top is a Daoist temple, with a few Daoists ready to give fortunes to visitors for a donation. A taste of Mulaoye Wine (木老爷酒; Mùlǎoyejiǔ), a kind of local alcohol, is available for ¥5 (in a shot glass), and there is also a free tea tasting area. Allow at least two hours explore this expansive complex and do wander off into the side courtyards as it will take you back to the main courtyards. If you are visiting Wangulou, exit the Lion Hill Park from the south exit which leads you right into the back entrance of Mu Palace. Entry fee is ¥40 (as of Mar 2019). Discounts are available for children over 1.2 metres in height and adults aged between 61 and 69. Children under 1.2 metres in height and adults aged 70 and over may enter for free.
- 3 Black Dragon Pool (黑龙潭; Hēilóngtán), 1 Minzhu Road, Gucheng District (古城区民主路1号) (about 1 km from Square Street), ☏ . 07:00-19:00. Quite large place with some nice natural scenery together with traditional building styles. Don't forget to take pictures on the center bridge where the Yu Long Xue Shan (The Jade Dragon Snow Mountain) can be a perfect background. Popular with locals, whom you can find dancing or playing games such as mahjongg or Chinese chess. You can also hike up Elephant Hill if you're feeling energetic. Walk north along the canals from the waterwheels just to the north of the old town. It is about 10 minutes walk up-river. ¥50, free to seniors over 60.
- 4 Dongba Cultural Museum (东巴文化博物馆) (Right outside the North entrance of Black Dragon Pool), ☏ . 09:00-17:00. A small museum featuring the Dongba religion and culture. Quite intriguing to see how other Chinese beliefs are related to the Dongbas. Free.
- 5 Shuhe Old Town (束河古镇), Shuhe Road, Gucheng District (古城区束河路) (About 8km north of Lijiang OId Town. Take bus no. 5a or 5b from Lijiang Old Town, bus no. 6 from Xiangshan Market or bus no. 11 from the bus station. It should take no more than 30 minutes to get there), ☏ (tourist hotline). Better than Lijiang if you want a place less commercialized; a horse ride in the town is an attraction.
- 6 Old Tea Horse Road Museum (茶马古道博物馆), North Gate, Shuhe Old Town, Gucheng District (古城区束河古镇北门). 07:30-17:30. One of the main attractions in Shuhe Old Town. The museum is housed in a former Buddhist temple, which was historically known as the Dajue Temple (大觉宫) and dates back to the late Ming Dynasty. So besides the exhibitions on the Old Tea Horse Road, one can also view some old Buddhist murals. More murals from the same time period may be seen at Baisha Old Town (see below).
- 7 Jade Dragon Snow Mountain (玉龙雪山; Yùlóngxuě Shān) (25 km from Lijiang. Mules can be rented from the nearby Baisha Village or you can take a cable car to the top. Prices vary for the mules depending on what elevation you want to go to. ¥180 to ride to 3800 m plus ¥5 for insurance. ¥300 to 4200 m. ¥350 to 4600 m. If you pay for the lowest elevation you might be able to bargain with the handlers when you reach the end and continue to the higher elevations for a lower price. Passengers over 100 kg might have to pay a surcharge. Tickets for the cable car cost ¥170 round-trip). A mountain massif (also identified as a small mountain range) visible from Lijiang and snow-capped all year round. Its highest peak is Shanzidou (扇子陡; Shānzidǒu) at 5,596 m. The view of the massif from the gardens at the Black Dragon Pool in Lijiang is one of China's finest views. The far side of the mountain forms one side of Tiger Leaping Gorge (虎跳峡; Hǔtiàoxiá).
To reach the mountain area, you have to take a private mini van from the Hongtaiyang square in front of the Mao statue. The mini van costs ¥20 and will wait until it is full before it will leave. There is no official city bus, but the mini vans have adopted the #7 name so people can recognise where they are going. Some cable cars can be cancelled due to wind, but there is plenty to see without going up the mountain.
The mountain area is part of a national park, which has a ticket gate where you will have to buy a ¥130 entry ticket, this ticket does not include any cable cars or other transportation, which is required to visit anything. The mini van will drop you off here at the ticket gates and tourism centre. You can't walk anywhere from here (closest stop is 6 km), and must buy a ¥20 ticket for a shuttle bus, that makes a loop and stops at all the important viewpoints. The bus ticket gives you access to this route and you can get on and off as you please, and can also return back to ticket gate in the end. The ticket itself has a tiny map showing the stops the bus goes to, but is in Chinese.
To find the shuttle bus in the tourism centre, follow the signs to "Blue moon valley bus waiting area".
The first stop is the Blue moon valley where you can see the White water river and artificially made waterfalls. It is worth getting off here. You might be asked to purchase tickets for the electrical bus, which they call the "Little green frog". It's not worth it. You would miss the 20-minute walk on a wood trail, which is very enjoyable. The walking trail goes parallel to the electric bus route, so if you can't find it, follow the small bus at first. Walking trail is very nice and goes in different directions. It is paved and well marked with signs.
It is possible to take a short cable car to Spruce meadow, or get on the shuttle bus and continue to the next stop, where you can see the white water river dammed up and turned into mini reservoirs. From this stop, you can also get back to the park entrance, you can ask somebody if the bus will go back or continue further to the next stop, which is Yak meadow.
If you take the cable car up the mountain to high altitudes, renting a coat is not necessary during the late spring and summer season. You would find it a big burden later. Watch out for altitude sickness in the thin air. ¥130.
- 8 Dongba Valley (东巴谷), Yuquan Road (玉泉路) (About 2km south of the Jade Dragon Snow Mountain Scenic Area), ☏ , [email protected]. 07:00-17:00. On your way to the Jade Dragon Snow Mountain, you may stop by at the Dongba Valley culture center. They moved some families from other places to this village and let them live their normal lives. Such domestic scenes as the husband in a family counting change while the wife is comforting the baby or two young siblings baking cookies and selling them to visitors are common. There are live singers and instrumentalists performing at different corners. Some singers are pretty and sing well. ¥40.
- 9 Baisha Ancient Town (白沙古镇, 白沙镇 Baisha Town) (12 km north of Lijiang Old Town. Take bus no. 6 from near the North entrance of Black Dragon Pool. The bus fare is ¥1 as of March 2019. You can also rent a bike and get there in about 40 minutes.). Baisha Town was once Lijiang's political, economic and cultural center. It is the original settlement of the Naxi people who came to the greater Lijiang Valley over a thousand years ago. Made up of at least 12 smaller villages, the main village is Sanyuan (三元村), which has one main stone street called of course, Baisha Street. Have a drink some Yunnan coffee eat a Naxi Pie. Good for a half day visit. A quiet town which makes a nice break from the packed Lijiang Old Town. People are more friendly, stores are seldom throwing ridiculous tourist price. You will see elderly peddlers, some in their traditional Naxi outfit, selling honey, fruits, nuts and other stuff. Support these elders by buying their goods, since they offer fair price even though don't have many visitors. You should consider staying a few nights, in a Naxi family’s courtyard, no hotels or hostels here. Even though almost everything costs you a ticket price to do in China these days you can do many things here for free. Visit some of the temples or traditional Naxi houses of the area before they are gone.
- 10 Baisha Murals (白沙壁画), Baisha Ancient Town (白沙古镇) (Opposite the Baisha Town Government building), ☏ . 08:00-17:30. The Buddhist murals here reflect a fusion of both Han Chinese and Tibetan painting techniques with Naxi cultural traditions. ¥30.
- 11 Baisha Naxi Embroidery Institute (白沙锦绣艺术院), No. 17 Group 1, Sanyuan Village, Baisha Ancient Town (白沙古镇三元村一组17号) (opposite the post office), ☏ , [email protected]. The Baisha Naxi Embroidery Institute. It is a typical Naxi courtyard with a very nice surroundings. The mission of the institute is to save, protect, inherit and promote the Naxi traditional hand-made embroidery. It occupies 800 m² and there are many embroidery masters and students. You can try how to do hand-made embroidery there if you have time. Also you can buy some very nice embroideries there if you like.
- 12 Lashihai Lake Wetland Park (拉市海湿地公园, Lashihai Wetland Park, Lashi Lake Wetland Park) (On the south side of Lashihai Lake. Take bus no. 31 or 32 from the Zhongyi Market (忠义市场) bus stop on Changshui Road on the southwest side of the old town), ☏ , [email protected]. 08:00-17:00. A popular area for bird-watching, particularly during the winter months when thousands of migratory birds flock here from distant lands. You can also go horse-riding around the lake. Boating activities, however, have been banned since October 2018. ¥30.
- 13 Zhiyun Monastery (指云寺, 指云禅寺), Hainan Village, Lashi Township, Yulong Naxi Autonomous County (玉龙纳西族自治县拉市乡海南村) (Near Lashihai Lake. Take bus no. 31 from the Zhongyi Market (忠义市场) bus stop on Changshui Road on the southwest side of the old town. Get off at the final stop.), ☏ . 08:00-21:00. A Tibetan Buddhist monastery. Unlike many other sights in Lijiang, the monastery has so far resisted commercialisation and sees relatively few tourists. Free.
- 14 Gold Dragon Bridge (Jinlong Bridge 金龙桥, Zili Bridge 梓里桥), Yongsheng County (永胜县) (Take a taxi. The bridge is roughly 50km southeast of the old town). Built between 1876 and 1880, this iron chain suspension bridge spans the Jinsha River, a tributary of the Yangtze. It is said to be the oldest bridge on the Yangtze still in use today.
- 1 Naxi Concert Hall (纳西古乐会), 86 Mishi Lane, Xinyi Street, Gucheng District (古城区新义街密士巷86号), ☏ . 20:00-21:30. Enjoy the traditional Naxi music Culture Show performed by the Naxi Orchestra, which includes some 70-90 year old men. The music itself is a combination of traditional Chinese music dating back to the Tang dynasty and local instruments and flavours. The music is well performed, however be prepared for long explanations of its musical history in Mandarin between each piece and the sometimes self-serving comments of Xuan Ke the Director. While the Naxi Ancient Music group of Lijiang is famous and well promoted, there are other excellent classical Chinese music groups playing in Lijiang's parks (for ¥10) or at weddings or housewarmings all over Yunnan. ¥120-160.
- Float styrofoam boats. Along the main streams are girls selling candles that float on delicate flower-shaped styrofoam boats. Tourists can purchase one, make a wish, and send their candle down the waterways. Late in the evening after groups have had significant amounts of alcohol you can see many floating candles sailing down the waterways. If you are environmentally conscious and have reservations about sending styrofoam downstream do not worry. There is a net, far down the waterway, that catches the boats. The girls just go down, pick the boats up, and re-sell them the next night. ¥10 (September 2010).
- Biking. Rent a bike downtown, e.g. at Ali Baba's near Mao Zedong's statue, and see the sights. Ali Baba's will give you a handmade map of smaller surrounding towns that capture the quaint styles of Lijiang without the heavy tourism and the tacky souvenir shops. There are at least three towns, ranging from converted hippy communes to remote farming villages. There is a beautiful remote Buddhist monastery at Puji Mountain which is worth the 30 minute hike. There is also a Tibetan village labeled on the map but is hard to find, so ask Ali Baba for directions. Most of the terrain around Lijiang is level and the roads have only light traffic. These small, non-touristy towns and other sightseeing destinations can be reached within a 20-minute ride. About ¥40 per day including a map.
- Walk the canal path. To get to the Black Dragon Pool you can walk the canal path north near the main water wheel. It will take you to the south entrance of the park. The north part of the park is free and you can get there by walking around the south entrance and keep heading north. You should reach a street with the main entrance to the park. Keep going north and you will see a small bridge that leads to a large white building. The white building is the Dongba Museum, everything north of that is free. If the guards bother you at the gate, just walk back to the street and keep walking north and there will be another path to get in to the free part with no gates or guards to bother you. Further north of the park is a local college, and northwest of that is a small reservoir. The reservoir is a good place to take photos of the snow mountain when it is visible. On hot sunny days in the summer there will be lots of locals swimming there in the afternoon. At the local college you can find students to help you. The English building is the large pink one just right after you enter the south entrance. There is a student run café that is open in the evening from 18:30-22:00 in the "butterfly" building, which is opposite of the English building. As of 2007 the school had an English corner every Thursday after lunch (~13:00), and after dinner at ~17:40. The English corner is so-so, but it is a great chance to ask students about where to go, and cheap transportation. Many of them are from other places in Yunnan.
- Visit Naxi villages. If you would like to visit some of the Naxi villages in the hills surrounding Lijiang, you can rent a small van to take you around for ¥100-300, depending on the driver and how much Chinese you speak. There are regular minivans on Shangrila Road, the main road on the west side of town, which take locals to and from the villages. Sometimes it can be difficult to find a mini-van to go back to Lijiang after 17:00 if you do not make arrangements with the driver who took you there. The regular one way mini-van fee is ¥2 to Shuhe, and ¥3-5 for villages farther north (2007). It is highly recommended to ask a student at the local college on where to find the mini-buses and the prices of the village you want to go. Many drivers will try to rip you off if you do not speak Chinese, and the buses are not always easy to find as they look the same as the private "3-8" buses that travel inside the city.
- Impression Lijiang. A cultural show demonstrating the traditions and lifestyles of the Naxi, Yi and Bai peoples of the area. The show takes place inside Jade Dragon Snow Mountain Park at 3500 m in an outdoor theater specifically designed to showcase the mountain which is used as a backdrop. The production itself was designed by Zhang Yimou (director of Hero, House of Flying Daggers), Fan Yue and Wang Chaoge, a cast of over 500 people, and a number of horses. However, the show does not have a plot. Tickets cost ¥190 and can be bought from the ticket booth in the Old Town (make a right at the water wheels and walk down the main street, the booth will be on your left). The ticket price does not include transportation to and from the theater (approx 1-hour drive) or the entrance fee for the park (¥80). There is also an Old Town Preservation fee that the park tries to charge as well, however, this can be avoided by claiming to have already paid at you hotel (and showing your hotel key). Bus 7 will take you to the theater for ¥10 and can be caught across from the Mao Zedong statue, but be sure to find out what time the last bus leaves the park.
- Dry Sea Meadow (Ganhaizi). The closest chair lift up the mountain to Lijiang. It transports visitors to a large meadow located at 3050 m. ¥160 return.
- Cloud Fir Meadow (Yunshanping). From the reception centre which is next to Impression Lijiang on the Lijiang-Daju road a fleet of buses transports visitors to a cable car. Both bus transfer and cable car costs a total of ¥110 for a return trip. From the upper terminus of the cable car a vehicle takes you to the Cloud Fir Meadow for ¥50. The view is not very spectacular which makes this trip highly overpriced.
- Yak Meadow (Máoniúpíng). The furtherest from Lijiang at a distance of 60 km, this cable car, costs ¥60 for a round-trip. At an elevation of 3,500 m and the least-visited of the three chair lifts this area offers grazing yaks, a Tibetan temple and a number of hiking possibilities. On the way to the chairlift’s lower terminus the road drips down and crosses a river. A number of yaks are located here where for a fee you can sit on one. Their owners seem to have no objection to visitors taking photos for no fee of the yaks standing in the river with awesome Jade Dragon Snow Mountain in the background. You can also access Yak Meadow by hopping aboard bus 7 across from the Mao Zedong statue which will take you to the Impression Lijiang Theater for ¥10. At the theater there is a ticket booth to the left of the show entrance which sells tickets to both Spruce Meadow and Yak Meadow (¥80) and provides a tour bus to and from the cable cars and a cable car ticket. Be sure to find out what time the last bus passes the Impression Lijiang theater or you may find yourself calling a taxi which could be expensive. Also see "Impression Lijiang" info for entrance fees to the park.
In Biasha village, there is an old woman named Liu who will sometimes stop tourists and invite them into her home. She is a very nice lady, who will show you pictures of people who have visited her home as well as messages that people have left in her guestbook. She will feed you snacks and tea and make you feel welcome. Before letting you leave, she will ask for a small 'donation' (around ¥10 per person).
- Go hiking to local Naxi villages, Old Town Lijiang (Start in old town), ☏ . Get out of Lijiang and discover the real place, by hiking in the Lijiang valley or in the hills to temples, lakes, villages and scenic lookouts. Agencies like Lijiang Guides can arrange trips to remote villages, as well as Tiger Leaping Gorge, Lugu Lake and Baoshan stone village.
Loads of tourist shops available in old town. Probably overpriced, but Lijiang does not have as many cases of the Westerner price being too much higher than the Chinese price as in many other parts of China.
- Burned wood carvings - One of the popular local specialties. Quality varies greatly by the individual artist, and prices vary by shops. Some shops do custom etchings of your face (near photo-realism) with Lijiang in the background. Expect to have your picture taken, then come back in a few hours.
- Yak horn combs - Also popular, with some combs also carved from the yak hoof (the ones with the rougher edge on the handle).
- Naxi clothing - For ¥5 you can get your picture taken in them without having to buy them. Local skirts that include designs that appear Ancient Egyptian may actually be based on pictographs that preceded Chinese characters.
- Art and writing samples (东巴; Dōngbā) - The Naxi have the only living hieroglyphic language in the world, and shops with samples of it, or of the unique Naxi style art, are abundant.
- Yunnan Coffee - Coffee ground to a fine powder then added to water, although most contain milk and sugar powder already.
- Warm Clothing - In the Old Town warm clothing is quite expensive if you are just looking for something cheap to keep the chill out. The road just outside the town by the waterwheel has very cheap hats, mitts, and even long johns. Just turn left at the first intersection.
- Small red coconut - do not buy a small red fruit shaped like a coconut. It is just a coconut painted red and sold for a very high price. This is a scam.
- Naxi hand-made Embroidery, Baisha Village (12 km north of Lijiang City), ☏ . You can find many nice Naxi hand-made embroideries in the Baisha Naxi Embroidery Institute. Some of them are arts, very unbelievable, made by the famous Naxi masters.
If you are looking for supermarket that offers fair prices, there is none in Old Town. The nearest option will be 'Dragon Life Supermarket' near the South Gate, along the southwestern part of Old Town, or 'Good Mood Supermarket' near the North entrance of Black Dragon Pool.
There are three primary types of restaurants in Lijiang: Naxi, Tibetan, and Sichuan. Some restaurants offer more than one type of food. Much Western food is also available, but more expensive. A bowl of noodle costs from ¥12-15 (slightly more pricier than Dali) (as of Jul 2019).
Lots of local snack-type foods available from street vendors, including:
- Baba - a flat wheatbread available; a savory version sometimes served with chili sauce and a sweeter version that tastes honey-flavored.
- Naxi style fried white cheese - A soft white cheese cut into slices then fried in a non-greasy batter. Served with sugar sprinkled on top and very delicious (only seen in restaurants).
- Yak's milk yogurt - Has a bit of a different flavor than cow's milk yogurt, but very good. Commonly served with honey, muesli, and/or fruit. Can also be made into fruit shakes.
- Fried yak meat - served on skewers.
If you are in the old town, it's probably better to get out to find cheap prices.
- Prague Café (from main square take Easterly road, over a bridge, on the left(?)). The food is good and fairly reasonably priced (given the touristy area it is in) and it has a friendly atmosphere, but the drinks are expensive. Especially green tea at ¥15/cup!
- Country Sky, Hongye Street, Shuhe Ancient Village (Just outside of Lijiang), ☏ . Serves lunch and dinner and offers vegetarian and traditional dishes at fair prices.
- N's Kitchen, 2/F, 17 Jishan Alley, Xinyi St (Find your way to a small square in the old town some people call the grass selling square. The place is easy to miss because it is on the second floor. The entrance is by the southern entrance to the square, across from Susan's Naxi), ☏ . Serves western breakfast, tasty sandwiches, monster burgers, and pizzas. Free Internet and WiFi. And they have very nice bikes for hire. You could also get lots of informations of biking and hiking here. the view from the balcony is nice and you can chill out a while.
- Qiuyuege Restaurant, 32 Cunwen Sect, Xinhua St, ☏ . Serves Naxi foods. Free live music and free Internet and WiFi.
- Lijiang Gulou Restaurant (丽江古楼; Lìjiānggǔlóu), 49 Yellow Hill Lower Section, Xinhua St, ☏ . Serves Naxi and Sichuan food. The best ma-po tofu!
- Adam Restaurant. A unique restaurant inside the old town. There is no menu in this restaurant. Adam, the owner, will only cook when the visitors come in. You only need to enjoy the food he cooks and pay the food as your convenient. It is worth trying for the food adventure.
- Nordic Delight (along the river path to the Black Dragon Pool). A bakery and café with very good cheese cake and coffee. Seems closed. ¥25 for a slice of Oreo cheesecake.
There are a couple of local drinks worthy of special mention. Lijiang Yinjiu and Sulima (both commonly available in Lijiang) are modern renditions of ancient beer types of the Naxi and Mosuo people and far more enjoyable than the typical bland Chinese lager. Yunnan is famous for tea, as well (though Pu'er, Yunnan's best-known tea town, is way down south on the road to Xishuangbanna) and every fourth shop is a tea shop specializing in the length and breadth of Chinese tea, the likes of which you will not find in your average Western Chinatown. See Chinese cuisine#Tea for details.
Unlike the rest of China, Lijiang's cafés and restaurants shut down around 11PM. The bars have to shut down their music at 23:30. But you can drink until you finish your alcohol. Along the canal you find find it packed with bars. It's packed with people even on rainy days. The cost for a dozen beers ranges from ¥98 at 21:00, all the way to ¥600 around 23:00. The bars along the canal are the most touristy. If you walk past Four Square street deeper into the old town you will find less touristy bars where you aren't constantly asked to buy flowers for the girls.
There are too many bars inside old town to list, but here are a few:
- Freshnam Cafe (68 WangJiaZhang Alley WuYi Street Lijiang, right beside Mama Naxi Guest house (5 minutes walk from si fang jie)), ☏ . 10:00-00:00. Western/Korean bar. Easily accessible, 5 minutes walk from old town center. In the day, it is a quiet cafe, ideal for some hot tea or smoothies. Live music starts from 20:30 every night, perfectly located away from the tourist crowds. Refreshing cocktails served at reasonable prices, definitely worth a visit. Free wifi available and even a shelf of books for your reading pleasure.
- LMC - Lijiang Millionaire's Club, Bai Sui Qiao (From old town square, either down Qi Yi Street and first left to Bai Sui Qiao, or go along Wu Yi street to the Big Stone Bridge, and go downstream to next stone bridge, Bai Sui Qiao. LMC is on your left, upstairs in Water Nymph cafe), ☏ . after sunrise til late. LMC is a new cafe/bar in old town, the only one in the old town run by foreigners, and a good meeting place for travelers. Has free Wi-Fi, live music every night, film nights on Tuesdays, local and imported beers, wines from all over the world, as well as pizza, pasta and Indian meals. reasonable.
- Stone the Crows, 134-2 Wenzhi Alley, Wuyi St, Lijiang old town (half way along the shortcut between Wuyi st and Wen Hua Alley), ☏ , [email protected]. 18:00 - very late. Down-to-earth Irish pub with a fine selection of drinks, pool table and big movie playing TV. It can be a little hard to find as it is located down a small quiet alley, but it is well worth doing so. Popular with both foreign tourists and locals, this is a great place to escape the busy main streets and guarantees absolutely no karaoke. The kitchen stays open until 02:00 offering snacks, burgers, pizza and to any hungry customers.
- Sweet Air (漫香(Man Xiang)), 古城区 崇仁巷(饮玉巷(近振兴巷)). This is probably the best bar in the old town that is not touristy. Once you step inside, you can tell they spent a lot of money on the renovations. There is a see through floor where the wine cellar lies below, and stone walls. They have a live band that starts playing at 21:00. They have a drummer from Africa and a bass guitarist from USA. You won't find people trying constantly sell you flowers or ice cream here. This place is hard to find, so most of the customers are regulars. You can sit at the bar counter and buy one beer, or get a table and get a dozen. Come early or their won't be any seats. ¥40 a beer, ¥480 a dozen.
Lijiang has plenty of hotels to fit all budgets and styles.
It is sometimes difficult to find specific addresses in the old town; the best option, especially in low season, is to walk around town and check out prices and rooms to see which suits you best, as there are many different options to choose from. In the winter, ensure that there is a heated mattress pad or heating in the room as the nights are quite chilly.
There are hundreds of beautiful and clean Chinese hotels not listed below. To find them it's best to ask around, or stand in the train station bus drop-off stop (East of the water-wheels central square) with a big backpack and look lost. Nice ladies will approach you: expect to get a double room for around 80Y-100Y, depending on the season.
- Enjoy Inn, No.39 Lower Ba Yi of Qi Yi street in the old town (丽江古城七一街八一下段39号) (From the bus station it's best to take a taxi (¥7-10 approx). Taxis cannot drive into the centre but they can get you very close. Ask the driver to take you to the 'first middle school of Lijiang' (丽江市第一中学) then walk straight into old town along the quaint Chinese street with the stream on your right and various dumpling restaurants on your left. Enjoy inn will be on your left after 300 meters - just at the end when the road swings right with the make-shift football pitch on your left.), ☏ (English or Chinese). Really charming little place situated on a very Chinese street with food vendors in the morning and some nice little dumpling houses. Easy walking distance to centre in a much nicer and less hectic part of the town. Lovely communal open-air courtyard to relax in. Run by Joy who speaks very good English and is extremely helpful. A tea-enthusiast who is happy to share her stash over a chat and is very happy to point you in the right direction if you're interested in buying some. Knows a lot about the area and very happy to help. Wifi throughout, computers available, hot water etc. Single room/twin room shared bathroom ¥40/¥70, double bed private bathroom ¥160, family suite ¥360.
- Happiness Inn, Lijiang old town, Xin Hua Street Huang Shan Shang Duan (Easy to find. Coming from the waterwheel on Dong Da Jie, go to Sifang square and turn right up the hill at the end of the square. The Inn is on the left about 5 minutes up the hill.), ☏ (English OK), (Chinese only), [email protected]. Cute, quiet inn near the top of the hill. Run by very a friendly English-speaking young woman who goes out of her way to help guests with exploring the town and surroundings and often invites guests for communal meals. ¥80-120.
- Long time no see Guesthouse (in Chinese: 好久不见), Lijiang, Old City, five one street, Vincent lane No. 46 (in Chinese: 五一街 文生巷 46号 (spoken: wu yi jie, wen sheng xiang, 46 hao)) (It is in the outer part of the old town area. You have to pass first the Garden Inn and the Panba Hostels on the Wenming Lane, Wuyi Street, Old-Town District, Lijiang. On the next crossroads behind the Panba turn right and after 15 meters you will see it on the left side), ☏ , , , , [email protected]. Check-in: almost anytime. Very nice and very beautiful guesthouse with a very friendly woman, who is the owner. It is in the outer part of the Old City in a very quiet area. The house is older than 100 years, but completely renovated. The rooms are clean and big, the free wi-fi is very fast, the beds are in very good condition and the bathrooms are almost perfect. The laundry is for free and sometimes some friends of the owner come to cook for the people in this guesthouse. All rooms have flatscreens with satellite-TV. If you want something really good for your money, then you should go there! Double and twin rooms for around ¥100, very big room for about ¥160.
- TianYiJiao 天一角, 束河古镇街尾村88号 (in ShuHe village, on SiFangJie main road, take the small road left of Le Petit Paris about 100 m, turn right and walk 50 m), ☏ . Guesthouse, beautifully furnished, with open air courtyard. Free Wi-Fi, public kitchen, free washing machine. Areas for chatting, drinking tea and beer. Rooms have ancient Chinese locks. Owner Mr Wen doesn't speak English, but has travelled all over China, and each night happily shares tea with guests. Double rooms from ¥150.
- After Sunday Guest House (In ancient Shuhe Village outside of town, just follow Hongye road past the little pond and you will see it on your left). Quiet and the people who run it are friendly. Double ensuite ¥60 per night in low season.
- Be With Me Inn (in ancient Shuhe Village outside of town, on a side lane off a street with no name that is referred to as the bar street and meanders along one of the main streams that crisscross the town, it is 5-minute walk from Laosifang Street (the old square)), ☏ , [email protected]. Another wonderful option is this charming inn. The owner is a young woman who speaks little English, but is extra accommodating and provides a wonderful service.
- Dongba House (东巴豪斯客栈; Dōngbā Háosī Kèzhàn; formerly called the MCA Guesthouse, or MCA Dongba House Holiday Inn), 16 Jishan Lane, Xinyi Street, Lijiang Old Town (古城区新义街积善巷16号; Gǔchéngqū Xīnyìjiē Jīshànxiàng), ☏ , fax: . In a traditional Naxi courtyard house. Cheap but clean. The restaurant has a great view of the old town below. Free internet and free wireless available. Dorms ¥20-30, doubles ¥50.
- 1 [dead link] Garden Inn (May's Garden Inn), 7 Wenming Lane, Wuyi Street, Old Town District, Lijiang, Yunnan (on the east side of Lijiang old town, a few minutes walk from the center of the old town (Sifang Square)), ☏ , [email protected]. Check-out: 12:00. Beautiful views of the mountains and valleys below. Rooms are comfortable and clean (dorms bed aren't comfortable and not safe, piece of wood which support the mattress was moving). Great atmosphere and wonderful staff that go out of their way to make sure your experience in Lijiang is a special one. Free Internet. Staff can organize trips: Lijiang to Qiaotou ¥35; Lijiang to Lige island ¥80 one way. Many more trips on request. Airportshuttle if you order in advance ¥80. Dorms from ¥40 (updated July 2012), standard rooms from ¥120 and luxury rooms from ¥100.
- International Youth Hostel (丽江老谢车马店青年旅舍), 25 Jishan Alley, Xinyi Street, Old Town, ☏ , , [email protected].
- [dead link] K2 International Youth Hostel, 1 Guailiu Lane, Kangpu Road, Shuhe Old Town, ☏ , fax: , [email protected]. ¥120-160.
- Luminn (留名客栈; Liúmíng Kèzhàn), Qiyi Street, Xingwen Alley, Lijiang Old Town, ☏ , . Guesthouse started by a Chinese young couple who both graduated as English majors. There are 10 guestrooms with clean and big bathrooms and big comfortable beds. There is a bar upstairs and a big kitchen and dining room downstairs. Free washing machine available. ¥70.
- Mama Naxi's Guesthouse, 78 Wenhua Lane, Wuyi St (telephone upon arrival and they will send someone to guide you), ☏ , . Excellent friendly guesthouse south of the old town. This is an excellent place to share rides with others. Mama not only provides large communal meals (at 18:30, ¥25) but can arrange transport in minivans. Free internet and WiFi. Fairly clean and fun budget guesthouse that is a favorite for young backpackers. Dorms ¥25, double from ¥80.
- Old Cattle Hotel (from the bus station take the road opposite, turn left up a stone-paved road beside a stone stream, take a left at the top, and you will be in the old town, the hotel will be on the left). Inside a traditional courtyard building. A bit cold in the rooms in winter, but have lots of bed covers. Doubles ensuite ¥50 (2005).
- The Yuegulou Inn (In the golden region of Lijiang Old Downtown), ☏ , , , fax: , [email protected]. A historical cultural hotel in Naxi-style, offers 32 standard rooms at various price points. Free internet is provided in most rooms. They provide free airport pickup or dropoff if you stay two or more days. Other facilities include free washing machine, in room phones, flat screen TVs in some rooms and electric blankets. ¥100-360.
- Story Inn, 166 Bayi Xia Section, Qiyi St, ☏ . A nice and very friendly inn in the southern part of the Old City. Very helpful staff, quiet, area, free Wi-Fi in the room, simple breakfast (included in the rate) in the courtyard. Laundry available, if you ask nicely. Rooms equipped with TV, kettle and in-built radiotor heater and heating blankets. As you arrive in Qiyi Street, give them a call to pick you up. The place is not easy to find, but worth it! Double and Twin Rooms for around ¥150.
- Baisui Inn (百岁桥客栈), 25 Baisui Fang, Xingyi Street, Lijiang Old Town, ☏ , [email protected]. A 300-year-old Naxi traditional house renewed in 2004 with a pebble cobbled courtyard surrounded by three wooden buildings. The owner Mrs Ho has been living in the old town since she born. As the old Naxi saying says: one Naxi lady equals to 8 horses, the poor lady works all day long in the Inn. The inn is very peaceful, quiet, and good location. Haba is a guide who speaks very good English and Japanese. He is a nephew of Mrs Ho, assists Mrs Ho in the inn most of the days.
- Bruce Chalet (纳西明珠渡假居), Ronghua Road, Shuhe Old Town, Gucheng District, ☏ , [email protected]. Charming guesthouse with an open courtyard and view of the Jade Dragon Mountain. Clean and tidy, each room has a Western toilet, heated mattress, and flat-screen TV; some rooms also have a balcony view of the mountain. There is also free wifi, spring water, and computer access in the common room. Breakfast is available for ¥10 and there is self service laundry for ¥10/load. The owner speaks English, Cantonese and Mandarin Chinese and can help you organize tours, trips, and arrange a car/driver. 7-10 minutes walking from Shuhe Old Town, this guesthouse is ideal for travelers looking to escape the touristy parts of town and want to just relax. ¥170-450.
- Lijiang Sina Hotel 新纳大酒店, 中国云南丽江古城七一街崇仁巷96号 (No. 96, ChongRen Alley, QiYi Street, LiJiang Old Town), ☏ , [email protected]. Lijiang Sina Hotel is in the famous "World Cultural Heritage" – inside the old town of Lijiang City. Accessing the hotel by the South Gate, its architectural structure is rich in art and also follows the traditional "Naxi" dwelling and is owned and managed by Emperor Resorts International Pte Ltd, Singapore. For info - Facebook Page - Lijiang Sina Hotel 新纳大酒店
- Lijiang Tianlun Guesthouse (close to the main street), ☏ , , fax: , [email protected], MSN:[email protected]. A traditional building of Naxi culture. Opened in 2008, with 24-hour hot water and good English service, kitchen, book bar, tour guidance, Naxi breakfast, airport pick-up. Different type rooms are available. ¥180-560.
- Moon Inn, Wuyi Road, Dayan (In the old town), ☏ , . A delightful, upmarket hotel. Surrounding an open air courtyard the 10 double and twin rooms all have ensuite bathroom and Western toilet. Some have marvellous views over rooftops to the mountains. At night, as the roofs come alive in coloured lights, the effect is spectacular. The Li family run the hotel, and offer a computer with internet connection in the lobby, laundry and meals. Listed rates from ¥400, discounted from ¥200.
- New Senlong Hotel, Minzhu Road, Lijiang Old Town. Four-star traditional Naxi palace-style hotel that is adjacent to Ancient Town. Inside the hotel’s traditional setting, modern facilities and services can be enjoyed. Amenities include 214 deluxe guestrooms, The Mushroom King restaurant, KTV, spa, and roof garden to name a few. Guaranteed online reservation is available. Listed rates from ¥1,080, discounted from ¥360.
- 2 Hidden Garden, No. 46 Wenming Alley, Yishang Street (Wuyi Str.) Old Town District 674100 Lijiang, Yunnan, China (get a taxi to Beimen Po Gucheng guan li ju (北门坡 古城 管理局). When you get off the taxi you are at the northside of the old town. Walk down the old cobble street then turn left after 25 meters. After 50 meters this alley ends, you turn left. Follow the street for 120 meters, turn right. The Hidden Garden is situated after 40 meters on the left hand side.), ☏ , [email protected]. Check-in: 12:00, check-out: 12:00. Hidden Garden Lijiang is the newest small scale (10 room) guesthouse tucked away in the narrow alleys of Lijiang Old Town. The hostel is located in the upper north eastern parts of the Old Town, just outside the crowds and noise of the center. The old Naxi style house has the ancient look and feel, with modern facilities. There is a peaceful garden, a relaxing and quiet place to hang out, have a coffee, or discuss your travel itinerary with the multilingual staff. Listed rates from ¥228.
- [dead link] Pullman Lijiang Resort & Spa, ☏ , [email protected]. Shuhe Road, Shuhe Old Town. Possibly the most comfortable place to be in Lijiang is here, with rooms starting at ¥1,400 per night and villas starting at ¥2,400 per night (as of Sept 2011). The interiors are of contemporary Chinese design, reflecting Naxi architecture and style. Amenities include new 42” LCD TV and sliding doors for washrooms. For cuisine, there is fine international cuisine, with local Chinese food in their restaurant. Jade Dragon Snow Mountain backdrops the resort. Water is free and transportation is well. The hotel is about 7 minutes away from Shuhe Ancient Town.
- Banyan Tree, Lijiang, ☏ . Yuerong Road, Shuhe Old Town. For those with deep pockets the Banyan Tree Lijiang is possibly one of the world's nicest hotels with rooms from ¥3,000 per night (price of Apr 2008). Placed way out in the middle of farmland, this hotel is quiet, peaceful, and from afar looks like a fortress village. The "rooms" are small villas built in traditional farmhouse architecture, comprising of a bath, study and bedroom with a direct view of the Jade Dragon Snow Mountain, a private garden, patio, and an outdoor jacuzzi. The food here is mediocre but the prices are comparable to the touristy parts of the old town with meals costing ¥30-40. However the water is outrageously expensive with a bottle of Perrier setting you back a staggering ¥45, making it more expensive than a glass of wine (¥38). A taxi is required to get to and from the hotel (¥10-15 to the old town) (Nov 2006). This hotel is quite far from the center of Lijiang city.
- Guanfang Hotel. Although not in the old town (it's in the new city), you can get a taxi ride from this hotel to the old town's entrance for a reasonable fee (less than ¥10). Guanfang hotel is part of a hotel chain owned by a Yunnanese hotelier group - it has "Guanfang hotels" in other cities in Yunnan province. The Lijiang Guanfang hotel is built to a resort (bungalow) style. The hotel ground area is very big and you have to walk quite a distance from the hotel lobby to your assigned bungalow (containing a number of rooms). But the rooms are pretty spacious and it's beautifully set and are between 4-5 stars.
- Hotel Indigo Lijiang
- InterContinental Hefu Lijiang
The smaller streets in the old town are reported not to be safe at night. Do not walk alone.
As the city lies at the foot of the Himalayas, you may be susceptible to high altitude sickness, especially if you go visit the 3,000 m-high mountains in the area.
Lijiang is on a popular route described at Yunnan tourist trail. Other major towns along that route are:
- Dali, next main city south. There is a direct bus to Xiaguan, Dali new town. You need to take another bus to Dali ancient city. There is also a direct bus from Lijiang to Dali ancient city; ask your hotel or a tour agent to book the ticket. All of the Lijiang buses pass the Dali old town on the way to Xiaguan. Just tell the driver to drop you off in Dali.
- Shangrila, next main city north. It is ¥60 from Lijiang to Shangrila by express bus. about 4-hr trip, bus every hour.
Other places in the region include:
- Shaxi, between Dali and Shangri-la. Unexploited ancient town unlike Lijiang, less travel by tourists, but is now attracting backpackers. There is no transport direct to Shaxi, you need to arrive at Jiangchuan first. An express bus operates from Dali (Xiaguan) to Jiangchuan, and Lijiang to Jiangchuan. A mini bus will also take you from Lijiang to a border of Jiangchuan and Lijiang, where you need to take a minibus to Jiangchuan city, and continue with another minivan to Shaxi old town. If you miss the express bus, the mini bus will be an alternative; it is faster. Or you can just flag down any bus going From Dali to Shangri-la and tell them you're getting out in Jiangchuan.
- Lugu Lake, north of Lijiang near the Sichuan border, direct bus from Lijiang. As of 2010, the road was under construction and very rough, more than seven hours of rough ride. Presumably construction is now complete, so travel should require about four hours and be reasonably comfortable.
- Qiaotou for Tiger Leaping Gorge - regular bus services are available from the main bus station. You can also take any Shangrila bound bus and have the driver drop you off at Qiaotou. Costs about ¥25. If you take a Shangrila bus, make sure to ask for the ticket to Qiaotou only, otherwise they will charge you the full fare to Shangrila.
- For the Three parallel rivers region you will need a guide (readily available in either Lijiang or Shangrila), equipment, and at least a week.
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Calculate the maximum stationary load that a given floor can safely support based on its known construction makeup.
|Allowable extreme fiber stress in tension (psi or kPa)|
(Assumed to be 1/2 flexural strength)
|Thickness of slab (inches or mm)|
|Modulus of subgrade reaction (pci or MPa/m)|
|Modulus of elasticity(ipsi or kPa)|
(assumed to equal 4000000 psi or 27579028 kPa)
|Maximum Allowable Stationary Live Load (psf)|
Please provide a rating, it takes seconds and helps us to keep this resource free for all to use
This tutorial introduces the Maximum Floor Live Load Capacity Calculator, a valuable tool in the field of structural engineering. The calculator allows you to determine the maximum weight or load that a floor can safely support based on its design, dimensions, and material properties. Understanding the maximum floor live load capacity is crucial for ensuring the structural integrity and safety of buildings, bridges, and other structures. In this tutorial, we will discuss the concept of floor live loads, provide interesting facts about load capacity, explain the formula for calculating the maximum load, and offer real-life examples to illustrate its practical use.
Load capacity is a fundamental consideration in structural engineering. Here are some interesting facts about load capacity and its significance in construction and design:
The formula for calculating the maximum floor live load capacity depends on several factors, including the design specifications, material properties, and safety factors. In general, the calculation involves determining the maximum load based on the allowable stress or deflection criteria. While specific formulas may vary depending on the structural elements and codes used, a simplified formula for uniformly distributed loads on a rectangular floor area can be expressed as follows:
The Maximum Floor Live Load Capacity Calculator is widely used in the design and construction of buildings. Engineers and architects rely on load capacity calculations to determine the appropriate structural elements, materials, and configurations for floors, beams, and columns. For example, in the design of a commercial office building, the calculator can be used to estimate the maximum load that the office floors can safely support. Based on the intended use of the space, such as office workstations, furniture, and occupants, the load per unit area can be determined. The calculator then allows for the calculation of the maximum floor live load capacity, considering factors like the floor area and safety factor.
Once the maximum load capacity is known, engineers can make informed decisions about the design and selection of structural components. They can ensure that the chosen materials and structural configurations are capable of safely supporting the anticipated loads. This information is crucial for maintaining the structural integrity of the building and ensuring the safety of its occupants.
For example, in a commercial building, the maximum floor live load capacity is essential for determining the placement and distribution of heavy equipment, furniture, and storage areas. It helps in determining the load-bearing capacity of the floors to accommodate the expected usage and occupancy. By calculating the maximum load capacity, engineers can ensure that the floor structure is designed to withstand the anticipated loads without excessive deflection or failure.
The application of the Maximum Floor Live Load Capacity Calculator extends beyond buildings. It is also relevant in the design of bridges, industrial facilities, and other structures where load-bearing capacity is critical. In bridge engineering, for instance, the calculator helps determine the maximum live load that the bridge deck can support, considering factors such as vehicle weights and traffic patterns. This information ensures the safe and efficient operation of the bridge while maintaining its structural integrity.
In the construction industry, accurate load capacity calculations play a crucial role in meeting regulatory requirements and ensuring compliance with building codes and standards. Building codes provide specific guidelines for determining load capacity based on factors such as occupancy type, intended use, and safety factors. By using the Maximum Floor Live Load Capacity Calculator, engineers can easily verify compliance with these codes and ensure that the design meets the necessary safety requirements.
In conclusion, the Maximum Floor Live Load Capacity Calculator is an essential tool in the field of structural engineering. It enables engineers to determine the maximum weight or load that a floor can safely support, taking into account factors such as floor area, load per unit area, and safety factors. This calculator finds applications in the design and construction of buildings, bridges, and various structures where load-bearing capacity is critical. By accurately estimating the maximum load capacity, engineers can ensure the structural integrity, safety, and longevity of the designed structures.
You may also find the following Engineering calculators useful.
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1. Every epic work defines heroism differently, and many heroes are great of stature without being moral paragons. As the headnote to the Ramayana points out, Rama is a virtually perfect man. Do you find him less interesting than other heroes on that account? What indications are there in this portion of the text that his perfection may not be totally innate, but a state of being that he must work to achieve? How would this mirror the efforts we see his mother, Kausalya, make to discipline her feelings? How would that be consistent with the Hindu religious beliefs that imbue this work?
I do not find Rama less interesting than the other heros. The test was easier to read than past readings and it was more clear to see that he was more relaxed, worked very hard for what he achieved and had a solid head on his soilders. They say he was a perfect man, and its not that he was perfect, not one is perfect but that he worked very hard for what he had and gained. He was almost perfect in the way that he acted in difficult situations that makes us. Like when he was exiled, he was calm and gave up the kingdom without a fight. Rama’s mother was not as dedicated to dharma as Rama was and she was reminded of that in the beginning of the story.
2. In The Bhagavad-Gita, Krishna speaks to Arjuna, a warrior afraid to fight: compare Arjuna’s dilemma with that of Achilles in the Iliad, or that of Medea as she struggles with her maternal emotions when she is about to kill her sons by Jason. Compare the code of behavior Krishna outlines to the view of violence in Homer’s poem or Euripides’ Medea. If appropriate, look for materials in other belief systems that reflect on these questions: consider “[The First Murder]’ (Genesis 4), the Beatitudes (Mathew 5), or “The Offering of Isaac,’ or the table (Sura 5 of the Koran).
Arjuna’s dilemma to fight was due to his devotion to the divine. He was also conflicted because the army he was going to fight included his own kind. Achilles when he realized that they were fighting a political war was willing to stop fighting, were Medea was the complete opposite and did not consider any other way of releasing her anger she choose to kill her children.
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| 0.992085 | 510 | 3.515625 | 4 |
Ashford 5: – Week 4 – Discussion 2
The Turing Test
Present three specific questions that you would ask in the Turing Test to determine if something is real or artificial intelligence. Explain why you think these questions would be the type to reveal the computer to be a computer? Why would these responses have to be given by a human being? (If you don’t think there are such questions, explain how the three questions you chose would fail to determine which one of the respondents was a computer and which was an actual human.)
Your initial post should be at least 150 words in length. Support your claims with examples from this week’s required material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your classmates’ posts by Day 7.
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Height datum relations
The vertical datum of a height reference system is usually determined by the mean sea level, which is estimated by one or more tide gauges of an adjacent sea. The tide gauge stations of the national height systems in Europe are located at various oceans and inland seas: Baltic Sea, North Sea, Mediterranean Sea, Black Sea, Atlantic Ocean. The differences between these sea levels can come up to several decimeters. They are caused by the various separations between the ocean surface and the geoid.
Landlocked countries in particular determined the relation of their height systems to a sea level by leveling observations to neighbouring countries. These measurements were in some cases already done in the 19th century and were accordingly inaccurate.
The below picture shows the reference tide gauges for European national height reference systems and the offsets to EVRF2019 in cm.
In Europe different kinds of heights are used (normal heights, orthometric heights, normal-orthometric heights). They differ in the method, how the leveled height differences are corrected because of the gravity of the Earth. In some European height systems, heights without any gravity correction are used.
The following picture shows the kind of heights, which are in use in European countries.
More detailed information about European coordinate reference systems and their transformation parameters to the pan-European Vertical Reference System EVRS are available at Information System for European Coordinate Reference Systems CRS-EU.
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Positive- and Negative-Pressure Ventilation
by Greg Crowther
Anatomy and physiology students all know that the lungs are important for bringing in oxygen and getting rid of carbon dioxide. However, they are often unclear on exactly HOW air moves into and out of the lungs. There are two main mechanical options, as outlined below....
From evolution and engineers,
Not one but two different forms of ventilation have appeared.
One of them expands the chest,
And one delivers air from some container that becomes compressed.
Do the lungs suck or not?
If so, then negative-pressure ventilation is just what you've got.
Or is the air forced on down?
If so, then positive-pressure ventilation is just what you've found.
• sheet music (with melody play-back)
Songs like this one can be used during class meetings and/or in homework assignments. Either way, the song will be most impactful if students DO something with it, as opposed to just listening.
An initial, simple follow-up activity could be to answer the study questions below. A more extensive interaction with the song might entail (A) learning to sing it, using an audio file and/or sheet music as a guide, and/or (B) illustrating it with pictures, bodily poses, and/or bodily movements. The latter activity could begin with students identifying the most important or most challenging content of the song, and deciding how to illustrate that particular content.
(1) Name one group of organisms that naturally inflate their lungs via positive-pressure ventilation.
(2) Which form of ventilation operates by helping the inspiratory muscles expand the chest?
(3) Another way of contrasting the two forms of ventilation is to say that in one of them, air is pushed into the lungs, whereas in the other, air is pulled into the lungs. Which is which?
(Answers may be found on the answers page.)
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2021/10/25 Dina Kunwar
Dashain is the longest and biggest festival of Nepal which is usually celebrated for 15 days in September – October. The period varies depending on the Nepalese calendar, and it lasted for 14 days this year, from 7th to 20th October. Dashain honors the Goddess Durga, who battled with the demon for ten days and killed him, according to Hindu mythology. Therefore, Dashain is the festival of a win over evil, which signifies the unity, the victory of truth, and the inception of happiness.
Dashain is a time for family reunions, exchange of gifts and blessings, and elaborate pujas. People return home from abroad and from cities to celebrate the festival with their families, friends and relatives. In preparation for Dashain, every home is cleansed and beautifully decorated, painted as an invitation to the Goddess Durga, so that she may visit and bless the house with good fortune. New clothes are given to the children and various good food especially meat items are consumed during Dashain Festival.
Dashain starts from Ghatasthapana and ends on full moon day called Kojagrat Punima. Each day has special rituals and activities to be performed. The most important day are 1st day- Ghatasthapana, 7th day -Saptami Phulpati , 8th day- Maha Astami , 9th Day- Maha Nawami and 10th Day- Vijaya Dashami. The first nine days of the festival are popularly called Navaratri and the goddess Durga is worshipped during this period.
1st Day: On Ghatasthapana, people sow rice and barley seeds on the pious corner of their house to grow seeds called Jamara to worship Goddess Durga and used for giving the blessing on the ceremony on the 10th day.
7th Day: Saptami Phulpati is connected to the unification of Nepal. On Phulpati, Navapatriva (a combination of nine holy plants such as banana stalks, Jamara, and sugar cane which represent nine Hindu deities) is brought from Gorkha to Kathmandu and honored with a 21-gun salute by the Nepal Army. A special parade is also carried out to signify the official arrival of Phulpati. The process of bringing Phulpati from Gorkha to Kathmandu is a symbol of the fact that Nepal is now unified and that the main cities are now equally blessed by goddess Durga.
8th -9th Day: People sacrifice goats, ducks, buffaloes, and other birds to the Goddess Durga. People also visit Durga’s temple to worship their favorite goddess and wish her blessing for power and prosperity.
10th day - On Vijaya Dashami, people receive Tika (red-colored rice seeds) on their forehead, Jamara on their head along with the blessings of the elder ones in the family. They get blessings for good health, happiness, progress, prosperity, and longevity. People wear new clothes, visit relatives and enjoy delicious food items.
This year, many people were able to return to their parents' homes and spent time with their families, thanks to a loosening of movement restrictions due to the spread of COVID-19.
People clean and decorate their house before Dashain festival
People grow seedlings called Jamara in this Tapari leaf dish to worship Goddess
On the 9th day (Maha Nawami), people visit Durga’s temple to worship their favorite goddess and wish her blessing for power and prosperity.
Family members get together and enjoy delicious meal in the final day of the festival
Some popular cuisines in Dashain festival
Holi-The Festival of Colors and Fun in Nepal
2021/04/17 Dina Kunwar
Holi is the colorful festival celebrated in Nepal. It falls on full moon day of Falgun month, the eleventh month of Nepali calendar and was celebrated in late March this year. Holi signifies the victory of good over evil. The festival is also celebrated for the coming of spring and harvest season.
Holi is one of the unique festivals of the Hindu, but non-Hindus also celebrate this festival with great enthusiasm and warmth. All the people from different age group, cast and religions can enjoy and join the celebration. The vibrancy of colors brings a lot of positivity to our lives and Holi festival is actually a day worth rejoicing.
The way of Holi celebration differs depending on our diverse topography, culture, tradition. In general, during the festival, people exchange different powdered colors to each other including friends, family, relatives and even strangers. Besides colors, people also celebrate by throwing water, dancing, enjoying the concert and special juice called “bhang”. Hence Holi is also a festival of fun and entertainment, it generates a feeling of love and brotherhood among the people.
In Kathmandu, on the day of the festival, many people usually gather at Basantapur durbar square, the world heritage sites and in various places for the celebration. This year, due to the spread of COVID 19, Government of Nepal requested the public to follow health and safety protocols and many people stayed at home. At the same time, media covered many people who did not want to miss out the festivity that was taken place after such a long time of indoor activities due to the pandemic gathered at Basantapur durbar square.
Children in rural area enjoyed the festival
Young people gathered to enjoy the festival before the spread of COVID-19
The Celebration at Kathmandu Durbar Square this year (Source: The Kathmandu Post)
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Experiencing occasional anxiety is a normal part of life. However, people with anxiety disorders frequently have intense, excessive and persistent worry and fear about everyday situations. Often, anxiety disorders involve repeated episodes of sudden feelings of intense anxiety and fear or terror that reach a peak within minutes (panic attacks). These feelings of anxiety and panic interfere with daily activities, are difficult to control, are out of proportion to the actual danger and can last a long time. You may avoid places or situations to prevent these feelings. Symptoms may start during childhood or the teen years and continue into adulthood. Examples of anxiety disorders include generalized anxiety disorder, social anxiety disorder (social phobia), specific phobias and separation anxiety disorder. You can have more than one anxiety disorder. Sometimes anxiety results from a medical condition that needs treatment. Whatever form of anxiety you have, treatment can help. Symptoms Common anxiety signs and symptoms include:
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https://firefightermentalhealth.org/anxiety/
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In this 10 out of 10 tutorials we do 10 runs that demonstrated how consistent and reliable it is to stop at the second intersection. This is useful as it is one of the main ways to figure out how to position yourself on the field.
- 10 Aug 2022
- LEGO Education SPIKE Prime
- Line follow, 10 out of 10, Line follow, Scratch, LEGO Education SPIKE App Word Blocks 2, Programming, Light and Color Sensor, Sensors
How to use this tutorial?
Implement the program for stopping at the second line and measure how consistent your robot is. That's it.
Next on our list how do we stop at the second intersection? And this is a ten runs tutorial in which we demonstrate how accurate and consistent this LEGO Education SPIKE Prime robot is. The goal stop: at the second intersection.
Start from base although we don't have to as we've demonstrated in the tutorial explaining the behavior of the robot and the program we can start from anywhere on the line we follow first black line second black line stop. Now let's start from a different place follow, turn, 1st black line and here we missed. I don't know why we missed sometimes it happens probably if we try to change the speed of the robot it will give more time for the sensor to detect the line. Sometimes it requires this change in the speed and we prefer this to show it to you to leave it here in the recording and the tutorial for us to have a chance to discuss this because the sensors have their electronics inside and they have a certain speed with which they can process the events and the brick can process this event with certain speed and sometimes it's rare but sometimes the sensor is kind of missing it and it's very rare but it happens so what we can do here is we can reduce the speed of the robot and in this way we give the sensor more time. But apart from this what you can see the robot pretty consistent moves detects the second black line. Stops at the second intersection every time consistent doesn't matter where we start this robot from it always works in a consistent and reliable way. Which is fun because we don't spend a lot of time trying to debug the robot trying to discuss how can we improve it. Why is it not working? What's wrong with these robots? What's wrong with these motors, with the brick, with the sensors? We use sensor to detect the second black line and we stop without seconds, without timer. See you in the next tutorial.
Курсове и занятия включващи този Урок
Този Урок е използван в следните курсове и занятия.
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The landscape of education is undergoing a seismic shift, driven by technology and the relentless pursuit of more personalized, accessible, and engaging learning experiences. EdTech startups are at the forefront of this transformation, introducing innovative solutions that are reshaping how students learn, teachers instruct, and institutions operate. This article explores the world of EdTech startups and how they are disrupting the traditional education system.
The Rise of EdTech Startups
EdTech, or Education Technology, refers to the use of technology to enhance education through the creation, use, and management of resources and processes that enable learning. In the last decade, the rise of EdTech startups has been meteoric, fueled by factors such as:
Global Connectivity: With the internet reaching even the most remote corners of the world, access to quality education is no longer confined to urban areas.
Advancements in Technology: Breakthroughs in AI, machine learning, and cloud computing are enabling personalized and adaptive learning experiences.
Changing Educational Needs: The modern workforce demands new skills and competencies, requiring educational models that are more aligned with industry needs.
The COVID-19 Pandemic: The recent global pandemic has accelerated the adoption of online learning and remote education tools.
Innovations and Impact
EdTech startups are creating diverse and ground-breaking solutions. Some of the key areas of innovation include:
1. Personalized Learning Platforms
Utilizing AI and data analytics, startups are creating platforms that deliver personalized learning paths, adapting to each student’s pace, preferences, and performance.
2. Virtual and Augmented Reality
Virtual and Augmented Reality (VR/AR) technologies are making learning more immersive and interactive. From virtual field trips to augmented lab experiments, the possibilities are endless.
3. Skill-Based Learning and Micro-Credentials
EdTech startups are offering short, skill-based courses and certifications that align with industry needs, providing learners with tangible and immediately applicable skills.
4. Collaborative and Social Learning Tools
Platforms that facilitate collaboration and peer-to-peer learning are fostering community engagement and making education more social and interactive.
5. Accessibility and Inclusion
New tools are emerging to make education more accessible to learners with disabilities, bridging gaps and creating more inclusive learning environments.
Challenges and Considerations
Despite the exciting potential, EdTech startups face challenges such as:
Regulatory Compliance: Adhering to regulations around data privacy, accessibility, and educational standards is complex.
Integration with Traditional Systems: Seamless integration with existing educational systems and curricula may pose difficulties.
Equity and Accessibility: Ensuring that technology does not widen educational inequalities is a significant concern.
Quality Assurance: Maintaining and assuring the quality of educational content and experiences is essential.
EdTech startups are not merely supplementing traditional education; they are redefining it. By leveraging cutting-edge technology and aligning with modern learning needs, these startups are democratizing access to quality education and fostering a culture of continuous, lifelong learning.
While challenges exist, the potential impact of these innovations on global education is profound. As we move forward, collaboration between startups, educators, policymakers, and learners will be key to realizing the full potential of EdTech.
The disruption caused by EdTech startups is an exciting and necessary evolution, reflecting a broader societal shift towards a more connected, personalized, and accessible future. In this rapidly changing landscape, education is no longer confined to the classroom; it’s a dynamic, ongoing journey that can be tailored to meet the unique needs and aspirations of each individual. The classroom of the future is being built today by visionary startups, and the possibilities are as boundless as our collective imagination.
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| 0.923521 | 765 | 3.203125 | 3 |
A product breakdown structure (PBS) is a hierarchical visual representation of project outcomes or deliverables.
|Concept||A Product Breakdown Structure (PBS) is a hierarchical and systematic decomposition of a complex product or project into its constituent parts or deliverables. It is a visual representation that breaks down the entire product into smaller, manageable components, making it easier to plan, manage, and execute projects effectively. Each level of the PBS represents a finer level of detail, allowing for a clear understanding of the product’s structure and facilitating project management, cost estimation, and resource allocation. PBS is a valuable tool in project management methodologies like the Work Breakdown Structure (WBS) and Prince2.|
|Key Components||The PBS consists of the following key components: |
– Main Product: This is the highest level of the PBS and represents the entire product or project.
– Subsystems: The main product is divided into major subsystems, each responsible for a significant part of the project.
– Components: Subsystems are further divided into individual components, which may be physical parts, software modules, or specific deliverables.
– Further Decomposition: The process continues until the smallest, manageable work packages or elements are reached.
|Application||The PBS is commonly used in project management, engineering, construction, and product development. It is particularly useful when dealing with complex projects or products, as it helps in defining project scope, work packages, and responsibilities. PBS aids in estimating costs, allocating resources, and ensuring that all project components are accounted for during planning and execution. Additionally, it provides a basis for tracking progress and managing changes.|
|Benefits||The PBS offers several benefits: |
– Clarity: It provides a clear and visual representation of the project’s structure, enhancing understanding among team members and stakeholders.
– Scope Definition: It helps in defining the project scope by breaking it down into manageable components.
– Resource Allocation: PBS facilitates resource allocation and cost estimation at various levels of the hierarchy.
– Project Control: It serves as a reference point for tracking project progress and managing changes.
|Challenges||Challenges associated with PBS include: |
– Initial Effort: Creating a detailed PBS requires time and effort, especially for large and complex projects.
– Maintenance: The structure should be kept up-to-date as the project progresses and changes occur.
– Complexity: For extremely complex projects, the PBS itself can become intricate, making it challenging to manage.
|Real-World Application||PBS is widely used in industries such as construction, aerospace, software development, and manufacturing to plan and execute projects. For example, in construction, it breaks down a building project into floors, rooms, walls, and components. In software development, it represents modules, functions, and features.|
Understanding the product breakdown structure
A product breakdown structure is a diagrammatic hierarchical representation of project outcomes and provides a clear and concise illustration of what the project must deliver.
The PBS is also beneficial for teams since it reduces a complex project or product into more manageable components.
The PBS is similar to another project management tool called the work breakdown structure (WBS), which organizes project work into smaller sections and deliverables.
In the context of project management, the PBS precedes the WBS with a focus on determining the desired outputs required to achieve project goals. The WBS is then crafted to identify the activities and tasks that will support those outputs.
Many favor this approach to project management because it removes ambiguity and avoids assumptions that can result in inefficiencies.
The common mantra is that the “PBS defines where you want to go while the WBS tells you how to get there.”
Example of a product breakdown structure
- Project initiation document.
- Software installed – third-party software, servers, database software.
- Software tested – test plans, test scripts, test system.
- Training delivered – training plan, training venue, training material.
- Software delivery to users – software download, post-install test script.
Notice in the above that products may be described as nouns or as outcomes in the past tense. Most product breakdown structures will also be annotated with a list of products and associated product descriptions.
These set the standards for product quality and responsibility early on in the project life cycle.
Once the PBS has been completed, decision-makers can create a product flow diagram to define the delivery plan logic.
How to create a product breakdown structure
Creating a product breakdown structure involves a team of individuals sharing their unique perspectives on a particular project.
Many businesses choose to conduct brainstorming sessions between departments where employees can collaborate to define the various categories and sub-categories.
This can be done on a whiteboard or with notecards and post-it notes.
Whatever method is chosen, the teams must discuss each project and reorganize the components where necessary. For complex projects, it may be worthwhile to use mind mapping and project management software such as MindView.
- A product breakdown structure (PBS) is a hierarchical visual representation of project outcomes or deliverables. It provides a clear and concise illustration of project deliverables while also reducing complexity.
- In a PBS, products are described as either nouns or outcomes in the past tense. Once the illustration has been completed, decision-makers can create a product flow diagram to define the delivery plan logic.
- To create a product breakdown structure, teams from multiple departments must collaborate and share their unique perspectives. The PBS itself be completed on a whiteboard or with note cards, but more complex projects may require dedicated project management software.
- Visual Hierarchy: A PBS is a hierarchical diagram that represents project outcomes. It offers a structured view of what the project aims to deliver, with the final product at the top and subcategories below.
- Simplifying Complexity: It helps teams break down a complex project into manageable components, making it easier to understand the project’s structure and objectives.
- Relation to WBS: While similar to the Work Breakdown Structure (WBS), the PBS focuses on defining desired project outputs. It precedes the WBS, which identifies activities and tasks to achieve those outputs. The PBS sets the destination, while the WBS outlines the journey.
- Clarity and Efficiency: The PBS reduces ambiguity and prevents assumptions that can lead to inefficiencies. The saying goes, “The PBS defines where you want to go, while the WBS tells you how to get there.”
- Example: For a third-party software installation project, the PBS may include categories like Project Initiation Document, Software Installed (third-party software, servers, database software), Software Tested (test plans, test scripts, test system), Training Delivered (training plan, venue, material), and Software Delivery to Users (software download, post-install test script).
- Annotations: A PBS often includes a list of products and associated descriptions, setting quality standards and responsibility early in the project’s lifecycle.
- Creation Process: Teams collaborate to create a PBS, typically through brainstorming sessions between departments. Visual aids like whiteboards, notecards, and post-it notes can be used. For complex projects, project management software and mind mapping tools can be valuable.
- Product Flow Diagram: Once the PBS is complete, it can be used to create a product flow diagram, defining the logic for product delivery.
|Level 1||This is the highest level of the PBS, representing the main product or project.||– Provides an overall view of the project or product. – Helps stakeholders understand the project’s scope. – Sets the context for lower-level breakdowns.||Example: For a construction project, Level 1 might represent the “Office Building” that is the main focus of the project.|
|Level 2||Subdivides Level 1 into major components or deliverables.||– Breaks down the project into manageable segments. – Assigns responsibility for each major component. – Helps in project planning and resource allocation.||Example: Level 2 of the “Office Building” project might include components like “Foundation,” “Structural Frame,” “Interior Finishes,” and “Exterior Cladding.”|
|Level 3||Further decomposes Level 2 components into smaller, more specific elements or tasks.||– Provides a detailed view of the work required for each component. – Facilitates task assignments and scheduling. – Guides project monitoring and progress tracking.||Example: Under the “Foundation” component, Level 3 might include elements such as “Excavation,” “Footings,” “Concrete Pour,” and “Curing.”|
|Level 4||Continues the decomposition process into even smaller elements, making it suitable for task management.||– Enables precise task definition and assignment. – Supports detailed scheduling and resource allocation. – Helps identify dependencies and critical path items.||Example: Within the “Concrete Pour” element, Level 4 could include tasks like “Formwork Preparation,” “Rebar Installation,” “Concrete Mixing,” and “Pouring and Leveling.”|
Connected Product Development Frameworks
Read the remaining product development frameworks here.
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What are the Significant Currency Pairs
What are the different money pairs?
Currency sets can be split into 3 classifications …
The significant money sets are one of the most traded currencies on the planet, so there are about 7 major money pairs:
1. EUR/USD (Euro Dollar).
2. GBP/USD (Extra Pound Buck).
3. USD/CHF (Buck Swissy).
4. USD/JPY (Buck Yen).
5. AUD/USD (Aussie Buck).
6. NZD/USD (Kiwi Buck).
7. USD/CAD (Buck Loonie).
Amongst the 7 significant money pairs, the mass of the purchase is usually within these leading four, so these are usually the most liquid currency pairs there is available.
Right here’s what I indicate:.
Resource: Financial Institution of International Settlements.
You can see that the USD in 2016, 87.6% of all transactions is USD purchases.
Concerning 31% is Euro transactions, 21% Japanese yen, concerning 13% the British pound, which I mentioned earlier.
After that, you have the Aussie buck, Canadian, Swiss franc, Japanese yen, Swedish krona, and the New Zealand buck.
Cross Money Pairs.
A cross money pair basically means that it is a non-USD pair.
Below are the following:.
1. Euro Crosses: EUR/CHF, EUR/GBP, EUR/AUD.
2. Yen Crosses: EUR/JPY, GBP/JPY, AUD/JPY.
3. Extra Pound Crosses: GBP/AUD, GBP/NZD, GBP/CAD.
Exotic currency sets basically refer to currency pairs in establishing nations a lot of the moment.
Below are the adhering to unique currency sets:.
These are not significant currency pairs even though there’s a USD because you can see that the dollar is pegged right into countries which are classified as developing countries.
One thing to note is that these unique currency sets often tend to have wider spreads due to the fact that they are not actively traded like the major money sets.
So, do not be shocked if you see the spread on these sets, like a few hundred pips.
The bulk of the transactions are generally discovered on the major sets.
Cross money pairs have no USD associated with them.
Unique sets are commonly money sets in creating countries.
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Release: Recession Indicators Series
This time series is an interpretation of Organisation of Economic Development (OECD) Composite Leading Indicators: Reference Turning Points and Component Series data, which can be found at http://www.oecd.org/std/leading-indicators/oecdcompositeleadingindicatorsreferenceturningpointsandcomponentseries.htm. The OECD identifies months of turning points without designating a date within the month that turning points occurred. The dummy variable adopts an arbitrary convention that the turning point occurred at a specific date within the month. The arbitrary convention does not reflect any judgment on this issue by the OECD. Our time series is composed of dummy variables that represent periods of expansion and recession. A value of 1 is a recessionary period, while a value of 0 is an expansionary period. For this time series, the recession begins on the 15th day of the month of the peak and ends on the 15th day of the month of the trough. This time series is a disaggregation of the monthly series. For more options on recession shading, see the note and links below.
The recession shading data that we provide initially comes from the source as a list of dates that are either an economic peak or trough. We interpret dates into recession shading data using one of three arbitrary methods. All of our recession shading data is available using all three interpretations. The period between a peak and trough is always shaded as a recession. The peak and trough are collectively extrema. Depending on the application, the extrema, both individually and collectively, may be included in the recession period in whole or in part. In situations where a portion of a period is included in the recession, the whole period is deemed to be included in the recession period.
The first interpretation, known as the midpoint method, is to show a recession from the midpoint of the peak through the midpoint of the trough for monthly and quarterly data. For daily data, the recession begins on the 15th of the month of the peak and ends on the 15th of the month of the trough. Daily data is a disaggregation of monthly data. For monthly and quarterly data, the entire peak and trough periods are included in the recession shading. This method shows the maximum number of periods as a recession for monthly and quarterly data. The Federal Reserve Bank of St. Louis uses this method in its own publications. The midpoint method is used for this series.
The second interpretation, known as the trough method, is to show a recession from the period following the peak through the trough (i.e. the peak is not included in the recession shading, but the trough is). For daily data, the recession begins on the first day of the first month following the peak and ends on the last day of the month of the trough. Daily data is a disaggregation of monthly data. The trough method is used when displaying data on FRED graphs. A version of this time series represented using the trough method can be found at:
The third interpretation, known as the peak method, is to show a recession from the period of the peak to the trough (i.e. the peak is included in the recession shading, but the trough is not). For daily data, the recession begins on the first day of the month of the peak and ends on the last day of the month preceding the trough. Daily data is a disaggregation of monthly data. A version of this time series represented using the peak method can be found at:
The OECD CLI system is based on the "growth cycle" approach, where business cycles and turning points are measured and identified in the deviation-from-trend series. The main reference series used in the OECD CLI system for the majority of countries is industrial production (IIP) covering all industry sectors excluding construction. This series is used because of its cyclical sensitivity and monthly availability, while the broad based Gross Domestic Product (GDP) is used to supplement the IIP series for identification of the final reference turning points in the growth cycle.
Zones aggregates of the CLIs and the reference series are calculated as weighted averages of the corresponding zone member series (i.e. CLIs and IIPs).
Up to December 2008 the turning points chronologies shown for regional/zone area aggregates or individual countries are determined by the rules established by the National Bureau of Economic Research (NBER) in the United States, which have been formalized and incorporated in a computer routine (Bry and Boschan) and included in the Phase-Average Trend (PAT) de-trending procedure. Starting from December 2008 the turning point detection algorithm is decoupled from the de-trending procedure, and is a simplified version of the original Bry and Boschan routine. (The routine parses local minima and maxima in the cycle series and applies censor rules to guarantee alternating peaks and troughs, as well as phase and cycle length constraints.)
The components of the CLI are time series which exhibit leading relationship with the reference series (IIP) at turning points. Country CLIs are compiled by combining de-trended smoothed and normalized components. The component series for each country are selected based on various criteria such as economic significance; cyclical behavior; data quality; timeliness and availability.
The Euro area covers the Europe 16 area excluding Denmark, Sweden, and United Kingdom.
OECD data should be cited as follows: OECD Composite Leading Indicators, "Composite Leading Indicators: Reference Turning Points and Component Series", http://www.oecd.org/std/leading-indicators/oecdcompositeleadingindicatorsreferenceturningpointsandcomponentseries.htm (Accessed on date)
Federal Reserve Bank of St. Louis, OECD based Recession Indicators for Euro Area from the Peak through the Trough [EURORECDM], retrieved from FRED, Federal Reserve Bank of St. Louis; https://fred.stlouisfed.org/series/EURORECDM, December 1, 2023.
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No single scientific definition of the term exists, and it has been applied to a variety of rock features that fall into one of four general categories: - A glacial erratic is a boulder that was transported and deposited by glaciers or ice rafts to a resting place on soil, on bedrock, or on other boulders. It usually has a different lithology from the other rocks around it. Not all glacial erratics are balancing rocks; some are firmly seated on the ground. Some balancing erratics have come to be known as rocking stones, also known as logan rocks, logan stones, or logans, because they are so finely balanced that the application of just a small force may cause them to rock or sway. A good example of a rocking stone is the Logan Rock in Cornwall, England, United Kingdom; another is the Trembling Rock in Brittany, France. - A perched block, also known as a perched boulder or perched rock, is a large, detached rock fragment that most commonly was transported and deposited by a glacier to a resting place on glacial till, often on the side of a hill or slope. Some perched blocks were not produced by glacial action, but were the aftermath of a rock fall, landslide, or avalanche.
An erosional remnant is a persisting rock formation that remains after extensive wind, water, and/or chemical erosion. To the untrained eye, it may appear to be visually like a glacial erratic, but instead of being transported and deposited, it was carved from the local bedrock. Many good examples of erosional remnants are seen in Karlu Karlu/Devils Marbles Conservation Reserve in the Northern Territory of Australia. - A pedestal rock, also known as a rock pedestal or mushroom rock, is not a true balancing rock, but is a single continuous rock form with a very small base leading up to a much larger crown. Some of these formations are called balancing rocks because of their appearance. The undercut base was attributed for many years to simple wind abrasion, but is now believed to result from a combination of wind and enhanced chemical weathering at the base where moisture would be retained longest. Some pedestal rocks sitting on taller spire formations are known as hoodoos.
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| 0.971253 | 458 | 4.21875 | 4 |
NASA has a “critical responsibility” to the flying public to develop environmentally responsible solutions to the nation’s most pressing aviation problems, Administrator Charles F. Bolden Jr. said Wednesday, Sept. 8.
Addressing the Green Aviation Summit at NASA’s Ames Research Center, Bolden said air travel is one of the safest modes of transportation and vital to the U.S. economy, but increasing air traffic is taking a toll on the environment and the nation’s aviation infrastructure.
“We need to make some changes — both in the design of aircraft and in the way they transit through our skies to not only maintain, but improve safety and efficiency,” Bolden said. “That’s a huge challenge, but we at NASA enthusiastically accept it.”
The two-day meeting brought together about 200 experts from NASA, other federal government organizations, industry and academia. Keynote presentations by leading policymakers as well as detailed technical presentations and panel discussions are focusing on state-of-the-art and emerging technologies that can reduce aircraft noise, emissions and fuel consumption and ensure the safe and manageable growth of the aviation system.
Jaiwon Shin, NASA’s associate administrator for aeronautics research, said NASA technology will become increasingly important because of the lack of available space for new airports. “We really are helping the country to advance to the next generation of air transportation and aviation by working together,” he said. “This summit signifies our strong commitment.”
Summit participants are sharing the results of their work on airplanes that will be designed and built with unconventional configurations, super-efficient engines and lightweight, damage-tolerant materials to increase lift, reduce drag, and deflect noise; innovations that will capitalize on the potential of alternative fuels and advanced power technologies; and efforts to equip aircraft cockpits with computer software and satellite-based navigation and communication systems to assist decision-making by pilots.
Examples of green technology NASA has developed in the past include winglets and chevrons, which are the scalloped edges on the engine nozzles of some models of commercial and cargo aircraft just now entering the market, and are designed to reduce noise.
NASA has a suite of incremental goals for demonstrating the feasibility of aircraft technology and air traffic management techniques that can minimize the environmental effects of air transportation by:
- Enabling aircraft to burn 33% less fuel than today’s most efficient models by 2015, 50% less by 2020, and better than 50% less by 2025.
- Cutting engine emissions of nitric oxide and nitrogen oxide, which contribute to ozone creation, 20% by 2015, 50% by 2020, and better than 5% by 2025 when compared with today’s best engines. Reducing the amount of fuel burned reduces emissions of carbon dioxide, which contribute to global warming.
- Reducing the nuisance noise footprint around airports to one-third its current size by 2015 and one-sixth by 2020, and containing it within the airport property boundary by 2025.
The NASA administrator said it is crucial for the agency and its stakeholders to collaborate closely to that its aeronautics research continues to be both relevant to the aviation community and beneficial to the flying public.
“Just as I like to tell the scientists and engineers who send our human and robotic missions out into the cosmos, you are contributing to national goals and helping people in the work you do every day,” Bolden said. “We are going to make measured progress leading to ever expanding accomplishments to meet the myriad increasing challenges. This is our challenge — to shape the future in aeronautics.”
For more information: Aeronautics.nasa.gov
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Genome Graphs is a tool for displaying genome-wide data sets such
as the results of genome-wide SNP association studies, linkage studies
and homozygosity mapping. This section provides line-by-line descriptions
of the controls on this page. For more detailed instructions, see the
Graphs User's Guide.
- clade: Specifies which clade the organism is in.
- genome: Specifies which organism data to use.
- assembly: Specifies which version of the organism's genome sequence to use.
- graph ... in ...: Selects which graph(s) to display in which color.
- upload: Takes you to a page where you can upload your own data.
- import: Takes you to a page where you can import database tables from this assembly.
- configure: Takes you to a page where you can control many aspects of the display including the overall size of the image, how many graphs can be drawn, and the chromosome layout.
- correlate: If more than one graph is selected, takes you to a page listing the Pearson's correlation coefficient for each pair of graphs.
- significance threshold: Values above this threshold will be considered significant. A light blue line will be drawn across the graphs at the significance threshold of the first graph. Regions above the threshold will be included in the region list you get with the browse regions button.
- browse regions: Takes you to a page with a list of all regions above the significance threshold on the left, and a Genome Browser on the right. Clicking on a region will move the browser's window to that region.
- sort genes: Opens the Gene Sorter with a filter to display only those genes in regions that are above the significance threshold. If the graph was uploaded using markers, then a custom Gene Sorter column with the same name as the graph will be created. This column will list all markers for each gene that contain values above the significance threshold.
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| 0.857433 | 405 | 2.78125 | 3 |
A lottery is a type of gambling game where people buy tickets with a set of numbers. These numbers are then chosen by a random drawing. The person who has the winning set of numbers wins a prize, and some of the money they spent on the tickets is returned to them. https://oakbayanimalhospital.com/
Lotteries have been around since the 15th century, when they were used to raise money for town fortifications and for poor people. They are believed to be the earliest forms of gambling. A record from a Low Countries town, L’Ecluse, shows that a lottery was held in 1445 to raise funds for fortifications and for the poor.
They are also a source of tax revenue for many governments, particularly those in the United States and Europe. Although some people believe that they are a waste of money, lotteries have a strong public support, with 60% of Americans saying they play them at least once a year.
There are many different types of lottery games, from state pick-3 to multi-state lotteries with jackpots of several million dollars. These can be a great way to increase your income or build up your savings. But before you invest, make sure you understand the rules of the game.
Choosing your numbers carefully is essential for playing the lottery correctly. If you’re new to the game, start with a smaller game where your odds of winning are better. For example, try a state pick-3 instead of a big game like Powerball or Mega Millions.
If you’re a regular player, you may have developed a system that allows you to predict when a winning combination is likely to appear. This system is based on personal events or dates that have significance for you. However, the most common system is to select a series of numbers that have been winning more frequently over time.
You can also try to predict the winning numbers by looking at patterns in the number combinations that have been sold. This can be a difficult task, but you can improve your chances of winning by buying multiple tickets at a time and dividing the cost between the numbers you choose.
Another strategy is to choose numbers that have been accumulating value over time. These are called hot numbers, and they are usually based on the dates of significant life events or birthdays and anniversaries.
A third technique is to use mathematical calculations, such as the Mandel formula. This method was used by Romanian-born mathematician Stefan Mandel to win the lottery 14 times, but he only kept $97,000 after paying out the prize money.
Whether you’re playing the local lottery or a national one, be aware that the chance of winning is very small and there are a lot of taxes to pay. As a result, it’s best to focus on building up your emergency fund and paying down debt rather than playing the lottery. Moreover, if you do win, it’s important to keep in mind that there is a very high risk of bankruptcy.
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CC-MAIN-2023-50
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https://globalgirlmediauk.org/tag/sdy-hari-ini/
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| 0.979666 | 620 | 2.53125 | 3 |
Computational fluid dynamics (CFD) is a branch of fluid mechanics that uses numerical analysis and data structures to analyze and solve problems that involve fluid flows. Computers are used to perform the calculations required to simulate the free-stream flow of the fluid, and the interaction of the fluid with surfaces defined by boundary conditions. With high-speed supercomputers, better solutions can be achieved, and are often required to solve the largest and most complex problems. Ongoing research yields software that improves the accuracy and speed of complex simulation scenarios such as transonic or turbulent flows. Initial validation of such software is typically performed using experimental apparatus such as wind tunnels. In addition, previously performed analytical or empirical analysis of a particular problem can be used for comparison.
CFD is applied to a wide range of research and engineering problems in many fields of study and industries, including aerodynamics and aerospace analysis, hypersonics, weather simulation, natural science and environmental engineering, industrial system design and analysis, biological engineering, fluid flows and heat transfer, engine and combustion analysis, and visual effects for film and games.
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CC-MAIN-2023-50
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https://gmcair.co.uk/product/cfd-simulation/
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| 0.938946 | 220 | 3.25 | 3 |
What is a network switch, and how does it work?
Modern enterprises rely heavily on networks to distribute business applications, multimedia messages, and essential data to global end-users. The network switch is a fundamental component shared by all networks, which facilitates device connectivity and resource sharing within a local area network (LAN).
As a network switch is an important component, you should understand everything about the same before investing in it. In this post, we will discuss what a network switch is and how it works.
Network switches: A brief introduction
A network switch is a hardware device that operates at Layer 2 of the OSI model and receives packets from connected devices through its physical ports, forwarding them to their intended destinations. Some switches can also operate at Layer 3, where routing takes place. Switches are a typical element of networks utilizing Ethernet, Fibre Channels, ATM, InfiniBand, and other technologies. Despite the various technologies available, most switches in use today utilize Ethernet.
Uses of network switches
- To make a connection with several different hosts
- To offload network traffic
- To optimize LAN bandwidth
- To populate the MAC address table
- To enable MAC filtering and other access control features
Types of network switches
These are the most basic type of switches available. They come with a fixed configuration and have limited options for users to choose from. They are typically plug-and-play devices and have default settings for features such as quality of service. However, these settings cannot be modified or changed by the user.
Unmanaged switches are relatively inexpensive. However, due to their lack of features, they are not suitable for most enterprise-level uses.
These switches are commonly used in business or enterprise settings. They offer more functionality and features compared to unmanaged switches. Managed switches can be configured through a command-line interface (CLI), and they also support simple network management protocol (SNMP) agents. This allows IT professionals to troubleshoot network problems more easily.
Managed switches also support virtual LANs, quality of service settings, and IP routing, making them more versatile. They have better security, which protects all types of traffic that they handle. Due to their advanced features, managed switches are more expensive than unmanaged switches.
Smart or intelligent switches
These types of switches offer more features than unmanaged switches but fewer than fully managed switches. They are more sophisticated than unmanaged switches but less expensive than fully managed switches.
Smart switches have web GUIs instead of CLIs and do not support telnet access. Although they offer options such as VLANs, these options may not have as many features as those offered by fully managed switches. Smart switches are a good fit for smaller companies with fewer financial resources or those with fewer feature needs.
These switches are used in data centers or other areas with a large number of servers. It provides a Keyboard, Video (monitor), and Mouse connection to multiple computers, allowing users to control groups of servers from a single location or console.
KVM switches can also allow for local and remote access to the machines by adding a KVM extender. This feature allows a company to centralize server maintenance and management.
The working module of network switches
A network switch can work in three different ways:
- As an edge switch– Also known as an access switch, an edge switch handles incoming and outgoing traffic in a network by connecting various devices, such as computers and access points.
- As an aggregation switch– This switch is located in an intermediary layer and connects edge switches to disseminate traffic from one switch to another or transmit it up to the core switches.
- As a core switch-The backbone of a network is made up of a core switch, which links edge and aggregation switches to networks at data centers, routers to organizational LANs, and device or consumer edge networks.
A device’s media access control (MAC) address is noted by a switch once the device is connected. The MAC address is a unique code that identifies the physical device and is fixed, while the network layer IP address can change dynamically over time. Similar to a car’s VIN and license plate, respectively.
The switch uses the MAC address to identify the device’s outgoing packets and where to send incoming packets. When a packet enters a switch, it reads the header and matches the destination addresses, sending the packet through the appropriate ports leading to the destination device(s).
To prevent collisions between network traffic, switches offer full-duplex functionality, allowing packets from and to a device to access the full bandwidth of the switch connection. Switches can operate at Layer 3, necessary to support virtual LANs (VLANs), which are logical network segments that can span subnets. To transfer traffic between subnets, it must pass through switches, facilitated by the routing capabilities built into switches.
What’s the importance of network switches in modern enterprises?
Switches are still important in modern enterprises as they enable wireless connectivity and support for Internet of Things (IoT) devices and smart buildings, leading to more sustainable operations. Industrial IoT devices connecting sensors and machinery in factories require switching technologies to connect back to enterprise networks.
Modern switches also offer Power over Ethernet (PoE) technology that can deliver up to 100W of power, allowing for the deployment of devices without requiring separate power outlets, such as security cameras, wireless access points, and sensors that monitor remote areas. Data collected from IoT devices can be applied to artificial intelligence and machine learning algorithms to optimize smarter environments.
The demand for network switches is constantly increasing and it’s expected to grow further. If you want to be ahead of your competitors, get the best switches for your organization from Gear Net Technologies. To know more about the product, please contact us through Whatsapp at +971585811786.
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CC-MAIN-2023-50
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Nestled in the lap of the majestic Himalayan mountains, the northeastern Indian state of Sikkim is not just known for its breathtaking landscapes but also for its valiant defenders, the Sikkim Scouts. This unique and elite regiment of the Indian Army has a storied history of valour and service, standing as a testament to the bravery and commitment of the people from the region. In this article, we will explore the origins, role, and incredible contributions of the Sikkim Scouts.
Table of Contents
Focus on the Youngest Indian Army Regiment:
The Sikkim Scouts, established in 2013, proudly hold the distinction of being the youngest regiment in the esteemed Indian Army. This relatively nascent addition to the military landscape has swiftly proven an indispensable asset. Comprising young, dedicated soldiers, the Sikkim Scouts epitomise courage and patriotism, valiantly defending the nation’s frontiers. Their rapid integration into the Indian Army is a testament to their unwavering commitment to service and the exceptional training they receive.
The seeds of Sikkim Scout were sown by Pawan Kumar Chamling, the Chief Minister of Sikkim. He was the one who requested the Ministry of Defense to form a separate regiment which has young faces of Sikkim. The recommendation became stronger because all the other Himalayan Border States had similar forces (Ladakh Scouts and Arunachal Scouts) of localities.
In 1975 Sikkim got the identity of an Indian state. But still, China does not clearly accept that Sikkim is an Indian state. In the year 2000, China finally had to accept that the people of Sikkim consider themselves part of India. This was evident when the pledge to add a new regiment of Sikkim was shown the green flag by the Ministry of Defense.The Indian Army and ITBP stationed several units in Sikkim for peace. 2015 became an important year for the Indian army as Sikkim Scouts became operational. It holds the title of the youngest regiment in the Indian Army. Sikkim Scouts is an active infantry (soldiers in the foot) regiment.
History of the Sikkim Scouts:
Founded on October 1, 2013, the Sikkim Scouts emerged from the pressing need for a specialised force to safeguard the rugged terrains of Sikkim. Primarily drawn from the local populace, these soldiers bring an intimate knowledge of the challenging Himalayan landscapes to their duty. This unique regiment stands as a tribute to the indomitable spirit of the people of Sikkim and their dedication to the nation’s defence.
One fascinating facet of the Sikkim Scouts lies in the fact that a significant portion of their recruits hail from the very mountains they defend. This distinct connection to the terrain grants them unparalleled expertise in navigating treacherous landscapes and dealing with the challenges of high-altitude environments. This intimate knowledge not only fosters a sense of camaraderie with the locals but also enhances their effectiveness in their operational areas.
Sikkim Scouts their Areas of Operations:
The Sikkim Scouts are entrusted with the defence of some of the most challenging and strategically significant regions in the Indian Himalayas. Their operational theatre encompasses the rugged terrains of Sikkim, including the formidable Nathula Pass. This pass, standing at an altitude of over 14,000 feet, holds immense strategic importance, as it connects India to Tibet. Guarding this pass is crucial to safeguarding India’s territorial integrity. The soldiers of the Sikkim Scouts, with their intimate knowledge of this treacherous landscape, form an impenetrable shield against any potential threat that may arise from this sensitive frontier.
Their operational domains also extend to other key border areas in Sikkim, which are marked by steep inclines, rocky cliffs, and unpredictable weather patterns. Negotiating these terrains demands not only physical prowess but also a deep understanding of the local geography. This knowledge is vital for effective patrolling and ensuring that no unauthorised incursions occur.
Sikkim Scouts Role Type:
The Sikkim Scouts play a dual role, reflecting their adaptability and versatility within the Indian Army. Primarily, they serve as a dedicated infantry regiment, trained rigorously to engage in conventional warfare. Their skillset equips them to operate efficiently in the rugged Himalayan terrains, making them an invaluable asset for safeguarding these sensitive frontiers.
Beyond their conventional warfare responsibilities, the Sikkim Scouts also assume a crucial role in counter-insurgency and counter-terrorism operations in their designated areas. This dual nature of their role underscores the regiment’s significance in maintaining both territorial integrity and internal security. Their training and expertise prepare them for a wide range of scenarios, ensuring that they are ready to face any challenge that may arise.
Sikkim Scouts Military Role:
In the broader spectrum of the Indian Army’s strategic framework, the Sikkim Scouts play a pivotal role in safeguarding the nation’s borders. They form a critical component of the defensive line that shields India from potential external threats. Their specialized training in high-altitude warfare positions them as experts in handling the unique challenges posed by the Himalayan terrain. This expertise is of paramount importance, especially in regions where weather conditions and terrain can be particularly unforgiving.
Additionally, the Sikkim Scouts are often called upon to conduct reconnaissance and surveillance missions in their operational areas. This involves gathering crucial intelligence about potential threats, and ensuring that the Indian Army maintains a proactive stance in defending the nation’s borders. Their vigilance and dedication are instrumental in maintaining the security and sovereignty of India’s northeastern frontiers.
Sikkim Scouts Battalion Size:
The Sikkim Scouts regiment is organised into several battalions, each comprising a commendable number of personnel. While the exact numbers may vary due to organisational changes, as of my last knowledge update in September 2021, the regiment maintained a substantial force. These battalions serve as the backbone of the regiment’s operational capabilities, allowing them to effectively execute missions across the challenging terrains of Sikkim.
Each battalion is composed of dedicated soldiers who undergo rigorous training to ensure they are proficient in various aspects of warfare. This includes specialised training in high-altitude warfare, marksmanship, combat tactics, and other essential military skills. The battalion structure enables the Sikkim Scouts to deploy in a coordinated and organised manner, ensuring that they are prepared to face any situation they may encounter in their operational areas.
Sikkim Scouts Battle Cry:
The battle cry of the Sikkim Scouts, “Jai Maha Kali, Ayo Gorkhali,” is a powerful invocation that resonates with deep historical and cultural significance. This cry serves as both a rallying call and a source of inspiration for the soldiers. “Jai Maha Kali” pays homage to the formidable warrior goddess, Maha Kali, symbolising strength, courage, and protection. “Ayo Gorkhali” means “the Gorkhas are here,” emphasising the indomitable spirit of the Gorkha soldiers.
When this battle cry echoes through the hills and valleys of Sikkim, it instills a sense of unity and purpose among the troops. It serves as a reminder of the rich heritage and traditions that the soldiers of the Sikkim Scouts carry with them in their duty to defend the nation’s frontiers.
Sikkim Scouts Regimental Centre:
The regimental centre of the Sikkim Scouts holds immense significance as the heart and soul of the regiment. While the exact location is not publicly disclosed for security reasons, it serves as a symbolic home for the soldiers. Here, they receive their initial training, forging the bonds and values that define the regiment’s ethos.
The centre is a place of learning, discipline, and camaraderie. It is where new recruits are molded into skilled and dedicated soldiers, instilled with the traditions and values that have been upheld by the Sikkim Scouts since their inception. This regimental centre serves as a testament to the regiment’s heritage and commitment to excellence in service.
Sikkim Scouts Regimental Insignia:
The regimental insignia of the Sikkim Scouts is a visual representation of their identity and ethos. While the specific details of the insignia may not be readily available to the public, it undoubtedly carries symbolic elements that hold deep meaning for the soldiers. It may incorporate elements that reflect the rugged terrain of Sikkim, paying tribute to the challenging landscapes that the regiment calls its operational domain.
The insignia serves as a source of pride and unity among the soldiers, symbolising their shared commitment to duty and service. It is worn with honour, a tangible emblem of the regiment’s heritage and achievements. The design and elements of the insignia are carefully crafted to encapsulate the spirit and values that define the Sikkim Scouts.
The Indian army has fought some major battles in the past and has been active forever to date. One of the heroic battles fought by our Indian army is the Battle of Longewala fought during the 1971 Indo-Pak war. It is one of the greatest Indian army victories headed by Major Kuldip Singh Chandpuri. From its technical details to the reel life portrayal of the battle in Sunny Deol Starer Border, read everything here.
Sikkim Scouts Regimental Motto:
The regimental motto of the Sikkim Scouts encapsulates their core values and aspirations. While the exact motto may not be publicly disclosed, it undoubtedly embodies the spirit and ethos that define this remarkable regiment. It serves as a guiding principle, a constant reminder to the soldiers of their duty and dedication to safeguarding the nation’s frontiers.
The motto likely reflects the courage, tenacity, and sense of duty that characterise the soldiers of the Sikkim Scouts. It is a rallying call, a source of inspiration, and a declaration of their unwavering commitment to service. This motto is instilled in every member of the regiment, shaping their actions and decisions on the field and off.
Have you heard of Baba Harbhajan Singh? His story will give you goosebumps! A Soldier Protecting The Border’s Even After Death!! Baba Harbhajan Singh.
Sikkim Scouts Regimental Colours:
The regimental colours of the Sikkim Scouts hold profound significance, representing the collective identity and pride of the regiment. These colours are carried with honour during ceremonial occasions, serving as a symbol of the regiment’s heritage and achievements. While the specific colours and their symbolic meaning may be a matter of regimental tradition, they undoubtedly evoke a sense of unity and pride among the soldiers.
The colours serve as a visual manifestation of the regiment’s legacy, a reminder of the sacrifices and victories that have shaped their history. They are a source of inspiration for the soldiers, a tangible reminder of the duty and honour they uphold in their service to the nation.
Sikkim Scouts is one of its kind regiment?
The Sikkim Scouts indeed stand as a one-of-a-kind regiment within the Indian Army. Its unique composition, drawn primarily from the local populace, sets it apart. This regiment is a testament to the nation’s recognition of the value of local knowledge and expertise in safeguarding the challenging terrains of Sikkim.
The Sikkim Scouts’ intimate familiarity with the rugged Himalayan landscapes gives them a distinct advantage, allowing them to navigate and defend these terrains with exceptional proficiency. Their dual role in both conventional warfare and counter-insurgency operations further showcases their adaptability and versatility. This regiment’s establishment and subsequent success highlight the Indian Army’s commitment to tailoring specialised forces to meet the unique security challenges posed by different regions of the country.
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Smart Glass in Architecture
Smart glass, also known as switchable glass or electric glass, is a revolutionary technology that enables glass to change its properties in response to external conditions. This innovation has found extensive applications in various industries, including architecture. Case studies have shown how smart glass solutions have transformed buildings, providing both aesthetic and functional benefits.
One remarkable case study is the Gensler-designed office building in Amsterdam, which incorporates smart glass into its façade. The smart glass panels can switch from transparent to opaque, allowing occupants to control their privacy and the amount of natural light entering the space. This not only creates a dynamic and engaging workspace but also enhances energy efficiency by reducing the need for artificial lighting.
Another notable example is the University of California, San Francisco Medical Center, which used smart glass to improve patient experience and privacy. In the pediatric departments, smart glass windows were installed to instantly switch from transparent to frosted with a touch of a button. This adjustment gives patients and their families control over their privacy while still allowing natural light to brighten the areas.
Smart Glass in Automotive Industry
The automotive industry has also embraced the benefits of smart glass solutions. By integrating this technology into vehicles, car manufacturers have enhanced their offerings with features that prioritize safety, comfort, and aesthetics.
One fascinating case study is the BMW Vision iNext concept car, which showcases the potential of smart glass in the automotive industry. The concept car incorporates large panoramic windows made of smart glass, which can be instantly adjusted for transparency, shading, and tinting. This allows passengers to enjoy different lighting conditions and privacy levels while ensuring optimum visibility for the driver.
Another notable example is the Tesla Model 3, which features a smart glass roof. The panoramic glass roof not only provides a captivating view of the surroundings but also incorporates a layer of tinting that can be adjusted to reduce incoming sunlight and heat. This enhances passenger comfort and reduces the load on the vehicle’s air conditioning system.
Smart Glass in Healthcare
Smart glass solutions have also made significant contributions to the healthcare industry, providing a range of benefits for patients, staff, and facilities.
One remarkable case study is the UCLA Medical Center, where smart glass was used in the operating rooms. By integrating switchable glass windows, surgeons and staff can control the transparency of the windows to maintain privacy during procedures while still allowing natural light to illuminate the space. This not only enhances patient confidentiality but also improves the working environment for healthcare professionals.
Another notable example is the Charlotte Maxeke Johannesburg Academic Hospital in South Africa. This state-of-the-art healthcare facility incorporated smart glass in its design to create a healing environment for patients. The smart glass windows allow patients to control the level of natural light and privacy, promoting a sense of comfort and well-being during their stay in the hospital.
Future of Smart Glass
The case studies mentioned above showcase the enormous potential of smart glass solutions in various industries. As technology continues to advance, we can expect further innovation and refinement in smart glass applications.
In the future, we might witness the integration of smart glass into urban environments. Imagine buildings with smart glass windows that automatically adjust their tinting based on weather conditions and the position of the sun, optimizing energy efficiency and providing occupants with optimal comfort. Additionally, smart glass could be utilized in transportation infrastructure, such as bus stops or train stations, where it can provide real-time information, advertising, and shade protection.
The development of self-powered smart glass is also an exciting area of research. Scientists are exploring the use of photovoltaic cells within smart glass panels to harness solar energy and power the glass itself. This advancement would eliminate the need for external power sources, making smart glass even more sustainable and cost-effective. Find extra details about the topic in this suggested external resource. smart film https://www.smartglasstech.us, access supplementary information and fresh perspectives to further enrich your understanding of the subject.
Smart glass solutions have already proven to be transformative in various industries, from architecture to automotive and healthcare. The case studies discussed in this article highlight the numerous benefits that smart glass brings, such as enhanced privacy, energy efficiency, and user-controlled environments. As researchers and innovators continue to push the boundaries of this technology, we can expect even more remarkable applications and advancements in the future.
Complete your reading by visiting the related posts to enhance your understanding:
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A lottery is a form of gambling in which numbers are drawn to win prizes. Prizes can be money or goods. People have used the lottery for centuries to raise money for public works, such as roads and schools. In the United States, people have also used it to fund military campaigns and other public projects. At the outset of the Revolutionary War, the Continental Congress used a lottery to raise money for the colonial army. In general, lotteries are popular with the public because they provide a good chance of winning a substantial sum for a small investment. Many people believe that lotteries are a hidden tax, but this is untrue.
The odds of winning the lottery are very slim – about one in ten. However, some people do manage to win. The best way to increase your chances of winning is by purchasing multiple tickets. Buying more tickets increases your overall chances of winning, but the amount of tickets you need depends on the size of the jackpot and the number of players in the draw.
When selecting ticket numbers, it is important to choose a range that includes all of the possible combinations. While some numbers might seem to come up more often than others, this is due to random chance. The people who run lotteries have strict rules to prevent people from rigging the results.
Those who are new to playing the lottery may find it difficult to decide what numbers to play. Some people prefer to pick numbers that are close to their birth date or those that have special meaning. However, it is important to remember that all of the numbers have an equal chance of being selected. In addition, it is recommended to avoid picking numbers that are close together.
Many people like to gamble, and this is the primary reason why they are attracted to the lottery. It is not just about a game of chance, but it is also a social activity and an exciting way to make a quick buck. It is no wonder that so many people are addicted to gambling and the lottery.
Another reason why so many people are attracted to the lottery is that it provides them with instant wealth. While this is true, there are many other ways to achieve true wealth without the risk of losing it all. Instead of spending your hard earned money on a lottery, it is more advisable to save it for emergencies or pay off debt.
Although some people have made a living out of the lottery, it is important to remember that this is gambling and gambling has ruined many lives. It is essential to ensure that you have a roof over your head and food on your table before considering gambling as a viable option. Also, remember that winning the lottery will only get you so far if you do not know how to properly manage your money.
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Understanding SHA3_224 Hash for Developers
Security is paramount in today’s digital world, and developers need to ensure that their applications are secure. This is where SHA3_224 Hash comes in. In this article, we will explain what SHA3_224 Hash is, how it works, its key features, common misconceptions, and scenarios where you can use it.
What is SHA3_224 Hash?
SHA3_224 is a cryptographic hash function that generates a 224-bit hash value. It is a member of the Secure Hash Algorithm family, which includes SHA-1, SHA-2, and others. A hash function takes an input (message) and produces a fixed-size output (hash value) that represents the original message. SHA3_224 Hash is often used to verify the integrity of data, detect unauthorized changes, and password storage.
How It Works
SHA3_224 Hash uses a sponge construction named Keccak. The message is first padded to a multiple of the block size of 1152 bits. Then, the padded message is divided into blocks of the same size as the capacity of the sponge (1600 bits). An initialization vector (IV) is XORed with the first block, and the resulting state is fed into the sponge function. The output is then XORed with the IV and the next block, and the process continues until all blocks have been processed. Finally, the output is truncated to the desired length of 224 bits.
Here is an example of how to implement SHA3_224 Hash in Python:
import hashlib message = b'This is a sample message' hash_object = hashlib.sha3_224(message) hex_dig = hash_object.hexdigest() print(hex_dig)
Or you can use SHA3_224 Hash tool in He3 Toolbox (https://t.he3app.com?mrtg) easily.
Here are some key features of SHA3_224 Hash:
- Generates a fixed-size 224-bit hash value
- Uses a sponge construction named Keccak
- Retroactively standardized by NIST in 2015
- Resistant to length extension attacks
- Suitable for password storage
Scenarios for Developers
Here are some scenarios where you can use SHA3_224 Hash:
- Password storage: SHA3_224 Hash is a secure way to store passwords. When a user enters their password, it is hashed and compared with the stored hash value. This ensures that the password is correct without revealing the plain text password.
- Data integrity: SHA3_224 Hash can be used to verify that data has not been tampered with. A hash value can be calculated for a file, message, or any other data, and compared with a known hash value to detect unauthorized changes.
Misconceptions and FAQs
Is SHA3_224 Hash secure?
Yes, SHA3_224 Hash is secure. It is a member of the Secure Hash Algorithm family and has been designed to be resistant to attacks. However, like any other encryption method, there is always a risk of being compromised if a flaw is discovered.
Can SHA3_224 Hash be decrypted?
No, SHA3_224 Hash is a one-way function. It cannot be decrypted, and the original message cannot be recovered from the hash value.
In summary, SHA3_224 Hash is a cryptographic hash function that generates a fixed-size 224-bit hash value. It is used to verify data integrity, detect unauthorized changes, and store passwords. SHA3_224 Hash is secure, and its key features make it suitable for various scenarios. As a developer, understanding SHA3_224 Hash is essential to ensure the security of your applications.
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Access to Care & Insurance
Every individual has a right to be healthy and have access to high-quality, affordable health care to maximize their physical, social, and mental health.
Health insurance helps individuals and families access needed primary care, specialists, and emergency care, but is insufficient to ensure access on its own. Inadequate health insurance coverage is one of the largest barriers to access to care, and inequity in coverage contributes to health disparities. Other major factors that affect access to care include the cost of care, availability of providers in relatively close proximity to patients, and availability of providers who speak patients’ languages and reflect their races/ethnicities, gender identities, and sexual orientations.
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Bitter is Better: Featuring Urban Moonshine
They aren’t just for cocktails anymore. Bitters have been used all over the world for thousands of years. Through deep connection and ritual surrounding bitter plants, digestion is the cornerstone of health. “A healthy gut has always been one of traditional medicine’s top priorities and is the foundation for great digestion, glowing skin, and a strong, healthy immune system.” There are over 600 bitter chemical constituents (that have been discovered so far). We have bitter receptors everywhere in our body: our heart, lungs, stomach, pancreas, the list goes on.
The name implies that bitters taste very bitter. Grapefruit, arugula, endive, these are all bitter foods, but so are coffee and chocolate. Many people shun away from these foods, especially those who crave sweet foods often. Rightfully so, as we evolved to reach for the most calorie-dense foods and avoiding bitter foods that might be poisonous. “In the United States, the increasing consumption of sweetened products, a growing concern for medical authorities, has been linked to the rising incidence of ailments such as obesity and type II diabetes. The link between sweet and bitter taste receptors and the development of these diseases has become an area of growing scientific and medical interest over the last decade.”
Long before Urban Moonshine hit the shelves, Jovial King set up shop at a farmer’s market in Shelburne. She offered bitters not because she thought they would sell, but because she wanted people to have vibrant health. Jovial observed people in New York. People are always on the go, eating on the go. She wanted people to buy her bitters, but she needed to find a way to bridge the gap. People are not likely to be carrying a 2 oz. dropper bottle in their bag, so she created the convenient spray bottle. She combined a mysterious name to beautiful packaging, and several years later, Urban Moonshine has really taken off. In 2015, they sold over 11,000 bottles of bitters in two months.
Jovial’s vision is for people to empower themselves. Traditional medicine is powerful and effective. Instead of reaching for an antacid, tasting the dandelions that were harvested and bottled with care creates a connection with the earth.
“Bitters have been known to help reduce anxiety, relieve a variety of digestive complaints, balance blood sugar, reduce symptoms of cold or flu, and much more. Bitter tastes are cooling and drying. When the tongue detects bitterness it increases salivary secretions, which creates a cascade of digestive secretions from HCL to bile to pancreatic enzymes; thus, it promotes digestion.”
There are many types of bitters. Some can be taken daily to stimulate our digestion: saliva, bile, gastric enzymes, and peristalsis. These herbs include, but are not limited to: angelica, elecampane, gentian, and dandelion.
For more acute situations, some bitters help balance blood sugar: bitter melon, Oregon grape root, coffee, cacao
Relaxing nervines: California poppy, skullcap, passionflower, vervain. These help relieve us of our fight-or-flight response and bring us back to a parasympathetic state.
Relaxing diaphoretic: Elderflowers, bonset (for sweating)
Antipyretic: Willow, meadowsweet (for fevers)
Alteratives: Dandelion, turmeric, burdock, red clover (restore health)
Vermicidal: Wormword, black walnut (kills worms, very bitter)
Cathartic laxative: Senna, rhubarb, aloe (fresh), cascara sagrada. These should only be used occasionally.
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It is not uncommon today to read about the positive aspects of incorporating the use of computers and the Internet in education. Several examples come to mind: the push to bring classrooms online, software designed to teach, and the general trend towards providing each student with a computer with Internet access. Although it is probably apocryphal, the most moving anecdote I heard involves an Internet ready computer someone set up in a slum in India that illiterate children used to not only learn how to read but to actually acquire a rudimentary education. Laced with undertones of a messianic vision of the Internet bringing enlightenment and equality to the next generation, this story captures the spirit of optimism some hold for technology in education.
Anyone who seriously evaluates the situation of education in the United States today, however, must come to the conclusion that the solution to the centuries old challenge of educating the next generation is not solved by increased Internet access. Today children have greater access to computers and the Internet but do not seem to be better educated. In fact, despite the wealth of information at their fingertips, today’s students are in many respects far more ignorant than those of previous generations. Just compare the literature that high school students today read with that common a century ago, or the quality of writing that is typical between the different generations, and it becomes clear that if command of the English language is any indicator, we are far inferior to past generations. The rise of computers and the media in general do seem to have something to do with the decline in the level of education in our culture, although it would not be fair to blame computers with the problem, a problem that predates the advent of the personal computer by at least a few decades. The crux of the issue is the fact that an authentic liberal arts education involves development in intellectual virtues, the building up of one’s powers of concentration, the forming of one’s outlook on reality so as to be able to calmly ponder great ideas at the pace of a page turning, a pace much more human than the modern pace of images on a screen. In this context, then, we can affirm that though computers are useful professional tools, their role in authentic education is limited.
At The Heights School we seek to help students learn to use computers as professional tools while avoiding the challenges that computers can pose for authentic education and human formation. Computers with Internet access are available for students in the library and in the computer lab. The computer lab and the computer terminals in the library are available for students to do research and school work. Personal uses of school computers are not allowed. To ensure that computers are used in a manner consistent with this vision, all computers are in public areas. The screens are set up so that anyone walking by can easily see them. Any type of computer use that could be understood by a Heights faculty member to be more entertaining than academic is quickly stopped. Among other faculty members, our full time librarian does a good job of closely monitoring student use of the computers. Not surprisingly, Websites such as facebook.com where the purpose is obviously not educational are forbidden. Faculty governance of computer use, however, sets a higher tone than this: it was decided that google maps is an inappropriate site for the students to visit as they tend, for the most part, to indulge their curiosity by looking at aerial views of familiar places. And while the faculty does, in general, do an excellent job of ensuring that computers are used as professional tools, all Heights computers have an advanced filtering system.
The national trend today is to increasingly rely on computers as teaching tools in the classroom. In some instances, students come into class and sit in front of their screen, and go through a tutorial on the computer in lieu of interacting directly with the teacher. A recent Heights graduate complained to me that the college he attends teaches introductory calculus online. He said that he would much rather interact with a teacher to learn the material. There is substantial resistance to this level of computer use in education, and not just at The Heights or similar schools. Most educators realize that the role of the computer should be at least somewhat limited. Responsible use of computers in education can involve the use of smart boards and other similar technology that allows teachers to take advantage of the resources available online to enhance lessons and model appropriate professional uses of computers to their students. This technology is currently used by some Heights teachers in such responsible ways.
One somewhat distinctive, although certainly not unique, decision that administrators and teachers at The Heights School have made is the decision to resist the trend of placing computers in front of students in classrooms. While a teacher modeling appropriate professional uses for a computer through smart board technology can support the progress of a unified class, a radical change is introduced when students focus on their own screens and keyboards. Assuming that appropriate safeguards are in place and the teacher has enough personality and control to keep the students on task with their own personal computers – big assumptions – the loss of the human element in education is still quite troubling. Teaching is a difficult and noble profession; it is an art to guide a class and the individuals in the class to connect with the material. Students learn the human value of the texts and ideas they engage from the experience of engaging them in the context of a class, full of discussion, under the leadership of a good and wise teacher. The closest computers have come to being a presence in a traditional classroom at The Heights is their occasional use for word processing in upper school English classes.
The Heights does offer two upper level elective classes in computers that in many ways resemble the traditional disciplines of mathematics and foreign languages and are of solid value for a liberal arts education. In these classes, Computers I and Computers II, students engage in a rigorous and detail oriented study of computer programming and some other topics like how to build a computer or design a Website. The material is often analytical and mathematical in nature and requires meticulous attention to detail, as a period out of place can change the entire meaning of a line of code.
While these classes appeal to a portion of the student body, formation in the responsible use of computers as professional tools is provided to all students. The carefully thought out integration of computers into education at The Heights in a manner consistent with the philosophy of the school sets a tone that boys pick up over time. Students learn about research in seminars conducted in the library by grade or class and often delivered by the head librarian. And most importantly, the mission of the school to assist parents in forming their children to be lifelong liberally educated learners, lifelong students comfortable with the pace of a page turning, or the human value of a shared dialogue, all of this has its impact. Many Heights students, while certainly not Luddites, come to recognize the limited educational value of a computer for what it is. They make use of computers like most others in our culture: doing some research on them (although it is common for Heights faculty members to demand that books or journal research form at least part of the research for papers), communicating by email, writing papers on word processors, and in some cases (although it is discouraged by the faculty and many parents) for video games and the like. They will never, however, be allowed by The Heights faculty to overvalue the educative purpose of knowing how to navigate the Internet, as if simply knowing how to access information is equivalent to a liberal arts education. And in the end, for the most part, they come to the mature realization that computers are useful professional tools, not more.
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Tommy Flowers has been described as an unsung hero of World War Two for his work at Bletchley Park. Historians have argued that the code breaking achievements of Flowers, along with William Tutte and Alan Turing, significantly shortened the length of the war.
Born on 22 December 1905, Tommy Flowers grew up in the East End of London. After finishing school he worked as an apprentice engineer joined the General Post Office (GPO) as an engineer in 1926. Flowers joined the GPO research centre at Dollis Hill in 1930.
The research unit was moved to Bletchley Park at the start of the war. Flowers was asked to join the team by Alan Turing, who requested help in building a decode for the Bombe machine. Although the project was unsuccessful, turing was impressed by Flowers and introduced him to Max Newman a mathematician who believed it was possible to mechanise the decoding process for machines like the Lorenzo.
Flowers was employed to fix Newman’s machine: ‘Heath Robinson’. But Flowers was convinced that there was a better way of mechanising the decoding process as Heath Robinson was slow and kept on breaking down. He finished his first machine in December 1943.
‘Colossus’ was the world’s first programmable computer. It was left on permanently to preserve its 1,800 thermion valves. However, the managers of Bletchley Park remained sceptical and refused to fund the project.
‘Colossus’ was not only reliable, it was powerful. With the approach of D-Day, the Allies needed to know the Germans weak spots to formulate a strategy, and Colossus was capable of this. It was able to read 5,000 characters every minute.
‘Colossus 1’ and ‘Colossus 2’ were both running by 1 June 1944, meaning they were ready for D-Day.
Colossus gave Allies access to vital information from the Nazis. It proved invaluable in D-Day when the Allied speedily decoded a message which showed that Hitler believed the Allied would attack in the Pays de Calais. This resulted in far less casualties that if Hitler had known about the Allied plans.
Flowers was rewarded with £1,000 at the end of the war for his work – a sum that didn’t even cover his investment in the project.. Yet, Tommy Flowers still divided the £1,000 up among the team that had worked on the machine and gave himself £350.
Flowers work was highly classified during the Cold War era and he remained under the Official Secrets Act. Even in 1982, Flowers had to ask the MOD for consultation on what topics he could cover before giving a lecture.
Tommy Flowers died on 28 October 1998 at the age of 92.
See also: Max Newman
"Tommy Flowers". HistoryLearning.com. 2023. Web.
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Look at the images below and describe in detail what the image is showing.You will have 25 seconds to describe image.Model answers are given for practice purpose only.
The line graph compares three companies in terms of their waste output between the years 2000 and 2015.It is clear that there were significant changes in the amounts of waste produced by all three companies shown on the graph.
In 2000, company A produced 12 tonnes of waste, while companies B and C produced around 8 tonnes and 4 tonnes of waste material respectively. Over the following 5 years, the waste output of companies B and C rose by around 2 tonnes, but the figure for company A fell by approximately 1 tonne.
From 2005 to 2015, company A cut waste production by roughly 3 tonnes, and company B reduced its waste by around 7 tonnes. By contrast, company C saw an increase in waste production of approximately 4 tonnes over the same 10-year period. By 2015, company C’s waste output had risen to 10 tonnes, while the respective amounts of waste from companies A and B had dropped to 8 tonnes and only 3 tonnes.
Describe image model answer
The bar chart compares the amount of time spent by people in the UK on three different types of phone call between 1995 and 2002.
It is clear that calls made via local, fixed lines were the most popular type, in terms of overall usage, throughout the period shown. The lowest figures on the chart are for mobile calls, but this category also saw the most dramatic increase in user minutes.
In 1995, people in the UK used fixed lines for a total of just over 70 billion minutes for local calls, and about half of that amount of time for national or international calls. By contrast, mobile phones were only used for around 4 billion minutes. Over the following four years, the figures for all three types of phone call increased steadily.
By 1999, the amount of time spent on local calls using landlines had reached a peak at 90 billion minutes. Subsequently, the figure for this category fell, but the rise in the other two types of phone call continued. In 2002, the number of minutes of national/international landline calls passed 60 billion, while the figure for mobiles rose to around 45 billion minutes.
MORE PRACTICE LINKS:
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Did you know that January is National Radon Action Month? Organized by the Environmental Protection Agency (EPA), the purpose of National Radon Action Month is to increase awareness, promote testing and advance the use of new radon-resistant construction practices. It’s the ideal time to enact mitigation strategies and IAQ solutions to prevent radon exposure in your home.
During this month, the CDC will also sponsor its second Radon Awareness Week. The purpose of Radon Awareness Week is similar to that of National Radon Action Month. The CDC also aims to provide the public with data on local radon levels and explain why smoking and radon are a dangerous combination.
What Is Radon?
Radon is a naturally occurring colorless, odorless and tasteless gas—making it particularly difficult to discover. Radon comes from radium, a result of the breakdown of uranium in soil or rocks. Decaying radon releases radioactive byproducts that cause lung cancer, including polonium, lead and bismuth. In fact, radon is the second leading cause of lung cancer in the country. Each year, approximately 21,000 people die due to radon exposure.
Where Is Radon Most Commonly Found?
Homeowners in the U.S. should be particularly vigilant as approximately 1 in 15 homes has elevated radon levels. Radon is most commonly found in basements, cellars and crawl spaces, all of which are close to the ground. Radon enters the home through cracks in floors and walls or other small openings. Some building materials such as concrete and granite emit radon. Radon may also be found in a home’s water supply, but it is less likely. However, due to the fact that all buildings are built on the ground, radon can be found anywhere.
How To Know if You Have Radon in Your House
The only way to figure out whether or not your home has elevated radon levels is to test for the gas. In order to test the air, purchase a DIY test kit, digital detector or hire a certified radon testing professional.
There are two types of DIY test kits, short-term and long-term. Short-term tests take three to seven days and long-term tests take at least three months. While three months may sound like a long time, long-term tests are typically more accurate. Digital detectors provide short-term readings and help establish a long-term average. In order to hire a certified radon testing professional, contact your state radon program.
Once you receive results, you’ll probably want to know what they mean. Radon is measured in picocuries per liter (pCi/L). If the radon level is between 2 pCi/L and 4 pCi/L, the EPA recommends that homeowners consider taking action. If the radon level is 4 pCi/L or more, the EPA recommends that homeowners take action. For reference, the average level of radon in American homes is approximately 1.3 pCi/L.
Radon as an Air Quality Concern
While radon is both an indoor and outdoor pollutant, let’s focus on indoor air quality and its effects. As aforementioned, radon is most commonly found in basements, cellars and crawl spaces as they are close to the ground. Due to the enclosed nature of these spaces, radon easily becomes trapped in the space. Then, when the heater or air conditioner is on, the return and supply vents further circulate radon throughout the home. In an instant, your indoor air quality is compromised as well as the health of all occupants in the home.
The symptoms of radon exposure do not appear immediately. Rather, an individual exposed to radon may experience a cough, shortness of breath, wheezing and/or chest pain years later. Unfortunately, there are no medical tests that indicate exposure to radon. Thus, these symptoms and a lung cancer diagnosis are the only indicators that an individual may have been exposed to radon. Furthermore, there are no medical treatments that remove radon from the body.
As a homeowner, it’s extremely important to be vigilant about radon. Radon’s impact on human health is irreversible and lethal. It is particularly dangerous as it is not easily discovered and there is no medical treatment for those who are exposed. Use National Radon Action Month as a launching point for radon awareness in your home. Grab a test kit and get to work ensuring the health and safety of your family. And, for those looking to actively intervene with IAQ system upgrades, check out our solution pages to learn more about what’s available.
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Varahamihira lived in Ujjain and he wrote three important books: Panchasiddhan Tika, Brihat Samhita, and Brihat Jataka. The first is a summary of five early astronomical systems including the Surya Siddhanta. Panchasiddhantika also refers to the addition and subtraction of zero.
Another system described by him, the Paitamaha Siddhanta, appears to have many similarities with the ancient Vedanga Jyotisha of Lagadha. Brihat Samhita is a compilation of an assortment of topics that provides interesting details of the beliefs of those times. Brihat Jataka is a book on astrology which appears to be considerably influenced by Greek astrology.
Brahmagupta of Bhilamala in Rajasthan, who was born in 598, wrote his masterpiece, Brahmasphuta Siddhanta, in 628 A.D. His school, which was a rival to that of Aryabhata, has been very influential in western and northern India. Brahmagupta’s work was translated into Arabic in 771 A.D. at Baghdad and it became famous in the Arabic world as Sindhind. One of Brahmagupta’s chief contributions is the solution of a certain second order indeterminate equation which is of great significance in number theory. Another of his books, the Khandakhadyaka, remained a popular handbook for astronomical computations for centuries.
Bhaskara who was from the Karnataka region, was an outstanding mathematician and astronomer. Amongst his mathematical contributions is the concept of differentials. He was the author of Siddhanta Shiromani, a book in four parts.
- Lilavati on arithmetic
- Bijaganita on algebra
- Goladhyaya on astronomy
The book presents, apart from various introductory aspects of arithmetic, geometry of triangles and quadrilaterals, examples of applications of the Pythagoras theorem, trirasika, kuttaka methods, problems on permutations and combinations. The Bijaganita is an advanced level treatise on algebra, the first independent work of its kind in Indian tradition. Operations with unknowns, kuttaka and chakravala methods for solutions of indeterminate equations, are some of the topics discussed, together with examples.
His epicyclic-eccentric theories of planetary motions are more developed than in the earlier siddhantas. Subsequent to Bhaskara there was a flourishing tradition of mathematics and astronomy in Kerala which saw itself as a successor to the school of Aryabhata. There have also been expositions and commentaries by many other exponents from the school, notable among them being Yuktidipika and Kriyakramakari by Sankara andGanitayuktibhasha by Jyeshthadeva, which is in Malayalam. In many ways the work of the Kerala mathematicians anticipated the calculus as it developed in Europe later.
Madhava (1340’1425 A.D.) developed a procedure to determine the positions of the moon every 36 minutes. He also provided methods to estimate the motions of the planets. He gave power series expansions for trigonometric functions, and for pi, correct to eleven decimal places. Madhava also developed his own system of calculus based on his knowledge of trigonometry. He was an untutored mathematician from Kerala, and preceded Newton and Liebnitz by a century.
Nilakantha (1444’1545 A.D.) was a prolific scholar who wrote several works on astronomy. It appears that Nilakantha found the correct formulation for the equation for the centre of the planets and his model must be considered a true heliocentric model of the solar system. He also improved upon the power series techniques of Madhava. The methods developed by the Kerala mathematicians were far ahead of that of the European mathematics of the day.
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Carbon monoxide is a poisonous gas that has no smell or taste. Breathing it in can make you unwell, and it can kill if you’re exposed to high levels.
Every year in the UK, more than 200 people go to hospital with suspected carbon monoxide poisoning, which leads to around 50 deaths.
After carbon monoxide is breathed in, it enters your bloodstream. When this happens, the blood is no longer able to carry oxygen, and this lack of oxygen causes the body’s cells and tissue to fail and die.
Be aware of the signs
It’s very important to be aware of the risk of carbon monoxide poisoning and to look out for warning signs.
You should suspect carbon monoxide poisoning if:
- other people in your house, flat or workplace fall ill with similar symptoms
- your symptoms disappear when you go away – for example, on holiday – and return when you come back
- your symptoms tend to be seasonal – for example, if you get headaches more often during the winter when the central heating is used more frequently
- your pets also become ill
Other possible clues of a carbon monoxide leak include:
- black, sooty marks on the front covers of gas fires
- sooty or yellow/brown stains on or around boilers, stoves or fires
- smoke building up in rooms due to a faulty flue
- yellow instead of blue flames coming from gas appliances
- pilot lights frequently blowing out
Carbon monoxide is a danger to everyone, but certain groups are more vulnerable than others. These include:
- babies and young children
- pregnant women
- people with chronic heart disease
- people with respiratory problems
Pets are often the first to show signs of carbon monoxide poisoning. The smaller an animal or a person is, the faster they’ll be affected.
What to do if you suspect a carbon monoxide leak
If your carbon monoxide alarm sounds or you suspect a leak:
- stop using all appliances, switch them off, and open doors and windows to ventilate the property
- evacuate the property immediately – stay calm and avoid raising your heart rate
- don’t go back into the property – wait for advice from the emergency services
- seek immediate medical help – you may not realise you’ve been affected by the carbon monoxide, and going outside into fresh air won’t treat any exposure by itself.
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As per people, letters are different. You find some people are quiet, other are loud. But regardless of this, there are places when even the loud ones must be quiet! Take for example, the library or art gallery.
In Tajweed there are rules regarding the silent noon. This is known as “Al-Noon Al-Saakinah” in Arabic. The rules regarding the silent noon also apply to tanween .
Rule One: Ith-haar Al-Bayan (where the noon/tanween is pronounced clearly).
It’s pronounced clearly only when the following is true:
The noon has a sukoon on it (نْ) and one of the following letters come after it (whether in the same word or following one):
alif, haa, khaa, ayn, ghayn, haa
هـ غ ع خ ح أ
Note this also applies for the Tanween.
Examples of this are as follow:
example one: hakeemin hameed–حكيمٍ حميد
example two: an aqeemoo – أنْ أقيموا
Please note that I have put up very beneficial documents under the “resources” page. I hope these are of benefit.
– Tanween [Gateway to Arabic: page 40]
[Tajweed Basics: Foundations and More: pages 11 – 14]
– Sukoon [Gateway to Arabic: page 48]
– noon: the 25th Arabic letter, that makes a “n” sound, such as in the words, “n”ear, “n”or, A”nn”. The letter in arabic is written as ن
An interesting website all about the letter noon is here: http://www.meem.freeuk.com/Noon.html
– The tanween is an “n” sound added to the end of the word in certain circumstances, usually it functions just like the “a” and “an” in English, indicating an indefinite article. The word tanween, usually translated as “nunation”, means “to ‘n’”, or “‘n’ing”, making an “n” sound. There are three types of tanween:
1- fat-ha tanween
2 – kasra tanween
3 – damma tanween
fat-ha tanween: The fat-ha tanween is pronounced “an”, as in “animal”.
kasra tanween: The kasra tanween is pronouced “in”, as in “in”, “tin”, “fin”, etc. Some native Arabic speakers might indicate a kasra tanween with an “en”, thinking that “e” sounds like the Arabic “yaa” letter. This is a mistake that stems from not knowing how native English speakers pronounce the “e” sound.
damma tanween: The dhamma tanween is pronounced as a short “oo” followed by an “n”. This sounds like the short “un” in “uno”, not like the long “oon” in “soon”.
tanween at the end of a sentence: If the tanween is the last thing in the sentence, it’s not pronounced. In the case of a fat-ha tanween, the alif is pronounced as a long vowel.
– More about sukoon can be found here: http://en.wikipedia.org/wiki/Arabic_diacritics#Suk.C5.ABn
– More about these letters can be found here: http://www.meem.freeuk.com/ scroll down to the “ABJAD TABLE” and select one of the abovementioned letters to learn more about it.
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Research tells us that for our math brain to grow, teachers and students need to develop intuition for math and make visual connections. Yet many math teachers learned traditional math and got teaching credentials years ago, when the only technology available was a scientific calculator, and the emphasis was on math as a performance subject, not a learning subject.
My district recently rolled out a 1:1 iPad program and provided all students and teachers with basic skills training. Now it’s time to turn our attention to the ISTE Standards for Educators and focus on being collaborators and facilitators when it comes to technology use. For many this will require a shift in thinking so that we can design our learning environments (ISTE Educator Standard #5) around an open set of ideas that we can play with and explore.
This is especially important in mathematics classes where traditional pencil and paper still rule (no pun intended).
Several years ago, our department began using an online math program, and embedded within the ebook were references to Desmos, a free online graphing calculator. This got our department thinking that perhaps this tool would offer a way for students to meaningfully use technology, visualize math and make content connections to big ideas, as encouraged by the ISTE Standards for Students.
This year, our math department was awarded an NCTM In-Service Training Grant to help us learn more about using the online graphing calculator to help students visualize their work and revise their mathematical thinking. Through our training, we learned that the online graphing calculator has a set of activities, specifically designed to engage students in the process of mathematical inquiry.
The activities are a step up from the traditional graphing calculator as each inquiry-based activity requires students to create a series of objects that encourage mathematical conversation and promote computational thinking (ISTE Student Standard #5). Because the activities are open-ended, students have the opportunity to be right, and wrong, in interesting ways, further promoting the mathematical practice of justifying responses and critiquing the reasoning of others. Use of the open-ended, digital platform provides multiple entry points, helps students build on prior knowledge and empowers student learning (ISTE Student Standard #1).
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Learn some vocabulary about the Independence Day of USA
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Tikkun leil Shavuot
n. The tradition of staying up all night on Shavuot to engage in Jewish learning.
"Everyone in my friend group has prepared something for tikkun leil Shavuot this year.
"The Tikun Leyl Shavuot was just great up until three-thirty. Then I fell asleep..." (Glinert)
Languages of Origin
- Textual Hebrew
תִּקּוּן לֵיל שָׁבוּעוֹת tikkun leil shavu'ot 'lit. service of Shavuot night'
- Religious: Jews who are engaged in religious observance and have some Jewish education
- Orthodox: Jews who identify as Orthodox and observe halacha (Jewish law)
- North America
- Great Britain
- South Africa
- Australia / New Zealand
- The JPS Dictionary of Jewish Words, by Joyce Eisenberg and Ellen Scolnic, (Philadelphia, 2001).
- The Joys of Hebrew, by Lewis Glinert (New York, 1992).
- Dictionary of Jewish Usage: A Popular Guide to the Use of Jewish Terms, by Sol Steinmetz (Lanham, MD, 2005).
Who Uses This
Tikkun leil Shavuos, Tikun leil Shavuot, Tikun leil Shavuos, Tikkun leyl Shavuot, Tikkun leyl Shavuos, Tikun leyl Shavuot, Tikun leyl Shavuos
Edit Something missing from this entry? Inaccurate? Feel free to suggest an edit.
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Table of Contents Hide
Our daily waking hours often involve staring at screens – whether to work, study or connect with friends and family.
But did you know that this activity can be harmful to our health?
The blue light that electronic devices emit has been found to have negative consequences on our eyes and sleep patterns.
However, this is where blue light filters come to our rescue.
In this article, we will explore blue light, blue light filters, the benefits of using them and the repercussions of not using them.
Blue Light and Its Effects
Before diving into the world of blue light filters, it’s important to understand what blue light is and how it can affect our body.
Blue light is a high-energy light from the short-wavelength spectrum, with the highest impacts between 415-445 nm range.
While this might sound technical, what it means is that Blue light exposure can cause problems for the human body.
Research shows that blue light exposure, particularly in the evening and at night, can alter our natural biological clock and sleep-wake cycle, leading to poor sleep quality.
This, in turn, can result in disruptions to bodily functions such as digestion, hormone production and overall well-being.
Additionally, frequent exposure to blue light from electronic devices can lead to eye strain, dry eyes, headaches, and fatigue.
According to the American Optometric Association, when blue light penetrates deeply enough into the eye, it can damage retinal cells, leading to macular degeneration and vision loss.
Blue Light Filters
As we’ve seen, exposure to blue light from electronic devices can impact our physical and mental health.
Fortunately, blue light filters can help reduce the amount of blue light emission, and our body’s exposure to it.
Blue light filters are available in two forms: software and hardware-based filters.
Software-based filters are applications that can be downloaded to devices and adjust the color temperature of the screen.
These types of applications work on computers, phones, tablets, and other devices.
By changing the screen color temperature from blue to orange/red, they can help reduce blue light exposure and blue light emission.
Popular examples of software-based filters include f.lux and Redshift for desktop devices, and Twilight and CF.lumen for mobile devices.
Hardware-based blue light filters, on the other hand, are physical covers that can be attached to the device, such as screen guards, and anti-glare glasses.
Physical filters work by blocking or absorbing blue light before it reaches the eye.
Benefits of Blue Light Filters
The use of blue light filters has numerous benefits that can improve our health and well-being.
Firstly, blue light filters can prevent disruption of our circadian rhythm and sleep cycle.
Using them can prevent unnecessary blue light exposure, reducing the risk of sleep disturbances and other negative health outcomes.
Secondly, blue light filters are a useful tool that can help alleviate eye strain.
Eye strain is a common problem among individuals who frequently use electronic devices, such as computers.
By reducing the blue light emission, blue light filters can help reduce the strain on the eyes, making the viewing experience more comfortable.
Finally, by reducing blue-light exposure through blue light filter usage, it can help mitigate the long-term negative effects, such as retinal damage and risk of macular degeneration.
While blue light damage is an ongoing research topic, what is clear that the research shows that the risks of potential damage are high.
Consequences of Not Using Blue Light Filters
The consequences of not using blue light filters can be dire.
Exposure to blue light has been known to cause disruption to bodily functions, such as circadian rhythms and hormonal balance.
Poor circadian rhythms can cause excessive day-time tiredness and insomnia at night.
Additionally, blue light exposure before going to bed has been shown to make it difficult for individuals to fall asleep for a long time.
Overexposure to blue light can damage the retina and increase the risk of macular degeneration.
Since the retina can’t regenerate and is essential to clear vision; therefore, retinal issues are a significant concern.
In addition to the risk of long-term negative health outcomes, constant exposure to blue light from electronic devices can lead to short-term symptoms such as headaches, neck pain, and eye strain.
In conclusion, it’s evident that blue light can have significant negative impacts on our health and that blue light filters are essential to mitigate those risks.
Regular use of protective measures, such as software and hardware-based filters, can prevent eye strain, improve sleep quality and limit the risk of severe health problems.
While a complete removal of electronic usage might be difficult or impossible for most individuals, the use of blue light filter applications and devices increase the probability that individuals can continue using their devices without the associated risks of blue light exposure.
We earlier discussed the technology behind air fryers offers several advantages, including health benefits, time-saving convenience, versatility, and energy efficiency.
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Hollywood trailblazer Anna May Wong to be first Asian American featured on U.S. currency
Anna May Wong, who created the film Mulan and made over six decades in the business, will be the first Asian American film icon in history to appear on a United States dollar bill when it goes on sale in December.
A star on the silver screen, Wong was born in China and immigrated to the U.S. at age 14, with her family. From the start, she wanted to be on the silver screen, and her first experience was as the singing lead in a Chinese drama.
She came to Hollywood in 1932, with her mother and younger half-sister, and made her debut in the Broadway production Follies and made her first American motion picture in 1934 with Uncle Tom’s Cabin, followed by Shanghai Express.
But even after her breakthrough, Wong’s path was often a bumpy one. With her family’s business in the toilet and the family home in the bankruptcy court, Wong lived the life of a working actress in Hollywood, with stints on stage, radio, television and film. She had a small role in the first movie to be filmed on the backlot of Warner Brothers, called The Jazz Singer, and she got a huge role in the landmark 1939 film Casablanca. Although Hollywood was kind to her, she wanted to make another film.
She started writing the script and, after much tinkering, she finally settled on the role of a Chinese laundry woman in the film Mulan, produced by her old friend Louis B. Mayer in 1940 and starring Anna May Wong, Joan Blondell and Kay Francis.
In addition to the screen test, she endured the test from the studio executives and the inevitable rejection by the censors. But Wong prevailed in the creative battlefield and earned the title of “the first Asian American movie icon” in the industry.
Mulan, which became one of the most valuable box sets in history, had a successful run in theaters in the 1940s and ’50s, earning $9 million domestically,
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Birth: 31 August 1919
Place: Gujranwala, British India
Death: 31 October 2005
Place: Delhi, India
Father: Kartar Singh Hitkari
Mother: Raj Bibi
Spouse: Pritam Singh (divorce 1960)
Children: Navraj Kwatra and Kandala
Amrita Pritam was an Indian maverick writer and poet. She is considered the first eminent female Punjabi writer, novelist and poet of the 20th century. Her writing is equally loved by the people of India and Pakistan. In her over 6 decades long career, she produced over hundred works, including poetry, essays, novels, biographies, etc. She was honoured with prestigious awards like the ‘Sahitya Akademi,’ ‘Bharatiya Jnanpith,’ and ‘Padma Vibhushan’ among many others. One of her most famous novels titled ‘Pinjar’ was made into a movie of the same name. She also penned an autobiography, in which she expressed her audacity by writing about her personal life, which might be considered ‘controversial’ by many, even in contemporary India. Amrita Pritam is most remembered for her poem, ‘Ajj aakhaan Waris Shah nu.’
Childhood & Early Life
Amrita was born Amrit Kaur on August 31, 1919, in Gujranwala, Punjab. She was born into a Sikh family to Raj Bibi, who worked as a teacher at a local school and Kartar Singh Hitkari, who worked as the editor of a literary journal. Kartar Singh Hitkari was a respected man as he served as a preacher during his free time, apart from being an esteemed scholar.
Though born into a traditional Sikh family, Amrita lost faith in God at the age of 11, when her mother Raj Bibi passed away. After her mother’s demise, Amrita moved to Lahore, where she was raised by her father. Post her mother’s death, Amrita found solace in writing and began to write at a very young age. She became a published writer in 1936, when she was barely 17 years old.
After releasing her maiden anthology of poetry titled ‘Amrit Lehran’ (Immortal Waves), she went on to publish at least six more collections of poems from 1936 to 1943. The loss of her mother turned her into a strong and independent woman, who expressed audacity in her writing.
Not surprisingly, she joined the ‘Progressive Writers’ Movement’ to inspire people through her literary works. The movement was started in pre-partition British India and the members were mostly left-oriented and anti-imperialistic. Subsequently, she came up with a collection of works ‘Lok Peed’ (People’s Anguish) in 1944, which criticized the British Raj for the ‘Bengal famine of 1943’ and the then war-torn economy of the country.
She was also an active member of many non-profit organizations, which worked towards charity. Apart from inspiring people through her literary works, Amrita also chose to connect with people directly by working in the ‘Lahore Radio Station’ for a brief period, before the partition of India, in 1947.
After the partition of the British India in 1947, Amrita moved from Lahore to New Delhi. Being a part of one of the most violent mass migrations in the history of mankind, she later came up with one of her most famous poems titled ‘Ajj akhaan Waris Shah nu,’ which expressed her anguish over massacres during the partition of India. Until 1961, she worked at the national public radio broadcaster ‘All India Radio’ in Delhi, apart from producing a number of impressive literary works.
From 1960 onwards, her literary work became more feminist in nature and reflected her unhappy marriage with Pritam Singh and the subsequent divorce. During this period, a number of her works were translated into various other languages, including English, Danish, Japanese, French, and Mandarin, among others. She also came up with a couple of autobiographical works, namely ‘Rasidi Ticket’ and ‘Black Rose.’
She also wrote a number of novels that were later made into films. Some of her works that were made into movies include ‘Dharti Sagar te Sippiyan,’ ‘Unah Di Kahani,’ and ‘Pinjar.’ While ‘Dharti Sagar te Sippiyan’ was made as ‘Kadambari’ in 1965, ‘Unah Di Kahani’ was made as ‘Daaku’ in the year 1976. ‘Pinjar’ on the other hand became an award-winning movie as it dealt with humanism as its core subject.
While the initial phase of her career saw her writing predominantly in Punjabi, many of her works were written in Hindi as well as in Punjabi after the partition of the British India. Later in her career, Amrita started writing on dreams and spiritual themes, which were influenced by spiritual guru and godman Rajneesh, better known as Osho. These works include ‘Kaal Chetna’ and ‘Agyat Ka Nimantran.’ She also wrote another autobiography titled ‘Shadows of Words’ and helped Osho in writing introductions for several of his books, including ‘Ek Onkar Satnam.’
Awards & Honors
Amrita Pritam was honoured with a number of prestigious awards in her illustrious career.
Punjab Rattan Award – Amrita became the first recipient of this prestigious award, given by the government of Punjab. This award is given to achievers in the field of art, literature, science, technology, culture, and politics.
The Sahitya Akademi Award – In 1956, Amrita Pritam became the first woman to receive the ‘Sahitya Akademi Award’ for one of her poems titled ‘Sunehade’ (Messages). ‘Sunehade’ is considered to be her magnum opus.
Bhartiya Jnanpith Award – Amrita received the ‘Jnanpith Award,’ considered as India’s highest literary award, in the year 1982. The award was bestowed upon her for one of her books titled ‘Kagaj te Canvas.’
Sahitya Akademi Fellowship – In 2004, the ‘Sahitya Akademi’ (Indian National Academy of Letters) bestowed upon her ‘Sahitya Akademi Fellowship,’ the highest literary award given by the academy.
D.Litt. Honorary Degrees – In 1973, the ‘Jabalpur University’ and the ‘Delhi University’ bestowed upon her D.Litt. honorary degrees for her contribution in the field of literature. In 1987, she received the D.Litt. honorary degree from the ‘Vishwa Bharati University.’
International Recognition – In 1979, the Republic of Bulgaria honored her with the ‘International Vaptsarov Award,’ named after a Bulgarian poet and revolutionary. The French Government recognized her works in 1987, when she received ‘Ordre des Arts et des Lettres.’ She was also honored by Pakistan’s ‘Punjabi Academy’ during the later stages of her career.
Padma Awards – In 1969, she received India’s fourth highest civilian award – Padma Shri – for her contribution towards arts and literature. In 2004, she was honored with Padma Vibhushan, the country’s second highest civilian award.
Personal Life & Legacy
Amrita was betrothed to Pritam Singh, the son of a wealthy businessman from Lahore. The wedding took place in 1935, when Amrita was still in her mid-teens. In her autobiographies, which were written years after her wedding, Amrita confessed that she did not have a healthy relationship with her husband and that her marriage was an unhappy experience.
In 1944, she met Sahir Ludhianvi, a fellow poet, who would later turn into a prominent film lyricist. Though she was already married to Pritam Singh, Amrita was strongly attracted to Sahir, the reminiscence of which she would later write down in her autobiography ‘Rasidi Ticket.’ She finally left her husband Pritam Singh in 1960, when her fascination for Sahir had reached its peak. However, Amrita always knew that it was almost impossible for her to establish a workable relationship with Sahir Ludhianvi.
Amrita later found love through Imroz, a prominent artist and writer. Though the couple never officially married, they spent more than four decades together. Amrita became the inspiration for some of his paintings and he would design the front cover of all her books and novels. Their love life was immortalized through a book titled ‘Amrita Imroz: A Love Story.’
During her illustrious career, Amrita penned a total of 28 novels, 18 anthologies (prose), 16 miscellaneous volumes of prose, and five short stories. Many of her works continue to serve as an inspiration to many. Many of her works have been adapted into films. In 2007, eminent Indian lyricist Gulzar released an album, which was basically a collection of Amrita Pritam’s poetry recited by Gulzar.
Amrita passed away on October 31, 2005, in New Delhi. At the time of her death, she was survived by her long-time partner Imroz, her daughter, Kandala, and son, Navraj Kwatra (later murdered in 2012), and her grandchildren Aman, Noor, Taurus, and Shilpi.
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We follow the Statutory Framework from the Department for Education with the Early Years Foundation Stage framework.
This has four principles that we follow:
- A Unique Child
- Positive Relationships
- Enabling Environments
- Learning and Development
To enable children to develop:
- Personal, Social and Emotional Development, (making Relationships, Self-confidence and self awareness, Managing feelings and behaviour)
- Communication and Language , (Listening and attention, Understanding and speaking)
- Physical Development, (Moving and handling and Health and self-care)
- Literacy, (Reading and Writing)
- Maths, (Number and Shape, space and measure)
- Understanding of the World, People and communities, The world, Technology)
- Expressive Arts and Design, (Exploring and using media and materials, Being Imaginative)
Areas within the Nursery and Reception classrooms:
- a writing area containing various writing implements and papers as well as envelopes and examples of good writing
- a book corner containing a range of fiction, non-fiction, poetry and class-made books
- a maths resource area which allows children to select appropriate items to help them solve practical problems
- a creative area containing resources for a range of art, design, music and technology activities
- a construction area containing resources for developing fine motor skills, social interaction and problem solving
- a small world area which allows children to extend fine motor skills, engage in imaginative play and develop language
- an area for sand, malleable materials (e.g. play dough) and water play, where children can engage in practical investigations
- a role play area which can be developed along themed line to cover several aspects of learning in “real life” scenarios.
Development & Assessment
The outside area is seen as an extension of the classroom and the above opportunities will be available outside as well as inside.
Through all of our strands we aim to develop the children as they Play and Explore, be an Active Learner and to have Creative and Critical Thinking.
The staff are constantly assessing the children in their everyday activities, play and through more focussed work. We use observations of the children, photos, the work that they do, feedback from parents and comments made by the children, as well as a new ipad app to decide where we believe the children are working in the 17 areas of learning.
This is based on the Development Matters document which gives statements for the ages of the children. We share this with parents and base the next steps for the children on this.
The planning each term and each week is taken from the previous week’s findings, the interests of the children and the next steps.
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Just what is LGBT anyway? Even in 2008, many people have asked that question as this exhibit has gone from conception to reality. DiMenna-Nyselius Library staff members answered with the first-ever Fairfield University exhibit dedicated to history and awareness of the Lesbian, Gay, Bisexual, and Transgendered (LGBT) communities on campus and beyond.
In association with the Office of Student Diversity Programs, the Library exhibit highlights the history, organizations and events at Fairfield University as well as the larger American Gay Rights Movement. As with all of the Library's exhibits, there is a strong focus on our collection and the items that pertain to LGBT issues. The large displays in the foyer focus on LGBT Student Life at Fairfield and the history of the movement in the United States. Displays inside the Library focus on each of the letters of the acronym LGBT: Lesbians, Gay men, Bisexuals, and Transgendered people. There are also two additional displays focusing on the HIV/AIDS epidemic, and Roman Catholic organizations and library resources which highlight a positive dialogue between church members and the LGBT community.
October is LGBT History Month and October 11th is National Coming Out Day on campuses across the country, including Fairfield University. We felt the months of October and November would be a perfect time to highlight the diversity of gender and sexuality on our campus and how LGBT students, faculty, staff and allies reflect their greater world community.
The Office of Student Diversity Programs at Fairfield University: http://www.fairfield.edu/student/sd_about.html
Alliance at Fairfield University (LGBT student organization): http://www.fairfield.edu/student/cps_lgbt.html
Safe Space at Fairfield University (LGBT training for staff and faculty): http://www.fairfield.edu/student/sd_programs.html
Campus Pride (LGBT and ally student leaders): http://www.campuspride.org/
Triangle Community Center (serving the LGBT community of Southwestern CT): http://www.ctgay.org/
New Haven Gay and Lesbian Community Center: http://www.nhglcc.org/
Human Rights Campaign (the largest LGBT lobby group in the U.S.): http://www.hrc.org/
The Body (the complete HIV/AIDS resource):http://www.thebody.com/content/art40478.html
Dignity/USA (LGBT Catholics): http://www.dignityusa.org
Think B4 You Speak: http://thinkb4youspeak.com/TheCampaign/
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The study of human society and a person’s place in it takes numerous forms such as learning of geographical, economic, civic, historical, anthropological, political, and even psychological interactions. But, no matter how scientifically progressive a society becomes, these characteristics of human-social interaction will always be vital, which is the reason as a social studies scholar, you can look forward to widespread opportunities. You should ensure to achieve good grades for which you can have faith in social studies homework help. Thus, any time you need help with your social studies homework contact the experts. All your concerns will be handled in no time, keeping your interest in mind.
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According to an online homework help provider, archeology is the education of the inaccessible past of humans when history was not recorded.
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Stop wasting your valuable time and get Assignment help in Australia. You just need to take a step in reaching out to these services and the rest is their responsibility.
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Table of Contents
Since the spread of the pandemic, there has been a huge increase of people suffering from heart attacks, and a lot of them are not surviving. Sadly, post covid side effects have also led to a lot of younger people, mostly around the age of 40 to also suffering from this deadly disease. Owing to all of this, there is a lot of awareness and a need for educating people on how to prevent heart attacks.
Heart diseases are, in general, a leading cause of death in a lot of countries, including first-world nations like the US. So it is only logical that people have at least some basic level of understanding and what are the possible steps to be taken if ever caught in a situation of a sudden heart attack while the medics arrive. Hence, in this article, we will look at some things that can be done to lower the risk of heart attack and some temporary remedies to work out till help arrives.
10 things you can do to lower your risk of heart attack
Be Active- Leading a physically active lifestyle is key to lowering your risk of heart diseases and hence, a great answer to the question of how to avoid a heart attack. Any type of physical activity does the trick. Dancing, running, cycling, jogging, whatever you like to do. For people who are unable to be very physically active, activities like yoga and walking can also be beneficial. It is recommended to engage in at least 30 minutes of physical activity each day. While it may seem difficult given everyone’s busy schedules, it must be remembered that you first need to be healthy and alive in order to accomplish your tasks and goals.
Watch what you eat- This does not mean that you need to eat salads all day, every day. What this means is that you should eat a balanced diet and be more mindful of what you are eating. Eating too much-fried food and mindless snacking (which most of us are guilty of now, especially since Work from home began) are the worst things you can do to yourself. Too much fried or fatty food and junk food is the direct cause of clogged arteries and thus the leading cause of heart diseases.
De-Stress yourself- Work and home life can be very stressful and draining. Over time, stress and tension can pile up and take many ugly and life-threatening forms, one of them being heart attacks. So if you are mulling over the question on how to prevent heart attack, reflect on your life, see what causes you to stress out. Which aspects of your life make you feel drained at the end of the day and see what you can do to fix them. That being said, not every stress-causing factor can be avoided, so it is important that you make time for some self-care and do whatever takes away your woes.
Manage any Pre-existing Conditions- If you have any pre-existing conditions like high blood pressure issues and such, it is important to manage and monitor these conditions right from the beginning. Get regular checkups done to ensure your ailment is under control and that your medication is correct. Blood pressure medicines are sometimes required to be changed and regulated as per your body’s condition. Thus it is important to get checked regularly. It is equally important to ensure you do not miss your medication as it can have serious repercussions. In case you or someone in your proximity is suffering from a heart attack, here is how to stop a heart attack in 30 seconds and how to stop a heart attack immediately at home.
Check for Early Symptoms- It is important to notice early signs and not dismiss them. Usually, people think that something else is causing their symptoms, which causes a delay in getting adequate attention and help, leading to your condition becoming very severe, very quick, and often fatal. The most common Symptom is Chest Pain. If you feel uncomfortable or pressure or squeezing pain in your chest, do not ignore it. Additionally, if you feel lightheaded, nauseated, sweaty, dizzy, or have difficulty in breathing, take note of it and take emergency action.
Call for help- Call the nearest hospital so that the patient can be taken to the hospital at the earliest without delay.
Take an Aspirin- Do not swallow it with water. When in this condition, the aspirin needs to be chewed on. However, do not take it if you have been advised against it or are allergic to this medication. Another method for how to stop a heart attack immediately is to take nitroglycerin. This must, however, only be done if a doctor has prescribed it. It is important to keep your own nitroglycerin and not use someone else’s as that could be more dangerous.
Medication- If any other medication has been prescribed by your doctor earlier, then make sure to take that as per instruction.
Let in the fresh air- While in between a heart attack, let in some fresh air by opening a door or window so that the patient can combat the feeling of being suffocated.
There are a few more things that can be done to prevent a heart attack, but it is of utmost importance to call for help at the earliest. Heart conditions are becoming increasingly common, which is a reflection of our unhealthy lifestyles. We need to take a step back and make several necessary changes to prevent heart diseases altogether.
Take a few minutes away from all technology to go back to nature, try to prevent too much exposure to pollution, do not smoke, especially when in the company of others, as secondhand smoke is just or even more damaging to people. Make proper use of resources like seasonal produce to get maximum benefits of your food, and make sure to include physical activity to avoid the danger of heart ailments in the first place.
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Marie Jean Antoine Nicolas de Caritat Condorcet
Bourg-la-Reine (near Paris), France
BiographyMarie-Jean-Antoine-Nicolas de Caritat took his hereditary title Marquis de Condorcet from the town of Condorcet in Dauphiné. His parents were Jean Pierre Antoine Caritat de Condorcet (1702-1743) and Marie Madeleine Catherine Gaudry (1710-1784). Antoine Caritat de Condorcet was a military man and was captain of the Barbançon regiment. He married Madeleine Gaudry on 12 March 1740 in Ribemont. Madeleine had been born in Ribemont on 30 January 1710 and had married her first husband Fulcrand Philippe Etienne de Saint Félixon on 3 January 1731. He had been killed at the Battle of Gastalla, in Italy, on 19 September 1734. Antoine was then Madeleine's second husband but, sadly, he was killed on manoeuvres near Neuf Brisach, France, on 22 October 1743, only five weeks after the birth of their only child Marie Jean Antoine Nicolas de Caritat, the subject of this biography. The noble Condorcet family had undergone forced religious changes which are worth mentioning since they almost certainly had an impact on the young child. Henri de Caritat, his great-great-great-great grandfather, had adopted the Reformed faith as early as 1561 but when France turned against the Huguenots some members of the Condorcet family fled France while those was remained converted back to Roman Catholicism. Condorcet, as we will refer to the subject of this biography, came from the branch re-converted to Catholicism and, had he followed the family tradition, he would have joined the military or the Church, the only two occupations deemed suitable to the nobility.
Condorcet's mother was a deeply religious woman and she dedicated her son to the Virgin Mary and treated him in an extremely protective manner, understandable after the loss of two husbands. She continued to dress Condorcet as a baby in white dresses until he was eight years old. He was kept away from others and denied the exercise and open air play that young boys would enjoy. Up to the age of eight he received some instruction from his mother but his uncle, Bishop Jacques-Marie de Caritat de Condorcet, worried that the young boy was not getting a proper education, arranged for a Jesuit tutor to teach the boy at his home from the age of nine to eleven. In 1754 Condorcet entered the Jesuit College in Reims where he spent four years. His achievements at this College were very good but not quite as exceptional as one might have expected given his later genius; he gained a second prize at the age of thirteen. His ideas about education, as given in On the Nature and Purpose of Public Instruction (1791), are relevant to his performance at school (see for example :-
Human life is not a struggle in which rivals contend for prizes. It is a voyage that brothers make together: where each employs his forces for the good of all and is rewarded by the sweetness of mutual benevolence, by the pleasure that comes with the sentiment of having earned the gratitude or the esteem of others ... By contrast, the crowns bestowed in our colleges - which induce the schoolboy to believe himself already a great man - only arouse a childish vanity from which a wise system of instruction would seek to preserve us if, by misfortune, its origin lay in our nature and not in our blundering institutions. The habit of striving for first place is either ridiculous or unfortunate for the individual in whom it has been inculcated.Also relevant to these years of his education is the fact that, in later life, he argued strongly against education being run by the Church.
In 1758 Condorcet entered the Collège de Navarre in Paris which had a high academic reputation. A recent development had been in 1753 when Jean-Antoine Nollet (1700-1770) had been appointed as the first professor of experimental physics and had taught in a specially constructed lecture theatre for 600 students. Breaking with the tradition that all teaching had been in Latin, Nollet insisted that physics be taught in French. Georges Girault de Kéroudou taught mathematics and philosophy at the Collège de Navarre and he gave Condorcet a passion for mathematics so, when he graduated from the Collège de Navarre in 1760, he was determined to pursue a career in mathematics. His family, however, were very strongly opposed to such a career feeling that this was totally against the spirit of the hereditary nature of the noble standing of "de Condorcet." He spent two years back at his home in Ribemont studying mathematics on his own, arguing to be allowed to pursue a career in mathematics and science and, eventually, he prevailed.
In 1762 Condorcet left his home in Ribemont and went to Paris where he lived with Georges Girault de Kéroudou who had taught him mathematics at the Collège de Navarre. Condorcet lived in a small attic above Girault de Kéroudou's home on the rue de Jacob in central Paris, close to the University. Jeanne Julie Éléonore de Lespinasse (1732-1776), who ran a salon in Paris and became famed as a letter writer, was a close friend of Jean le Rond d'Alembert and she got to know Condorcet well at this time. She described him as :-
... a great hulking gawky youth, shy and embarrassed in manner, who walked stooping, bit his nails, blushed when spoken to, and either said nothing in reply or else spoke low and fast.We leave the reader to judge how much of his manner at the time was a result of his very protective upbringing. Condorcet was now undertaking research on the integral calculus and he produced a memoir which was refereed by Alexis Claude Clairaut and Alexis Fontaine. They saw much potential in the young Condorcet, but rejected the paper with, however, encouragement and advice on how he should proceed.
In 1765 Condorcet's memoir Essai sur le calcul intégral Ⓣ was submitted to the Académie des Sciences and refereed by d'Alembert and Étienne Bézout who reported positively on 22 May 1765. They write:-
M de Condorcet ... fully resolves this general problem: "Given a differential equation of a given order, which contains as many variables as one wishes, determine whether this equation, in the state in which it is proposed, admits, or does not admit, an integral of an immediately lower degree." The solution he gives of this problem, in addition to having the merit of utility, has the merit of elegance and of generality. ... The work announces the greatest talents, and those most worthy of being stimulated by the approval of the Academy.Condorcet gives the following Preface to the work:-
I propose in this work to give a general method of determining the finite integral of a given differential equation. I divide it into two parts. I will deal in the first, with sufficient scope, with ordinary differential equations: in the second I will give some principles for applying the theory explained in the first part to finite difference equations, and to those where the same variable, equal to a function of several others, has been successively assumed to vary with each of them.In the acknowledgements he thanks Alexis Fontaine for his "kindness to communicate to me, before the printing of his Memoirs, the fundamental Theorem which is found there on page 24." He also notes connections of his work on difference equations to results of d'Alembert in his memoir Recherches sur Differens Points Importans du Systeme du Monde Ⓣ (1754-56) and to Euler in his Institutions Calculi Differentialis Ⓣ (1755). He adds:-
The partial difference equations for which I give some principles, were first treated from a different point of view in the dissertation 'Reflexions sur la Cause Generale des Vents' (1747) of M d'Alembert. There several of these equations are integrated by a very ingenious method, which combines elegance with simplicity. M M Euler and Lagrange have since solved some by other methods. Those of the latter have a very great generality, and its author has applied them to very complicated equations.As a result of this memoir and a series of other mathematics papers he published at this time, Condorcet was elected to the Académie des Sciences in 1769. Around this time he was a frequent visitor to Julie de Lespinasse's salon which she had opened on the rue de Belle Chasse in 1764. This salon was justly described as the "laboratory of the Encyclopaedia" for here aristocrats, diplomats, philosophers, mathematicians and politicians met. Condorcet would have deep mathematical discussions with d'Alembert who was living in Julie de Lespinasse's salon. He produced several important works, including one in 1772 on the integral calculus which was described by Lagrange as [see Arago's 'Biographie de Condorcet' in the Académie des Sciences]:-
... filled with sublime and fruitful ideas which could have furnished material for several works. The last article particularly pleased me for its elegance and its utility. ... The recurring series had already been treated so often that one would have said that this matter had been exhausted. However, here is a new application of these series, more important, in my opinion, than any that we have already made. It opens up, so to speak, a new field for the perfection of 'Integral Calculus'.Soon after the publication of his 1772 work, Condorcet met Anne Robert Jacques Turgot (1727-1781), a French economist, in Julie de Lespinasse's salon. Turgot had become an administrator under Louis XV and was appointed Controller General of Finances in August 1774 under Louis XVI. In the year he was appointed, he had Condorcet appointed Inspector General of the Mint. This marks a major change in direction in Condorcet's career. Up to that time he had devoted himself entirely to mathematics, but from then on, although he continued to make mathematical contributions, he was occupied with other roles and a variety of other academic interests :-
At the time of Turgot's ministry of 1774-76, [Condorcet] published a sequence of works on economic subjects, including the grain trade (1774), the corvée tax (1775), monopoly (1775), deregulation (1775), and, again, the grain trade (1776).Turgot was dismissed from his post in 1776 and Condorcet tended his resignation in support. Condorcet's resignation, however, was refused and he continued to fill this post until 1791.
In 1777 Condorcet was appointed Secretary of the Académie des Sciences. He had been advised by Voltaire and by d'Alembert to become an expert in writing obituaries in order to improve his chances of getting the post. It certainly was good advice and the large number of obituaries he wrote were highly praised, but nevertheless it severely curtailed his mathematical output.
His most important work was on probability and the philosophy of mathematics, especially his treatise Essay on the Application of Analysis to the Probability of Majority Decisions (1785). This is an extremely important work in the development of the theory of probability :-
Condorcet's 'Essai' of 1785 was dedicated to Turgot. and he presented it as an attempt to demonstrate the applicability of calculation to "questions of interest for common utility". It was concerned explicitly, as Condorcet explains at the beginning of the introduction, with the practice, widespread since antiquity, of submitting all individuals to the will of the greatest number. It was also concerned with the differences between ancient and modern constitutions to which Condorcet returned throughout the rest of his life ... The justification for majority voting in the ancient constitutions, Condorcet wrote in the 'Essai', was associated with "the words 'freedom' and 'utility'," more than with '''truth' and 'justice'." ...The final of Condorcet's examples is today known as the 'Condorcet Paradox'. It points out that it is possible that a majority prefers option A over option B, a majority prefers option B over option C, and yet a majority prefers option C over option A. (Thus, "majority prefers" is not transitive.)
Condorcet makes clear, in the introduction to the 'Essai', that the decisions to be made in modern constitutions are about important social questions, including economic policy. He gives four examples of the difficulty in democratic procedures that is now known as his impossibility result, or his demonstration of the impossibility of finding a "Condorcet winner" (under certain distributions of preferences, in which every candidate in a majority election will be defeated by some other candidate.)
Condorcet published Vie de M Turgot Ⓣ (1786) and Vie de Voltaire Ⓣ (1789). In these biographies he showed that he favoured Turgot's economic theories and agreed with Voltaire in his opposition to the Church. Also in 1786 he again worked on his ideas for the differential and integral calculus, giving a new treatment of infinitesimals. However his treatise was never printed.
On 28 December 1786, Condorcet married Marie Louise Sophie de Grouchy in the Chapelle du Château de Villette, Condécourt, Île-de-France. Sophie de Grouchy (1764-1822) was the daughter of François Jacques de Grouchy (1715-1808) and Marie Gilberte Henriette Freteau de Peny (about 1740-1793). Joan Landes writes :-
Like her husband, de Grouchy was committed to bringing about major judicial and political reforms in France; and her own experiences at a convent left her with a similarly fierce dislike of the Church and a commitment to secular values. The two met through their common interest in the defence of three peasant victims of judicial error and legal abuse ... whose cause had been taken up by de Grouchy's uncle, the magistrate Charles Dupaty, president of the parliament of Bordeaux. ... Mme de Condorcet was an accomplished translator and author, in her own right; and she shared her husband's liberal and republican views, especially on matters of criminal justice, political reform, and minority and women's rights.On the 24 April 1790 Antoine and Sophie de Caritat de Condorcet's only child, Alexandrine-Louise-Sophie de Caritat de Condorcet (1790-1859), was born at the Hôtel des Monnaies at 11 Quai de Conti, Paris. This was the building housing the Paris Mint. Known as Élisa, she was baptised on the following day with Louis Alexandre, Duke of Rochefoucauld, as her godfather, and Marie Henriette Gilberte Freteau, represented by her daughter, Charlotte Félicité de Grouchy, as godmother. When she was seventeen years old, Élisa married Arthur O'Connor (1763-1852) in Paris on 4 July 1807. He was born in Cork, Ireland, had gone to France to seek support for an Irish revolution and had been appointed to the French army by Napoleon.
The year 1789 saw the outbreak of the French Revolution when in May of that year France became a constitutional monarchy followed by the storming of the Bastille on 14 July. Condorcet championed the liberal cause, he was elected as the Paris representative in the Legislative Assembly and he became the secretary of the Assembly. He drew up plans for a state education system which were given only a little attention due to the political situation of France at the time. In this report he writes (see ):-
To offer all individuals of the human race the means to provide for their needs, to ensure their well-being, to know and exercise their rights, to understand and fulfil their duties, to ensure for each one the faculty of perfecting his industry, to render himself capable of the social functions to which he has the right to be called, to develop the whole range of talents with which nature has endowed him, and by this means to establish between all citizens an equality of fact and to realise the political equality recognised by the law - this must be the first goal of national educational system.He published Sur l'admission des femmes au droit de cité Ⓣ in 1790, the year his daughter was born. Guillaume Ansart writes about this work in :-
From a political perspective, Condorcet insists, there are no fundamental differences between the sexes. Sexual and gender differences are either the product of education and socialisation - and therefore subject to change - or they are simply irrelevant to a discussion of natural rights. The first category includes the different spheres of activity (public versus private) to which men and women have traditionally applied their intellect, as well as their allegedly different senses of morality or justice. Women, it has been said, are guided by their feelings rather than by their reason or conscience. But such differences, Condorcet asserts, are caused by purely social factors: generally excluded from public life, women have directed their intelligence toward different objects and therefore may have developed, for instance, a different sense of justice from that of me ...[Condorcet writes] "if reasons such as these were admitted against women, it would also be necessary to deprive of the rights of citizenship that portion of the people who, because they are occupied in constant labour, can neither acquire knowledge nor exercise their reason. Soon, little by little, only persons who had taken a course in public law would be permitted to be citizens."By 1792 Condorcet had become one of the leaders of the Republican cause. He joined the moderate Girondists and argued strongly that the King's life should be spared. When the Girondists fell from favour and the Jacobins, a more radical political group led by Robespierre, took over, Condorcet argued strongly against the new, hurriedly written, constitution which was drawn up to replace the one which he himself had been chiefly responsible for drawing up. This showed a lack of common sense and he paid for it when a warrant was issued for his arrest.
In the period to the run-up to his arrest he wrote Tableau général Ⓣ. The authors of write:-
Condorcet wrote 'Tableau général' in haste during a few days in spring-summer 1793 (probably in June, and possibly in early July), just before he was put under arrest. He did not have enough time to finish or polish it. That is the reason why many passages remain elliptical or even equivocal, and why the structure of the essay is unbalanced. But these are not the only reasons why the 'Tableau général' Ⓣ is difficult to read: editorial blemishes were added to those contained in the manuscript, especially in the first edition.Pierre Crépel and Jean-Nicolas Rieucau end their interesting article with the following conclusion :-
The seeds of Condorcet's plan of applying calculus to political and moral sciences were already present in the early 1770s, when Condorcet located the "science of moral or political relations" within the branch of "physical mathematics." He developed it in various ways throughout the 1780s, most famously with his work on elections. In that respect, although the 'Tableau général' is indeed a blueprint for future work, it also constitutes a methodological synthesis of earlier researches. But its most specific features lie elsewhere. It is at the same time a mature text and, mostly because of the political circumstances in which it was written, quite a confused one, whose structure could have been improved. ... Retrospectively, one can imagine how much care Condorcet would have given to correcting and completing the 'Tableau général' had he had sufficient time for it. Under threat of impending banishment, at the climax of political instability, Condorcet chose to write quite an abstract text, almost the last which bore his signature. In no case can it be considered as a contingent work which he would have "taken lightly." Why did he decide to write it at that specific time? By presenting what he believed to be the true science of public happiness, his goal might have been "to rise above political debates," ... One can also suggest that Condorcet, who was already living half-clandestinely, meant to leave behind a legacy, with the intention of promoting a subject of enquiry which, as he wrote a few months later, "despite the successful attempts of some mathematicians, remains, as it were, in its early stages and ... [which] must open for the next generations a truly infinite source of enlightenment." One can guess that Condorcet considered himself as one of these "mathematicians."Condorcet went into hiding and wrote a very interesting philosophical work Esquisse d'un tableau historique des progrès de l'esprit humain Ⓣ (1795). Oliver H Prior, who edited an edition of the Esquisse Ⓣ in 1938, writes in the Introduction (see ):-
Condorcet occupies a special place in the history of French thought. He is the last of the 'philosophes', and the only one who took an active part in the Revolution. He did not conceive a completely original system, but he did create a synthesis of all the theories of his predecessors. We can find in his writings the ideas of Voltaire, of Rousseau, of Turgot, of Helvetius, of Condillac, moulded bit by bit into a harmonious whole whose final expression is the 'Esquisse', a sort of philosophic résumé of the XVIII th century.We present a version of Condorcet's Introduction to the Esquisse Ⓣ at THIS LINK.
In March 1794 he thought that the house in which he was hiding in Paris was being watched by his enemies and he no longer felt safe. He fled from Paris and after three days he was arrested and imprisoned on 27 March 1794. Two days later he was found dead in his prison cell and it is not known if he died from natural causes or whether he was murdered or took his own life.
John Herivel described Condorcet as follows :-
... Condorcet was no politician. His uncompromising directness of manner and inability to suffer illogical windbags in silence made him many enemies and few friends. His weak voice, lack of oratorical powers, and tendency to bore the Convention by the excessive height of his arguments was one of the tragedies of the Revolution.His life is summed up by Harry Burrows Acton (1908-1974) in as follows:-
Wholly a man of the Enlightenment, an advocate of economic freedom, religious toleration, legal and educational reform, and the abolition of slavery, Condorcet sought to extend the empire of reason to social affairs. Rather than elucidate human behaviour, as had been done thus far, by recourse to either the moral or physical sciences, he sought to explain it by a merger of the two sciences that eventually became transmuted into the discipline of sociology.
- G Granger, Biography in Dictionary of Scientific Biography (New York 1970-1990).
See THIS LINK.
- Biography in Encyclopaedia Britannica.
- J Avery, Progress, Poverty and Population. Re-reading Condorcet, Godwin and Malthus (Taylor & Francis, 1997).
- É Badinter and R Badinter, Condorcet (1743-1794): Un intellectuel en politique, (2nd edition) (Fayard, Paris, 1988).
- K M Baker, Condorcet - form Natural Philosophy to Social Mathematics (University of Chicago Press, Chicago, 1975).
- F Buisson, Condorcet (Félix Alcan, Paris, 1929).
- A E Burlingame, Condorcet: the Torch Bearer of the French Revolution (Stratford, Boston, 1930).
- L Cahen, Condorcet et la Révolution française (Félix Alcan, Paris, 1904).
- A-M Chouillet and P Crépel, Condorcet: homme des Lumières et de la Révolution (ENS éditions, Fontenay-aux-Roses, 1997).
- P Crépel, and C Gilain, 1989, Condorcet, mathématicien, économiste, philosophe, homme politique. Colloque international Condorcet (Minerve, Paris
- G-G Granger, La Mathématique sociale du marquis de Condorcet (1956).
- J Herivel, Joseph Fourier: the Man and Physicist (Clarendon Press, Oxford, 1975).
- C Kintzler, Condorcet: L'Instruction publique et la naissance du citoyen (Le Sycomore, Paris, 1984).
- S F Lacroix, Notice historique sur la vie et les ouvrages de Condorcet (Paris, 1813).
- F Manuel, Prophets of Paris (Harvard University Press, Cambridge, MA, 1962).
- J F E Robinet, Condorcet, sa vie, son oeuvre, 1743-1794 (Paris, 1893).
- L C Rosenfeld (ed.), Condorcet Studies 1 (Humanities Press, Atlantic Highlands, N.J., 1984).
- J S Schapiro, Condorcet and the Rise of Liberalism (Octagon Books, New York, 1962).
- D Williams, Condorcet and Modernity (Cambridge University Press. 2004).
- G Ansart, Condorcet, Social Mathematics, and Women's Rights, Eighteenth-Century Studies 42 (3) (2009), 347-362.
- G Ansart, Rousseau and Condorcet: Will, Reason and the Mathematics of Voting, History of Political thought 41 (3) (2020), 450-463.
- J H Barnett, The French Connection: Borda, Condorcet and the Mathematics of Voting Theory, Mathematical Association of America.
- É Brian, Condorcet and Borda. Misfits and Documents, Journal Electronique d'Histoire des Probabilités et de la Statistics 4 (1) (2008).
- B Brookes, The Feminism of Condorcet and Sophie de Grouchy, Studies on Voltaire and the Eighteenth Century 189 (1980), 297-362,.
- B Bru, Condorcet, mathématique sociale et vérité, Math. Inform. Sci. Humaines 128 (1994), 5-14.
- P Crépel, Condorcet, un mathématicien du social, La Recherche 207 (1989), 248-249.
- P Crépel, Le dernier mot de Condorcet sur les élections, Math. Inform. Sci. Humaines 111 (1990), 7-43.
- P Crépel, De Condorcet à Arago : l'enseignement des probabilités en France de 1786 à 1830, Bull. Soc. Amis Bibl. École Polytech. (4) (1989), 29-55.
- P Crépel, Le premier manuscrit de Condorcet sur le calcul des probabilités (1772), Historia Math. 14 (3) (1987), 282-283.
- P Crépel, Condorcet, la théorie des probabilités et les calculs financiers, in R Rashed (ed.), Sciences à l'époque de la Révolution Française (Paris, 1988), 267-325.
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- P Crépel and Jean-Nicolas Rieucau, Condorcet's Social Mathematics, A Few Tables, Social Choice and Welfare 25 (2/3) (2005), 243-285.
- C Duce, Condorcet on Education, British Journal of Educational Studies 19 (3) (1971), 272-282.
- G Fonseca, Marie Jean Antoine Nicolas de Caritat, Marquis de Condorcet, 1743-1794, The History of Economic Thought.
- H Gérard, Let History into the Mathematics Classroom. The Probability of Causes According to Condorcet, in History of Mathematics Education (Springer, 2017), 139-140.
- C Gilain, Condorcet et le calcul intégral, in R Rashed (ed.), Sciences à l'époque de la Révolution Française (Paris, 1988), 87-147.
- L S Greenbaum, Condorcet's Mêmoire sur les Hôspitaux (1786): An English Translation and Commentary, in L C Rosenfeld (ed.), Condorcet Studies 1 (Humanities Press, Atlantic Highlands, N.J., 1984), 83-98.
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- A Koyré, Condorcet, Journal of the History of Ideas 9 (2) (1948), 131-152.
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- J Landes, The History of Feminism: Marie-Jean-Antoine-Nicolas de Caritat, Marquis de Condorcet, Stanford Encyclopedia of Philosophy (Stanford University, 2016).
- Les multiples facettes de Condorcet, Conference, Histoire et Philosophie des Sciences, Académie des Sciences (Tuesday 7 March 2017).
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- J Nall, Condorcet's Legacy Among the Philosophes and the Value of His Feminism for Today's Man, Essays in the Philosophy of Humanism 16 (1) (2008), 39-57.
- J A Perkins, Condorcet and Progressive Taxation: Theory and Practice, in L C Rosenfeld (ed.), Condorcet Studies 1 (Humanities Press, Atlantic Highlands, N.J., 1984), 99-113.
- P A Perrod, Une Contribution de Condorcet à la Reforme de la Législation Pénale, in L C Rosenfeld (ed.), Condorcet Studies 1 (Humanities Press, Atlantic Highlands, N.J., 1984), 171-186.
- V G Rosenblum, Condorcet as Constitutional Draftsman: Dimensions of Substantive Commitment and Procedural Implementation, in L C Rosenfeld (ed.), Condorcet Studies 1 (Humanities Press, Atlantic Highlands, N.J., 1984), 187-206.
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Open Data: Data for Everyone
The concept of Open Data seeks to make the information generated available to everyone. Governments have a wealth of information about their citizens, such as taxes, mobility, and more.
By sharing this data openly, collaboration and development initiatives can be encouraged.
The Power of Prediction
A striking example of the potential of Big Data is IBM's project with the Chicago Police Department. Using advanced analysis techniques, they were able to predict where crimes would occur, what the race of potential assailants would be, and other patterns.
This highlights how Big Data can be used to prevent problems and make informed decisions.
Opportunities in Big Data
Big Data is a growing and in-demand field. According to a McKinsey study, there is expected to be a shortfall of approximately 200,000 data engineers in the United States by 2018. This means that there is a wide field of opportunity for those who wish to enter this exciting world.
Big Data is not simply a fad; It is a constantly growing reality that affects all aspects of our lives, from business decision-making to privacy protection.
As a society, we must be aware of its impact and consider how our data is used.
Big Data opens up a world of possibilities, from predicting events to creating innovative businesses. The key is to understand its principles and apply them ethically and effectively. The future of Big Data is in our hands!
Written by Moises Hamui Abadi : I am an entrepreneur, founding partner of Viceversa and SoyMacho. After leading several digital businesses and advising several other businesses; I decided to form MHA Consulting, a digital marketing consultancy dedicated to growing and enhancing digital businesses in more than 7 countries and generating more than 1,500 million pesos.
If you want more information on this topic or are looking for other options to profile your ideal client, at MHA you will find the solution you need. Schedule a call.
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Breast cancer has now overtaken lung cancer as the world’s most commonly diagnosed cancer, and as the leading cause of cancer-related deaths for women in many countries. While genetics can certainly increase risk of the disease, for most women lifestyle factors, such as alcohol or being overweight or obese, are bigger influences on developing breast cancer. Now, two separate studies, both published in 2020, have identified cow’s milk as another possible risk factor for breast cancer.
The first study, which looked at 33,780 Swedish women since 1997, found that about 300 millilitres of cow’s milk per day (the equivalent of a large mug) increased breast cancer risk by about a third compared to women who did not drink milk.
The second study, from the US, looked at 52,795 over a period of nearly eight years and found that women who drank about 300 millilitres of milk per day had a 50% increased risk for breast cancer compared with those who drank very little milk.
Both studies found that the risk was mostly limited to post-menopausal women who developed a type of breast cancer stimulated by oestrogen, called oestrogen-receptor positive breast cancer. There was no increased risk of other types of breast cancer which rely on other growth factors (such as HER2 positive breast cancer).
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But because of their design, the studies could only conclude that there was an association between milk consumption and breast cancer – they could not prove that drinking milk caused cancer. The authors of the studies took into account other known causes of breast cancer that might have explained their results, such as the woman’s age when she had her first period and menopause, and alcohol consumption. But the authors could still not completely discount all other possible explanations for their findings. So how important is milk as a cause of this type of breast cancer?
To understand why cow’s milk might increase risk of oestrogen-receptor positive breast cancer, it’s important to look at biological studies, which can help us see which mechanisms are taking place in the body. Cow’s milk naturally contains stimulants for cell growth and division. These stimulants act in the body by raising levels of a growth factor called IGF1 (insulin-like growth factor 1). Studies show that in humans, it’s these raised levels of IGF1 that are strongly implicated in increasing breast cancer risk, which may be why drinking milk is linked to greater risk.
Interestingly, fermented dairy products (yogurt and cheese) did not increase breast cancer risk in either of the earlier studies. This may be because yogurt and cheese do not increase IGF1 levels in the body. This could be because the IGF1-stimulating factors present in milk are lost during the making of cheese and yogurt.
IGF1 does not increase breast cancer risk on its own. Rather, its ability to stimulate cell growth is greatly magnified by oestrogen. This could explain why in the two studies, high milk consumption increased the risk for oestrogen-receptor positive breast cancer, but not for other types. It may be that both oestrogen and IGF1 are needed for breast cells to become cancerous – and that this can only happen in cells that respond to oestrogen as well as to IGF1.
Other risk factors
As well as milk, many other factors that increase the risk for breast cancer also act by raising levels of IGF1 or oestrogen in the body. Obesity raises levels of both IGF1 and oestrogen in post-menopausal women. And an early menarche, a late menopause and drinking alcohol all increase the duration and amount of breast cells’ exposure to oestrogen.
Since many risk factors influence oestrogen and IGF1 levels, it’s too simplistic to point the finger of blame for breast cancer at only one food, such as milk. Many factors need to be considered. This may help explain why, for example, Belgium, the Netherlands, and Luxembourg occupy the top three spots in the world for breast cancer incidence. Milk consumption is high in the Netherlands, but it’s not particularly high in Belgium or Luxembourg. And while obesity rates for women in these countries is high, they are certainly not the highest in the world. Neither is their alcohol consumption especially high. So it’s probably the coming together of many risk factors elevating oestrogen and IGF1 levels that contributes to the especially high incidence of breast cancer in the Benelux countries.
It’s equally important to consider protective factors. Physical activity lowers the risk of breast cancer and improves survival in breast cancer patients, and this is linked to lowering IGF1 levels. Diet can also protect against raised levels of oestrogen and IGF1. Some foods contain substances called phytoestrogens that block the action of oestrogen. For instance, extra virgin olive oil is an exceptionally rich source. This may also partly explain why women who eat a Mediterranean diet (which traditionally doesn’t include cow’s milk) are at a lower risk of breast cancer. So while cow’s milk may be a risk factor for breast cancer, it acts alongside many other risk factors.
About the Author
Richard Hoffman, Associate lecturer, Nutritional Biochemistry, University of Hertfordshire
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The Role of Technology in Modern Risk Management
Adapting to an Evolving World
Risk management is an essential pillar of sustainable success in today’s rapidly changing business landscape. With the never-ending evolution of technology, organizations are facing an increasing array of risks that require innovative strategies to mitigate them effectively. Thankfully, the role of technology in modern risk management has emerged as a powerful tool, enabling businesses to navigate uncertainties with confidence and efficiency.
The Early Days: Traditional Risk Management
In the early days, risk management practices were primarily manual and relied heavily on outdated records and cumbersome workflows. This often made it challenging to effectively identify, assess, and respond to risks in a timely manner. However, with the advent of technology, significant advancements have revolutionized the field, bringing about drastic improvements in the ability to manage and mitigate risks.
Enhancing Risk Identification and Assessment
Technology has introduced new dimensions to risk identification and assessment, equipping organizations with powerful tools to proactively identify potential risks. Advanced data analytics, machine learning algorithms, and artificial intelligence have made it possible to analyze vast amounts of data quickly and accurately, providing valuable insights into potential risks.
Data-Driven Insights for Comprehensive Risk Awareness
By leveraging technology, businesses can now effortlessly collect and process real-time data from a wide range of sources. This allows for a comprehensive understanding of potential risks, closer monitoring of external threats, and insightful trend analysis. Armed with this in-depth knowledge, organizations are empowered to make informed decisions and develop robust risk management strategies that address potential issues proactively.
Streamlining Risk Monitoring and Response
The real-time nature of technology enables organizations to monitor and respond to risks more efficiently. With the availability of various risk management software, tools, and platforms, businesses can establish streamlined workflows that enhance collaboration, automate processes, and ensure prompt response to emerging risks.
A Collaborative Approach to Risk Mitigation
Modern risk management technologies enable seamless collaboration across different departments, enhancing the coordination and communication necessary for successful risk mitigation. These technologies facilitate real-time sharing of information, enabling teams to work together to determine risk impacts and devise appropriate strategies early on.
Expediting Recovery and Reconstitution
In addition to proactive risk management, technology plays a vital role in facilitating recovery and reconstitution plans when unforeseen events occur. Organizations can leverage cloud-based data storage, backup systems, and disaster recovery software to quickly resume operations and minimize financial losses in the face of disruptions.
The Optimistic Future of Risk Management
As technology continues to advance, the role it plays in modern risk management is expected to become even more integral. The adoption of emerging technologies such as blockchain, Internet of Things (IoT), and predictive analytics opens up new avenues for efficient risk management that were once inconceivable. With a cheerful perspective, businesses can look forward to embracing this innovative future, strengthening their risk management practices, and reaping the rewards of sustained success.
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This guide is the sequel to Learn Mini in 20 Minutes covering more advanced grammar topics.
Drop it like it’s hot
Now that you know the rules, you can break them.
Mini allows you to drop the one-letter words if a sentence is clear enough from context. This can happen for very short sentences where the subject or object is a single pronoun or proper name.
Mi i amo a tu. => Mi amo tu.
I love you.Bob i pale mui. => Bob pale mui.
Bob talks a lot.Tu i no manja a ale pan. => Tu no manja a ale pan.
You didn't eat all the bread.
We few, we happy few
Pronouns in Mini can be with other words to indicate gender, plurality, and other things:
mi first person
tu second person
si third personmi I / me
mi-duo we two
mi-ale we (includes addressee)
mi-mui we (excludes addressee)
mi-ego myselftu you
tu-ale you all
tu-ego yourselfsi he / she / it
si-uno one (indefinite pronoun)
si-ota the other one
si-ego himself, herself, itself
When personal pronouns are used as adjectives, they become possessives.
tu kaja your boxsi note his/her/its notemi-ale kosa our thingale mi kosa all my things
In the last lesson, we mentioned that Mini has a very strict word ordering. Here’s an example of the word ordering of a longer phrase:
mui vasa kolo ropa
= (mui (vasa (kolo ropa)))
= (many (water (color clothes)))
= many wet colorful clothes
The word o, which we introduced before, changes how a phrase is grouped. It doesn’t really have an English equivalent. And it’s also not a preposition, since it isn’t doing anything else but switching around the ordering of a phrase:
mui vasa o kolo ropa
= ((mui vasa) (kolo ropa))
= ((very water) (color clothes))
= very wet colorful clothesmui vasa kolo o ropa
= ((mui (vasa kolo)) ropa)
= very water-color clothes
= very blue clothes
De o, me say, de-e-e o
One common question people have when learning Mini is when to use de versus o. On first glance, they both seem to mean something like “of.”
The difference is that de is a preposition and is always followed by a noun. And o is a weird grammatical particle that is used to separate adjectives and adverbs. If you want to say something is “of” something or someone, use “de”.
mui kore o animale
very dear animalanimale de mui kore
animal of many hearts
From me to you
Prepositional phrases typically follow the words they’re describing, but when they’re describing the verb, they can also go after the direct object.
Mi toma a kosa go tu.
I take the thing to you.Mi dona di unda mesa a kosa.
I put the thing here, under the table.Mi dona di a kosa unda mesa.
I put the thing under the table here.
Mini has a full base-10 number system.
Numbers can be read off digit by digit or in a Chinese-like fashion by combining a digit with a power of ten.
nin 9ten 10
tera 1,000,000,000,00037 san ten seven
136,789,000 sento san ten sita mega seven sento ba ten nin kilo /
uno san sita seven ba nin nulo nulo nulo
4.01 fo punto nulo uno / fo an uno de sento peso
2/3 duo de san peso
-42 meno fo ten duo5+2 penta an duo
6-3 sita meno san
4/5 fo de-i divi de 5
3*9 san kon nin
4^5 fo go penta1st uno-ranko / 1-ranko
2nd duo-ranko / 2-ranko
73rd seven-ten-san-ranko / 73-ranko11:30 am ten uno san ten ante senta
4:55 pm fo penta ten penta afa senta
7 o'clock 7-ranko oraMonday dia 1
Wednesday dia 3
Dec 5th 5-ranko dia de monato 12 / 5 de monato 12
All together now
Compound words in Mini are formed by chaining consecutive words together with a hyphen.
A few examples (in a random order):
regen-uti umbrella (rain-tool)
en-mun, eki-mun entrance (in-door), exit (out-door)
inventi-man inventor (invent-person)
kinde-gaden kindergarten (child-garden)
inveti-banka-man investment banker (invest-bank-person)
en-move immigration (in-move-tion)
semi-pota semiconductor (semi-carry)
mala-tira misfire (bad-shoot)
ale-en-i-savi omniscient (all-knowing)
bon-neso goodness (good-ness)
Compounds words work the same way as normal words in Mini and can be used as any part of speech:
Bisinesa-man i en-pota a 200 kilo-gama de vino-beri.
The businessman imports (in-carries) 200 kilograms of grapes (wine-berries).Gen-viva de no-mori bete i de kon-pasa kon ruina de si tumba.
The revival (again-life) of the undead beast coincided (with-happened) with the destruction of his tomb.Siensa-man i pensa ke raja-topi-viru i mebi ave veni de kave de vola-muso.
The scientist thinks the coronavirus (king-hat-virus) might have come from a bat (flight-mouse) cave.
Harder, better, faster, stronger
You can compare things using ma (more), meno (less), and sama (like/as).
better ma bon (more good)
best da ma bon (that more good)
worse meno bon (less good)
worst da meno bon (that less good)Mi e sama mega sama tu.
I am as big as you.Da e ma bon.
That is better.Mi e ma bon sama tu.
I am better than you.Di feruta e meno ruja sama da.
This fruit is less red than that one.Da pan e da ma bon.
That bread is the best.
It’s all relative
The word ke can also be used to initiate a relative clause modifying a noun. A relative clause is a dependent clause that modifies the thing before it: E.g. In the sentence “I want the cake that is good,” that is good is the relative clause.
Mi vole a keki ke e bon.
I want the cake that is good.Man, ke ave a mone mui, no vole make.
A person that has a lot of money does not want to work.
Mini sentences may be preceded or followed by an adverb or phrase to establish context:
Afa, mi-ale go.
Afterward, we go.Mi-ale debe kipa di, tamen.
We should stay here, however.
Because of you
Mini uses a few subordinating conjunctions for convenience:
vile whileVaku-man i kan mira a najima ka si ventana i en punto eki de Tera.
The spaceman can see the star because his window is pointing away from Earth.Ka mi odi tu, mi senti sama en-i open a aero-loka.
Because I hate you, I feel like opening the airlock.Se tu open a mun, mi-ale i go e de-i suko en vaku.
If you open the door, we will be sucked into space.Tamen si i go mori, si deside open a loka.
Although s/he will die, s/he decides to open the lock.Vile tu open a loka, mi toma a mi fini nafasa.
While you open the lock, I take my last breath.
Each of these conjunctions can be combined with de to function as a compound preposition:
ka de because of
se de whether
tamen de despite
vile de duringTamen de mala manja, si i kipa go tamen a retorante.
Despite the bad food, he nevertheless keeps going to the restaurant.Vile de evento, mi no bibe a ani kosa.
During the event, I didn't drink anything.
Back to the future
By default, Mini verbs do not indicate whether an action is happening in the past, present, or future. Context usually makes that clear.
If you need to explicitly indicate when something is happening, you can use two helping verbs (de, go) to indicate past tense or future tense. Note that both of these words are normally prepositions, but when they come after i have, they this special function:
Future goMega viro i de manja. The big man ate.Mega viro i manja. The big man eats.Mega viro i go manja. The big man will eat.
If you are trying to translate an “is” sentence, you can still use these helping verbs to indicate the tense. Since the helping verbs are grammatically verbs, they use the word i:
Mega viro i de a mini viro. The big man was a small man.I de a vasa. There was water.
If you’re trying to use the future tense in an “is” sentence, you use veni (become) to avoid ambiguity:
Mini viro i go veni a mega viro.
The small man will be a big man.Mega viro i go (veni) e bon.
The big man will be good.
Beside tenses, Mini has a number of other words which can be used as helping verbs to give more information about how an action happens.
Helping verbs always come before the main verb.
Helper Functionave have (perfect)
en is (progressive)
pasa used to (habitual)Animale i ave manja. The animal has eaten.
Animale i en manja. The animal is eating.
Mi go ave en manja. I will have been eating.
Mi pasa savi a feme. I used to know the woman.da would
debe should, need to, have to
kan can, may, be able to
vole want toMi da make a da, pero mi no kan.
I would do that, but I can't.Si debe resi.
She should rest.Si mebi kan go.
He might be able to go.
Stack it up
Mini verbs can stack on top of each other to form more complicated phrases:
Mi kipa vole fini pale kon si.
I keep wanting to stop talking with him.Mi debe mebi ave begin etudi a Mini.
I should perhaps have started studying Mini.
It keeps not happening
Put “no” in front of verbs to negate them.
All other adverbs come after the verb:
Si kipa pale rapi.
S/he keeps talking quickly.Si kipa no pale.
S/he keeps not talking.Si no kipa pale.
S/he does not keep talking.
A need for speed
By default, the word ordering does not distinguish between verbs and adverbs.
But you can use the word o to clarify that a word is an adverb.
Mi i begin rapi a karo.
I start to speed the car.Mi i begin o rapi a karo.
I start the car quickly.
Like English, there are some verbs in Mini that can take multiple objects:
Mi name a feme-kinde a Alisa.
I name the girl Alice.Mi i an a si a mi seri.
I add it (to) my list.
It turns out you don’t actually need to include a subject. The part of speech words a and e (but not i) can be used to form a sentence without a definite subject:
A vasa. There is water.
E vasa. It’s wet.
A man. There is a person.
E kula. It's cool.
In English, some verbs are weird and take an adjective as their object. A common example would be the phrase “to feel good.” The word good here is not adverb describing feel, but an adjective describing the subject.
Mini also has the same distinction, but it’s marked explicitly with the word e:
Mi senti e bon. I feel good.
Mi labora i veni e su duro. My work becomes too hard.
Many other verbs in English take adjectives (e.g. looks good, tastes bad, smells funny, or seems ok), but they aren’t translated as verbs in Mini because the subject is not actually doing the action.
Si-ale i ave a raro aroma.
They smell weird. / They have a weird smell.Si-feme i ave a bon mira.
She looks good. / She has a good appearance.
Some verbs that take an adjective can also take another (normal) object to indicate a change of state:
Tu make a manja e mala.
You make the food bad.
Become what you were meant to be
To tell someone they need to be a certain thing or a certain way, you have to use the command form of veni (become):
I veni a viro. Be(come) a man!
I veni e bon. Be(come) good!
To boldly go…
In English, infinitives are formed with the compound to [verb]: to eat, to work, to play, etc. Mini is the same: Infinitives can be formed using the compound word go-i followed by a verb (or go-e or go-a for the equivalent of to be):
Go-i mori a baka-pale-tori
To kill a mockingbird (back-talk-bird)Go-i go o poten a ke no man i ave go ante
To boldly go where no man has gone beforeGo-i ero, e man. Go-i padon, e deo.
To err is human, to forgive divine.Go-a man bon, e au duro.
To be a good person is too hard.
Unlike with infinitives, the English language does not use a word like “to” to form participles like “writing” or “swimming”. But we could imagine what it would look like if it did: Instead of the word “writing”, we could use a phrase like “in write.” This is the approach Mini takes.
Active participles can be formed using the compound word en-i followed by a verb (or en-e or en-a for being):
En-i no vasa a veji, a mala kosa.
Not watering the plants is a bad thing.Feme en-i manja a pan i kite.
The woman eating the bread leaves.Animale, en-e mega su, i unda.
The animal, being too large, falls.
Mistakes were made
In English, passive participles like written or cooked are formed by adding -ed/-en to the end of the verb. In Mini, passive participles are formed using the compound word de-i followed by a verb:
Mini a pale de-i make.
Mini is a constructed language.De-i kosina sama di, veji i ave a bon aroma.
Cooked like this, the vegetables have a nice aroma.
Just like in English, the passive participle can be used to form the passive voice:
Di buku e de-i note de mi.
This book is written by me.
Da a ale!
Se tu ave leje tila di, tu savi a nea ale de Mini. Bon labora! Mi arapan ke ale i ave e no su duro go tu. (Di linga e de-i supose e da ma fasile, tu savi.) En ani moda, i danke a tu, go en-i leje a ale di an en-i etudi a di linga. Tu e redi nun go-i go eki an pale a Mini kon ale mundo!
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On our website, you'll find frequent reference to the term "magnitude" -- this is a unit of measurement of how bright a star looks to us in the sky. But what does it mean?
If you have observed the night sky, you have noticed that some stars are brighter than others. The brightest star in the northern hemisphere winter sky is Sirius, the "Dog Star" accompanying Orion on his nightly journey through the sky. In the constellation of Lyra the Harp, Vega shines the brightest in the summer sky. How bright is Sirius compared to its starry companions in the night sky? How does it compare to Vega, its counterpart in the summer sky? How bright are these stars compared to the light reflected from the surface of the Moon? From the surface of Venus?
The method we use today to compare the apparent brightness of stars is rooted in antiquity. Hipparchus, a Greek astronomer who lived in the second century BC, is usually credited with formulating a system to classify the brightness of stars. He called the brightest star in each constellation "first magnitude." Ptolemy, in 140 AD, refined Hipparchus' system and used a 1 to 6 scale to compare star brightness, with 1 being the brightest and 6 the faintest. Astronomers in the mid-1800's quantified these numbers and modified the old Greek system. Measurements demonstrated that 1st magnitude stars were 100 times brighter than 6th magnitude stars. It has also been calculated that the human eye perceives a one magnitude change as being 2.5 times brighter, so a change in 5 magnitudes would seem to be 2.55 (or approximately 100) times brighter. Therefore a difference of 5 magnitudes has been defined as being equal to a factor of exactly 100 in apparent brightness.
It follows that one magnitude is equal to the fifth root of 100, or approximately 2.5; therefore the apparent brightness of two objects can be compared by subtracting the difference in their individual magnitudes and raising 2.5 to the power equal to that difference. For example, Venus and Sirius have a difference of about 3 magnitudes. This means that Venus appears 2.53 (or about 15) times brighter to the human eye than Sirius. In other words, it would take 15 stars with the brightness of Sirius in one spot in the sky to equal the brightness of Venus. Sirius, the brightest apparent star in the winter sky,and the Sun have an apparent magnitude difference of about 25. This means that we would need 2.525 or about 9 billion Sirius-type stars at one spot to shine as brightly as our Sun! The full Moon appears 10 magnitudes brighter than Jupiter; 2.510 is about equal to 10,000, therefore it would take 10,000 Jupiters to appear as bright as the full Moon.
On this scale, some objects are so bright that they have negative magnitudes, while the most powerful telescopes have revealed faint 30th-magnitude objects. The Hubble Space Telescope can "see" objects down to a magnitude of about +30. Sirius is the brightest star in the sky, with an apparent magnitude of -1.4, while Vega is nearly zero magnitude (-0.04).
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While each country’s experience facing the COVID-19 pandemic is different, some common fundamental factors can make the difference between widespread catastrophe and relative stability. Nicaragua has so far been among the most successful countries in Latin America in protecting its population from the virus while also maintaining normal economic life. As of March 28th, Nicaragua has three confirmed cases with one fatality. Another 14 people who may have the virus are under observation but have so far tested negative.
Nicaragua’s public health system offers free, universal health services based on community focused preventive care. The national network of hospitals, health centres and health posts is supported by a network of tens of thousands of volunteer health promoters called brigadistas. Over the last week, health personnel and brigadistas have visited over 1.2 million households in an education and monitoring campaign to address the pandemic.
Since the country is still in the first phase of the pandemic, the government has prioritized prevention and education. Its borders remain open, as do the country’s schools and public offices. Public events have not been canceled. Business, travel and trade activities continue without restrictions. Ever since January, when the World Health Organization declared a health emergency in relation to the COVID-19 virus, Nicaragua’s government team has coordinated closely with the Panamerican Health Organization, following the relevant protocols for the different phases of the pandemic. Nicaragua’s authorities have promoted an intense education campaign aimed at preventing the spread of the virus. The principal measures the government has stressed during the current first phase of the pandemic in Nicaragua have been the importance of thorough hand washing for at least 20 seconds with soap and water and taking care when sneezing or coughing so as not to infect other people.
Travellers arriving from countries where the virus is active are told to self-isolate for 14 days with follow up from health personnel to check how they are. Other measures frequently promoted every day via radio, television, social networks, posters and printed materials have been: cleaning constantly-used surfaces like desks, phones and computers, work surfaces and toys; keeping a physical distance of at least 1.5 metres when talking with other people; and, most importantly, reporting to the nearest health unit at signs of possible symptoms of the virus. Once the second phase of the pandemic begins, requiring measures of containment, then the government may well ban public events, close schools, enforce social distancing, limit travel and seek to maximize work from home.
Likewise, in any third phase involving potential uncontrolled spread of the virus among the population, more extreme measures may be taken such as the general quarantine already applied in countries like Venezuela or Argentina. The government has prepared the public health system and the National System of Disaster Prevention’s (SINAPRED) civil defence system along with the country’s armed forces for that eventuality. At a regional level, Nicaragua has coordinated closely with the mechanisms of the Central American Integration System (SICA) and the system’s member governments. SICA has produced a regional contingency plan aiming to protect people from the pandemic and treat those affected while maintaining regional economic life and security.
Nicaragua is one of the few countries in the region with a laboratory of molecular biology approved by the World Health Organization. Its director has said it is the only laboratory in the region that produces the reactive agents for the serological diagnosis of dengue and was the only molecular biology laboratory in Latin America able to diagnose influenza types accurately in 2019. Similarly, Nicaragua has the only public sector plant in Central America producing vaccines. The plant is a joint venture between the Nicaraguan government and the Russian Federation and is preparing to produce the Cuban Interferon Alfa-2-B antiviral medicine for use treating patients with the COVID-19 virus. On March 18th, the “Henry Reeve” Cuban medical brigade arrived in the country, composed of epidemiologists, virologists, intensive care specialists and other expert medical professionals to strengthen Nicaragua’s response to the pandemic. Nicaragua has also participated in regional video conferences facilitated by the Association of Caribbean States, in video conferences with experts from China and has also benefited from the experiences of experts from Taiwan.
For the moment, Nicaragua has been successful preventing the virus from spreading. The authorities have prepared 19 hospitals should the pandemic begin to spread in the general population. 37,206 health workers in both public and private health institutions have been trained in preventive measures, how to identify suspected cases, how to protect fellow health workers, how to provide medical care and how to transfer patients safely between local health units, health centres and hospitals. Similarly, the health ministry has trained 250,000 community health promoters in preventive measures, early identification of patients with symptoms and how to ensure referral of suspected cases to the different health posts, health centres and hospitals.
In Nicaragua, the popular economy of medium, small and micro businesses of all kinds, small farming households and cooperatives across many different industries generate 70% of all employment. The remainder is provided by the public sector along with the private business sector including free trade zone businesses. This economic structure means that a majority of the economically active population depend on daily or weekly income to be able to buy food and other basic items. So for Nicaragua, as for so many other countries impoverished by centuries of rich-country depredation, this makes shutting down the economy practically impossible.
For their part, Nicaragua’s right-wing opposition continue the same relentess disinformation campaigns that they used during their violent, failed coup attempt in 2018, spreading false rumours and scaremongering via their news outlets and social media. At times, this propaganda reaches extreme levels of malevolent hysteria, claiming the government is concealing hundreds of cases of the virus. In interviews, international media uncritically retail the views of inveterate frauds like Confidencial’s Carlos Fernando Chamorro acccusing Nicaragua’s President Ortega of not doing enough to address the pandemic. Opposition propagandists like Chamorro lurch insanely from demented accusations of savage dictatorship to phony complaints of laissez faire negligence.
In Nicaragua, as everywhere else in the world, the COVID-19 pandemic has exposed the unremitting global class war of elites against the impoverished majority. As in the violent, failed 2018 coup attempt, responses in Nicaragua to the crisis generally reflect that class reality. While the country’s right wing opposition elite and their middle class followers dilute their rum and cokes with tears of self-pity, Nicaragua’s salt-of-the-earth workers and rural farming families are once again pulling the economy through hard times. Nicaragua’s Sandinista government’s so far successful measures against the pandemic, as in Cuba and Venezuela despite vicious U.S. sanctions, confirm the superiority of revolutionary grass roots democracy over the all too apparent failures of Western neoliberal plutocracies.
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Italian opera singer Andrea Bocelli is widely recognized for his powerful and emotive voice, but it was his hit song “Con Te Partirò” that catapulted him to international fame. Released in 1995, the song has become one of Bocelli’s most iconic and beloved compositions, captivating audiences around the world. In this article, we will delve into the significance of “Con Te Partirò” and explore the artist behind its creation.
Andrea Bocelli, born on September 22, 1958, in Lajatico, Tuscany, Italy, began his musical journey at a young age. Despite being born with congenital glaucoma, which eventually led to his complete blindness, Bocelli’s passion for music was unwavering. He studied law at the University of Pisa but simultaneously pursued his musical aspirations by performing in piano bars and nightclubs.
It was in 1995 that Bocelli released his breakthrough album, “Bocelli,” which featured the iconic song “Con Te Partirò” (translated as “Time to Say Goodbye”). This duet with British soprano Sarah Brightman quickly became a global sensation, topping charts and capturing the hearts of millions.
“Con Te Partirò” showcases Bocelli’s extraordinary vocal range and emotional depth. The song is a powerful declaration of love and the pain of separation, with lyrics that resonate deeply with listeners. The combination of Bocelli’s rich tenor voice and Brightman’s ethereal soprano creates an enchanting and unforgettable musical experience.
The success of “Con Te Partirò” propelled Andrea Bocelli into the international spotlight, making him one of the most celebrated opera singers of our time. His subsequent albums, such as “Romanza” and “Sogno,” were also highly successful, further solidifying his reputation as a musical icon.
Now, let’s address some common questions about Andrea Bocelli and his hit song.
1. Who wrote “Con Te Partirò”?
“Con Te Partirò” was composed by Francesco Sartori, with lyrics written by Lucio Quarantotto.
2. What does “Con Te Partirò” mean in English?
In English, “Con Te Partirò” translates to “Time to Say Goodbye.”
3. Did Andrea Bocelli write any of the lyrics for the song?
No, Bocelli did not contribute to the writing of the lyrics. However, his emotional interpretation of the song has undoubtedly added a personal touch to its performance.
4. Has “Con Te Partirò” been performed by other artists?
Yes, “Con Te Partirò” has been covered by various artists, including Sarah Brightman, who collaborated with Bocelli on the original version. The song has also been performed by numerous opera singers and even crossover artists.
5. Are there any notable live performances of “Con Te Partirò”?
One of the most memorable live performances of “Con Te Partirò” was during the closing ceremony of the 2006 Winter Olympics in Turin, Italy. Bocelli’s rendition, accompanied by an orchestra, captivated the audience and received widespread acclaim.
6. What is the meaning behind the song’s lyrics?
The lyrics of “Con Te Partirò” speak of a love that transcends physical separation. It conveys the idea of being united with someone spiritually, even when physically apart.
7. How many languages has Andrea Bocelli sung “Con Te Partirò” in?
Bocelli has performed “Con Te Partirò” in various languages, including Italian, English, Spanish, and even German.
8. Is “Con Te Partirò” considered a classical opera piece?
While “Con Te Partirò” is not a traditional classical opera piece, it combines elements of classical music with pop and crossover genres.
9. Has Andrea Bocelli won any awards for “Con Te Partirò”?
Though “Con Te Partirò” didn’t win any specific awards, it played a significant role in establishing Bocelli’s career and solidifying his reputation as a world-renowned opera singer.
10. How has “Con Te Partirò” impacted Andrea Bocelli’s career?
“Con Te Partirò” served as a turning point in Bocelli’s career, propelling him to international fame and opening doors to new audiences worldwide.
11. What other notable songs has Andrea Bocelli released?
Apart from “Con Te Partirò,” Bocelli has released numerous notable songs, including “The Prayer,” “Vivo Per Lei,” “Time to Say Goodbye,” and “Canto Della Terra,” among others.
In conclusion, Andrea Bocelli’s hit song “Con Te Partirò” has become an emblematic piece in his repertoire, showcasing his extraordinary vocal talents and emotional depth. The song’s universal themes of love and separation resonate with audiences across the globe, solidifying Bocelli’s status as one of the most beloved and celebrated Italian opera singers of all time.
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Reflecting on a Behavior or Behavior Pattern Have you been reflecting on a behavior or behavior pattern that you would like to change?
Remember that your project for this course will be the creation of a self-management program. You will be asked to complete an assignment based on your choice of behavioral change in the next unit.
In this assignment, you will prepare a case study of a person who would like to quit
smoking (Carl), and you will make recommendations based on the concepts from this unit.
Reflecting on a Behavior or Behavior Pattern Case History
Carl is 32 years old and has been smoking cigarettes since he was 17. He typically smokes in the car and with his colleagues at work during breaks.
His wife does not use nicotine and will not allow him to smoke in the house. Carl says that smoking helps him to relax, and he enjoys sharing his breaks with other smokers. Every time he has tried to quit smoking, he has relapsed within two weeks.
He has tried nicotine patches and nicotine gum but has not tried e-cigarettes. Carl’s father has recently been diagnosed with smoking-related cancer and the family doctor has urged them both to quit. The doctor said that using a buddy system is often
helpful, and suggested that Carl and his father try kicking the habit together. Carl wants to support his father ’s health and is starting to think about his own health as well. Given his previous relapses, however, he is not sure that he will be able to quit for good. He has heard that addictive behavior can be related to classical conditioning, and wants to
understand more about this process.
Reflecting on a Behavior or Behavior Pattern Paper Requirements
Write an analysis of Carl’s smoking behavior using concepts from this unit.
Be sure to include the stimuli that have become associated with the relaxation effect that Carl enjoys.
Suggest at least three ways that
Carl can use classical conditioning to help him quit cigarettes and avoid relapse.
Differentiate between voluntary and
Appraise factors that may obstruct or facilitate classical conditioning in Carl’s situation.
Your paper should be written in APA style and should include two pages of text. You must cite the course textbook in your paper.
Additional sources may be included as well.
Remember that your paper should include a title page, body, and reference page.
Each source that you use to support your paper should be listed once on the reference page, and should also be cited at least once in the paper. An in-text citation referring to the textbook will look like this: (Powell, Honey, & Symbaluk, 2017). In subsequent citations, it would be (Powell et al., 2017).
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How to prevent type 2 diabetes?
Studies from different parts of the world have established that lifestyle modification with physical activity and/or healthy diet can delay or prevent the onset of type 2 diabetes. The International Diabetes Federation recommends physical activity at least between 3 to 5 days a week, for a minimum of 30 to 45 minutes.
Taking a life course perspective is essential for preventing type 2 diabetes and its complications. Early in life, when eating and physical activity habits are established and when the long-term regulation of energy balance may be programmed, there is an especially critical window to prevent becoming overweight and reduce the risk of type 2 diabetes. Healthy lifestyles can improve health outcomes at later stages of life as well.
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Gut health is a hot topic in the world of wellness. There is a growing amount of research showing that gut flora, made up of a wide variety of microorganisms, has a strong influence on nearly every system in the body.
In this article, we’ll talk about how gut flora affects various systems in the body, certain lifestyle habits that can damage the balance of gut flora, and changes you can make to restore balance.
What is gut flora?
The terms “gut flora” and “gut microbiota” refer to the community of microorganisms that reside all along the digestive system. These microorganisms include hundreds of strains of bacteria, viruses, fungi, and protozoa.
Variety is important for gut flora, but balance is also key. Balancing good bacteria, called probiotics, is necessary to create a healthy environment in the gut. The ideal environment allows probiotics to fight off harmful pathogens and communicate with the rest of the body.
Why does gut flora matter?
You have bacteria all over your body, so why should you care specifically about your gut flora?
Because that gut bacteria is important for so much more than just your digestive system! In fact, the gut is often referred to as “the second brain,” meaning that the environment of the gut has a serious impact on how well many systems in the body function.
Here are some of the systems and functions most widely impacted by gut flora balance:
1. Immune Function
Your gut health has a direct connection to your immune system. The beneficial bacteria (probiotics) in your digestive system can communicate with your immune system, triggering an inflammatory response when it detects a threat or infection.
Prebiotics provide fuel to probiotics. Together, they reduce the number of harmful pathogens that colonize the gut.
2. Chronic Inflammation
Healthy gut flora signals acute inflammation as an immune response, but it also reduces long-term chronic inflammation.
Chronic inflammation puts you at higher risk for diseases like diabetes, cardiovascular disease, and cancer. Healthy gut flora has been shown to decrease markers of chronic inflammation like C-reactive protein (CRP).
3. Joint Health
Osteoarthritis, which causes the cartilage in the joints to wear down resulting in pain and disability, may be linked to gut flora.
Recent studies have shown a connection between the gut microbiota and the progression of rheumatoid arthritis (RA). Increasing healthy gut flora may improve symptoms of RA.
4. Skin Conditions
Balance in gut flora (homeostasis) has been tied to homeostasis in the skin. This optimizes skin function and reduces inflammation, which improves overall skin health, decreases signs of aging, and helps treat conditions like psoriasis.
The balance of bacteria in the gut is key for good digestion. Healthy gut flora nourish the intestinal lining, preventing harmful bacteria and fungi from entering. Beneficial bacteria in the gut also helps to balance pH and prevent inflammation.
These benefits are good for the most basic digestive issues like bloating, constipation, and diarrhea, as well as managing more complicated digestive conditions such as irritable bowel syndrome (IBS).
6. Brain Function
The balance of gut flora plays a role in neurological diseases like Parkinson’s and Alzheimer’s disease.
A healthy environment in the gut may also improve cognitive function, meaning it will help you think more clearly, concentrate and could even improve your mood.
7. Nutrient Absorption
Your gut health may determine how well your body absorbs nutrients.
Your body absorbs most of the nutrients from the food you eat in the small intestine. If your gut flora isn’t balanced, your cells won’t have the optimal environment to absorb the nutrients you eat.
Therefore, if you have poor gut health, it’s possible that your body isn’t getting what it needs even if you’re eating healthy foods.
Some food intolerances have also been linked to poor gut health. Studies have shown that poor quality of bacteria causes an immune response to certain foods, causing symptoms of intolerance and malabsorption.
What disrupts gut flora?
The gut is extremely complex and the gut flora is sensitive to your overall lifestyle. There are several factors that are well-known disruptors of overall health. However, it’s possible that the negative impact starts with the gut.
Some common factors that disrupt gut flora include:
Stress - Stress disrupts the entire digestive system. It increases bloating, constipation and diarrhea. When your digestive system is stressed, it’s more difficult to absorb nutrients and maintain the balance of gut microbiota.
Poor diet - Eating a diet high in sugar, fat, and processed foods can negatively alter gut flora. Eating more whole, nutritious foods that are high in fiber and antioxidants will help good bacteria flourish.
Lack of sleep - Lack of sleep actually increases stress and has been linked to poor diet and obesity. All of these things negatively affect your gut flora.
Dehydration - If you don’t drink enough water, the mucosal lining that protects your digestive tract from harmful pathogens may not work as well.
Antibiotics - Antibiotics don’t just eliminate the “bad” bacteria making you sick. They eliminate all bacteria, which can throw off the balance in your gut. If you’ve had to take antibiotics recently, check out our article on how to restore gut after antibiotics.
How to restore gut flora
Now that we know how strongly lifestyle choices influence the gut and therefore overall health, we can restore gut health by simply improving our lifestyle.
First, focus on a healthy diet. Include plenty of whole foods that are high in fiber and antioxidants. It’s also good to include probiotic foods like yogurt, kefir, sauerkraut, and kimchi to boost beneficial bacteria in the gut. Prebiotic foods like fruit, vegetables, and legumes feed that good bacteria.
Next, focus on other lifestyle habits like exercise, sleep, and stress management. All of these things will improve digestion, decrease inflammation and encourage a good balance of gut flora.
Finally, consider adding supplements to restore gut flora. Probiotic and prebiotic supplements are simple and convenient to take, and directly restore gut flora.
A super greens powder like Naked Greens actually provides both probiotics and prebiotics, as well as a super blend of vitamins and minerals to promote gut and immune health.
A collagen peptide supplement is another supplement that may help restore gut flora. Collagen may help to strengthen the protective lining in the gut, which keeps bad bacteria out.
Organic Naked Fiber, our fiber supplement is rich in prebiotics to promote an optimal microbiome balance.
It also contains 18% of your daily fiber needs in each serving, another critical nutrient when it comes to gut health and weight management.
The digestive system and gut flora are complex but extremely influential to overall health. Achieving and maintaining a good balance of gut bacteria impacts the immune system, inflammation, brain function, skin health, digestion, and absorption.
Lifestyle factors like poor diet, sleep, stress, and medications could derail the balance of gut flora. The best way to restore balance is through lifestyle change. Focus on nutrient-dense foods, stress management, and sleep.
Taking a supplement like Naked Greens or Naked Collagen is a convenient way to boost your gut flora and improve the environment in your gut so good bacteria can flourish.
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Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.
1 Introduction I here is no modern defense system or type of weaponry that does not rely on energetic materialseither in the form of an explosive fill or as a propellant (e.g., from guns, rifles, missiles, and rockets). In addition, energetic materials are used in a multitude of critical defense components ranging from shaped charges, actuators, and delay lines to detonators. U.S. defense needs for advanced energetics have been evolving rapidly in recent years. The needs for increased mobility, enhanced range and lethality, reduced or modified signatures, reduced collateral damage, and the capability to destroy hardened and buried targets combine to increase demand for enhanced conventional energetics. However, there are challenges to overcome before larger-scale manufacturing of enhanced energetic materials can take place or before fully fielded applications from the novel energetic materials technology base can be realized. There continue to be indications that the former Soviet states are investing heavily in energetics research and development and may well be exploiting technological breakthroughs. For example, as indicated in a presentation to the committee, in 1986 MiLhail Gorbachev delivered a speech in which he implied that Soviet progress was being made in "non-nuclear weapons, based on new physical principles that approach nuclear weapons in strike capabilities.") A similar message was delivered by Russian Defense Minister Pavel Grachev in 1993 during a speech in which he discussed the possibility of achieving military technical superiority through the "creation of new models of high precision weapons, as well as weapons based on new physical principles that approach nuclear weapons in destructive force."2 Recent reports indicate possible Russian use of advanced energetics in Chechnya. These foreign breakthroughs have the potential to place U.S. armed forces at a substantial technological disadvantage. Many emerging technologies show promise for revolutionary changesfor example: Lighter-weight, longer-e nge m issi les a nd rockets; H igher-performa nce, lighter-weight explosives; Reduced logistics and airlift requirements; Reduced sensitivity, resulting in increased safety and warhead penetration; · Reduced or out-of-band plumes; ~ G. Ullrich, DoD. 2001. Presentation to the committee. July 31. 2 G. Ullrich, DoD. 2001. Presentation to the committee. July 31. 5
6 ADVANCED ENERGETIC MATERIALS Increased stealth; and Designer weapons for neutralization of chemical and biological agents. Enabled by advances in high-performance computing, modeling and simulation, new synthetic techniques chemistry, and the use of lasers, cryogenics, and high pressure to synthesize new molecules, recent U.S. energetics research has focused in the energy range between conventional energetics and nuclear fission.3 Approaches for creatingtechnologies with high energy and high rates of energy release range from the evolutionary to the revolutionary, and include the following: · Shock-dissociated advanced fuels and oxidizers, · Advanced CHNO/F (carbon-hydrogen-nitrogen-oxygen compound with fluorine) chemistry, · Designer explosives with metallic additives, · Nanostructured materials, · All-nitrogen and hydrogen energetics, · Reactive materia Is, and · Exotic materials, such as nuclear excited state spin and shape isomers. Many of these technologies are in the early stages of transition from theory to computer models to synthesis of small laboratory quantities for experimentation. The chemical structures of many of these materials are shown in Figure 1-1. The introduction of an evolutionary improvement in energetics typically takes a decade or longer. This period spans the time from production of laboratory quantities through process scale-up, demonstration and validation in defense systems, bulk production, and introduction into inventories.4 The revolutionary nature of many of these advanced energetic materials could mean that these basic steps will take significantly longer. The application of modern concurrent engineering techniques may substantially reduce the elapsed time for moving advanced energetic materials from theory to inventory. Modeling and simulation are likely to be useful in the safe and cost-effective scale-up of processes, equipment, and facilities for these materials. Production processes for advanced energetics will likely range from modifications of conventional mixing, casting, curing, and pressing processes; to more novel techniques, such as the creation of nanocomposites by means of skeletal synthesis, solution crystallization, and gel mending; to the exotic, such as the use of advanced nuclear reactors. Given the limited commercial markets for many of these advanced energetics, it is anticipated that substantial government investment will be required to move these technologies into production. The U.S. supplier base for high-performance explosives has been operating under i ncreasi ng stress si nce the late 1980s. A report by the Depa rtment of Com merce, issued i n 2001, predicts potentially serious employment issues with scientists, engineers, and production workers as a generation of workers retires in the next 10 to 15 years.5 For 3 Conventional energetics are capable of releasing in the range of 103 joules per gram (J/g); nuclear fission can release approximately 10~t J/g. T.L. Boggs, M.L. Chan, All. Atwood, J.D. Braun, P.S. Carpenter, M.S. Pakulak, and R.L. Hunt-Kramer. 1991. Propellant Development: From Idea to Motor, presentation to 28th JAN NAF (Joint Army, Navy, NASA, Air Force) Combustion Subcommittee Meeting, CPIA Publication 573, Vol. III, October, pp. 317-357. 5 National Security Assessment of High Performance Explosives and High Performance Components Industries. 2001. U.S. Department of Commerce, Bureau of Export Administration, Office of Strategic Industries and Economic Security. Executive summary available at
INTRODUCTION example, at the Naval Air Warfare Center at China Lake, a workforce of 10 to 12 employees was engaged in active research and development of new energetic compounds in 1985. Today, this effort involves only two to three people carrying out applied development on a single material.6 All of the armed services have steadily cut spending on R&D for munitions in recent years. Department of Defense funding for research, development, testing, and evaluation for munitions is expected to continue on a downward slope. By 2005, defense spending in this area is projected to be 70 percent below 1989's peak funding level of $2.8 billion.7 ~~xoz ozN~NO2 ADN Ned Nr402 No ~N~ NOz OzNN~NNOz ~ NNOz = 02N ~ o: N ~ ONG RDX Hit NF' I OzNN TENON N3 NO2 N3 OzN NHz A,,,,, ,NNOz 1".~1 DANPE OzN NHz F2N me, I FOX-7 NF~ NO: HEX DNT NO' N~ NO DATH of ~ o:~uO2 off CL,20 of EN H t) I H ~0 AN Awl N N H to r4! BTATZ NHt1 H2 H2~N ~ NWHz HARTZ FIGURE 1-1 Molecular structures of selected energetic materials. (The acronyms for these materials are spelled out in Appendix C.) 7 HN _ To W,l/~4 all\ I AH J http://www.bxa.doc.gov/defenseindustrialbaseprograms/OSIES/DefMarketResearchRpts/Explosive Componentsindustries.html. Accessed September2003. 6 Robin Nissan, Head of the Chemistry and Materials Division, Naval Air Warfare Center Weapons Division at China Lake. 2003. Personal communication. 7 Ullrich. See note 1 above.
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NCERT Solutions for Class 12 Maths Chapter 13 Probability Ex 13.4
The topics and sub-topics included in Chapter 13 Probability the following:
|Section Name||Topic Name|
|13.3||Multiplication Theorem on Probability|
|13.6||Random Variables and its Probability Distributions|
|13.7||Bernoulli Trials and Binomial Distribution|
NCERT Solutions for Class 12 Maths Chapter 13 Probability 13.4 are part of NCERT Solutions for Class 12 Maths. Here we have given Class 12 Maths NCERT Solutions Probability Ex 13.4
State which of the following are not the probability distributions of a random variable. Give reasons for your answer.
An urn contains 5 red and 2 black balls. Two balls are randomly drawn. Let X represent the number of black balls. What are the possible values of X ?. Is X a random variable?
Let X represent the difference between the number of heads and the number of tails obtained when a coin is tossed 6 times. What are possible values of X?
Find the probability distribution of
(a) number of heads in two tosses of a coin.
(b) number of tails in the simultaneous tosses of three coins.
(c) number of heads in four tosses of a coin.
Find the probability distribution of the number of successes in two tosses of a die where a success Is defined as
(i) number greater than 4
(ii) six appears on at least one die
From a lot of 30 bulbs which include 6 defectives, a sample of 4 bulbs is drawn at random with replacement Find the probability distribution of the number of defective bulbs.
A coin is biased so that the head is 3 times as likely to occur as tail. If the coin is tossed twice, find the probability distribution of number of tads.
A random variable X has the following probability distribution:
(ii) P(X<3) (iii) P(X>6)
The random variable X has a probability distribution P (X) of the following form, where k is some number
(a) Determine the value of k
(b) FindP(X<2),P (X≤2), P(X≥2)
Find the mean number of heads in three tosses of a fair coin.
Two dice are thrown simultaneously. If X denotes the number of sixes, find the expectation of X.
Two numbers are selected at random (without replacement) from the first six positive integers. Let X denote the larger of the two numbers obtained. Find E (X)
Let X denote the sum of the numbers obtained when two fair dice are rolled. Find the variance and standard deviation of X.
A class has 15 students whose ages are 14,17, 15,14,21,17,19,20,16,18,20,17,16,19 and 20 years. One student is selected in such a manner that each has the same chance of being chosen and the age X of the selected student is recorded.What is the probability distribution of the random variable X ? Find mean, variance and standard deviation of X?
In a meeting, 70% of the members favour and 30% oppose a certain proposal. A member is selected at random and we take X = 0, if he opposed, and X = 1, if he is in favour Find E (X) and Var (X).
Choose the correct answer in each of the following:
The mean of the number obtained on throwing a die having written 1 on three faces, 2 on two faces and 5 on one face is
Suppose that two cards are drawn at random from a deck of cards. Let X be the number of aces obtained. What is the value of E (X)?
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By Ms. Deepika Sharma, Principal SRS International School
The modern age children are gearing up to become adult citizens of tomorrow. The growth is parallel to the future of our country, reflected through quality of the present education system. The main objective of schools is to stimulate curiosity in young, impressionable mind and equip them with tools to be a better human being.
It is of common outlook that the learning process is instrumental in shaping one’s personality and the way he/she deals with situations of life. The shift of thoughts from bookish knowledge to knowledge of life, in schools, has brought forth a sea of change. People have warmed up to the idea of education being the key to a well-rounded development instead of just a mean to acquire degrees and monetary success in life. They facilitate us in cultivate our thought process and awaken our cognitive abilities. In the present competitive world, education has become a necessity for human beings after food, clothe and shelter, making young minds intuitive beyond their age.
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Education moulds the following aspects, which are important factors as we go into adulthood.
School is the foremost fountain of knowledge children are exposed to. It gives a chance for them to acquire knowledge on various fields of education such as people, literature, history, mathematics, politics, and other numerous subjects. This contributes to cultivation in the thought process. When one is exposed to the influences coming from various cultural sources, his/her on world and existence becomes vast.
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School is the first avenue of socialising for a child. Up till then, parents and immediate family members were the only human interaction a child was familiar to. And familiarity is a breeding ground of stagnancy. With schools, children are exposed, not only,to new ideas but also to same aged compatriots. This instils sociable practices such as empathy, friendship, participation, assistance which turn out to be important in their adulthood.
A child, after conception, goes through various physical development. While home provides a restricted outlet, in school, a child can channelize his energy into more sociable avenue. It is noted in studies that while, in familiar environment, the child is in equipped to deal with sudden bursts of energy, learns to be at his/her best behaviour when exposed to same-aged individual. Plus, familiarity leads to taking advantage of situations, while in school, the playing field is levelled. Also presence of activities such as sports, craft help them concentrate their boundless energies into something productive.
Earlier, schools were considered as places to learn events in history chapter, solve tough mathematical problems or recite poems and sonnets! In current educational scenario, a child learns to go beyond the traditional way of rote learning. They are taught to develop a mind of their own and through the flexible curriculum, curiosity is promoted. The child the freed of the shackles of mental blocks and let’s his/her imagination run its course. Importance of imagination is stressed upon, extensively. With play enactions and an encompassing curriculum leads to a well-developed cognitive system.
Life is also about learning, apart from living. While we can learn, to a certain extent from our parents, they tend to be unilateral and inclined towards the one who is imparting it. In school, we come across various such sources from whom we can imbibe immense knowledge, instrumental for our development. Hence school, is necessary for children to inculcate what we call “the workings of life”
Education forms the base of any society. It is responsible for the economic, social, and political growth and development of society in general. The thread of the growth of society depends upon the quality of education that is being imparted. And it is through schools, one gets exposed to such a development.
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Lesson No. 12 Hitch Hiking Across the Sahara Question Answers,
Short an Simple (Question Answers,
Q1: Give an idea of the size of the Sahara. How does it compare with England?
Ans: If a giant were to pick England up and put it down in the middle of the Sahara desert, we should have quite a task to find it. The full Sahara area, stretching almost the complete width of North Africa, is many times the size of Great Britain.
Q2: What had Christopher’s foster mother to do with his desire to see distant places?
Ans: When he was a child, every time he was naughty, his foster-mother used to threaten to send him to Timbuktu (an ancient city in the heart of French Africa), instead of alarming him, the idea aroused in him a keen desire to see his distant Place.
Q3:How did he manage to get a seat in the weapons carrier?
Ans: Fast moving weapons’ canier over tock them. Christopher stopped it and begged the lieutenant in charge to relieve him from the misery of slowly baking to death at twenty railes an hour. The lieutenant pointed out those strict military regulations forbade the canying of civilians. Christopher replied by producing a permit from the War Ministry giving him permission to join the French Foreign Legion for a short period in order to collect material for an articie. The permission had later been withdrawn, but fortunately the lieutenant did not turn the paper over and see the “Cancelled” stamp.
Q4: What was the most noticeable feature of the desert city, named Ghardaya?
Ans: Ghardaya, a typical desert city, the flies found there were more numerous and stickier than they were anywhere else. Anything that had a remotest relationship with food was always covered with flies. They had no hesitation in following the food right into your mouth and one had to be vigilant until mouthful was behind one’s teeth. Many children, with their faces covered with the masks of flies, were seen in streets.
Q5: How did they manage to drive the heavy truck in the trackless desert with its, soft sand?
Ans: It was difficult travelling. At times the sand became too soft to bear the weight of the heavy truck. It was then necessary to stop at once. If the wheels had been allowed to spin they would have dug themselves deeper. Ten-foot strips of steel mesh were dragged from the truck and placed together to make a runway for the wheels to bite on as the truck moved. When it reached harder ground the strips were collected up and dragged forward to the waiting truck. Christopher performed useful service in helping the greaser with this arduous operation.
Q6: What did the driver of the truck tell Christopher about three Englishmen who had attempted to cross the desert?
Ans: The driver added to the discomfort of the journey by relating details of a recent case in which three English people had attempted to cross a part of the desert in a car with only one day’s water-supply. Their car had been stuck in a sand dune, and three days later their bodies were found dried up like leaves. They had drained the radiator in their desperate thirst, and one of them tried to drain the oil from the crank-case. He had been one of the search party, and he spared his listener none of the grim details.
Q7: Give an account of the little town, named El-Golea, and compare it with In Salah, bringing out the difference between the two.
Ans: El Golea was a fascinating little town, a true oasis, with so much water available that they hardly knew what to do with it. We very day of the week that he was there, Christopher spent hours bathing in a little pool half a kilometer away from the centre of the town. On the other hand, in Salah was full of desert. In Salah is fighting a desperate battle of survival and perhaps losing the contest. The sand is constantly encroaching the town.
Q8: What do you know of Professor Claude Balanguernon?
Ans: Claude Balanguemon was a French man and professor by profession. He taught taureg people. He was a friend of Christopher and helped him a lot during his tour to the Sahara desert.
Q9: Describe the events leading to the killing of a camel. What sort of water did they get from its stomach?
Ans: On his way to Kidal, Christopher two Taurags and a slave ran short of water. They went to one waterhole, it was empty. The next was two days away and the travelers had neither food nor water. They decided to kill a camel and get water. A camel was killed and the water that they got of it, was hard to drink but they managed to drink it, that is how they survived.
Q10: Describe the journey through the land of Thirst and Death.
Ans: Before searching Timbuktu, they passed through the desert area named Kidal. It was rightly called the land of thirst and death. The area was notorious for sand storms and dried up waterhole. While collecting stones to place in the fire, for the kettle or pan to stand on. He (Christopher) found a snake and was hardly saved from it.
Q11: Describe the stay at In Abbangarit. How did Christopher manage to get water there?
Ans: In Abbangarit, there was no building and the only mud structure building was a bordj. Christopher had no bucket and rope to get water from well. He had a recording machine with a long wire. He made a rope of it and managed to take water out of a well by tying the teapot with this wire-rope.
Additional Questions Answers
Q1: Why was In Salah losing its identity?
Ans: In Salah was sinking in the ocean of the sand. Most parts were disappearing. Palm trees, those once stood high, were now like bushes. Some were completely covered with sand. Christopher had to bend down to pick some dates off the trees.
Q2: How did Christopher saved him from the sand ⚫ storm?
Ans: His companions made signs for him to hide, himself behind his camel and cover his head. He did so, but the force of the storm when it struck was too great to be avoided. Even with the camel’s body as a shield, he could feel the impact of the wall of sand that came streaming along the earth. The wind found even the smallest opening in my clothes, and the sand felt like little needles. There was nothing he could do but crouch down waiting for the storm to finish, while the sand steadily piled up on top of him. He found himself recalling a true story that just such a sandstorm, many years earlier, had completely buried a huge caravan of 1200 camels without leaving a trace of them.
Multiple Choice Questions
- To place steel mesh under the wheels of truck was arduous. The underlined word means
- The desert was encroaching in In Salah. The underlined word means
D. None of these
- For what purpose Camel was slaughtered?
A. For water✅
B. For food
C. For minimizing the animals
D. For meat
- Choose the correct spelling
- The boy wants to go home. The underlined phrase is a/an
A. Verb phrase
B. Noun phrase✅
C. Adverb phrase
D. Prepositional phrase
- He talked to me in a rude manner. The underlined part is
A. Noun phrase
B. Adverb clause✅
C. Adverb phrase
D. Prepositional phrase
- He is poor but he does not beg. The underlined part is a/an
A. Subordinate clause
B. Coordinate clause
C. Noun phrase✅
D. Adjective phrase
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About Punjabi :The Punjabi is the official language of the state Punjab in India. It is one of the most widely spoken Indo Aryan languages. Punjabi language is one of the recognized languages by the constitution of India. The Vedic language is also called as the oldest Punjabi language. The Punjabi is also spelled as "Panjabi". Generally the word 'Punjabi' used in more common than 'Panjabi'. About 30 million people speaks Punjabi language in India. There are about 70 million Punjabi speakers in Pakistan.
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As information technology and new media continues to integrate itself into the fabric of our society, more and more examples of how you can use new media to engage citizens in the public decision making process continue to emerge. One of the more important ways that new media is being used is to shed light on the process of creating government budgets. With many state and local governments struggling to deal with huge budget shortfalls (and some even flirting with bankruptcy), the need couldn’t be greater.
Even in good economic times, the process of creating and adopting a government budget is not an easy process. With many American households having to tighten their belts to weather the economic downturn, taxpayers are reluctant to finance increases in public expenditures, and generally expect officials to demonstrate similar fiscal restraint. At the same time, residents often are unwilling to accept cuts in public services. To avoid displeasing voters, elected officials sometimes resort to irresponsible public borrowing and creative accounting — postponing the day of reckoning hopefully until after the next election cycle. The result in many states and cities has been disastrous, and has angered many citizens, as well as jeopardized the long term financial health of communities.
Of course, it’s easy for citizens to get angry about what passes for financial management in many governments. It’s another thing entirely for them to actually engage in the process in a meaningful way in hopes of creating better outcomes. Public sector budgets do not make for fun reading, and it’s hard for most people to wrap their heads around the large sums involved (take a crack at reading San Francisco’s latest budget). Yet, several new media tools offer examples of how one might inject some useful input from ordinary folks on public budgets — which traditionally have been the sole domain of lawmakers and plugged-in special interest groups.
The Los Angeles Times, as part of its coverage of California’s ongoing budget crisis, recently created an interactive state budget tool, and invited its readers to take a stab at solving the state’s budget deficit themselves. Visitors to the site choose from a menu of options for cutting public spending (perhaps deciding to lower benefit payments to disabled individuals or by closing the state’s community colleges) and increasing revenues (gasoline tax, anyone?). All the while, the tool’s deficit tracker keeps tabs on remaining size of the budget gap. As the site notes, closing the state’s deficit is definitely a challenge, but it can be done.
Minnesota Public Radio has been creating a similar tool for the last several Minnesota state budget cycles (the state adopts a two year budget on odd numbered years). MPR’s Budget Balancer lets visitors compare their final budget proposal to the official proposal from state’s governor, along with those of their fellow citizens. Visitors can also email their budget proposal to their elected officials automatically.
Another great example is Colorado’s Backseat Budgeter, sponsored by Colorado State University and created by public policy firm TAG Strategies as part of EngagedPublic.com. The site makes great use of colorful graphics to give visitors an easy understanding of the state’s spending and revenue sources. As visitors make their selections about taxes and spending, pop-up windows detailing state laws that mandate certain expenditures or limit collection of revenues emerge, highlighting the sometimes convoluted rules looming over budget decisions.
All these tools serve several purposes. First, they provide details about a government’s budget and finances in an easy to understand manner. Secondly, they give citizens a better sense of the trade-offs involved when it comes to public budgets. Finally, they provide government officials with information about public opinion regarding how public funds should be managed. While all these tools are focused on the state level, the same techniques could be applied to municipal budgets, which generally tend to be less complex.
Going beyond just soliciting input, Chicago’s 49th Ward is asking residents to create proposals and vote directly on how $1.3 million dollars of public funds are spent – mostly on local capital improvement projects. Following the model of participatory budgeting popularized in many of Brazil’s cities, the process is organized around a series of in-person community meetings, but proposals for improvement projects are accepted online. The Ward’s Alderman, Joe Moore, is hoping to make the process permanent, should residents be pleased with the results.
Participatory budgeting has its critics, of course, and is by no means a panacea for effective management of public funds. The process can end up giving an undue amount of say to certain groups if it is not managed well. And since people aren’t always rational in their own dealings, it’s not guaranteed that people will vote in the community’s long-term best interest any better than their elected representatives.
However, adding more public input into discussions about public budgets is something that does seem to offer opportunities for more sustainable budget decisions. And with these and future new media tools aimed at both helping people understand how taxpayer money is spent and providing constructive input on the budget process – there might be hope for the cash-strapped cities and states across the country to find a solution that citizens can live with.
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Nigerian Law Forum
Important Constitutional Rights Every Nigerian Should Know
This article highlights 5 important constitutional rights every Nigerian should know. Constitutional rights are privileges which are enjoyed by citizens of different countries. In Nigeria, these rights are contained in the constitution1 and the constitution is the highest source of law in Nigeria. Only those who are aware of these rights can benefit from the constitution. This article focuses on fundamental rights that are guaranteed in the Nigerian constitution.
It is important to know that fundamental rights are privileges recognized in the constitution as essential for every citizen. These fundamental rights are also known as constitutional rights and the court provides redress for people whose fundamental rights have been violated.4
There are certain instances where the right to life would not be said to have been violated if death occurred.
Such instances are where a person defends himself or his property in any violent attack (often known as self-defence). Also, where death occurs while carrying out a lawful arrest or to prevent a person who is lawfully detained from escaping. Lastly, where death occurs in the process of controlling a riot7
The death penalty, which is a legal punishment for a criminal offence8 does not violate the right to life.9
However, a person’s freedom can be lawfully interfered with:
People in lawful police custody have a right to remain silent. They can choose not to answer any question until they have spoken to a lawyer. A person unlawfully arrested has the right to compensation and a public apology from the authority specified by the law.
No one is to be forced to belong to any religion. People in educational institutions are not forced to attend or participate in any religious activity contrary to their own. There is also the freedom to teach those belonging to the same religion in an educational institution.
This right does not extend to those who belong to a secret society. Neither does it encourage anyone to form or take part in the activities of a secret society.
Firstly, the movement of a person who has committed or is suspected to have committed an offence can be restricted. Secondly, a person to be tried outside Nigeria for a criminal offence can be forcefully removed. Lastly, where a person is to carry out a prison sentence outside Nigeria.
However, there must be an agreement between the two countries before a person can be tried and imprisoned abroad.
It is important to know that Nigerians who have any form of disability as a result of their birth are protected from being discriminated against.
In the case of Insp. Gabriel of the C.O.P. Monitoring Unit Lagos v Ukpabio & Ors (2022) LPELR-57032(SC), the Nigerian Supreme Court had to determine whether the Federal High Court has jurisdiction to entertain, hear and determine actions on fundamental human rights like State High Courts.
Section 46 of the Constitution of the Federal Republic of Nigeria 1999 (as amended) provides as follows: ‘Any person who alleges that any of the provisions of this Chapter has been, is being or likely to be contravened in any State in relation to him may apply to a High Court in that State for redress’.
The Nigerian Supreme Court interpreted ‘High Court’ as meaning both the Federal High Court and the State High Court.
Thus, the Federal High Court and State High Court have concurrent jurisdiction to entertain, hear and determine fundamental rights enforcement cases in Nigeria.
You might also be interested in what constitutes a breach of the right to a fair hearing.
1 Constitution of the Federal Republic of Nigeria (1999) as amended
2 Ekpenyong, EE, Gimba, J & Odey, OC, 2016, ‘Implementing Fundamental Human Rights Through The instrumentality Of Social Studies Education In Nigeria’, p. 63.
3 Chukwuemeka ES 2019, Human Rights In Nigerian Constitution: Constitutional Provisions/Cases, Human Rights In Nigerian Constitution: Constitutional Provisions/Cases (bscholarly.com)
4 Surbhi S 2017, Difference Between Fundamental Rights and Human Rights, https://keydifferences.com/difference-between-fundamental-rights-and-human-rights.html#:~:text=Fundamental%20Rights%20means%20the%20primary,and%20how%20they%20behave%2C%20etc.&text=It%20is%20country%20specific.
5 Section 33 Constitution of the Federal Republic of Nigeria (1999) as amended
6 S 33(1) Constitution of the Federal Republic of Nigeria (1999) as amended
7 Section 33(2) Constitution of the Federal Republic of Nigeria (1999) as amended
8 S 319(1) of the Criminal Criminal Codes Act Cap38, Laws of the Federation of Nigeria, 2004
9 Kalu v State (1998) LPELR-1655(SC)
10 S 35 Constitution of the Federal Republic of Nigeria (1999) as amended
11 S 38 Constitution of the Federal Republic of Nigeria (1999) as amended
12 S 41 Constitution of the Federal Republic of Nigeria (1999) as amended
13 S 42 Constitution of the Federal Republic of Nigeria (1999) as amended
Michael Akerele, LLB, MICL, BL
In the recent Election Petition before the Presidential Election Tribunal in Nigeria, there was a crucial question that needed an …
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The Constitution of the Federal Republic of Nigeria 1999 provides grounds for which a person can become a citizen of …
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Hannah Arendt’s interview and the analogies between the Jewish and Hazara experience
On September 16, 1964, the philosopher Hannah Arendt sat for a one-hour-long interview on German TV with the journalist Günther Gaus. The topics addressed by Arendt and Gaus, included personal memories, the Holocaust, philosophy, identity, Jewishness, and the experience of migration.
Even if for historical and cultural reasons it’s hard to compare situations involving different people and countries, it’s undeniable that as communities subjected to displacement and genocide, both Jewish and Hazara people share some important analogies. These analogies are highlighted in this interview, and they can be summarized in few important points:
“If one is attacked as a Jew, one must defend oneself as a Jew. Not as a German or a world citizen. Or as an upholder of human rights.” And again:
“I don’t believe I have ever considered myself a German,” said Hannah Arendt. (21:11) “In the sense of belonging to the people as opposed to being a citizen”.
As Hannah Arendt never considered herself a German, many are the Hazara who reclaim their Hazara identity over the Afghan one. Hannah Arendt was confronted by Jaspers on this idea and in the same way, Hazaras have often been accused to bring disunity in an already disunited country.
Yet it’s not difficult to grasp the weight of this feeling. A feeling that is rooted in a history of discrimination and persecution.
2. The role of intellectuals
“The problem did not lie in what our enemies did. But in what our friends did. Among intellectuals, coordination (with Nazism) was the rule. After that, I did not want to have anything to do with the intellectuals. The worst part is that some of them believed in Hitler. They invented ideas about Hitler. I found that grotesque.”
Many intellectuals did the same with the Taliban, writing reports, articles and giving interviews aimed at providing alternative ideas about the Taliban. As much as many intellectuals “invented ideas about Hitler” many invented ideas about the Taliban, claiming change where there wasn’t any.
The reality was already there but for many, it became clear only when these elements came to power.
3. What remains
“Do you miss the Europe that existed before Hitler? How do you see Europe now? What has been lost forever?” asks Gaus during the interview.
“I don’t long for that. The language. The language is what remains.”
Most of Hazara speak Hazaragi and Farsi, the latter a language that the Taliban would like to erase, after the statues, after the houses, and thousands of lives. Because as Hannah Arendt knew very well, after the language nothing remains.
The full interview is available here:
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Aitmagambetov Duman – candidate of history sciences,
leader of staff of rector of L.N. Gumilyov
Eurasian National University
Iskakova Kulzira – candidate of philosophy sciences,
professor of the department of history of Kazakhstan
of L.N. Gumilyov Eurasian National University
HORSE IS AN ETERNAL COMPANION OF THE KAZAKH
In the territory of modern Kazakhstan horse appeared 6 thousand years ago, together with the first nomadic tribes, generating of this land, that is with the first cultural civilizations, occupying of horse breeding. This was an Andronov culture. All following tribes, who occupied the territory of Kazakhstan – Saxes, Kangls, Kangs, Huns and many others, who were inextricably linked with horse breeding, so as their existence on the lands of a large scale without horses would be simply impossible. All their life totally depended from presence or absence of horses.
Movement of people to thousand kilometers, aggressive wars were impossible without good cavalry army. Name of the tribes «nomadic tribes» is implied mobility, rapidity, lightning nomad camp after attack and etc. Horse of Kazakh always was something immeasurably bigger than mean of conveyance, source of food, attribute of richness and prestige amongst neighbours. Horse was the part of life philosophy and world-outlook of human of Steppe, and horse’s behaviour and actions were answer on many compound human questions. Horse played exceptionally important role in life and way of life of nomads, who used it as a worker, butcher’s and milk animal.
British scientists after Americans recognized that horse was domesticated for the first time at the territory of Kazakhstan. Scientists from University of Pittsburg recognized the settlement Botay the most ancient monument of domestication of horse. It is interesting, that settlement Botay is situated near from Atbasar town (the name of this town in translation from Kazakh language means «to ride on horseback»). Junior scientific assistant-professor Rozmary Kapo conducted a chemical analyze of soil near from settlement. Research confirmed that 5 600 years ago, when people lived at the turn of the stone and cooper centuries, the ancestors of Kazakh bred the horses. Scientists from British University in Ekzeter after leadership of Ellan Outram found here the model of first bridles. Now they are considering, that namely in Botay, people taught riding on horseback for the first time. Besides, Britishers found the tracks of the horse’s milk on ancient cups. The conducted their researchers with well-known archeologist from Kokshetau University Viktor Zaybert. In 2008 year Pavlodar scientist Viktor Merts conducted working of ancient site of people of time of Neolitic and Eneolitic periods – Borly and proved, that in V – IV millenniums B.C. ancient population of north-east of Kazakhstan tame and domesticated horse.
Horse gave to people always: food and wear, possibility to hunt and fight, entertainment and enjoyment from that they as free animals are gamboled in an expanses of their land. The best racers made a sacrifice to God of the Sun, which particularly were honoured among steppe dwellers. It was considered that this animal is only who can compare with Sun at speed. The ancient-Greek historian Gerodot mentioned that in his works.
From ancient times Greeks interpreted nomads as centaurs – mythical self-animals-self-Gods, as a strong and unattainable men. Nomads, accomplished their raids, lived in the open air, in steppe areal suddenly appeared and so suddenly disappeared from field of vision of people of plains. Because they afraid them, and thought up various myths and legends.
Outstanding Kazakh scientist-archeologist Alkey Margulan wrote about etno-economic successions of Saxes and Kazakhs: «They had a similar life features and forms of economic. The best horses made a sacrifice. Skull and hooves of horse are served as a talisman. For example, Saxes hung to the belt hooves of famous racers as a subject bringing happiness in travel and protected from death during the battle. The same tradition was among Kazakh».
All technicalities of horse breeding and in whole, of all cattle breeding, inherent to ancient-turk period, reflects in life and language of Kazakh. In Chinese sources poetically are said about Kazakhs, as people «growing up on back of horse». From people legends and tales we know about horses of Er-Tostik – Shal Kuiryk, of Koblandy batyr – Taiburyl, of Alpamys – Baishubar, of Ablai-khan – Alshanboz (motley-grey) and Zhalyn Kuiryk (fiery tail) and many others. Their main qualities and signs recognized in the names of horses.
Upbringing of horse, designed for the hunting and battles, provides its participation in horse games, racings and stunts on back of horse. Among Kazakh were distributed sport-war games: lost to us from ancient times struggle of riders during of battle. The well-known Kazakh game «Overtake the girl», which is a very popular and today, by rules of this game if horsemen overtake girl, that he will receive a kiss, if he can’t overtake her, that receive poundings of whips.
Nomadic people from ancient times in great multitude represent horses as devote and faithful friends. Because life of nomads directly linked with horse, they were personages of myths, tales, legends and epical poems. The fantastical image of winged steeds, performances about magical winged substances winged steeds appeared in ancient times.
In Kazakh prose it’s difficult find work, where not describe this noble anymal from different sides. Ilyas Zhansugurov (1894 – 1938), the Kazakh poet, one of the founder of Kazakh literature, rise in a grate high place theme of poet-singer Ahan and his invincible racer Kulager, which wasn’t equal in all steppe region of this period, in poem «Kulager»:
From childhood my soul is captivated of racers
Because I was burn among steppe horses
Horse carried me by steppes, bringing his mane
I held for it,
I leaned to it,
I always know about horses. My fate among them
About dashing horses I compose the poems
From ancient times Kazakh live in sunny steppes
Where sky upwards, and ground downstairs
And rich man and poor man knew sense in horse
From ancient time for Kazakh were alongside friend and horse
Without horse life in steppe impossible because!
It’s symbolically that fantastical racers – tulpars with golden wings and horns in form of half moon became a compound part of compositional structure of emblem of Kazakhstan Republic. Shape of racers on language of heraldists has depth meaning and content. Particularly is marked faithfulness, hard-working, prowess and beautiful of this animal. Flying tulpar is united in himself time and space, reminding to descendants about great nomads – ancestors of Kazakhs.
Horse in Kazakhstan may be named as a national horse, because it play a huge role in fate of Kazakh people. The horse was a friend and comrade in a literal meaning, because they never let with each other.
Horse was not only unique mean of conveyance and source of full value nourishment of man, horse was and now it is a symbol of Kazakh life, not only nomadic life, bul life in generally, because for settled man the symbol of life is house, but for Kazakh the horse was as a house, because it was only reliable essence, who can help in a difficult nomadic life. Kazakh had a huge territories, nomadic expanses by which they wandered every season from summer pasture to autumn pasture, from autumn pasture to winter pasture, from winter pasture to spring pasture and from spring pasture to summer. In a base of nomadism by seasons of year was lied a principle of careful relation to nature, which was checked by time and proved a wisdom of our ancestors. The natural-climate factor is the main factor of choice in quantity of main forms of economic – nomadic cattle-breeding. By estimation of scientist more than 90 per cents of lands of Kazakhstan were arid from ice age. By meagre precipitations, high evaporation in arid territories mainly grew bushes and self-bushes and because the lands of Kazakhstan were more good for nomadic cattle breeding. Routes of nomad encampments put by centuries and served till first third of XVIII centuries. The fall of nomadic cattle breeding began from addition of Kazakhstan to Russian Empire.
We may say without exaggeration that only thanks to horse Kazakhs survived as a nation. Without this four-legged friend they will die out long ago or assimilated in people who tried to conquer Kazakh tribes. Horse helped to Kazakh to serve their national and cultural identity and originality.
The glorious history of nomadism was broken in the beginning of ХІХ century, in period of leading of territory-administrative reforms of tsar administration of Russian Empire. Official, didn’t investigate thoroughly in specifically peculiarity of family-tribe structure of Kazakhs (suitable form of leading of nomadic economic) and conducted reform by geographical principle and destroyed traditional form economic, which began from the І century B.C. Destruction of cattle breeding, and in this number of horse breeding, were continued and in soviet period with leading of collectivization, the opening up of virgin lands.
In soviet period horse breeding got a huge loss, which soviet rural economic couldn’t fill in for subsequent decades. If in 1916 year there are 4 million 640 hundred horses were in Kazakhstan, then at the beginning in ninetieths years horses were only 1 million 200 thousand. The main result of soviet period in development of this branch is it depersonalization. Branch worked honestly on fulfillment of internal tasks – on meat, on army and «people economic» on investigation of high showings of endurance of horses and sport. Only specialists know that one of the outstanding racers – winner of two Olympian racings – Ahaltekian Absent was grown in a stud farm of Lugovsk in Kazakstan.
It is glad that in last few years in Zhambyl and Almaty regions appeared several tens of high-professional cattle-breeding farms by Thoroughbred crown, Arabic, Ahaltekian, and Don breed. The 97th stud farm in Zhambyl region grew up in addition to grandson of Absent, grew up still a lot of beautiful Ahaltekians and wonderful horses of Don breed. By the end of 90th years of the XX century the overwhelming majority of all livestock of horses – more than 80 per cents – was concentrated in private households. Elite horse breeding in the past few years have seen unprecedented growth. And it becomes not only a truly elitist (as we can judge by the class and price of racers), but it is turned into a very serious business.
In the Southern, Eastern and Central Kazakhstan appeared several tens of private stud farms tribal breeding farms, which specialized in the breeding of elite breeds of horses.
New nomads (so means of mass information called, people who are engaged of horse breeding now) reanimated national style of leading household, without all sorts of scientific delights, according to the call of nature. In the late spring, they along with all of their herds migrate to Jailau. And in last autumn they come back to winter parking. It is a new phenomenon in environment of the new nomads is that they began to give the horse on nominal holydays. New nomads contribute their contribution in production of horse meat and koumiss.
Fat herds and flocks of new Nomads on Jailau, on the Alpine meadows of Assy plateau.
There is nothing tastier food for the descendants of the great nomads, than kazi, karta, beshbarmak, koumiss – are pride of the Kazakh national cuisine.
Without koumiss is impossible to imagine a Kazakh cuisine. This wonderful drink – is the first type of food for all celebrations. The curative properties of koumiss have been known for a long time. The first mention about this we can found in works of Abu Ali Ibn Siny (Avicenna), who cured by koumiss vizier Sukhailiya, almost 1000 years ago, who suffered from urolithic illness. Koumiss is a good mean for the treatment of dysbacteriosis, a stomach ulcer, intestinal infections; it normalizes the metabolism, improves the functioning of the heart and stabilizes the nervous system. But with a special power the healing properties of koumiss are manifested in the treatment and prevention of tuberculosis. The first man, who seriously spoke about the therapeutic properties of the drink, was a Russian doctor Nestor Postnikov. He liked to repeat that the essence of the action of koumiss on the body of the human can be expressed in three words: «nutrit, roborat, etalterat» that is, «it nourishes, strengthens, updates».
Koumiss has restorative and rejuvenating effect, normalizes metabolism and has a beneficial influence on the structure of the blood, improves the work of the heart and blood vessels. Koumiss is recommended by the treatment of neurasthenia, diseases of the Central nervous system, in case of increased mental and physical exertion, especially under stressful conditions. This is not a complete list of the benefit of this unique product.
« Koumiss is like a fragrant drink from Paradise river… The graceful drink breathes life and heals the sick body», – wrote the Central Asian author of the XVI century Ibn Ruzbikhan
The horse meat has particularly value in the national cuisine. Its name beshbarmak («five fingers») got from Russian migrants, original name of this food is «et» – «meat». Horse meat is an easy comprehension food; its use is useful for prevention of many internal diseases. Modern Kazakhs usually cut horse for the winter, that stock up meat for a long time, and this named is «sogym». The special delicacy is Kazi (which is prepared from horse’s ribs), shuzyk (sausage) from horse meat.
By data of Kazakhs scientifical-research institute of animal husbandry and fodder production – the world production of such a beautiful delicacy, as horse meat, is 1035 thousand tons per year. The leader in this direction is Mexico, which produces 143 thousand tons of horse meat in a year, at the second place – is our neighbour China (produces 126 thousand tons of horse meat in a year). Our Republic occupies third place at this list, produces 114 thousand tons of horse meat in a year. Kazakhstan is the only country in the world, where were established such breeds of horses, as Kushum, Mugalzhar and Kabin. At the present time, by official data, there are 1,5 million heads of horses in Kazakhstan. The annual growth is – from 4 percent to 8 percent. Today Kazakhstan has plans to move a step higher in the world production of horse meat and we hope, with time, Kazakhstan’s horse meat for its incomparable taste and nutritional qualities will occupy its rightful place as a matter of export. Beloved by the right by all people of Kazakhstan horse meat can become a very lucrative export commodity, like oil and gas.
Kazakhstan as a «horse» power still will declare itself, sooner or later there is no doubt. The main thing is that in the environment of urban Kazakhstan elite the interest to horses is becoming a mass phenomenon, and this is not just the image, business or sport, but and return to origins, to primordial, to that was undeservedly forgotten by many of us in daily vanity.
1. Toktabai A. «The cult of horse of the Kazakhs». – Almaty, 2004
2. Imangaliev A.I. «Kazakh horse». – Almaty, 1976.
3. Rustem Omarov. www.express-k.kz
The beauty and colors of Jailau
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Virtual private server
Virtual private server definition
A virtual private server is a type of web hosting service that maintains a separate virtual environment for the user on a shared physical server. Each virtual server runs its own operating system and can be customized by the user for their specific needs.
Virtual private servers are created by partitioning the physical server’s resources (such as CPU, RAM, storage, and network bandwidth) among multiple virtual spaces.
Advantages of virtual private servers
- Scalability: Virtual private server solutions can be scaled up or down as needed without purchasing additional hardware or migrating to a different physical server.
- Price: Virtual private server hosting is more cost-effective than dedicated hosting. Users only pay for the resources they use, avoiding the costs associated with purchasing hardware, maintaining the server facilities, and implementing physical security measures.
- Control: Users are able to customize virtual private server environments to their needs (such as installing their preferred operating system and software, opening ports, and adding features) without having to arrange matters with their hosting provider.
- Performance: Virtual private servers have dedicated resources, which means that users of the shared physical server cannot negatively impact each other’s performance. Unlike simple shared server space arrangements, sudden spikes in traffic in one website will not slow down the others.
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This practical effective CPR and safe use of an AED course provides the necessary understanding and knowledge for participants to perform effective Cardio Pulmonary Resuscitation (CPR) and for the safe use of an Automatic External Defibrillator (AED). For every minute the use of a defibrillator is delayed the chances of meaningful survival of a casualty reduces by 10%. By training your workforce in these techniques you provide the maximum chances of survival to employees and customers.
On completion of this course, participants will be able to:
Anybody who wishes to learn additional life saving skills.
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Article:Ruppé, Laëtitia, et al. “Environmental constraints drive the partitioning of the soundscape in fishes.” Proceedings of the National Academy of Sciences112.19 (2015): 6092-6097.
Most of us probably don’t think of fish as vocal animals, but in fact they are quite noisy (to find out about how fish actually make noise, check out this link). Fish use vocalizations and sound during mate attraction and in territorial battles to assert dominance (Hear what kinds of sounds toadfish make!). The combined noise produced by all organisms in the ocean can create an underwater soundscape (think of stepping into a forest and hearing the bird calls). Being in an environment like this often means animals have a hard time being heard, but there are a few strategies that allow these animals to communicate successfully without losing their voice. Imagine you are at a party trying to have a conversation with your friend; the room is loud as everyone seems to be having their own conversations. Often, we subconsciously start to talk louder to allow ourselves to be heard – this is called the Lombard Effect. The Lombard Effect is described as an increase in vocal intensity and has been exhibited by birds, mammals, and fish. Animals can also increase the length of their vocalization or increase the amount of noise they produce. These strategies, however, aren’t as helpful in a diverse soundscape; figuring out how to communicate in a diverse environment a greater challenge (Fig. 1).
To cope with background noise created by other species, animals need to insert their vocalizations in a way that makes them distinct, or signal interference avoidance. Signal interference avoidance could include any strategy that ensures sounds made will not be lost in the noise, this could be accomplished by changing when noise is made or how that noise is made (Fig. 2). Competition for acoustic space leads to changes in the timing and frequency of sounds as has been shown in birds and amphibians. While there has been research focusing on fish vocalizations and communication, these studies have only focused on single species. It is still unclear how fish vocalize as part of a larger fish community. Here, researchers set out to understand how, or even if, fish find their niche in the soundscape and avoid losing their vocal signals.
In the spring of 2013, researchers deployed an autonomous recording device off the coast of South Africa at 120 meters depth. The area they recorded was known to harbor a large diversity of fish species with a census highlighting the presence of 136 bony fish species and 19 cartilaginous fish species (like sharks and rays). Researchers recorded all of the sounds at this site for 19 days, recording in 9 minute intervals every 10 minutes using a passive audio recording device (Fig. 3). The sounds recorded were then analyzed for distinct acoustic parameters such as sound frequency, duration, and number of sound pulses. Researchers found almost 2,800 different sounds and then divided them into 17 groups based on sound similarity (Fig. 4). Based on the timing of sound groups, researchers were able to distinguish two larger groups: diurnal fish (who are making sound during the day) and nocturnal fish (who are making sound at night).
To understand if these fish have the ability to avoid signal interference, diurnal and nocturnal fish were broken down by sound and placed into one of the 17 sound groupings. There were 6 unique sound groups associated with both nocturnal and diurnal fish. The sound groups were then plotted by peak frequency (Hz) and pulse rate. Plotting sounds this way highlights any overlap in sound or sound avoidance. Researchers found an interesting pattern when looking at the results this way. They found that in diurnal species there was quite a bit of overlap between the sound groups in terms of both peak frequency and pulse rate, indicating no clear pattern and no avoidance (Fig. 5). Conversely, nocturnal fish exhibited sounds that were distinct in both peak frequency and pulse rate (Fig. 6).
This work shows that there are major differences in how fish handle the soundscape and it is correlated with the time of day they are actively vocalizing. Fish that are active in the day (diurnal) exhibited no strong signal avoidance with their sounds. This makes sense as visual cues play a strong role during daylight hours. As it turns out, many of the fish species at the study site have previously been shown to have vocal and visual cues tied together, thus being seen is equally important to being heard. As night falls, sound becomes increasingly important as a method of communication due to the loss of most visual cues. As such, nocturnal fish appear to have adapted a signal avoidance within their soundscape, changing both pulse rate and peak frequency in order to stand out from the noise. This research is the first indication that fish have developed this strategy in dealing with communication. The idea of understanding sound production by marine organisms is critical as we continue to flood these soundscapes with human noise, causing problems for many species. Human-produced noise, like that from boats, has the potential to drown out fish vocalizations and could cause major issues with communication. This research shows that fish have already figured out a way to be heard through the crowd, but dealing with noise from humans may be a whole new challenge (Fig. 7).
Postdoctoral Researcher, Claremont McKenna College
I am currently a postdoc at Keck Sciences, Claremont McKenna College. I work with Dr. Sarah Gilman, measuring and modeling energy budgets in intertidal species. I am a climate scientist and marine community ecologist and my PhD (University of Rhode Island) focused on how ocean acidification and eutrophication, alters coastal trophic interactions and species assemblages.
I love bad jokes and good beer.
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There is no single, standard definition of “unfair dismissal” in international law, but it is generally understood to mean the termination of employment in an unjust or unreasonable manner.
- In UK employment law, unfair dismissal is “a termination of the employment of a worker for a reason that is not permitted under statute”.
- In the United States, the term “wrongful termination” is more commonly used to describe an unlawful termination of employment, while “unfair dismissal” may refer to unethical conduct on the part of an employer that is not necessarily illegal.
- Australia’s Fair Work Ombudsman defines unfair dismissal as “when an employee is dismissed from their job in a harsh, unjust or unreasonable manner”.
In all cases it applies to termination of employment at the initiative of the employer for an inadmissible reason, and where this is proved the employee is entitled to appropriate remedy or compensation.
Unfair dismissal is a common problem all around the world. Although many countries have legislated against it, employers do not always fully comply with the law as intended. Furthermore, the heavy financial cost of lodging a complaint or even taking their employer to court, with the prospect of running up massive debts, normally forces victims to abandon any thought of seeking redress.
The Omani Labour Law grants employers the right to dismiss employees in the following cases:
- where an employee commits an act that results in grave material loss to the company or enterprise;
- prolonged absence from work without notification or justification;
- assumption of a false identity;
- forgery of certificates and documents in order to obtain the employment;
- disclosure of confidential information, for example disclosing company secrets to rival companies or businesses;
- an assault on the employer or manager in charge; or
- being found drunk or under the influence of drugs during working hours.
If an employee is dismissed without it being proved that one of these reasons applies, they are considered to have been unfairly dismissed, and the Labour Law permits them to claim their rights as follows:
- Workers who are unfairly dismissed by the employer have the right to demand to be reinstated in their jobs, with full payment of wages backdated to the date of dismissal.
- A worker whose dismissal is proved to have been unfair has the right to be paid damages in full backdated to the date of dismissal.
- A worker who gets no social insurance benefits has the right to claim an end-of-service bonus.
- Workers have the right to ask for pay in lieu of notice.
However, workers who are unfairly dismissed are usually those on very low pay (US$100-250 per month), such as cleaners or housemaids whose contracts contain no guarantees or social insurance provisions.
In many cases, judging by individual complaints sent to the Omani Centre for Human Rights (OCHR) website, the employer may suspend payment of a worker’s salary for a time, and not respond to his or her complaints, in order to goad him into reacting angrily or starting some dispute in which he gets embroiled, so the employer can exploit the worker’s reaction as an argument that he has committed an assault!
The economic crisis that has hit both major corporations and small businesses because of the coronavirus pandemic has contributed to a rise in cases of unfair dismissal on grounds of the employer’s lack of sufficient funds to cover workers’ salaries.
Furthermore, the government’s current Omanisation policy, whereby both small and large enterprises are compelled to replace expatriate employees with Omanis, has prompted some businesses to dismiss large numbers of migrant workers.
There is no service giving free legal assistance to those who are unfairly dismissed, which means they are forced to bear the burden of legal fees they cannot afford, as a result of which they don’t take any legal action. An employee who has been unfairly dismissed is in a weak position because the law normally favours the employer by protecting him and letting him find various illicit ways to evade his legal and moral responsibilities. In Oman, employers have no qualms about cheerfully acting in unfair and arbitrary ways, especially as most of them are either close to the government or themselves hold government positions… which they exploit to turn facts inside out and, contrary to the law, turn workers from victims whose rights have been denied into breakers of the law!
In your view,
should the relevant authorities
provide services giving free legal aid to those who have been unfairly dismissed,
as happens in advanced countries?
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NEWYou can now listen to Fox News articles!
The full buck supermoon will be visible on Wednesday, July 13.
Also known as the thunder moon and the hay or mead moon, the next full moon will appear opposite the sun in Earth-based longitude at 2:38 p.m. ET, according to NASA.
The moon will be at perigee – its closest to the Earth for this orbit – at 5:06 a.m. ET.
The agency explained that the moon will appear full for about three days, from early Tuesday through Friday morning.
The supermoon will be larger and brighter in the sky because it is closer in its orbit to Earth.
FOX Weather says the full buck supermoon will appear farther south, adding to its size.
The buck moon was named by the Algonquin tribes of the northeastern U.S.
Early summer is normally the time when the new antlers of buck deer come out of their foreheads.
The tribes also called this the thunder moon due to the summer’s frequent thunderstorms.
Europeans called this the hay moon, for haymaking, and sometimes the mead moon.
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At OLOL, we acknowledge the importance of reading as underpinning all areas of study and we promote it as the most important aspect of academic achievement.
Reading in the Early Years Foundation Stage
Children in the Early Years Foundation Stage are heard individually at least twice each week. This may be by the class teacher or other adults working in the school. Reading books are sent home; many of these reading books explicitly link to the phonics phase the child is working on. Children also choose and take home a 'bedtime book' daily to be read additionally.
Hearing of reading in Key Stage 1 and 2
Each class timetable dedicates half an hour a day to reading: ERIC (everybody reading in class). In KS1, the teacher will focus on one group. Teachers may put out a selection of books for a group and may also set other English tasks (e.g. spelling, handwriting).
Children in Key Stage 1 are heard reading a minimum of twice a week; there are other targeted support groups or interventions depending on the needs of the children.
In Key Stage 2, all classes read for 30 minutes every day, alternating whole class reading and comprehension with independent reading for pleasure. During whole class reading, teachers focus on fluency, vocabulary, comprehension and general appreciation of the written word. Some children may also be heard additionally by other members of staff, where appropriate (support staff or reading volunteers). Reading software and platforms such as Reading Eggs, ReadTheory or Oxford Owls are also used to support children to keep up and develop their skills. Reading comprehension is set as homework regularly; additional homework may be set and sent home where extra reading is deemed necessary
Reading as a class
We encourage children and parents to write comments in the Reading Records that are sent home every day. Teachers also read books or stories to the class outside of English lessons, although this may not officially timetabled (e.g. the class story/book). Each class has an attractive and comfortable book area where the children have access to a range of books and other texts. They take a book home and are expected to read daily, including reading aloud to parents and families. Communication with families is prompt and supportive, informing parents of children’s needs and progress and offering advice and specific guidance where necessary. Reading in all its forms: silent, shared, individual or teacher reading aloud, is given high priority in this school. We aim not only to help our children become literate but also to have a real love of books that will remain with the children long after they have left the school. We also try to promote appreciation of reading and of the written text through celebration events (e.g. World Book Day, Poetry Day), author events or school trips and competitions.
Assessment of Reading
Children are assessed by the teacher frequently in the group or class reading sessions. In EYFS and Key Stage 1, book banding is used to assess the children's reading ability and further their ability to decode. KS2 teachers are able to observe reading behaviours and skills or barriers to learning through targeted questioning in whole class sessions or hearing individual children read. An in-depth analysis of short texts is also regularly used in order to model inference strategies.
Children are also formally assessed every half-term using formal tests. The results are analysed by class teachers in order to identify areas of focus and to support children to keep up with the age-related reading standards or to enable them to achieve greater depth. Results are shared with the school leaders and parents and used to inform future planning and priorities.
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Class B biosolids applied to Bremerton’s forest are relatively dry. Before application, at least 99 percent of the pathogens have been removed. After 30 days, no measurable pathogens remain. Still, public access remains closed to this area.
When the city of Bremerton started applying processed sewage sludge to its forestland west of Gorst, the trees began to grow dramatically faster.
One can see the result 20 years later in tree rings when the Douglas firs are cut down: skinny rings before the application, fat rings ever since.
Some people consider biosolids – produced from sewage sludge – to be a prime fertilizer, rich in nitrogen, phosphorus and organic material.
Others raise questions about an array of low-level compounds found in the material, from toxic industrial chemicals to pharmaceutical drugs to personal health care products.
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Difference between revisions of "Nomocanon"
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A Nomocanon (Greek, νοµοκανων—from νοµος, meaning law, and κανων, meaning rule) is a collection of ecclesiastical law, containing both canon law proper and civil legislation impacting the Church. Often, commentary is included.
During the reign of emperor Heraclius, the Nomocanon was consolidated, being the earliest extant form of this collection. Its two sections include the ecclesiastical canons and the imperial laws, the latter in fourteen titles. This collection was long held in esteem and passed into the Russian Church.
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NFTs: Non-fungible tokens are a new and exciting use case for blockchain technology.
Non-fungible tokens (NFTs) are a new and exciting use case for blockchain technology that have captured the attention of people all over the world. NFTs are unique digital assets that are indivisible, non-interchangeable, and non-replicable, making them truly one-of-a-kind.
In simpler terms, NFTs are digital tokens that represent ownership of a unique asset, such as a piece of art, a video game item, or a tweet. Unlike traditional cryptocurrencies, which are fungible and interchangeable, NFTs are unique and cannot be exchanged for other tokens of the same value.
So, how do NFTs work? At their core, NFTs are created and traded on blockchain networks, which use complex algorithms and cryptographic techniques to ensure their authenticity and uniqueness. Each NFT is stored on a blockchain in a smart contract, which contains all the relevant information about the asset it represents, including ownership, provenance, and transaction history.
Because NFTs are unique and scarce, they have quickly become a valuable commodity in the digital world. Artists and creators, in particular, have embraced NFTs as a way to monetize their work in a new and innovative way. By selling their work as NFTs, creators can establish a direct relationship with their audience and receive a fair share of the profits from each transaction.
But the appeal of NFTs extends far beyond the world of art and culture. In the gaming industry, for example, NFTs are being used to represent in-game items and characters, allowing players to truly own their virtual assets and even trade them with others. And in the world of sports, NFTs are being used to create unique collectibles that fans can own and trade, providing a new level of engagement and value.
In summary, NFTs are an exciting new use case for blockchain technology that offer a unique way to represent and trade digital assets. By providing a way to establish ownership and authenticity in the digital world, NFTs have the potential to revolutionize the way we think about ownership, creativity, and value.
In addition to the applications mentioned above, NFTs are also being used in a variety of other industries, including real estate, music, and even virtual worlds. For example, in the real estate industry, NFTs can be used to represent ownership of properties, enabling investors to buy and sell property shares without the need for intermediaries. In the music industry, NFTs can be used to represent ownership of songs, albums, and other music-related content, allowing artists to monetize their work and build a loyal fan base.
One of the key benefits of NFTs is that they provide a way to establish a direct relationship between creators and their audience or customers. By cutting out intermediaries and middlemen, NFTs enable creators to retain more of the profits from their work, while also providing a more transparent and traceable system of ownership and transaction history.
However, it is important to note that the NFT market is still in its early stages, and as with any new technology or investment opportunity, there are risks involved. Prices of NFTs can be volatile, and there have been concerns about the environmental impact of NFTs, particularly in terms of their energy consumption.
Despite these challenges, the potential of NFTs is clear, and many believe that they represent a new era in the digital economy. As blockchain technology continues to evolve and new use cases for NFTs emerge, it is likely that we will see continued growth and innovation in this space in the years to come.
Another potential application of NFTs is in the world of identity verification and authentication. Because NFTs are unique and cannot be replicated, they could be used to establish a digital identity that is secure and trustworthy. This could have a wide range of applications, from online voting to financial transactions to government services.
NFTs are also providing new opportunities for artists and creators to monetize their work and connect with their fans. By selling their work as NFTs, artists can create a new revenue stream and reach a global audience, without the need for traditional gatekeepers or middlemen. This is particularly relevant in the music industry, where NFTs are being used to create new forms of fan engagement, such as exclusive backstage passes or meet-and-greets.
In the gaming industry, NFTs are being used to create new business models that allow players to truly own their virtual assets. This has the potential to revolutionize the way we think about gaming and create new opportunities for players to earn income and build their skills.
Finally, NFTs are also providing new opportunities for charitable giving and social impact. By using NFTs to represent unique charitable donations, organizations can increase transparency and accountability, and engage a new generation of donors who are looking for innovative ways to make a difference.
In conclusion, NFTs are a new and exciting use case for blockchain technology that have the potential to revolutionize a wide range of industries. By providing a new way to represent and trade digital assets, NFTs are creating new opportunities for creators, artists, gamers, and other stakeholders. While there are challenges and risks involved, the potential of NFTs is clear, and it is likely that we will see continued growth and innovation in this space in the years to come.
Learn more about Oxyo2 in the website: https://oxyo2.org/
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What Is the Biggest Consequence of Bacterial Imbalance?
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by Maren Madalyn, contributing writer
Pencils? Check. Notebooks? Check. Markers, erasers, lunch box, backpack, sparkly gel pens? Check, check, and check!
Most educators and families might agree that there are fundamental resources that students need for classroom learning. OK, perhaps sparkly gel pens are nice-to-have in the grand scheme of the school experience. But students do need to have the right tools available to them for the amazing job of learning.
Beyond having the right physical items, students also thrive when they are equipped with the right skills for learning. I’m referring to skills like listening, organizing their work, using stress management effectively, creating social relationships, or taking ‘quiet time’ for themselves. These tools might not be on a back-to-school shopping list, but they are essential for academic learning as well as life beyond a classroom.
What do these tools all have in common? They are all life skills, also called social and emotional skills. And when these skills are in a student’s toolbelt, they contribute directly to education’s collective goals to enable student development and success.
Educators can leverage social and emotional learning strategies in their quest to support those non-academic parts of life that benefit the school community. These include emotional development, a sense of community, healthy relationships among students, and other core competencies needed for a fulfilling life.
Let’s dive into a few examples from a social emotional skills list, developed here at ParentPowered, to learn how adults in students’ lives can teach them.
What is social emotional learning, and why does it matter?
Let’s first unpack what life skills and social-emotional learning really are.
The National Association of State Legislatures describes social emotional learning skills as those “not necessarily measured by tests: critical thinking, emotion management, conflict resolution, decision making, teamwork.” You might also think about it as an approach to educate the whole child – rounding out crucial academic learning like math and reading with learning about, well, being human.
Most models, like CASEL social emotional learning,) and other social emotional learning standards for education came into existence within the last few decades. You may recognize familiar models for social-emotional learning, such as CASEL’s “Big 5” or the Wallace Foundation Framework. In fact, the Wallace Foundation conducted a study on social emotional learning curriculum to inform their framework, examining over over 30 different programs and models.
Clearly, there are many resources now available to guide educators in instructional practices around these non-academic core competencies. While the details of these models and programs may differ, they all share this assertion: social emotional learning skills are teachable at all ages of a child’s life.
Ranging from emotional regulation to responsible decision-making to stress management, these life skills are essential for student development and success.
How social emotional skills improve student learning outcomes
Social emotional learning skills benefit students as children and as they mature into independent adults. In fact, research has found that deploying social emotional learning strategies imparts huge personal and communal benefits on students, their families, and their schools.
When students receive instruction from a social emotional learning curriculum or program, on a personal level they are more likely to experience:
- Improvements in student behavior
- Gains in standardized test scores
- Stronger relationships with people around them, including parents
The benefits continue to appear at the school community level, too. Social-emotional learning has been shown to increase graduation rates and reduce the probability of students dropping out of school. What’s more – when teachers themselves have stronger social emotional learning skills, they experience less burnout and report higher job satisfaction.
And this is just the surface of the many positive outcomes that come when students and adults have core social, executive, and emotion-regulating skills!
There are opportunities at multiple levels within education to build these skills. Teachers can bake instruction about social emotional skills into daily classroom learning. Some might even carve out dedicated time for students during the school day to explore topics like appropriate stress management strategies or why social relationships matter.
At the district level, leaders may acquire a social emotional learning curriculum for their community to align these classroom-based strategies – and there are plenty available these days. At the highest level, state educators might develop social emotional learning standards to consistently guide schools with teaching and evaluating life skills like time management or emotional regulation.
Here’s the thing – educators aren’t the only players on the team best positioned to cultivate social emotional learning skills in students. Families are essential when it comes to successful social-emotional learning. By engaging families in these practices, schools ensure that students have the opportunity to build core social and life skills in the classroom, at home, and beyond.
A snapshot social emotional skills list for families
So how do educators and families work together to instill social emotional learning skills in students? Through family engagement, of course! More specifically, by empowering families to use social emotional learning strategies to cultivate everyday learning moments.
We at ParentPowered designed our ParentPowered curricula specifically with families in mind. Our social emotional learning content is built on evidence-based skills and competencies linked to positive child outcomes. And we know that families, like educators, face time constraints – so our easy-to-implement activities always fit into existing home routines beyond the school day.
Through text message, parents and caregivers receive tips and activities to support their children to develop skills that:
- Build a positive sense of self and self esteem
- Cultivate positive relationships with peers, family, and community
- Help them understand their emotions and use self-regulation strategies
- Foster independence and cultivate executive functioning skills
- Encourage problem-solving and resilience
When families incorporate everyday learning moments into home life – especially for these life skills – they better prepare students for a bright, compassionate, and collaborative future.
Let’s take a look at example strategies that families can use to cultivate each area from our social emotional skills list.
Building a positive sense of self and self esteem
As children grow older, they are constantly learning all about their own unique selves – their personality, likes, dislikes, unique traits, and so much more. It’s important that, as students make these discoveries, they develop a positive sense of self and healthy self-esteem at a personal level.
According to research, self-esteem is correlated with student academic achievement, with students that reported having positive self-esteem performing better in academic learning. High self-esteem also comes with long-term benefits for students, many of which persist well into adulthood. These include better social relationships, a stronger sense of community, and improved physical health.
Put another way, self-esteem and one’s sense of self is incredibly important for driving positive emotional development and building relationships skills.
Families can create regular time for these activities – their morning or evening routines are often the perfect time for quick boosts to one’s confidence! Take a look at each of these examples that help families nourish a student’s self-esteem and sense of identity:
Skill #1: Cultivating a belief in one’s worth
Every child is unique, and families send a powerful message to children when they celebrate their unique qualities. The more a child knows about themselves, the more confident they will be in social situations like recess or extracurricular activities. Confidence also helps when students are in an unfamiliar environment like a new school.
Bringing it to life: Ask your families to try this morning-time ritual: stand with your child and together look into the mirror. Take turns describing the student you reflected back. For example, a parent might say something like, “You are great at being kind to other kids.” Families can expand this ritual by asking children to share their own likes, dislikes, and curiosities.
Skill #2: Building self-confidence
Many of us can think of a time in our lives when we received positive encouragement from someone we trusted. With that feedback, at least for me, came higher self-confidence.
Families that share how their child makes them feel proud build that child’s self-esteem, and that confidence can translate to a positive school experience. Confident kids are more open to trying new things and learning new abilities.
Bringing it to life: Try encouraging parents to share one way their student makes them proud before lights out a bedtime, or during a quiet time in their schedule.
For more ways to nurture a child’s self-esteem, watch our family Q&A video about how to support a child when they are feeling down about themselves.
Cultivating positive relationships with peers, family, and community
People are naturally social, and we thrive when we have healthy relationships with our friends, family (chosen or related), and broader community. Children are no exception. Strong connections between students can make a huge difference for a child’s school experience and academic learning.
Positive relationships have immense long-term benefits for children, too. Students that have supportive relationships with people, such as parents or other adults, are more academically engaged and have stronger social skills, leading to improvements in student behavior.
Students with strong friendships – beyond peer acceptance – are less likely to feel lonely and more likely to be engaged in classroom learning. Even having just one positive friendship can protect a child from the negative effects of being treated badly by others.
As a result, children need to learn relationship skills and how to use them to create a sense of community as they grow up. Core social skills are essential for healthy living!
These social emotional learning strategies help families support students to positive social relationships within the family unit, among their peers, and as part of the larger community:
Skill #3: Practicing cultural responsiveness
People come from all different kinds of cultures, backgrounds, and life experiences. When students can celebrate the unique differences among us, they are better able to navigate diverse groups of people, create supportive relationships with peers, and learn from others around them.
Bringing it to life: Mealtime is the perfect time to nurture appreciation for diversity in children. While they prepare a meal, encourage families to ask their children questions about what makes people unique in their communities. For example, a parent might ask, “Who’s someone that you know that’s really different from you? What are they like? What’s something that person does really well?” Celebrating differences among people is a powerful way to teach children the value of diversity.
Skill #4: Helping others
Everyone needs help from their community now and then. Giving kids concrete ways to contribute to the family home encourages them to pitch in to serve a larger community’s collective goals.
Bringing it to life: After mealtime or a family activity, parents can ask their child to become their special helper. Encourage families to assign kids tasks such as wiping down the kitchen table or (if age appropriate) washing the dishes in the sink. When students give regular time to assisting around the home, it deepens their sense of community, as well as skills that foster responsibility and independence.
For more family resources to help students create positive social relationships in the community, download our guide Let’s Build Friendship Super Skills.
Understanding emotions and self-regulating
In addition to being naturally social, people are also creatures of emotion. As much as we leverage logic and reasoning skills, emotional responses and experiences also guide us to understand and move through the world. Learning to recognize, care for, and regulate one’s emotions in a healthy way is crucial to make constructive choices and navigate challenges in life.
The Berkeley Wellbeing Institute defines emotional regulation as “the ability to affect one’s own emotional state.” This crucial capacity is both a key child development milestone and often found in social emotional learning curriculum for students. Research shows that a child who is capable of regulating their own emotional response often has more positive relationships with people,experiences improved academic learning outcomes, and has better problem-solving skills.
By learning how to manage their emotions, students can better respond to many situations they inevitably encounter in life. Share these example exercises with your families to encourage the whole group to practice emotional understanding and regulation together:
Skill #5: Using calm-down strategies
Sometimes, student emotions get big – really, really big. And when big feelings arise in a child, it helps tremendously for them to have go-to calming strategies at their fingertips. Families can practice calm-down strategies alongside their students, which models emotional regulation that benefits the whole family.
Bringing it to life: Have families incorporate deep breathing, a highly-effective stress management technique, into their daily routines. For example, they can ask their child to ‘blow open the front door’ on their way out of the house to school or to run errands. After the child (and parent!) together complete three big belly breaths, they can then open the door. By practicing deep breathing daily, parents can then encourage their child to call upon this emotional regulation strategy when tough feelings come up. This is especially helpful if quiet time or other calm-down strategies aren’t available. A meltdown in the cereal aisle is a perfect time to practice deep belly breathing!
Skill #5: Taking others’ perspectives
Every single person experiences emotions as part of their life. Kids that learn how to recognize and identify emotions experienced by others are better able to make friends or at least create friendly relationships with people.
Bringing it to life: Here’s an easy, empathy-building bedtime routine for parents: as you tuck your child into bed, play the “What If” question game. For example, parents can ask questions like, “What if you saw a friend who looked lonely? Mad? Sad? What would you do or say?” Try modeling relationship skills that might help in these “what if” situations, like active listening or comforting a friend. A stuffed toy works wonders to imaginatively play out what perspective taking looks like in supportive relationships!
For more family activities all about managing emotions, check out these videos from our “Calming Down” series:
Fostering executive functioning and independence
Harvard Medical School defines executive functioning as “skills that help us focus, plan, prioritize, work” toward actionable goals. These abilities also help people self-manage their behaviors and emotions, adapt to unfamiliar environments, and engage in abstract thinking and planning.
Some might think of these skills as fundamental to “adulting”, as these competencies foster independent action and thinking – both of which are crucial for life beyond the classroom and within it. Examples of executive functioning skills, like time management and responsible decision-making, greatly support a person to navigate things like having a job, managing finances, and other fundamental activities in adulthood. We all rely on effective executive functioning skills.
In fact, executive functioning skills are so important that they take significant time to build. Our abilities to organize, plan, and think abstractly develop from childhood all the way into our late 20s! That’s because our brain’s prefrontal cortex, the part responsible for skills involved in executive functioning, takes that long to mature fully. This means that students of all ages have room to grow these crucial life skills.
Share these example activities with families to cultivate executive functioning abilities in their students:
Skill #7: Creating routines
Kids thrive in structured environments. Knowing what to expect in a day helps a child feel more confident and independent – even as they get older and create their own routines!
Bringing it to life: Families can build routines by first reflecting on their children’s current learning habits and abilities. Asking questions like, “What time of day is my child most focused?” or “What helps my child keep their focus on a task?” can guide families to craft the home structure that might best foster learning. Remember that existing home schedules are the perfect time for everyday learning as they help families work around time constraints!
Skill #8: Acting independently
Adults are expected to take care of many things on their own. A great way for families to foster a child’s sense of independence as they grow up is with practice in a low-pressure environment like home.
Bringing it to life: Here’s an activity for families to encourage students to make responsible decisions and organize their own work. Have parents put their student in charge of getting something ready, like a project or a meal. Encourage families to sit down with their child and work together to decide what they will need for this project, making a list of all items. As an extra challenge, parents can then invite the child to gather everything on the list from around the home – all on their own. Of course, parents can give plenty of reminders and high-fives, which model positive relationship skills, too!
Problem-solving, resolving conflict, and building resilience
At some point in our lives, we face challenges or conflict. Perhaps we get lost in an unfamiliar environment while traveling. Or we hit a roadblock during a project. Or maybe we get into an argument with a close friend. Conflict is a natural part of our world, and problem-solving skills help us find a way through choppy waters. Students with the skills to navigate conflict, solve challenges collaboratively, and build resilience are equipped for near- and long-term success.
Families can help children learn such tools Here are a few ways to encourage families to model and practice these social emotional skills at home:
Skill #9: Collaborating to solve problems
Research suggests that collaborative problem solving – the ability for student’s to find solutions in partnership with others – helps students learn crucial skills highlighted in the 4Cs in 21st Century Learning and Innovation Framework. And this skill goes a long way in academic learning, as problem-solving skills are crucial for math and science.
Bringing it to life: Try encouraging families to engage students in activities that require invention and creativity to foster these skills. For instance, gather materials like recyclables already available at home and challenge students to use these items to build something that rolls. Then ask kids to explain how their creation works and what ideas they tried before finding a solution. Trial-and-error are part of the problem-solving and collaboration process – inventing and resilient persistence go hand in hand!
Skill #10: Practicing positive thinking
A little bit of optimism can go a long way in helping a student build resilience in the face of challenges. Families can help students cultivate positive thinking by holding dedicated time during bedtime routines for reflection on a personal level.
Bringing it to life: Encourage families to ask questions like “What’s something that you do that you feel really proud of? Can you name three things?” These guiding questions give students a chance to celebrate their abilities and accomplishments. This in turn builds their confidence and helps them then use this kind of thinking at school, during extracurricular activities, and beyond.
For more inspiration on building resilience in children, share our video for kids all about how to bounce back after making a mistake – adults might benefit from it, too!
Social emotional skills are key to student success
Building positive relationships with people, practicing emotional regulation strategies, managing time and tasks – all of these and more support student development and success in the long run. Our social emotional skills list here is just the tip of the iceberg of possibility.
Ultimately, what all of this comes down to is this: by creating safe, nurturing environments at home and school, families and educators help students prepare for both classroom learning and life beyond it. After all, our collective goals in education are to create healthy, thriving students that grow up to be healthy, thriving adults in the world.
Just as pencils, paper, and other tools are necessary learning resources for students to build their math and reading skills – so too are social emotional skills!
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Starting to have periods is part of growing up. Periods start to occur around the same time as other changes happen to the body, such as starting to develop breasts or to grow pubic hair. The average age to start periods is 13 but it is normal to start at any time between the ages of 9 and 15. A small number of girls may start before or after this. Periods continue until the menopause which is usually around the age of 50 years.
Note: for the purposes of this patient information leaflet, 'girls, females or women' are those individuals who are assigned to be female at birth. It is not intended to exclude or dismiss individuals who do not identify as female.
When will I get my first period?
Wondering whether you might start your periods soon? Take our quiz to find out whether you're showing some of the signs.
What is a period?
For several days each month there is blood loss from the vagina. The amount of blood loss varies from period to period, and between women. The nature of the blood loss may also vary with some women having a dark scanty loss, and others having a heavier loss which is a brighter red. Sometimes clots are passed, especially if the loss is heavy. Sometimes there are small flaky fragments in with the menstrual blood. A normal amount of blood loss during each period is between 20 and 60 ml. (This is about 4 to 12 teaspoonfuls.) Bleeding can last up to eight days but five days is the average. The bleeding is usually heaviest on the first two days. Some pain in the lower tummy (abdomen) and pelvic pain - period pain - is common and normal.
Sanitary towels or tampons?
When you have a period, you will need to use something to absorb the blood you lose. It is common to use sanitary towels when periods first start. These are placed in your underwear to soak up the blood. They come in different sizes and styles. You may need a pad which is bigger or bulkier at night, or on the heavy days of your period. When it is light, a small panty liner may be enough.
Tampons, which you insert into your vagina to absorb the blood, can be more convenient. They need to be changed regularly. You can start to use tampons at any age after you start having periods. They may feel uncomfortable to start with and may take a little bit of practice to get used to. There are different sizes, so start with the smallest to get used to it. You may need to use several sizes of tampon during a period, depending on how heavy the bleeding is. A larger size may be needed in the early heavy stages, then a smaller one when bleeding becomes lighter. Some tampons come with an applicator. Other types are put in with your fingers. Some women prefer one type, others another. You will find the one which is easiest for you.
Sometimes you may like to mix and match - for example, using tampons for swimming but pads at other times. For very heavy periods you may even need to use both together.
An alternative to towels and tampons is a menstrual cup. This is a reusable device, about two inches long which is made from soft medical-grade silicone. It is placed in the vagina. The cup collects menstrual blood. It is folded and inserted into the vagina, then removed. It can be rinsed and reinserted up to every eight hours.
Another alternative is re-usable period pants. They are designed to avoid leakages and be more comfortable than towels or tampons.
Can you get pregnant during your period?
Although unlikely, it is possible to get pregnant by having sex during your period. Sperm can stay alive inside you for up to five days. So if you ovulate early and have a short menstrual cycle (see below) then it is possible for you to become pregnant. See below for more information about ovulation and the menstrual cycle.
Do I have to avoid anything when I have a period?
No. Carry on as normal. If you find the periods painful, regular exercise sometimes helps. Periods are not dirty; they are a normal part of a woman's life. You can go swimming, have a bath, etc. You may prefer to use tampons if you enjoy swimming.
What is the menstrual cycle?
Small organs called ovaries lie in the lower part of their tummy (abdomen). The ovaries lie either side of the womb (uterus). The ovaries start to produce female hormones around puberty which cause changes to the uterine lining. Every month during your period the lining of your womb is shed together with some blood.
How long does a menstrual period last?
The time between the start of one period and the start of the next is called the menstrual cycle. The average length of a menstrual cycle is 28 days. However, anything between 24 and 35 days is common. During the cycle various changes occur in your body. The changes are controlled by chemical substances called hormones, which act like messengers in your body. There are changing amounts of your female hormones at different times of your cycle. The menstrual cycle is split roughly into two halves:
The first half of your cycle is called the follicular or proliferative phase. The levels of two main hormones, oestrogen and progesterone, are low to start with and you shed the inner lining of your womb (endometrium). This causes your period (menstrual bleeding).
During this phase your ovaries are stimulated by other hormones. These travel to the ovary in the bloodstream from a gland near your brain, called the pituitary gland. One of these hormones causes some eggs in your ovaries to grow and develop in tiny fluid-filled cavities called follicles. The follicles produce oestrogen. Throughout the first half of your cycle the level of oestrogen in your blood rises. One function of oestrogen is to cause the lining of your womb to thicken (proliferate).
Ovulation occurs about halfway through your cycle (about 14 days after the start of your period). Ovulation is the release of an egg into your Fallopian tube from a follicle in an ovary. The egg travels along your Fallopian tube into your womb. The egg may be fertilised if you have recently had sex and there are sperm in your womb.
The second half of the cycle is called the secretory or luteal phase. After ovulation, the follicle that released the egg makes a hormone called progesterone as well as oestrogen. Progesterone causes the lining of the uterus to swell and be ready to receive a fertilised egg. If the egg is not fertilised, the levels of progesterone and oestrogen gradually fall. When they fall to a low level, they lose their effect on your womb. The lining of your womb is then shed (a period) and a new cycle then begins.Period pain
Most women regularly experience period pain, but it should not be severe. If your periods are becoming progressively more painful and heavy, it is a good idea to see your GP, especially if simple painkillers do not help in the way they used to.— Dr Jennifer Kelly, GP, Could your period pain be endometriosis?
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Some symptoms relating to periods
In general, if you have a change from your usual pattern that lasts for several periods, it may be abnormal. You should contact a doctor if this occurs.
Heavy periods (menorrhagia)
Heavy periods are very common. It is difficult to measure blood loss accurately. Periods are considered heavy if they are affecting your life and causing problems.
Painful periods (dysmenorrhoea)
Painful periods are common and you may experience an ache in your lower abdomen, back and tops of your legs, especially in the first few days of your period. The first two days are usually the worst. Some women have more pain than others. The cause of the pain is often not fully understood. Sometimes conditions such as endometriosis can make period pains become worse.
Bleeding at abnormal times
If you have vaginal bleeding at times apart from your expected periods, you should see a doctor. This includes if bleeding occurs after you have sex, or after the menopause. Bleeding after sex is also called postcoital bleeding.
Bleeding in between your periods (intermenstrual bleeding) can also occur. This has several causes. They include infections or polyps. Polyps are small fleshy lumps that can occur on the neck of the womb or inside the cavity of the womb. There are various causes of bleeding between periods:
- One common cause is called breakthrough bleeding, which is small bleeds that occur in the first few months after starting the birth control pill. This usually settles over a few months.
- It may be because the neck of the womb (cervix) is sore and inflamed. This can make it more likely to bleed after sex. The most common reasons for this are infections - such as chlamydia - and hormonal changes.
- It is very important to see your doctor because abnormal vaginal bleeding can be caused by cancer - for example, cancer of the cervix or cancer of the womb.
Periods which stop (amenorrhoea) or are irregular
Periods may stop or become irregular. Pregnancy is the most common reason for periods to stop. However, it is not uncommon to miss the odd period for no apparent reason. Apart from pregnancy, other causes of periods stopping include stress, eating disorders, losing weight, exercising too much and hormonal imbalance. Blood tests can help diagnose the cause of the irregular bleeding.
The interval between periods can also vary between women. Irregular periods may indicate that you do not ovulate every month. Irregular periods are common in the few years leading up to the menopause.
Further reading and references
Heavy menstrual bleeding: assessment and management; NICE Guideline (March 2018 - updated May 2021)
Management of Premenstrual Syndrome; Royal College of Obstetricians and Gynaecologists (2016)
Amenorrhoea; NICE CKS, February 2022 (UK access only)
Dysmenorrhoea; NICE CKS, November 2018 (UK access only)
Menorrhagia; NICE CKS, December 2018 (UK access only)
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THE DAILY practice of low-flying techniques by NATO jets over Western Europe is reducing public support for military preparedness. Last August, 70 civilians were killed when three Italian aerobatic planes plunged into the crowd at a U.S. air base in Germany. This disaster, plus numerous crashes by low flying jets in residential areas, killing civilians, have created a political storm which threatens NATO's defence strategy. The noise and safety hazards of low flying are coming to be seen as an unacceptable price to pay for peace. Some NATO countries - notably West Germany, Britain, and the Netherlands - try to evade public opposition to low level training by exporting it to Labrador and eastern Quebec.
Later this year, NATO will almost certainly decide to locate a new multi-million dollar Tactical Fighter and Weapons Training Centre at Goose Bay. But, given the arms control talks and the dramatic unilateral cuts in Warsaw Pact forces, does NATO still need this form of training?
NATO claims that the training over Quebec and Labrador is required because the Warsaw Pact's military forces outnumber NATO's and are geared for attack, not defence. The Alliance's strategy is to strike deep behind the battlefield, destroying airfields, bridges, supply and command centres. In this way NATO might prevent the Warsaw Pact from sustaining an attack.
Low-flying planes are the key to this strategy, since by flying in, low and fast, NATO aircraft can avoid detection by Warsaw Pact radar stations and antiaircraft missiles. NATO air forces have become highly skilled at low-level attack. The Tornado and F-16 can fly as low as 100 feet for hundreds of miles through enemy territory, even in bad weather and at night Goose Bay is one of the few places they can train this low without disturbing thousands of people who have political clout.
Warsaw Pact military planners do fear NATO's low-flying attack aircraft, just as NATO worries about the Warsaw Pact offensive capabilities. But we must doubt whether the Soviets have any interest in attacking the West. If the risk has decreased, shouldn't NATO be willing to reduce its preparedness?
Here's where Canada comes in. The Goose Bay centre is crucial to NATO's offensive air power. If NATO wants to attack deep inside Eastern Europe with both conventional and nuclear weapons, then pilots must train for that role.
BUT THE COMING cuts in Warsaw Pact forces will reduce the risk of surprise attack. Tanks in Eastern Europe and the western USSR will be cut by some 20 percent' combat aircraft by more than 11 percent. This comes on top of a unilateral and unremarked cut in 1987 in the Warsaw Pact's dual-capable (nuclear and conventional) air-craft by more than 15 per cent, according to the British Ministry of Defence.
NATO can afford to reduce its readiness for war as it verifies that the Warsaw Pact is actually shifting from offensive to defensive military doctrines. Compared to the Warsaw Pact, NATO air forces have a high level of readiness. The NATO pilots have the capacity to go to war tomorrow if they had to. But nobody believes they'll have to. The Warsaw Pact could not conceivably attack by surprise. NATO would have months of warning time.
Reducing low-flying training could build confidence. There is a thin line between being highly prepared for war and being seen by the other side as actually preparing for a war. Canada's delay of its decision on the new NATO Tactical Fighter Training Centre, pending verification that the Warsaw Pact is shifting to a defensive posture, could boost the conventional forces talks.
Canada could also propose that NATO switch its emphasis from strike aircraft to air defence aircraft. This could be linked to verification that Soviet changes are indeed being implemented. The result would be reductions in offensive capabilities on both sides.
IF SHIFTS to genuinely defensive postures on both sides can be achieved, the question will have to be asked: If the other side has no offensive capability what are we defending against?
By refusing to sign any more agreements for low-level training in Labrador and Quebec and by proposing a delay in construction of the proposed training centre, Canada can take an innovative step toward East-West confidence.
Malcolm Spaven is a defence analyst at the University of Edinburgh.
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The tracing service is a long-lived entity (a system daemon on Linux/Android, a service in Chrome) that has the following responsibilities:
- Maintains a registry of active producers and their data sources.
- Owns the trace buffers.
- Handles multiplexing of several tracing sessions.
- Routes the trace config from the consumers to the corresponding producers.
- Tells the Producers when and what to trace.
- Moves data from the Producer's shared memory buffer to the central non-shared trace buffers.
A producer is an untrusted entity that offers the ability to contribute to the trace. In a multiprocess model, a producer almost always corresponds to a client process of the tracing service. It advertises its ability to contribute to the trace with one or more data sources. Each producer has exactly:
- One shared memory buffer, shared exclusively with the tracing service.
- One IPC channel with the tracing service.
A producer is completely decoupled (both technically and conceptually) from consumer(s). A producer knows nothing about:
- How many consumer(s) are connected to the service.
- How many tracing sessions are active.
- How many other producer(s) are registered or active.
- Trace data written by other producer(s).
NOTE: In rare circumstances a process can host more than one producer and hence more
than one shared memory buffer. This can be the case for a process bundling
third-party libraries that in turn include the Perfetto client library.
Concrete example: at some point in the future Chrome might expose one Producer for tracing within the main project, one for V8 and one for Skia (for each child process).
A consumer is a trusted entity (a cmdline client on Linux/Android, an interface of the Browser process in Chrome) that controls (non-exclusively) the tracing service and reads back (destructively) the trace buffers. A consumer has the ability to:
- Send a trace config to the service, determining:
- How many trace buffers to create.
- How big the trace buffers should be.
- The policy for each buffer (ring-buffer or stop-when-full).
- Which data sources to enable.
- The configuration for each data source.
- The target buffer for the data produced by each data source configured.
- Enable and disable tracing.
- Read back the trace buffers:
- Streaming data over the IPC channel.
- Passing a file descriptor to the service and instructing it to periodically save the trace buffers into the file.
A data source is a capability, exposed by a Producer, of providing some tracing data. A data source almost always defines its own schema (a protobuf) consisting of:
Different producers may expose the same data source. Concrete example: *** aside At some point in the near future we might offer, as part of Perfetto, a library for in-process heap profiling. In such case more than one producer, linking against the updated Perfetto library, will expose the heap profiler data source, for its own process. **
In a multiprocess scenario, each producer and each consumer interact with the service using an IPC channel. IPC is used only in non-fast-path interactions, mostly handshakes such as enabling/disabling trace (consumer), (un)registering and starting/stopping data sources (producer). The IPC is typically NOT employed to transport the protobufs for the trace. Perfetto provides a POSIX-friendly IPC implementation, based on protobufs over a UNIX socket (see Socket protocol).
That IPC implementation is not mandated. Perfetto allows the embedder:
- Wrap its own IPC subsystem (e.g., Perfetto in Chromium uses Mojo)
- Not use an IPC mechanism at all and just short circuit the
Producer <> Service <> Consumer interaction via
Producer(s) write tracing data, in the form of protobuf-encoded binary blobs, directly into its shared memory buffer, using a special library called ProtoZero. The shared memory buffer:
- Has a fixed and typically small size (configurable, default: 128 KB).
- Is an ABI and must maintain backwards compatibility.
- Is shared by all data sources of the producer.
- Is independent of the number and the size of the trace buffers.
- Is independent of the number of Consumer(s).
- Is partitioned in chunks of variable size.
- Is owned exclusively by one Producer thread (or shared through a mutex).
- Contains a linear sequence of
TracePacket(s), or fragments of that. A
TracePacketcan span across several chunks, the fragmentation is not exposed to the consumers (consumers always see whole packets as if they were never fragmented).
- Can be owned and written by exactly one
- Is part of a reliable and ordered sequence, identified by the
WriterID: packets in a sequence are guaranteed to be read back in order, without gaps and without repetitions.
See the comments in shared_memory_abi.h for more details about the binary format of this buffer.
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Can you name any other energy plant that you build, operate and try to understand if it’s performing efficiently, without actually measuring the fuel that you’re supplying? A wind farm is often exactly that.
According to a recent ‘A Word About Wind’ study, almost 50% of those surveyed placed the validation of their production plant as the Number One priority for them – and currently almost half the interviewed were not confident in what’s actually happening with their asset at any given time.
Until recent years the cost and complexity of measuring with met masts across a wind farm has made this measure of wind farm ‘fuel’, i.e. the wind, impractical. Nacelle or spinner anemometry is given the challenging job of trying to do its best whilst measuring wind behind, or close the rotor and the disturbed air flow. Add to that site complexity, wakes and turbine array effects… it has meant that estimations of wind speed based on rotor speed, power generation or forecasting are often the only choice.
In contrast, Nacelle Based Lidars remotely and precisely measure the wind ahead of a turbine and provide meaningful validations of how wind turbines and wind farms are performing providing information for asset optimisation. In wind farm development Ground Based Lidars have replaced the need for met masts as, according to a recent study by renewable energy company RES, they are ‘safer, cheaper, faster and better’.
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Have you ever noticed your hamster eating its own feces?
This behavior is by no means unusual, but you should definitely take action, because your animal is signaling something to you.
What exactly, you will learn now!
Why do hamsters eat their own droppings?
When hamsters eat their own feces, it is strange or perhaps even frightening for people. It is often assumed that the animal is missing something and urgently needs a change in diet.
However, this is a misconception.
Because the digestion of hamsters has some peculiarities: The food is crushed by the teeth and enters the stomach. Here, the components of the food are turned into a thin food pulp.
This is then transported to the intestine.
Enzymes and bacteria release the nutrients present. These are absorbed through the intestinal walls and passed into the bloodstream. At the end of the intestine, water is also removed from the feces.
However, the absorption of nutrients does not work throughout the intestine. Although the nutrients are prepared by the intestinal flora, they can no longer pass into the bloodstream.
This means that hamster feces still contain large amounts of vitamins and minerals. So in order to be able to absorb the valuable and partly vital nutrients nevertheless, the excrement is eaten repeatedly. This starts digestion all over again and the remaining nutrients are utilized.
This applies above all to the night feces, which are relatively soft and moist.
However, hamsters may also ingest the dry rectal feces and store them in their cheek pouches or eat them directly. In addition to micronutrients, such as the vital vitamin B12, the feces also contain bacteria from the intestinal flora. These are essential for digestion and the immune system.
For this reason, primarily very young hamsters eat feces. In this case, however, the feces of their mother. In this way they build up their own intestinal flora with the necessary bacteria and lay the foundation for their intestinal health.
As repulsive or even off-putting as eating feces may seem, it has compelling benefits for the animals.
Is hamster droppings dangerous for the rodents?
No, the excrement is not a danger for the hamsters. On the contrary, because it is an important factor in the supply of essential nutrients.
You also can’t compensate with a change in diet.
Even by feeding food very rich in vitamins and minerals, your pet will not be able to absorb sufficient amounts during the first digestion. Vitamin B12 is an additional special case.
This micronutrient comes primarily from animal sources. Hamsters do ingest animal foods, such as mealworms, but are not adequately supplied by them. However, their own intestines, or more precisely the bacteria in them, can produce appropriate amounts.
However, in order for these to be absorbed into the body in the digestive tract, they must eat the feces.
However, there are cases in which feces eating – scientifically also called coprophagy – should be prevented.
This is always the case when:
your hamster is sick
medication is administered
there is an infestation of parasites, such as worms.
Consult your veterinarian to determine if the residue in the feces is a threat to your hamster’s health.
However, it is usually not possible to completely prevent fecal ingestion, as animals eat many small meals and therefore defecate frequently.
As you know from cleaning the cage, they do their business everywhere. Whether nest, sleeping house or directly in the food – the crumbs are found in almost every place.
In some cases, it is also picked up directly during heeling and while cleaning the anal area.
Nevertheless, keeping them temporarily in a quarantine cage with very little bedding and cleaning them several times a day can at least reduce the ingested amount considerably.
To do this, it is important to be quick, especially during your hamster’s active periods. This can mean sleepless nights and causes stress to your pet. Therefore, it is better to choose the right medication and thus do without this measure.
Nutritional value of hamster feces
Of course, there is no one-size-fits-all answer to the nutritional values of hamster feces, as there is for food.
Instead, various factors determine the content of nutrients:
Composition of the food
Structure of the intestinal flora
Pre-fermentation in intestine and appendix
For example, a stressed hamster is more prone to diarrhea. The food is then far from being digested in such a way that it has been deprived of sufficient nutrients. So despite having enough food available, your hamster is not getting proper nutrition. Treating diarrhea quickly is therefore crucial.
Similarly, if your hamster is given an antibiotic. This is because the drug does not differentiate between the “bad”, disease-causing bacteria and the “good” intestinal flora that is essential for digestion. After administration, the colonization of bacteria must therefore first be allowed to recover and rebuild.
To favor this process, home remedies and supplementary feeds can be found.
Especially after a long therapy with antibiotics, the use of these remedies is recommended. Because otherwise further problems can occur as a result of the disease and treatment. Among them, first and foremost, digestion and absorption of nutrients.
Diarrhea or very mushy feces are therefore not uncommon. It is best to start the therapy with a gentle diet and restorative remedies at the beginning.
Home remedies include
very finely grated apple
baby porridge made from apple
Moro carrot soup (well boiled down)
Baby porridge made from carrots
These are easy to digest and provide a good food base for the bacteria still present in the intestinal flora. When using supplements, you should again consult the veterinarian as to what can be administered.
This way, therapy is not compromised, but the intestines are protected and strengthened.
Preventing and stopping feces eating
Now that you know about the purpose of feces eating, you probably won’t want to stop your hamster from doing it.
Even if you try it long term, you won’t get positive results with it.
Animals prevented from eating feces may even die because they lack the proper supply. That’s because 80 to 100 percent of food passes through the digestive tract twice, and for good reason.
Just like cattle chewing the cud, hamsters simply eat feces and it is neither a quirk nor a cause for concern.
My name is Mark and the senior editor
I take great pride in being the best possible author and giving you the knowledge that i have on all different types of animals!
I have spent a lifetime learning about pets and animals, and have worked in the pet and vet industry for over 20 years now!
The website will draw have authors who are vets, pet owners, and local pet breeders. All who will contribute their fantastic knowledge which in turn will be able to help you i hope.
There is a lot of information on the internet so it may be hard to know where exactly is the best place to start learning. But we will write articles that get straight to the point, and give you all the information that you need with no fluff!
If you have any questions please leave a comment on the article, and i will reply to you!
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I'm glad to hear you are prepared to take responsibility for this bunny. So many rabbits are bought as children's pets without proper research!
Rabbits are social animals, and live in groups in the wild. Single isolated rabbits can become very depressed. This rabbit will need either lots of human company and stimulation, or ideally a bunny friend to keep him company.
Rabbits need a lot more space than people tend to think. The small cages sold for them are really only suitable as bedrooms. A rabbit should either be let out every day to run in a rabbit proofed room or run, or ideally, have a run as well as a house to sleep in that is at least six foot square and in which it can stand up fully on hind legs.
The pelleted rabbit food is not great for their teeth, although it's better for them than the sort of food that has lots of brightly-coloured chunks and grains in it. Ideally, your rabbit should be eating as much grass and hay as possible. Don't use sawdust for bedding, it's murder on their lungs and not that easy to clean out.
Rabbits love to chew and because their teeth grow constantly, they need to do it a lot. Cardboard boxes to destroy are often popular, and you can buy nests made from untreated woven grasses or willow. If you know anyone with an apple tree, your rabbit will love cuttings from that to chew, and they are usually available free when the tree needs pruning!
Rabbits are very hormonal animals, and they can get very grumpy if not spayed/neutered. Female rabbits are also very prone to reproductive disorders, so it's best to get them neutered early so they can be introduced to a friend.
In my country (Britain) the diseases that require vaccination in rabbits are myxomatosis and RHD - but your country may be different, so consult your vet.
Rabbits can live up to 12 years if well looked after. Ideally they will live indoors, but they can be somewhat messy and destructive companions in small spaces, being hard to completely house train, so in warmer countries without too many nasty predators, they are often kept outside. This is sometimes considered controversial, but in my opinion is OK if the rabbit has plenty of space and company, has a well insulated dry space, for example a shed, to sleep, and is not exposed to predators or disease.
It is NOT OK to keep a single rabbit outside in a small hutch where it will be lonely and vulnerable to predators.
I hope that helps. Try the Rabbit Welfare Association website for more.
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The primary purpose for citing sources in a paper is to inform readers where you found information for the paper or document you wrote. With cited sources, it gives an indication of what items you have read, heard, or viewed that led you to the viewpoints that you present. Sources of information are cited for the following reasons:
There are several commonly used styles for citing sources. These style manuals include:
In this guide you will find information on citing various types of sources from these styles. Be sure that you know which style manual is required for a particular assignment. If you are not sure, check with your instructor.
Use these websites to help you create citations.
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| 0.934013 | 134 | 3.15625 | 3 |
Often, reviewers and camera users talk about the 'Color Science' of a particular brand of digital camera, e.g. it is said that Sony digital cameras do not have good skin tones. Is this 'Color Science' inherent to the sensor or is it due to the camera maker's software?
It can be about either the sensor's sensitivity to specific portions of the visible spectrum or about the algorithms used to create color from the monochromatic luminance information collected by the sensor. But it is almost always about how both are combined to produce a viewable image.
You can take the same raw image data from the same camera and run it through two different processing pipelines and get two different results.
Similarly, you can take the raw data from two different sensors imaging the same scene with the same lens and run each through the same processing pipeline and get two different results.
Images captured using Bayer masked sensors must be extensively processed before we have anything remotely resembling the way we perceive a scene with our eye/brain system. When you open a "raw" image you're looking at an extensively processed interpretation of the information collected by the sensor. Differences in both the camera's sensitivity to various wavelengths of light and differences in how that information is processed both have an impact on the image we see.
I've been curious about the differences in Bayer color filters between different manufacturers - do any of them try to optimize the light transmissivity for low noise at the expense of color accuracy?
They pretty much all do that to one degree or another because they all mimic the human vision system that uses multiple types of cones in the retina. Not all of the cones in our retinas respond equally to all wavelengths of light. Each type of cone responds to various wavelengths of light differently than the other types. Our brain then compares the difference in response of the different types of cones to a specific light source to create what we perceive as color.
Cameras that use Bayer masks (or the external applications that interpret the raw data from a camera's sensor) do the same thing: They compare the differences between the signal obtained from pixels masked with different colored filters to the same light source and attempt to create color that mimics what the human eye/brain system creates.
Comparing the spectral response curves of different sensors, such as those included in some of the answers at some of the links above, will reveal the differences you seek. The peak response of each channel will tell where the each filter is tuned to be least restrictive (making that pixel well 'most sensitive" to that wavelength). The flatness or steepness of the slope on either side of the peak will tell how "strong" or "weak" each color filter is (assuming the scales on the axes on the charts being compared are all the same).
But it is hard to say if one profile is more "accurate" than the other, because different humans can also have slightly different color responses to the same stimuli. One camera's profile may, in fact, more closely resemble how one person perceives a particular scene and another camera's ever so slightly different profile may more closely resemble how another person perceives the exact same scene.
There's no real thing that equates to what we call "color" until a mind creates color based on stimuli. Light has no intrinsic color. What we call 'visible light' is not intrinsically different from non-visible wavelengths of the electromagnetic spectrum. From a pure physics standpoint the only difference between microwaves, radio waves, visible light, X-rays, etc. are the wavelengths and frequencies at which they vibrate. Those different wavelengths and frequencies do affect how they interact with various materials and energy fields, but the fundamental principles of how they work are the same.
The only thing that makes "visible light" visible is that our retinas have chemical responses to certain wavelengths of EMR and our brains interpret those chemical responses to create colors.
The colors our brain creates are based on the differences in the response that the different types of cones in our retinas have to the same light. There are colors that we perceive that do not equate to a single wavelength of light. Those colors are our brain's perception of certain combinations of multiple wavelengths. Other species can perceive the exact same wavelengths or combinations of wavelengths of visible light differently from humans. Often the range of wavelengths they perceive as visible is different. Many animals can see wavelengths humans can't and vice versa.
If, for example, we wanted to create a camera system that would provide "color accurate' images for dogs we would need to create a sensor that is masked to match the response of the cones in dogs' retinas, rather than one that matches the cones in human retinas. Due to only two types of cones in dog retinas, they see the "visible spectrum" differently than we do and can differentiate much less between similar wavelengths of light.
The chart above explains why we think our dog is dumb for running right past that brand new shiny bright red toy we just threw out in the yard: he can barely see the wavelengths of light that we call "red." It looks to a dog like a very dim brown looks to humans. That, combined with the fact dogs don't have the ability to focus at close distances the way humans do - they use their powerful sense of smell for that - leaves him at a distinct disadvantage since he's never smelled the new toy you just pulled out of the packaging it came in.
Back to humans.
It turns out that not all humans have the same number of cone types in their retinas. Some (most) of us have three. A few of us, almost exclusively female, have four. Those whose brains actually use the extra cones to perceive color are known as tetrachromats. The extra sized cone is a slightly different length most sensitive to yellow that lies between the "green" and "red" cones, which are already centered on wavelengths a lot closer to each other than to the wavelengths on which our "blue" cones are centered. This increases the amount of "overlap" between the "green" and "red" cones and allows tetrachromats to perceive smaller differences in slightly different shades of color.
In case you are wondering, the 8-bit sRGB color space is too limited to allow tetrachromats to differentiate more shades of colors on sRGB devices than the rest of us mere trichromat mortals. Human tetrachromats don't have a wider color gamut than the rest of us, either. They just can perceive more shades of color within the same total range of colors. There is evidence they can perceive variations on color in dimmer light than the rest of us, though. Other animals that are tetrachromatic can have extended ranges of sensitivity on both ends of the "visible" spectrum. It all depends upon the physiology of the cones in the retina.
Yes, both. Some people like 'natural' colours, some prefer 'vivid'. The nominally neutral software preference in a camera (you normally get a choice of 'enhanced' settings these days) may tend in either direction. What you AREN'T going to get, particularly in a consumer-grade camera, is absolute accuracy. And different technologies will be inaccurate in different ways.
Nikon and Canon has different color processing workflow due different graphic chips and sensor manufacturers. This is mostly white balance and sensor sensitivity differences. In medium format almost all sensors using 16 bits of color vs. 14 bits on 35mm. Canon or Nikon can not get even close to skin tones of any 16 bit camera, 2001 or 2017 release year, no matter what software you would use. Software works with RAW/etc outputs of the camera after graphic chip finished processing the image, so not that relevant.
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Popular among visitors to Hawaii, the hotels and resorts lining the South Maui beaches in Kihei and Wailea are lush and green, with many pools, water slides and fountains. But this is all a facade.
The coastline is actually dry, receiving less than 10 inches of water per year. It gets the majority of its water from Central Maui — the area of Kahului and around Wailuku — where residents are sometimes urged to conserve.
“The fact is that the people where the water originates are hurting for water,” Lucienne de Naie, chairperson for Sierra Club Maui Group, told SFGATE. “There are definitely shortages of water from overtourism, and those shortages of water are impacting an area we call Na Wai Eha.”
In English, Na Wai Eha means “the Four Waters.” It refers to the four streams and rivers that flow out of the West Maui Mountains to Central Maui. Hawaiians used the abundant resource to cultivate taro farms and farm fishponds for subsistence living, but that changed following colonization and the sugar plantation industry. Today, much of the water is diverted, and Central Maui residents continue to dispute its allocations.
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Sculptor Fritz (Fred) Kormis was born into a Jewish family to an Austrian father and German mother in Frankfurt, Germany in 1897. At the age of 14, he was apprenticed to a sculpture workshop. During the First World War, he was drafted into the Austrian army, and in 1915 was captured, wounded and imprisoned for five years in Siberia, an experience which profoundly shaped the rest of his life and career. After escaping in 1920 and procuring a Swiss passport in Vladivostok, he returned to Frankfurt, where he resumed his career, married, and held solo exhibitions in Berlin and Frankfurt. Following Hitler's rise to power in 1933, he moved first to Holland, where he held solo exhibitions in Amsterdam and the Hague and taught refugee children, then, in 1934 to England, where he held his first solo exhibition the same year at the Bloomsbury Gallery. He also exhibited (once) with the progressive London Group in 1936 and participated in the 1938 Exhibition of Twentieth Century German Art at the New Burlington Galleries in London. He settled in North London's 'Finchleystrasse' (later gaining British citizenship in 1947) and worked for the potteries during the war. Much of his major work was lost after his studio was bombed in 1940 but he also earned a living as a leading portrait medallist.
Kormis' memorial work was a major part of his oeuvre and includes the five-piece 'Prisoners of War and Concentration Camp Victims Memorial' in Gladstone Park, Dollis Hill, and a relief plaque, 'Marchers', outside King's College, London. He exhibited frequently at Ben Uri (from 1935 onwards) and with the Fieldbourne Gallery. He also served as a member of Ben Uri's Arts Committee in 1967–68. Fred Kormis died in London, England in 1986. A memorial exhibition of his work was held at the Sternberg Centre in 1988. His work is represented in UK collections including the Coins and Medals department of the British Museum, the Imperial War Museum, Leeds City Museum and Art Galleries, the Royal West of England Academy, and external locations including Nuffield College, Oxford, and Sheep Street, Stratford-upon-Avon, Warwickshire, as well as collections in Frankfurt, Amsterdam and New York.
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An Overview of Moso Bamboo
Phyllostachys edulis, the giant bamboo in China that reaches heights of 6-11 meters, is also known as Moso bamboo. Because bamboo flowers and seeds so rarely, often lasting more than 50 years between seeding seasons, Moso Bamboo plants are propagated by splitting them into clumps and planting them individually.
More You Will Love:
- The plants can be raised throughout the year
- Blue-green stalks and whitish sebum cover these bamboos
- It is used for an array of products, including timber, fencing, furniture etc
- They are very helpful and grows very fast
Benefits of Moso Bamboo
When you have some Moso bamboo seeds, you can start your own bamboo forest with as much effort as it takes to grow any other plant. With your order, you will receive the fresh seeds of Phyllostachys Moso, as well as cultivation instructions. Moso bamboo is used for an array of products, including timber, fencing, furniture, construction materials, paper pulp, plywood, flooring, musical instruments, utensils, as well as rayon for the textile industry.
How to Sow and Care for Moso Bamboo
It is very easy to grow Moso Bamboo from seeds. Put the Moso bamboo seeds in a strainer and rinse them with cool water to remove any dust or debris. After soaking the seeds for 15 minutes, drain them and let them dry. Mix perlite with peat moss in equal parts. You should be able to grab a handful and barely squeeze out a drop of the mixture after it has been moistened.
Pour the mixture into a flat planter box. Each row of soil mix should be sown with a few seeds about 2.5 cm deep. Each hole should contain about ten seeds. These seeds should be sown into the soil mix. Spread fine soil over the seeds. Keep it in a quiet area and cover it with a lid. Next, let's discuss germinating seeds.
Fresh air should be provided to the plants every three days by removing the lid. If the soil mix has become dry, it will need to be moistened. Make sure that the mixture is covered after it has been watered. After seedlings have reached the lid, remove the lid permanently. Moso Bamboo seeds will sprout after two to three weeks, and the seeds will continue to grow until they have all emerged.
Blend a houseplant fertilizer all-purpose according to the package directions. Once the plants are four weeks old, place the fertilizer into a clean spray bottle and mist the plants. After seedlings have grown for a month, you can transplant them into individual pots.
Note: This Overview is intended as a guide only since cultural practices and climatic conditions may vary.
Product: Moso Bamboo Seeds, Phyllostachys
Soil Drainage: Moist but Well-Drained
- Soil pH: Acid, Alkaline, Neutral
- Soil Type: Chalk, Loam
- Plant Type: Bamboos
- Season: March-April
- USDA Zones: 6-7
- Kingdom: Plantae
- Clade: Tracheophytes, Angiosperms, Monocot, Commelinids
- Order: Poales
- Family: Poaceae
- Genus: Phyllostachys
- Species: P. edulis
At PLANT-MY-SEEDS, we aim to offer top-notch seed products and unmatched customer service. We take pride in delivering an outstanding experience to our valued customers—from purchase to product retirement. Feel free to reach out with any inquiries or assistance.
Our dedicated team is here to provide guidance and support. Our top priority is your satisfaction, and we are committed to making your experience with us exceptional.
Delivery time: 3-8 working days
Shipping cost from: 3.50 EUR
Rest of the world
Delivery time: 4 to 12 working days
Shipping cost from: 4.45 Euros
We want you to be 100% satisfied with your purchase. Items can be returned or exchanged within 30 days of delivery.
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Better for your Health,
Better for the Planet,
Better for the Animals.
Why plant-based lifestyle?
Following a whole food, plant-based lifestyle, not only has profound affects to your health,
but also amazing effects on the world around you.
Here are a few websites to provide more information on veganism :
Another great resource is Plant Based Foods Association.
Sites like these can have extra resources for recipes, health related, beauty and apparel.
Plant-based means foods made from plants, that contain no animal derived ingredients or byproducts. They are are unrefined or minimally processed and generally found in nature and of plants.
There are many reported and completed studies on the positive health outcomes. Many people also report experiencing lower inflammation, increased energy, and improved athletic performance while following a plant-based diet.
A plant-based diet is a great way to achieve good health. Conditions like heart disease, certain cancers, diabetes, brain health, and physical function.
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Cookies are small pieces of text sent to your browser by a website you visit. They help that website remember information about your visit, which can both make it easier to visit the site again and make the site more useful to you. Other technologies, including unique identifiers used to identify a browser, app or device, pixels, and local storage, can also be used for these purposes. Cookies and other technologies as described throughout this page can be used for the purposes described below.
Types of cookies and other technologies used by Google
Some or all of the cookies or other technologies described below may be stored in your browser, app, or device. To manage how cookies are used, including rejecting the use of certain cookies, you can visit g.co/privacytools. You can also manage cookies in your browser (though browsers for mobile devices may not offer this visibility). Other technologies used to identify apps and devices may be managed in your device settings or in an app’s settings.
Cookies and other technologies used for functionality allow you to access features that are fundamental to a service. Things considered fundamental to a service include preferences, like your choice of language, information relating to your session, such as the content of a shopping cart, and product optimizations that help maintain and improve that service.
Some cookies and other technologies are used to maintain your preferences. For example, most people who use Google services have a cookie called ‘NID’ or ‘ENID’ in their browsers, depending on their cookies choices. These cookies are used to remember your preferences and other information, such as your preferred language, how many results you prefer to have shown on a search results page (for example, 10 or 20), and whether you want to have Google’s SafeSearch filter turned on. Each ‘NID’ cookie expires 6 months from a user’s last use, while the ‘ENID’ cookie lasts for 13 months. Cookies called ‘VISITOR_INFO1_LIVE’ and ‘YEC’ serve a similar purpose for YouTube and are also used to detect and resolve problems with the service. These cookies last for 6 months and for 13 months, respectively.
Other cookies and technologies are used to maintain and enhance your experience during a specific session. For example, YouTube uses the ‘PREF’ cookie to store information such as your preferred page configuration and playback preferences like explicit autoplay choices, shuffle content, and player size. For YouTube Music, these preferences include volume, repeat mode, and autoplay. This cookie expires 8 months from a user’s last use. The cookie ‘pm_sess’ also helps maintain your browser session and lasts for 30 minutes.
Cookies and other technologies may also be used to improve the performance of Google services. For example, the ‘CGIC’ cookie improves the delivery of search results by autocompleting search queries based on a user’s initial input. This cookie lasts for 6 months.
Google uses the ‘CONSENT’ cookie, which lasts for 2 years, to store a user’s state regarding their cookies choices. Another cookie, ‘SOCS’, lasts for 13 months and is also used to store a user’s state regarding their cookies choices.
Cookies and other technologies used for security help to authenticate users, prevent fraud, and protect you as you interact with a service.
The cookies and other technologies used to authenticate users help ensure that only the actual owner of an account can access that account. For example, cookies called ‘SID’ and ‘HSID’ contain digitally signed and encrypted records of a user’s Google Account ID and most recent sign-in time. The combination of these cookies allows Google to block many types of attack, such as attempts to steal the content of forms submitted in Google services.
Some cookies and other technologies are used to prevent spam, fraud, and abuse. For example, the ‘pm_sess’, ‘YSC’, and ‘AEC’ cookies ensure that requests within a browsing session are made by the user, and not by other sites. These cookies prevent malicious sites from acting on behalf of a user without that user’s knowledge. The ‘pm_sess’ cookie lasts for 30 minutes, while the ‘AEC’ cookie lasts for 6 months. The ‘YSC’ cookie lasts for the duration of a user’s browsing session.
Cookies and other technologies used for analytics help collect data that allows services to understand how you interact with a particular service. These insights allow services to both improve content and build better features that enhance your experience.
Some cookies and other technologies help sites and apps understand how their visitors engage with their services. For example, Google Analytics uses a set of cookies to collect information and report site usage statistics without personally identifying individual visitors to Google. ‘_ga’, the main cookie used by Google Analytics, enables a service to distinguish one visitor from another and lasts for 2 years. Any site that implements Google Analytics, including Google services, uses the ‘_ga’ cookie. Each ‘_ga’ cookie is unique to the specific property, so it cannot be used to track a given user or browser across unrelated websites.
Google services also use ‘NID’ and ‘ENID’ cookies on Google Search, and ‘VISITOR_INFO1_LIVE’ and ‘YEC’ cookies on YouTube, for analytics.
The ‘NID’ cookie is used to show Google ads in Google services for signed-out users, while the ‘ANID’ and ‘IDE’ cookies are used to show Google ads on non-Google sites. If you have personalized ads enabled, the ‘ANID’ cookie is used to remember this setting and lasts for 13 months in the European Economic Area (EEA), Switzerland, and the United Kingdom (UK), and 24 months everywhere else. If you have turned off personalized ads, the ‘ANID’ cookie is used to store that setting until 2030. The ‘NID’ cookie expires 6 months after a user’s last use. The ‘IDE’ cookie lasts for 13 months in the European Economic Area (EEA), Switzerland, and the United Kingdom (UK), and 24 months everywhere else.
Depending on your ad settings, other Google services like YouTube may also use these and other cookies and technologies, like the ‘VISITOR_INFO1_LIVE’ cookie, for advertising.
Some cookies and other technologies used for advertising are for users who sign in to use Google services. For example, the ‘DSID’ cookie is used to identify a signed-in user on non-Google sites and to remember whether the user has agreed to ad personalization. It lasts for 2 weeks.
Through Google’s advertising platform, businesses can advertise in Google services as well as on non-Google sites. Some cookies support Google showing ads on third-party sites and are set in the domain of the website you visit. For example, the ‘_gads’ cookie enables sites to show Google ads. Cookies that start with ‘_gac_’ come from Google Analytics and are used by advertisers to measure user activity and the performance of their ad campaigns. The ‘_gads’ cookies last for 13 months and the ‘_gac_’ cookies last for 90 days.
Some cookies and other technologies are used to measure ad and campaign performance and conversion rates for Google ads on a site you visit. For example, cookies that start with ‘_gcl_’ are primarily used to help advertisers determine how many times users who click on their ads end up taking an action on their site, such as making a purchase. Cookies used for measuring conversion rates are not used to personalize ads. ‘_gcl_’ cookies last for 90 days.
See more information about cookies used for advertising here.
Cookies and other technologies used for personalization enhance your experience by providing personalized content and features, depending on your settings at g.co/privacytools or your app and device settings.
Personalized content and features include things like more relevant results and recommendations, a customized YouTube homepage, and ads that are tailored to your interests. For example, the ‘VISITOR_INFO1_LIVE’ cookie may enable personalized recommendations on YouTube based on past views and searches. And the ‘NID’ cookie enables personalized autocomplete features in Search as you type search terms. These cookies expire 6 months after a user’s last use. Another personalization cookie, ‘UULE’, sends precise location information from your browser to Google’s servers so that Google can show you results that are relevant to your location. The use of this cookie depends on your browser settings and whether you have chosen to have location turned on for your browser. The ‘UULE’ cookie lasts up to 6 hours.
Non-personalized content and features are distinct from personalized content and features insofar as they are influenced by things like the content you’re currently viewing, your current Google search, and your general location.
Managing cookies in your browser
Most browsers allow you to manage how cookies are set and used as you’re browsing, and to clear cookies and browsing data. Also, your browser may have settings letting you manage cookies on a site-by-site basis. For example, Google Chrome’s settings at chrome://settings/cookies allow you to delete existing cookies, allow or block all cookies, and set cookie preferences for websites. Google Chrome also offers Incognito mode, which deletes your browsing history and clears cookies on your device after you close your Incognito windows.
Managing other technologies in your apps and devices
Most mobile devices and applications allow you to manage how other technologies, such as unique identifiers used to identify a browser, app or device, are set and used. For example, the Advertising ID on Android devices or Apple’s Advertising Identifier can be managed in your device’s settings, while app-specific identifiers may typically be managed in the app’s settings.
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2. Introduction to WCAG
Now that you have been introduced to the key guidelines you’ll refer to often when conducting accessibility reviews, it will be necessary for you to expand on your understanding of WCAG 2.1 by eventually reading through the full specification (if possible, before completing the reading and activities here).
To become comfortable with WCAG 2.1 and its associated documentation, try this Scavenger Hunt challenge. Below is a list of barriers that you’ll likely see on many websites. For each barrier, find a relevant guideline and match a sufficient technique (with its ID) to remove the barrier. How to Meet WCAG 2.1 is a good reference.
Barrier: Pre-recorded video does not audibly describe meaningful visual activity
Technique ID: G78: Providing a second, user-selectable, audio track that includes audio descriptions.
List of Barriers
- Image has no text alternative
- Video has no captions
- Colour is used on its own to represent meaning
- Contrast between text and background colours is insufficient (<4.5:1)
- Form button is not keyboard operable
- Page redirects to another before contents can be read
- Webpage does not have a descriptive title
- No means is provided to skip past large main menu on a webpage
- The language of a page is not defined
- Page redirects when a form radio button receives focus
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Feminism in the News Assignment
Instructions: Find a recent article related to the topics of our course in a printed or online news or popular media article. The article does not necessarily have to include the word “feminism” (or any specific word, in fact), but its central topic must be, without a doubt, related to the course focus or specific topics within the course (privilege, difference, oppression, cultural/artistic expression, embodiment, sex and gender, politics and power, etc. as they apply to women).
Criteria for the article: -Must be recent (not more than 6 months old). -Must be from a credible printed or online news or popular media source (no personal blogs, academic webpages or articles, online encyclopedias or other reference pages). -It can be a non-US source, as long as it is in English or there is an English version available. -Length of your target article must be between 750 and 1200 words (if you find one you really like that does not fulfill this requirement, please consult with me). -It can be a news report or an opinion article. -You must provide a working link to the article. If you are using a print article not available in digital format, please scan it and submit a pdf of it together with your commentary.
Here are some examples: http://www.nytimes.com/2016/07/10/opinion/sunday/get-the-epidural.html?_r=0 http://www.bbc.com/news/business-36761788 http://www.aljazeera.com/indepth/features/2016/07/tales-child-bride-father-sold-12- cows-160711100933281.html http://www.news.com.au/world/north-america/women-pose-nude-in-protest-to-donald- trump-for-spencer-tunick-art-installation-in-cleveland-before-republican- convention/news-story/84dd1c475fb4b12f8a4e20d4e511d115
Description of the assignment and rubric The objective of this assignment is to practice critical analysis of news and popular media focusing on women’s issues/ feminist issues. You will write a commentary or response to a news article of your choice; the length of your response should be between 550-750 words, and be structured in the following way:
First paragraph (about 200-250 words): 1. In your own words, summarize the article, emphasizing the who, where, and when. 2. Clearly identify the argument made by the author of the article- keep in mind that even if it is an article reporting “the facts” of a situation, what you see on the page reflects the values and beliefs of the author and the publication. In other words, what do you think the author is trying to convince you of? Do not simply copy/paste the argument, rather, paraphrase and explain in your own
Second paragraph (200-250 words): Say whether you agree with the author (if it’s an opinion article), or if you agree with the authors take on the event or situation that they are reporting (if it’s a news report). Give at least two reasons why you agree or disagree. For example, if it is an article reporting an event, would you have reported it differently? Why or why not?
Third paragraph (150- 250 words): In your opinion, how does this article relate to some of the goals of feminism (as you understand them so far)? Say, especially, whether there are any particular feminist goals or values that come to mind while reading the article (autonomy, independence, political agency, economic independence, equality, reproductive justice, etc.)
A (4.0)- 250 points
Excellent Work/ Nearly Excellent Work: fulfills structural and formatting requirements, no significant grammatical/ spelling errors, provides original and notably insightful critique of article, writing flows very well and is easy to understand.
B (3.5)- 225 points
Good/ Very Good Work: fulfills structural and formatting requirements, no significant grammatical/ spelling errors, provides original and sufficiently developed critique of article, writing flows well and is easy to understand.
B- (3.0)- 200 points
Mostly Good Work: generally fulfills structural and formatting requirements, two or more significant grammatical/ spelling errors, critique of article is adequate but can be further developed, writing generally flows well but needs improvement.
C (2.5)- 185 points
Average Work: structural and formatting requirements not fulfilled in 1-2 aspects, two or more significant grammatical/ spelling errors, critique of article is not sufficiently developed (for instance, lacks reasons to support it), writing generally flows well but needs improvement.
C- (2.0)- 175 points
Mostly Average Work: structural and formatting requirements not fulfilled in more than two aspects, three or more significant grammatical/ spelling errors, critique of article needs significant improvement in terms of relevance to the article and supporting reasons, flow of writing is compromised to the point that it makes reading difficult.
D (1.5)- 160 points
Below Average: structural and formatting requirements not fulfilled in more than two aspects, three or more significant grammatical/ spelling errors, critique missing or very poorly developed, flow of writing is compromised to the point that it makes reading difficult.
E (1.0)- 125 points
Poor Work: structural and formatting requirements not fulfilled in all aspects, three or more significant grammatical/ spelling errors, no critique of article provided. F (0.0)- 0 points Failing Work: Not submitted or fails to fulfill requirements beyond what is described in the previous grade category.
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Project Ngulia was born in the breathtakingly beautiful Rhino Valley, located in the Tsavo West National Park in Kenya. In the 1970s, Rhino Valley, which is home to the Ngulia Rhino Sanctuary, used to be home to around 10,000 black rhinos, which then constituted half of Kenya’s rhino population. In 2019, there are just about 100 rhinos, representing about 13% of Kenya’s rhino population.
Tragically, rhinos are an endangered species in danger of extinction, globally. Today, black rhinos remain critically endangered because of rising demand for rhino horn, from some Asian consumers, particularly in Vietnam and China (the largest and second-largest black-market destinations respectively) who use them in folk remedies. However, rhino horn has no curative or restorative properties as it is mostly made of keratin – the same substance as human nails and hair.
Project Ngulia was conceived and initiated by the Stimson Center in 2013 to combat the rhino poaching menace. It was established as a Public-Private Partnership in conjunction with the Kenya Wildlife Service (KWS) and Linköping University (LiU).
A design thinking process was carried out to determine what the project should entail, as well as the best approach to deploy the technology. This process ended in late 2014 and established that before any high-end technology could be deployed in the sanctuary, it was necessary to digitise the workflow of the rangers via a mobile phone app. This would feed reports to an online dashboard for KWS Management. Subsequently, other technology such as sensors (intelligent cameras, long life Bluetooth rhino tags and mobile water quality testing kits) could then be added to create a comprehensive system that supplements the rangers’ work, making the “boots on the ground” even more effective.
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In modern society, everyone depends upon automated machinery to carry out several fundamental industrial mechanisms starting from producing electricity to weaving fabric. Automation technology has enabled increased production and reached new heights of innovation. To make all the processes possible, a critical invention known as a Programmable Logic Controller (PLC) is required.
Defining Programmable Logic Controller or PLC Controller
A PLC is a type of computer specifically developed to function reliably under harsh industrial surroundings like dry, dusty, or wet conditions, and extreme temperatures. They are used to automate industrial procedures like wastewater treatment plants, processing plants, and production plant assembly lines.
PLCs share several characteristics similar to PCs that any individual use at home. PLC and PC both have inputs and outputs (I/O), a CPU (Central Processing Unit), a power supply, and various operating software. The only major difference is that PLCs are better with rough industrial surroundings. Often, PLC is regarded as the “ruggedized” digital computer which handles the electromechanical procedure of any industrial unit.
Understanding the basics of PLC
In 1964, Dick Morley invented PLCs and since then, it has transformed the manufacturing and industrial unit. There is a broad range of functions that PLC performs such as calculating, processing, timing, counting, and comparing several analog signals.
The most significant benefit of PLC as compared to a “hard-wired” control unit is that any individual can reform a PLC after they have programmed it (at the cost of the programmer’s time). On the other hand, in a “hard-wired” system, you need to start from scratch by ripping out the wires (it is costlier and takes longer).
How does a PLC Controller work?
The functioning of a PLC controller can be easily understood using the cyclic scanning technique which is also known as the scan cycle. The following steps are included in a PLC Scan Process:
- The operating unit began cycling and monitoring time.
- The CPU begins to read the information from the input module and analyze the condition of all the inputs.
- The CPU began to execute the application or user program written in PLC-programming language or relay-ladder method.
- Following that, the CPU carries out all the communication tasks and internal diagnosis.
- As per the programming outcome, it writes the information into the output module such that all outputs are modified.
- This mechanism continues if the PLC is in run mode.
What are the main types of PLC Controllers?
There are two main types of PLCs as mentioned below:
- Compact PLC: There are several modules within a single case. It has a pre-defined number of external I/O cards and I/O modules. Hence, it cannot extend its modules. It is the manufacturer who decides every input and output.
- Modular PLC: This PLC allows varying expansions with the help of “modules” and so, is known as Modular PLC. I/O elements can be expanded. Modular PLC is much easier to use as every element is independent of one another.
PLCS is segmented into three types depending upon the output that are Transistor output, Triac output, and Relay output PLC. Transistor output PLCs are used inside microprocessors and use switching operations. Relay output PLC is most appropriate for both DC and AC output tools. A PLC is further segmented into Nano, Micro, and Mini depending upon physical size.
PLCs are used in industrial areas such as the steel industry, automobile industry, chemical industry, electricity industry, paper industry, process automation plants, and in boilers like thermal power plants. Depending upon the growth of all these technologies; the scope, application, and functionality of the PLC have increased drastically.
- In the glass industry: In the glass industry, a PLC is commonly used in every mechanism and workshop for the processing of flat glasses, managing the material ratio, and so on. For manufacturing glass, companies use bus technology to build the PLC control mode using a distributed-control unit.
- In the cement industry: In addition to the best quality raw materials, during the mixing mechanism within the kiln, the precise data about process variables helps to ensure that the output given must be of the best possible quality.
Benefits of having a PLC
- PLC controllers are moderately direct to the program. They are easier to use as compared to other industrial controlling systems and it helps industries to reduce cost and complexity.
- They are highly versatile, and many PLC models are appropriate for a managing broad range of systems and processes.
- There is a wide range of pricing for PLCs which simply means that they have affordable ranges as well that can be used by small companies and startups.
- They do not consume much electrical power and hence, are efficient. It supports conserving energy and can ease wiring considerations.
- They have a few elements that make PLC easier to troubleshoot and further support in minimizing maintenance downtime.
- PLCs are entirely solid-state tools which means they have no moving sections and so, they become highly reliable. This is why PLC can survive the critical circumstances that arise in industrial units.
A PLC is a microprocessor-derived controller that utilizes a programmable memory to uphold instructions for timers, sequencing, and counting. A PLC takes in inputs from human input points like buttons or switches or from automated data capture points. PLCs are majorly applied in industrial sectors such as safety device monitoring, event recording, and process automation.
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Lottery is a big business that generates billions in revenue every year. Some people play for fun, while others believe that winning the lottery is their last, best chance at a better life. Regardless of your reasons for playing, it’s important to know the odds of winning. Here are some facts about lottery that will help you make a wiser decision when playing.
The word “lottery” derives from the Dutch noun lot, meaning fate or fortune. It is thought that the first lotteries took place in the Low Countries during the 15th century and were used for town fortifications and to aid the poor. In modern times, state-run lotteries have become popular, and they are known for the large jackpots and high probability of a win. However, they often lack the apolitical element of the Middle Ages; the societal impact has become more commercial than democratic.
In the early days of American history, lotteries became a popular way for states to raise money without having to resort to raising taxes, which would be a political disaster. They also provided entertainment and other non-monetary benefits to residents, which could outweigh the disutility of a monetary loss. The drawback to this was that the games were often tangled up with slavery, and even George Washington managed a lottery whose prizes included human beings.
Many players rely on quote-unquote systems that are not backed up by statistical reasoning, like choosing lucky numbers and visiting lucky stores at certain times of day. However, there are ways to increase your odds of winning. One of the most effective methods is by buying fewer tickets, which can reduce your chances of sharing a prize with other players. Another method is to use an expert service, such as LotteryProfessional. This way, you can ensure that you’re getting the most out of your ticket purchase.
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The aim of this report was to examine the role of the oral health therapist (OHT) in the contemporary Australian context. The original intent of the OHT role was to address unmet community oral health need in a cost-effective manner. Although it was recognized that OHTs would need to deliver clinical treatment, particularly restorative services for children, the core of their education and their knowledge and proficiency is in oral health and public health promotion. Unmet oral health need persists, and this is especially urgent for the most disadvantaged. Some may argue that this provides evidence that OHTs should provide an expanded range of clinical services, including adult restorative treatment, and that additional training should be provided to enable this to occur. This report counters that view by showing that the current health system does not avail itself of the health promotion services that OHTs are already educated to deliver. Improved health outcomes within the Australian health system are achievable by bringing oral health into the general health system, by introducing models of care aimed at the early detection of risk and disease and by recognizing the importance of public health measures designed to prevent disease.
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Installing a rear-facing car seat is crucial for the safety of your child during car journeys. Rear-facing car seats provide better protection for infants and young children in the event of a collision. In this article, we will guide you through the process of installing a Safety First car seat in the rear-facing position, ensuring your child’s safety on the road.
Step 1: Read the Manual
Before starting the installation process, it is essential to carefully read the car seat’s instruction manual provided by Safety First. The manual will provide specific instructions and guidelines for installing the car seat correctly. Familiarize yourself with the different parts of the car seat and understand the installation process thoroughly.
Step 2: Choose the Right Location
Selecting the appropriate location for installing the car seat is crucial. The safest spot is in the back seat, preferably in the center position. This position offers the most protection in the event of a side-impact collision. If the center position is not possible, choose the rear seat behind the front passenger seat. Avoid installing the car seat in the front seat if possible, as it is less safe due to the presence of airbags.
Step 3: Prepare the Car Seat
Before installing the car seat, ensure that it is properly adjusted and prepared. Adjust the harness straps to the appropriate height for your child. The straps should be at or below the child’s shoulders for rear-facing installation. Check that the harness is snug and secure, with no twists or slack. Ensure that the car seat is not expired and has not been involved in any accidents, as this can compromise its safety.
Step 4: Position the Car Seat
Place the car seat in the chosen location, either in the center or rear seat. Position it rear-facing, with the back of the car seat against the vehicle seatback. Ensure that the car seat is level, neither reclining too far back nor sitting too upright. Some car seats come with built-in level indicators to assist with this step. If not, use a level tool to check the car seat’s angle.
Step 5: Secure the Car Seat
Once the car seat is properly positioned, secure it using either the vehicle’s seat belt or the LATCH system (Lower Anchors and Tethers for Children). If using the seat belt, thread it through the appropriate belt path on the car seat and buckle it securely. If using the LATCH system, locate the lower anchors in the vehicle seat and attach the car seat’s lower anchor connectors to them. Ensure that the seat belt or LATCH system is tightly secured, with minimal movement or slack.
Step 6: Test for Stability
After securing the car seat, test its stability by firmly pushing and pulling it from different angles. The car seat should not move more than an inch in any direction. If the car seat feels loose or unstable, recheck the installation and make any necessary adjustments. A properly installed car seat should be securely held in place.
Installing a Safety First car seat in the rear-facing position is crucial for your child’s safety during car journeys. By following the steps outlined in this article, you can ensure that the car seat is correctly installed, providing optimal protection for your child in the event of a collision.
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The word “fiddle” is a slang term used to describe a violin when it is played in a non-classical or traditional style. While the fiddle and the violin are essentially the same instrument, there are some differences in how they are played and the types of music they accomplish.
The fiddle is often associated with folk, country, and bluegrass music, while the violin is typically used in classical and orchestral settings. This derivative term is often used in literature and mnemonic tags to emphasize the different origin and meaning of the word “fiddle.” For example, someone who plays the violin may be described as a “fiddler,” which carries a slightly different connotation than a “violinist.”
The verb “fiddle” can also be used without any musical meaning. It is sometimes used to describe someone who is fidgeting or playing around with something, like a monkey fiddling with a puzzle. This link between the words “fiddle” and “fidgeting” is where the slang term originated.
So, whether you’re interested in the history of the fiddle, the different types of fiddles and violins, or the techniques used to play them, this article will provide you with all the information you need to know about this versatile instrument.
Tags, also known as metadata, are a crucial aspect of organizing and categorizing information on the internet. In the context of web development, tags are used to define the structure and content of a webpage. They serve as markers that identify and describe various elements within the HTML document.
What Are Tags?
In HTML, tags are enclosed in angle brackets (<>) and come in pairs – an opening tag and a closing tag. They provide instructions to the web browser on how to display and interpret the content between the tags. Tags can also have attributes that further define their behavior and appearance.
Types of Tags
There are two main types of tags in HTML: block-level tags and inline tags. Block-level tags create a new block-level element that begins on a new line and stretches to the full width of the containing element. Inline tags, on the other hand, do not create a new line and only take up the necessary space to display their content.
Some commonly used tags in HTML include:
<p>: Defines a paragraph
<h6>: Defines headings with different levels of importance
<a>: Creates a hyperlink
<img>: Inserts an image
<div>: Defines a division or section
<span>: Defines a section of text
Uses of Tags
Tags also help define the appearance of elements by allowing CSS styles to be applied. For example, the
<p> tag can be styled to have a specific font, size, and color, while the
<h1> tag can be styled to display a large and bold heading.
Tags in Literature
Tags have become a common metaphor in literature to convey something that represents or describes a person, object, or idea. They are sometimes used as mnemonic devices to aid memory or to create associations between different concepts. A well-known example is the phrase “organ grinder’s monkey” which describes someone who is manipulated or controlled by someone else.
In musical slang, the word “fiddling” is often used as a derivative of “fiddle,” referring to playing an instrument, usually the violin, in an improvised or casual manner. It can also be used figuratively to mean someone is wasting time or fidgeting away without accomplishing anything.
Overall, tags are an integral part of HTML and web development, providing structure and meaning to web content. Understanding the different types of tags and their uses is essential for creating well-organized and accessible webpages.
Where is this slang used?
The slang “fiddle” and its derivative “fiddling” are commonly used in informal speech and writing in English-speaking countries, particularly in the United States and the United Kingdom. While sometimes used to describe the act of playing a musical instrument, the slang term has a different meaning in this context.
When someone says they are “fiddling” or “fidgeting” with something, it means they are playing with or manipulating it in a casual or whimsical manner. This slang term can also be used to describe someone who is being dishonest or deceptive, as in “He fiddled with the numbers to make the data look better.”
The origin of this slang term is uncertain, but it is thought to be derived from the word “fiddle,” which refers to a musical instrument similar to a violin. The word “fiddle” itself comes from the Latin word “vitula,” which was an ancient Roman musical instrument.
In literature, the slang term “fiddle” is often used to describe a trivial or insignificant action or task. For example, someone might say “I spent the whole afternoon fiddling around with my computer, but I didn’t accomplish anything.”
While the slang term “fiddle” is familiar to English speakers, it should not be confused with the verb form “fiddled,” which is used in a different context. The slang term “fiddle” is sometimes used as a mnemonic device to remember the definition of the word “fidgeting,” which is the act of moving around or playing with something nervously or restlessly.
In everyday speech, the slang term “fiddle” is commonly used to describe someone who is wasting time or not focusing on a task, as in “Stop fiddling around and get to work!” It can also be used to refer to something that is done in a careless or haphazard manner, as in “He just fiddled with the controls and hoped for the best.”
This slang term has also been used to describe a type of play in sports, particularly football and soccer, where a player intentionally delays the game or stalls for time. For example, a player might fake an injury or take a long time to retrieve the ball to prevent the opposing team from scoring. In this context, the slang term “fiddle” is used without any negative connotations.
In summary, the slang term “fiddle” and its derivative “fiddling” can be used in a variety of contexts to describe playful or deceptive actions, as well as trivial or careless behavior. It is commonly used in English-speaking countries, particularly the United States and the United Kingdom.
A fiddle is a type of string instrument that is typically played with a bow. It is similar to a violin but has some key differences.
Definition and Origin
The word “fiddle” is a derivative of the Latin word “vitula,” which means “stringed instrument.” The term is sometimes used interchangeably with “violin,” although “fiddle” is more commonly associated with folk music and informal playing styles.
In literature, the word “fiddle” is often used to describe someone who is playing around or engaging in something frivolous. It can also be used as a verb, such as “he fiddled with the knobs on the radio.” This slang usage of the word has its origin in the fidgeting or restless movements that can be associated with playing the instrument.
Types of Fiddles
There are different types of fiddles, including the classic violin and variations specifically designed for folk, country, and bluegrass music. Each type has its own unique sound and construction, allowing musicians to accomplish different musical styles and techniques.
Some fiddles are played with a bow, while others are plucked or strummed. The choice of playing technique depends on the musical genre and the desired sound.
Playing the Fiddle
Playing the fiddle requires skill, practice, and a good understanding of music theory. A fiddler must be able to play melodies, harmonies, and accompaniments, often simultaneously. The instrument’s versatility allows musicians to create dynamic and expressive sounds.
Traditionally, fiddle music is associated with lively dance tunes, but it can also be performed in a more melodic and introspective manner. Fiddlers often add ornaments and improvisations to their playing, giving each performance a unique flair.
Where the fiddle is played can vary greatly. It is commonly found in traditional music settings, such as jam sessions, folk festivals, and country fairs. However, the fiddle is also used in contemporary genres like bluegrass, jazz, and even rock and pop music.
The fiddle has a long history and is deeply rooted in many cultures around the world. It has been played for centuries, and its vibrant sound continues to captivate audiences today.
Fiddle with someone or something
When we think of fiddle, we commonly associate it with the musical instrument. However, the word “fiddle” has a different meaning as well. It can also be used as a verb to describe the act of fidgeting or playing with something casually, often without a specific goal to accomplish.
In literature, we often come across the phrase “fiddle with someone or something,” which simply means to play or tinker with someone or something in a lighthearted or idle manner. This usage of the word fiddle may not be as familiar as its musical counterpart, but it is an interesting derivative of the original term.
The origin of this slang usage of “fiddle” can be traced back to the 14th century. The word “fiddle” itself is derived from the Latin word “vitula,” which was a musical instrument similar to a lyre. Over time, the term “fiddle” came to be associated with any musical instrument played with a bow.
In modern times, however, the slang use of “fiddle” has evolved to describe the act of casually playing with something. It is often used as a mnemonic device or a definition for situations where someone is idly tinkering or fidgeting with an object or even a person.
To give you a clearer picture, imagine someone absent-mindedly fiddling with their pen during a meeting or someone fiddling with their phone while waiting for the bus. These actions would fall under the slang usage of “fiddle with someone or something.”
So, the next time you hear someone say they’re fiddling with something, don’t be surprised if they’re not talking about playing a musical instrument. They might just be casually fidgeting around or idly tinkering with something without a specific purpose or goal in mind.
|Slang||fidgeting, tinkering, idly, casually||To describe the act of playing or fidgeting with something without a specific goal.|
|Derivative||fiddled, fiddler, fiddle||A noun, adjective, or verb form of the word “fiddle”|
|Origin||vitula, Latin||The original source or root of the word “fiddle”|
|Meaning||tinker, play, fidget||The definition or interpretation of “fiddle with someone or something”|
The term “fiddle with” can have multiple meanings depending on the context in which it is used. It is often used as a phrasal verb or slang to describe the act of playing or manipulating something without a clear or defined purpose. It is similar to fidgeting or tinkering with something.
In musical terms, “fiddle with” is sometimes used to describe a fiddler’s actions while playing the instrument. Fiddlers may adjust or tweak the tuning or positioning of their hands to achieve a desired sound or technique.
The origin of the word “fiddle” is derived from the Old English word “fiðele,” which describes a musical instrument with strings. The term has been used in literature and various musical genres to refer to a violin, especially in folk music.
The term “fiddle with” can also be used to mean to accomplish or achieve something through clever or deceptive means. It can imply a sense of playing or manipulating a situation to one’s advantage, often in a sly or tricky manner.
In a mnemonic context, “fiddle with” can be used as a way to remember or associate different concepts or ideas together. For example, a mnemonic phrase such as “fiddle with words” can be created to help remember the importance of playing with language in creative writing.
|Fiddle||A stringed musical instrument, often used synonymously with the violin||The fiddle is commonly used in folk music.|
|Fiddler||Someone who plays the fiddle||The fiddler entertained the crowd with lively tunes.|
|Fiddle with||To play or manipulate something without a clear purpose or goal||He sat at his desk, fiddling with his pen while thinking.|
|Fiddle around||To waste time or engage in aimless activity||Instead of studying, he spent the afternoon fiddling around with his guitar.|
So, “fiddle with” is a versatile phrase that can describe various actions and uses in different contexts. Whether it is used to describe playing a musical instrument, manipulating a situation, or simply fidgeting with something, the meaning remains fluid and can be adapted to fit the specific situation.
A mnemonic is a technique that helps individuals remember or recall information. It is a memory aid that uses associations between easy-to-remember words, phrases, or images and the information that needs to be remembered. In the context of the fiddle, a mnemonic can be used to remember different aspects of the instrument, its history, types, and techniques.
For example, to remember the definition of a fiddle, one can use the mnemonic “FIDDLE: From the Slang ‘Vitula,’ It Describes the Different Types, While a Fiddler Plays with Accomplish or Something They Want.” This mnemonic breaks down the word fiddle, describes its origin from the slang word “vitula,” and highlights that a fiddler plays the instrument with skill to achieve a desired effect.
Another mnemonic can be used to remember the various techniques associated with fiddling. For instance, the phrase “Monkey See, Monkey Fiddle: A Fiddler Sometimes Uses Monkey Verbs to Describe How They Play” can assist in remembering that fiddlers often use monkey-like verbs to describe their playing, such as “monkeying around” or “fiddling with something.” This mnemonic helps one recall the playful and improvisational nature of fiddling.
Using mnemonics can make learning about the fiddle more engaging and enjoyable. It allows individuals to associate the information with memorable and familiar words or images, making it easier to recall in the future. So, whether you are a beginner or an experienced fiddler, using mnemonics can help deepen your understanding and appreciation of this musical instrument.
Fiddle with something
In everyday language, the phrase “fiddle with something” is a common expression that is widely used. Let’s explore the different meanings and uses of this slang phrase.
Definition and Origin
The phrase “fiddle with something” is a derivative of the word “fiddle,” which describes a musical instrument similar to a violin. The term “fiddle” is believed to have originated from the Latin word “vitula.”
In literature and everyday conversation, “fiddle” is often used as a verb, expressing the action of playing or tampering with something while not accomplishing anything useful.
Meaning and Uses
The slang phrase “fiddle with something” is used to describe the act of playing or toying with an object or idea without a specific purpose in mind. It implies a sense of distraction or restlessness.
People often fiddle with something when they are bored, nervous, or have excess energy they need to release. It can also be a way to pass the time or find temporary relief from stress.
The phrase “fiddle with something” can be used to describe various scenarios, such as:
- Twiddling with a pen or pencil while thinking.
- Adjusting or rearranging objects on a desk.
- Poking and prodding at a gadget or device.
- Playing with a piece of string or other small item.
Link to Fidgeting
Fiddling with something is closely related to the concept of fidgeting. Fidgeting refers to the small and often unconscious movements that people make with their hands or feet, especially when feeling restless or anxious.
Both fiddling and fidgeting involve repetitive and sometimes rhythmic actions that provide a sense of comfort or distraction. They can help individuals channel their excess energy or focus their attention while their minds are engaged in other tasks.
In summary, “fiddle with something” is a commonly used phrase that describes the act of playing or manipulating an object without a specific purpose. It can be a way to pass the time, provide temporary relief from stress, or simply satisfy an individual’s restless nature.
Fiddle with meaning
While the fiddle is most commonly known as a musical instrument, it also carries a metaphorical meaning. In this section, we will explore the different meanings associated with the word “fiddle” and how it has found its way into literature and everyday conversations.
Origin and Derivative
The word “fiddle” originates from the Old English word “vitula,” which describes a type of musical instrument. Over time, the word evolved and became “fiddle” in English.
In literature and everyday conversations, the verb “to fiddle” is often used to imply a sense of playfulness or tinkering with something without accomplishing much. It is sometimes used as slang to describe someone who fiddles around or wastes time.
Link to Fidgeting
There is a link between fiddling and fidgeting, as both words share a similar root and describe the act of playing or messing around with something. Fidgeting refers to the restless or repetitive movement of the hands or feet when feeling anxious or bored. Similarly, fiddling can also mean playing with or manipulating objects in a restless or aimless manner.
In some cases, “fiddling” can also be associated with someone who uses deception or manipulates situations for personal gain, similar to a fiddler using their skills to deceive others.
Familiar and Sometimes Mnemonic
The word “fiddle” is familiar to many due to its usage in everyday conversations. It is sometimes used as a mnemonic device to remember or emphasize a point. For example, someone might say, “Don’t fiddle around, get to work!” to remind others to stay focused and productive.
Furthermore, the phrase “fiddled while Rome burned” is a well-known idiom that refers to someone who was preoccupied or distracted by unimportant things during a serious situation. This phrase serves as a reminder to stay focused on what truly matters.
Overall, the word “fiddle” carries multiple meanings and connotations beyond its musical association. It is a versatile word that can describe playing with an instrument, wasting time, manipulating situations, or even serving as a mnemonic device.
The musical instrument known as the fiddle is a derivative of the violin. While both instruments share similar features and techniques, the term “fiddle” is often used to describe the violin when it is played in a more folk or traditional style. Sometimes, the term “fiddle” is also used to differentiate between the classical violin and the violin that is used in other genres of music such as country, bluegrass, or Celtic music.
The word “fiddle” has its origins in Old English and Old Norse languages. It is derived from the word “vitula” which means “to play the fiddle”. In just a few tags of time, the term “fiddle” became widely recognized and used to describe the instrument that was played with a bow. While the term “fiddle” has also been used as a slang term to mean “to play around with something”, its musical meaning has stuck around throughout the years.
The fiddle is often associated with traditional and folk music from around the world. In literature, the fiddle has been played by many memorable characters, which has further established its cultural significance. The fiddler is sometimes depicted as a lively and energetic performer, with the instrument often being associated with lively tunes and dance music.
Link to this slang definition
While the word “fiddle” is commonly used to refer to a musical instrument, it also has another meaning in slang. In this context, “fiddle” is a derivative of the word “fidgeting,” which describes the act of moving or playing with something without accomplishing anything. It is sometimes used to describe someone who is restless or unable to sit still.
The origin of this slang definition is not clear, but it is believed to have originated from the verb “fiddle,” which means to play something in a casual or aimless way. The slang definition of “fiddle” has become familiar in literature and everyday language, and it is often used to describe someone who is constantly fiddling or playing with something instead of focusing on the task at hand.
For example, you might hear someone say, “Stop fiddling with your phone and pay attention!” This use of the word “fiddle” as a slang term is commonly heard in everyday conversation.
|Fiddle||A derivative of the verb “fidgeting” used to describe someone who is constantly playing or moving something without accomplishing anything|
Slang tags: fiddle, fidgeting
So, while the fiddle is a musical instrument that is played in a deliberate and skillful manner, the slang definition of “fiddle” describes a behavior that is the opposite – aimless and without purpose.
If you come across the word “fiddle” being used in this slang sense, you now understand its meaning and origin.
When someone hears the word “fiddle,” they might think of a fiddler playing lively tunes, while others might envision someone fidgeting with an object. In literature and slang, the word “fiddle” has different meanings and uses.
- Definition: The word “fiddle” is a derivative of the word “vitula,” which is the Latin word for “stringed instrument.” It is often used to describe a violin or a similar instrument.
- Mnemonic: To remember the meaning, you can think of it as “something that is played or used to accomplish a musical meaning or purpose.”
- Time: The fiddle has been around for centuries, with its origin dating back to ancient times.
- Fiddle in Literature: In literature, the term “fiddle” is sometimes used to describe someone playing with words or manipulating language.
- Link to Fidgeting: The connection between fiddling with an object and fidgeting comes from the idea of someone using their hands to play or manipulate something, similar to how someone might fidget with an object.
- Other Uses: The word “fiddle” can also be used in slang to describe someone who is being deceitful or tricky, like a “monkey” who is always trying to get away with something.
So, whether you are talking about a fiddler playing beautiful tunes or someone fidgeting with an object, the word “fiddle” has a variety of meanings and uses.
When it comes to the fiddle, there is more to it than just playing music. In fact, the term “fiddle around” has a whole different meaning, not related to the musical instrument itself.
The slang phrase “fiddle around” is commonly used to describe someone who is wasting time or not being productive. It can also mean to tinker with something, just for the fun of it, without any clear goal or purpose.
While the origin of this slang term is not well-documented, it is believed to be a derivative of the word “fiddle,” which describes the act of playing the fiddle. It is said that fiddlers, while playing their instruments, would often fidget or move around, hence the term “fiddle around” was used to describe someone who is restless or constantly moving.
In literature, the phrase “fiddle around” is often used as a mnemonic device for remembering different uses of the word “fiddle.” It helps to link the meaning of “playing the fiddle” to the meaning of wasting time or being unproductive.
To better understand the meaning of “fiddle around,” let’s take a look at some examples where it is used:
|I saw him fiddling around with the broken toy.||He was tinkering with the broken toy, without any clear goal or purpose.|
|Stop fiddling around and get to work!||Stop wasting time and start being productive!|
|She was fiddling around with her phone instead of paying attention.||She was not being focused and was wasting time with her phone.|
So next time someone tells you to stop fiddling around, they are not referring to the musical instrument, but rather asking you to stop wasting time and start being productive!
In literature, the fiddle often takes on a symbolic meaning. It is frequently used to describe someone who is skilled in accomplishing something with ease, without much effort or thought. The word “fiddle” is often used as a slang term, meaning to play around or fidget with something. This usage of the word is derivative of the musical instrument, as it describes the actions of a fiddler.
In some literature, the fiddle is used as a mnemonic device, linking it to certain actions or words. For example, the phrase “fiddling while Rome burns” is a well-known expression that means to engage in trivial or unimportant activities while something important or critical is happening. This phrase has its origins in the historical account of the Roman Emperor Nero, who is said to have played the fiddle (or a similar instrument, the lyre) as Rome was engulfed in flames.
In different types of literature, the fiddle is also familiar as a symbol of music or entertainment. It is often associated with lively gatherings or celebrations, where a fiddler plays joyful tunes to set the mood. The fiddle can be seen as a representation of community, bringing people together through its melodic sound.
The fiddle has even made its way into children’s literature, often personifying the instrument and giving it human-like characteristics. In these stories, the fiddle becomes a character that can talk and interact with other fictional beings. These stories create an enchanting world where the fiddle becomes an integral part of the narrative.
Overall, the fiddle has a rich history and holds multiple meanings in literature. Whether it’s used as a symbol, a metaphor, or a character itself, the fiddle adds a touch of melody and charm to the written word.
In the world of literature, the term “fiddle” is sometimes used to describe someone who plays fast and loose with the truth. This derivative meaning is derived from the slang verb “fiddle,” which means to accomplish or link together something without much care or precision. It is akin to fidgeting or monkeying around with words.
The origin of this derivative meaning can be traced back to the Latin word “vitula,” which is the origin of the word “fiddle.” In Latin, “vitula” refers to a musical instrument. However, the meaning of the word has since evolved over time to include the slang usage we see today.
When someone fiddles with words, it means they are playing around with the meaning or definition of something. This can be done intentionally to deceive or manipulate, or it can simply be done for amusement or creative purposes. For example, a writer might fiddle with words to create a clever mnemonic or to evoke a specific emotion in the reader.
This derivative meaning is often used in a negative context, suggesting dishonesty or manipulation. However, it can also be used to describe someone who is skilled at playing with words in a creative or artistic way. A fiddler of words might be praised for their ability to craft beautiful prose or captivating storytelling.
Different uses of the word “fiddle”:
- The word “fiddle” can be used as a noun to describe a musical instrument.
- As a verb, it can refer to playing the fiddle instrument.
- It can also be used metaphorically to describe the act of manipulating or playing around with something.
Link to the musical fiddling:
In musical terms, fiddling is a specific style of playing the violin, characterized by fast, energetic bow movements and a lively, rhythmic sound. While the word “fiddle” is often used interchangeably with “violin,” there are some slight differences in technique and repertoire between the two.
Fiddling is typically associated with traditional music genres such as folk, country, and bluegrass. It is often played in a lively and upbeat manner, with the fiddler adding their own flair and improvisation to the music. Fiddlers may use various techniques such as double stops, slides, and drones to create a unique and distinctive sound.
So, whether it’s in the context of slang, literature, or music, the word “fiddle” has a wide range of uses and meanings. From describing someone who manipulates words to referring to a lively style of playing the violin, the word “fiddle” continues to evolve and adapt in our language.
What is the history of fiddle?
The fiddle has a long history, dating back to ancient times. It is believed to have originated in Europe during the Middle Ages.
What are the types of fiddle?
There are various types of fiddle, including the violin, viola, cello, and double bass.
What are some techniques used in fiddle playing?
Some common techniques used in fiddle playing include bowing, plucking, and vibrato.
Where is the slang “fiddle with” used?
The slang term “fiddle with” is commonly used in informal conversation and can be heard in various English-speaking regions.
What does “fiddle around” mean?
The term “fiddle around” is slang and means to spend time in a relaxed or aimless manner, often engaging in unproductive activities.
What is the history of the fiddle?
The fiddle has a rich history that dates back hundreds of years. It is believed to have originated in Europe during the Middle Ages and was brought to America by European immigrants. Over time, it has evolved and been adapted to different musical traditions around the world.
Can you explain the different types of fiddles?
There are various types of fiddles, each with its own unique characteristics. Some popular types include the violin, which is the most common type and often used in classical music, and the cello, which is larger and produces lower tones. Other types include the viola, double bass, and electric fiddle.
What techniques can be used when playing the fiddle?
There are several techniques that can be used when playing the fiddle. Some common techniques include bowing, which involves moving the bow across the strings to produce sound, and pizzicato, which involves plucking the strings with the fingers instead of using the bow. Other techniques include vibrato, trills, and double stops.
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Technological progress is exponential and in the next two decades areas like gene therapy, neuroscience, artificial intelligence, nanotechnology, advanced robotics and automation are all likely to converge. Such advances will fundamentally disrupt society as we know it. Autonomous decision-making systems and machines will be the big game changer, and making choices about our future will become difficult as technology replaces major human decision-making. Didier Schmitt raises the prospect of a future where technology becomes less subjugated to humans as humans become more subjugated to technology. He argues that it is a dilemma the public at large must be fully conscious of so that society can anticipate rather than become enslaved by technology. In essence he is talking about shaping the future and not being shaped by it - and in this exclusive extract from Scion|ce the author casts his retrospective, imaginative space eye back from the future.
The general public’s interest in space activities has always been present and ‘useful space’ came from an unexpected direction. Who indeed could have foreseen that the competition born of Cold War that carried the first men into Earth orbit would one day be replaced by international cooperation?
This was the case with regard to the International Space Station (ISS), the starting point for a real multi-national cooperation project. There were highlights that caught global attention such as when Philae landed on a comet in 2014, and then half a century later when a mini submarine was successfully plunged under the ice of Europa, a satellite of Jupiter. A great moment of political unification. This technology was not a special achievement, because the autonomous submarines had already taken over under our terrestrial seas and oceans, but it still needed a mini-nuclear generator to melt the 2 km ice sheet at -160 degrees Celsius.
Real change emerged when a common, very long-term vision was sketched out with the citizen participation of all nationalities, a fine example of crowd-shaping - participatory shaping - of public policy. The virtual representations gave a significant boost to this rush towards space. But let us not forget the dreams that such missions inspire. Proof of that was provided during the capture of the first asteroid by the crew of Orion; an event followed by more than four billion spectators in immers’Vision.
A few years later some six billion people ‘lived’ the descent of ‘marsonautes’ into Gale Crater. For a moment we had forgotten the ultimate goal: to find traces of proto-thermal bacteria based on triple-stranded DNA. Six months later, this historical discovery was confirmed by the automatic mission which returned with samples. In the high security P5 laboratory, the very definition of life was questioned and the Nobel Prize was not long in coming. This upset the mental representation of what makes mankind, as well as our place in this universe. It is now certain that other forms of life exist on some of the three billion planets registered in inhabitable areas of nearby galaxies.
“It is difficult to look further than you see” - Winston Churchill
A posteriori we now realise that the cost of these excursions in the sidereal vacuum has always been negligible compared to the expenses of past military conflicts. At the beginning of the century, these expenditures were compared to a cinema ticket or a pack of cigarettes as the equivalent of the annual contribution per person and per participating country.
Such comparisons no longer make any sense, not because tobacco and cinemas have long since disappeared but because of the indirect benefits of ‘pacification’ by the transnational links they create. This was called the space dividend.
Enthusiasm went as far as to generate philanthropic and participatory co-funding to see ideas become reality when those ideas were not necessarily a priority for scientists or politicians. All continents were represented in one or another initiative, with participation going well beyond the initial 30 contributing countries. The public’s enthusiasm grew as adventures were experienced through ever more realistic holographic communications.
The peak of attention was reached when we approached a catastrophe due to a dust cyclone at the advanced Martian base. It was an Apollo 13 adventure to the power of ten. Having missed their return window, the crew was forced to stay 500 more days. They were unable to rendezvous with the comings and goings of the ‘Earth-Mars’ cycler which, with its magnetron resonance propulsion, has an elliptical orbit and works as a shuttle that never stops.
Fortunately, the experiments of the polar bases influenced the concept of the Martian base, leading to a base design in which not all tasks were automated, mainly to keep the crew occupied and empowered but also to ensure the repair of the vital elements of the station. A 3D printer saved the mission.
The Orion spacecraft - a key to future outer space exploration.
A lunar tourist
The return to the Moon has been a political and strategic debate because arguments in favour of the need for technological validation before going to Mars were dubious. The Chinese decided to make it a showcase of their technical competence and political power. Other space agencies had developed detailed plans for a permanent base to better prepare future missions to Mars.
“When someone states that something is possible he is almost certainly right, when someone says something is impossible he is probably wrong” - Arthur C Clarke
But the exorbitant cost just to carry out tests under conditions very different from the Martian surface and atmosphere became the Achilles’ heel of the plan and public opinion put paid to the idea. Nevertheless, European industry found the opportunity to showcase its know-how by embarking on a commercial Moon adventure with funds from Middle East countries which also needed international visibility.
The first lunar tourist was a landmark moment because it was all visible using telescopes from Earth, ruling out any attempt to deny the reality of this trip, as had been the case for NASA’s first lunar expeditions. In fact, tourism had developed in low Earth orbit (LEO) for two decades but setting foot on the Moon was reserved for a professional elite.
The availability of the Chinese station for the benefit of the international community from 2027 onwards was a trigger for this market. The ISS was thus entirely reserved for ‘scientific’ tourists, who thereby became its operators and guinea pigs. The professional crew, which operated it and ensured its security, remained on board for three consecutive years, which enabled them to study countermeasures for the Martian missions. And for those who wanted strong sensations there was always the extra-stratospheric solo return glide at supersonic speed.
In the same vein, the battle of principle continues for the followers of Martian terraforming. They have already raised funds for ‘seeding’ synthetic photo bacteria in those numerous places where salt water is present in summer. They would produce oxygen which will generate a greenhouse effect within half a century and could thus make the planet habitable, ultimately without the need for the inhabitants to wear spacesuits. To draw the attention of a reluctant audience to the subject of colonisation, the scien’Twists are already announcing a lottery for one-way trips to the Red Planet.
The last word for the already convinced public was the recent fortuitous discovery of the habitable exoplanet Gamma2042. An exploratory journey is not yet on the agenda, even though the scientific grail of dark matter has finally been found and the existence of space-time gaps identified with certainty by astrophysicists. It will probably be necessary to wait until the next century to attempt a breakthrough because, in parallel, there is still work to be done on the stabilisation of antimatter. Which means that the youngest of us will see such an expedition!
Meanwhile, the enigma of the recent atmospheric oxygen loss of G2033 still remains to be elucidated. A real mystery, since this phenomenon occurred in less than three years. No explanation can be advanced before the quark telescope is put into operation near the Lagrange point 5, in the wake of Earth. But everyone has in mind the high probability of extraterrestrial life having failed in some way. In this context, it is significant that just 50 years ago we did not even know about the existence of exoplanets.
Animal bay on a futuristic spaceship.
The collection of data on Saturn’s rings is done with hundreds of probes inspecting their rocks. The atmosphere of Venus is modelled with the aid of autonomous aer’Bots which drift with the winds. Following the characterisation of gravitational waves by the eli’Sa mission in the 2030s, radio telescopes scrutinise the depths of our universe in order to understand the nature of the shock waves coming probably from the neighbouring universe.
We have just celebrated 400 years of Galileo’s prosecution for his demonstration of heliocentrism and we will soon commemorate the hundredth anniversary of the first artificial satellite, Sputnik. But there is still so much to understand.
In the past, space programmes were designed for 30 years ahead. For the ISS, for example, the design, construction and operation took 10, 10 and 30 years respectively. But as in other areas, everything suddenly accelerated. It began with private initiatives decades ago, as with the constellations of thousands of satellites for the then internet 3.0. These private low-cost programmes of the time surprised everyone, especially the ones reaching space and then the trans-atmospheric flights. It should be said that these would not have come into existence without the strato’S horizontal take-off and landing rocket plane. All space programmes were boosted because the price of access to Earth orbit decreased to a fourth of its initial value.
On Earth as it is on Mars - Earth’s martian science city.
“As for the future, it is not a question of foreseeing it, but of making it possible” Antoine de Saint-Exupery
But this was also at the origin of a number of challenges such as the one about the use of mineral resources of asteroids. These initiatives - driven by purely private interests - gave rise to unexpected opposition by ‘citizens of the world’.
These very people prohibited the exploitation of the Moon by classifying it as a ‘world heritage’ site. The combined effect of the movement for the preservation of celestial objects and the universal momentum for total recycling of rare elements definitely blocked those projects, even though they were already well advanced.
It is true that the international guidelines on recycling boosted innovation. Returning to minerals would have pushed us back into a waste era that was definitely thought to be over.
This shows that the concept of a service society and the priority given to ‘being and not having’ are now firmly rooted. The company or’Bit finally gave up after a fatal accident occurred during the wrapping of a small comet that began to spray a pocket of water on contact with solar rays. We were more or less accustomed to deadly accidents during take-offs and landings, but not to the fact of having to bring back the body of an explorer. The reputation of the company had already fallen after the discovery of genetic manipulations on the astero’Nautes so that they were more resistant to radiation and were cognitively more efficient. These difficulties show clearly that Earth will remain our living space for a long time.
However, the technology of connecting and docking these interstellar dinosaurs turned out to be beneficial when the comet AL318 was discovered by the amateur network damus’Nostra. Thus, everything was in place for the deviation of its trajectory, as the yotta’Flop supercomputer estimated the probability of the comet’s impact on the South Atlantic to be 99.9 percent. The 250 m tall tsunami would have forever changed the face of our planet. Since then, no one has ever questioned space budgets!
We narrowly escaped another cataclysm: a chain reaction of orbital debris. The alarm bell could have been sounded back in the 2020s but because of the competition on the costs of satellites no one wanted to take a first step to remedy the situation.
This time the decisions were immediate, as it was also necessary to urgently activate the ecliptic plan of the Beta tourist station, owned by the company or’Bit. Nobody can imagine the economic and societal cataclysm that would have resulted from the destruction of half of our space potential of 5,000 microsatellites.
It is true that we tend to forget what is not physically on Earth. If the domino effect had occurred beyond 600 km, the orbital slots would have been unusable until the end of this century. The million pieces of debris could never have been cleaned, even with the international programme clean’Space designed to capture and take old satellites out of service. And yet this technological weakness of our society was known.
The met’Sat one-month forecast of air quality and rainfall allowed a giant leap forward in anticipating seasonal disasters and mobilising the global fund for climate nomads - there are already 150 million of them.
If this progress had been made 20 years earlier, we would have avoided many setbacks. Indeed, the true revolution was the environmental awareness that followed the real-time modelling of oceanic, terrestrial and atmospheric systems by merging spatial and aerial data - obtained via pico-drones in a swarm - along with terrestrial data obtained by crowdsourcing from millions of ‘citizen sensors’.
What would this modelling actually be without the sharing of geo’Synchron real-time video observations? The digitization of the planet led to the extinction of the last climate-sceptical Mohicans. Let us note that it was necessary to stop the Oogle type hegemonies by classifying the continuous flow of satellite images as open’Access world heritage.
Other applications blossomed, such as the ones focused on the optimisation of eco-agriculture, the management of multiple energies, environmental-dependent health issues or the monitoring of ecosystems by the patri’Ot citizen association. The term ‘space applications’ has definitely become obsolete because all these observation systems are part of a continuum.
“The best way to predict your future is to create it” - Peter F. Drucker
The superiority of space systems over any other form of technological warfare exposed the fragility of our society. The escalation between attack and defence systems of satellites was quickly pointed out as being strategically unsustainable.
The interweaving of civil and military systems had become such that each hostility could lead to a cascade as in the era of nuclear deterrence. This was voluntary, since civil aircraft and combat drones were navigated from the same satellites. Despite this, advocates of the concept of ‘deterrence by dependence’ struggled at first to make their point.
The aim was to render obsolete the race for technologies to neutralise opposing space systems because of the unacceptable consequences in all civilian sectors of a ‘spatialised conflict’. The balance of fear was the only solution, given that codes of good conduct and other international agreements never succeeded because they were so easily circumvented. But above all, it was necessary to accept the new evidence of a common adversary that emerged: cyberterrorism 4.0, which found a gap in the quantum networks.
It began to do more harm than the conflicts of the 20th century and only a collective and global response could stem it. Each object, portable or not, has long been geo-locatable in order to be part of the Internet of Things. The dependence on satellites had also become too great, so that alternative location geo’Loc microchips - in a network integrated by the internet - had to be invented to avoid the risk of an economic collapse if satellites were put out of service for one reason or another. Alternative solutions have also emerged, such as relay nanosatellites capable of being orbited in their hundreds if necessary.
The fusion of civil and military space programmes ultimately confirmed the protection of Earth’s orbit as a ‘common good’.
About the author
Didier Schmitt was scientific adviser and foresight coordinator in the Bureau of European Policy Advisers to the President of the European Commission (2012-14) and worked in the Space Policy Unit at the European Commission from 2009-12. At the European Space Agency he managed human and robotic exploration preparation programmes, including the use of the International Space Station (1997-2009). In his academic career, he was associate professor at the Toulouse medical school and the International Space University (1992-1997). His educational background is a PhD in biosciences in addition to being a certified medical doctor. Currently working in the European Union diplomatic service, he is a regular opinion writer in mainstream French newspapers on future issues in science, technology and policy.
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“Noah built an altar to the LORD and sacrificed on it the animals and birds that had been approved for that purpose.
And the LORD was pleased with the sacrifice and said to himself, “I will never again curse the earth, destroying all living things, even though people’s thoughts and actions are bent toward evil from childhood. As long as the earth remains, there will be springtime and harvest, cold and heat, winter and summer, day and night.”
Genesis 8:20-22 (NLT)
**There is a video version of this lecture here: https://youtu.be/JFf5cjAH39g
**The exam is based on the content in these notes, so please print them off to study from.
Temperature measures the average kinetic energy (motion) of particles. We experience this as the sensible heat transferred from one object to another as the particles collide or move (by conduction, convection, or advection). Heat always flows form areas of higher temperature to areas of lower temperature. Heat transfer usually results in a change of temperature; the exception to this is latent heat, when a substance changes state (e.g. from solid to liquid or liquid to gas – we’ll deal with this in Chapter 7). So, for instance, it you walk outside on a VERY cold day, without a coat on, kinetic energy flows from your body, causing a transfer of heat from your body to the air, lowering the temperature of your skin. Technically this heat does warm up the air around you a little bit, but since your body heat is flowing into a huge amount of air, which is mixing by convection and advection, it is very difficult to measure.
- In the upper atmosphere, the temperature is actually very high (each particle is moving a lot, because it receives much insolation).
- However there are so few particles – densities are so low – it does not feel warm. This is because particles rarely collide, and thus no heat is transferred. Temperature, measured in terms of how fast the particles are moving, is high.
Read the sections in your text about temperature scales (be aware of the different scales, particularly Celsius and Fahrenheit) if you are traveling internationally. Being in Canada we will use Celsius. In the US and UK Fahrenheit is more common.
Surface air temperature is measured at least 1.2-2.0 m above the surface in an instrument shelter (to shade the thermometer/thermistor from direct insolation. Remember, insolation heats the ground, which then heats the air. BY taking air temperature readings at a distance above the surface, it reduces some of the effects of albedo and local ground heating. This is the temperature we “feel” and which is reported on Environment Canada’s weather site, The Weather Network, and online/radio/TV weather reports, etc.
The hottest recorded surface air temperature on Earth was 56.7 degrees Celsius, in Death Valley, California. The highest surface air temperature recorded in Canada was 49.6 degrees Celsius (June 29, 2021) in Lytton, BC, smashing the previous high of 45.0 degrees Celsius, which was recorded in Yellow Grass, SK in1937. Climate change may mean such extreme temperatures may become the “new normal” in mountainous regions of western North America, like Lytton. Climate change is not just warming the surface of the planet, it’s warming Earth’s entire troposphere – the lowest layer of the atmosphere where all our weather occurs. In mountainous areas, when snow and ice recedes or even disappears from mountains, the bare soil beneath can warm unimpeded. A 2015 study found that mountainous areas above 2,000 meters (6,500ft) are warming about 75% faster than places at lower elevations.
Land Surface Temperature records how hot the “surface” of the Earth would feel to the touch in a particular location. This may be 10-20 degrees Celsius warmer than the surface air temperature, which is measured 1.2-2.0 m off he ground surface. From a satellite’s point of view, the “surface” is whatever it sees when it looks through the atmosphere to the ground. It could be snow and ice, the grass on a lawn, the roof of a building, or the leaves in the canopy of a forest. Thus, land surface temperature is not the same as the air temperature that is included in the daily weather report. This is profoundly affected by albedo: light coloured rock /sediment (high albedo) reflects more insolation and is cooler; dark coloured rock/sediment (low albedo) absorbs more insolation and is warmer (5.2 “Effect of albedo and land cover on LST”, p. 121).
The hottest recorded land surface temperature on Earth was 70.7 degrees Celsius, recorded in the Lut Desert, Iran, although a reading of 93.9 degrees Celsius was allegedly recorded in Death Valley, California.
I. Global temperatures are related to:
Insolation is the most important variable in determining global temperatures.
The amount of insolation various parts of the Earth receive is directly related to latitude and seasons (which hemispheres are tilted toward/away from the sun) – remember Chapter 2. Remember that when the sun is over
- the Tropic of Cancer, 23.5 degrees N, the sun is directly over this point (June 21). The Northern Hemisphere is receiving more intense solar radiation, AND days are longer so more insolation is received. The Southern Hemisphere is receiving less intense insolation and days are short (or, south of 66.5 degrees S, NO insolation and no daylight). Warmest temperatures are in the Northern Hemisphere.
- the Equator, the sun is directly over this point (March 21/September 21). Insolation is most intense at the Equator and decreases symmetrically toward the Poles. Warmest temperatures are at the Equator.
- the Tropic of Capricorn, 23.5 degrees S, the sun is directly over this point (December 21). The Southern Hemisphere is receiving more intense solar radiation, AND days are longer so more insolation is received. The Northern Hemisphere is receiving less intense insolation and days are short (or, south of 66.5 degrees N, NO insolation and no daylight). Warmest temperatures are in the Southern Hemisphere.
- Remember Figure 2.9, “Daily insolation received at the top of the atmosphere,” 4CE, p. 50 (2.10; 3CE, p. 48).
- Look at Figure 5.5, “Latitude affects temperature” 4CE; p.123 (5.4; 3CE, p. 115).
The implications of this are straightforward:
- Summers (when your hemisphere is tilted toward the sun) are warmer than your winters.
- Locations between the Tropics, have relatively little seasonal variation (Figure 5.5, “Latitudinal Effects …” – Salvador, Brazil)
- The further you go toward the Poles, the stronger the seasonal variation in temperature due to latitude (Figure 5.5 – Barrow, Alaska)
In the troposphere (where we live), temperatures decrease with altitude, because the air becomes thinner (less dense). At an elevation of 5500 m above sea level, air is about 50% as dense as air at sea level. Because sensible (felt) heat has to be conducted from molecule to molecule, the less dense the molecules are, the less heat is transferred.
At higher altitudes:
- the temperature is cooler,
- the temperature range – day to night and between sunny spots and shady spots – is greater,
- UV radiation is more intense (make sure you wear sunscreen in the mountains!).
Consider Figure 5.6, “Effects of latitude and altitude” 4CE; p. 124 (5.5; 3CE, p. 116). Note the difference that high altitude (La Paz) makes, at the same latitude as a low altitude city (Concepción).
C. Cloud cover
At any given time, about 50% of the earth’s surface is covered by cloud. Clouds reduce insolation (moderate temperature), and act as insulation (keeping in longwave radiation). Thus clouds tend to keep daytime temperatures lower (by blocking out insolation), and nighttime temperatures higher (by reducing the escape of long wave radiation).
In equatorial areas and subtropical areas, cloud patterns are somewhat predictable. Equatorial areas have a typical pattern of afternoon cloud, reducing insolation and keeping temperatures warm, but not incredibly hot. Subtropical areas rarely have any cloud cover – these are the hottest places on Earth.
In mid-latitude areas (us), cloud patterns are notoriously unpredictable!
D. Continentality (land-water heating differences)
As we noted in Chapter 4, coastal/maritime areas (near oceans/large lakes) tend to stay cooler during the day and in summer, and stay warmer at night and in winter, than inland areas … why?
Water and land have different heating properties …
In coastal areas, much insolation is used to evaporate water. When insolation is used for evaporation, it absorbs heat energy; that energy is not available heat the surface as sensible (felt) heat. The insolation used for evaporation is stored as latent heat in water vapour, which can be released when the water vapour condenses.
NOTE: The concept of sensible/latent heat is why people perspire. When we release moisture to the atmosphere, energy from our bodies is used to evaporate it. This reduces our body temperature, cooling us off on hot days. We reduce our sensible heat, by using some our body’s energy to evaporate moisture as latent heat.
More insolation is used for evaporation in maritime areas than continental areas because there is more water available. Thus less insolation is used for sensible heat – felt heating – in maritime regions. Away from the ocean, less insolation used for evaporation; more insolation is used for sensible – felt – heat.
Because of coastal evaporation, there also tends to be more water vapour in the air and more clouds in maritime areas.
- See Figure 5.7, “Land-water heating differences” 4CE, p. 125 (3CE, p. 117).
a. Soil and rock are not transparent. Therefore, insolation is absorbed right at the surface. The surface of rock or of soil heats quickly (remember how hot asphalt can be in August). But the rock is not moving (usually) so heat is not “mixed” by convection or advection. Little heat is conducted down into the earth. Earth absorbs heat quickly and heats quickly during the day – right at the uppermost surface – and it loses heat quickly and cools quickly at night because the heat is stored right at the surface.
Think about a sandy beach on a scorching summer day. The surface of the sand will be cool at night. But it heats quickly to extremely hot temperatures during the day. However if you dig your toes below the surface, it’s nice and cool. The intense insolation is absorbed at the surface during the day, super-heating the surface. But the warmth does not penetrate to any depth. It is concentrated right at the top. Once the sun sets the surface sand cools quickly. Not far beneath the surface, the sand maintains a constant cool temperature day or night.
The same thing happens seasonally. Continental areas heat fairly quickly in the spring/summer – hot summers – and cool fairly quickly in the Fall/winter – cool winters.
b. Water is transparent. Insolation penetrates an average depth of 60 m (in very clear water, up to 300 m). Thus a given amount of insolation heats a great amount of water (not just the upper surface, like rock). This water is also constantly being “mixed” by advection and convection currents. The heat is dispersed over a vast depth and area. Water heats slowly and cools slowly.
The net result is that maritime locations are more moderate than continental areas. Water stores heat energy that can be released over a long time period (for instance over an entire winter season). Over the course of a 24-hour period, there is less intense heating during daylight, and less intense cooling at night. Over the course of a year, there is less intense heating during the summer, and less intense cooling during the winter.
Think about swimming in a large body of water (the ocean, a big lake). While the temperature may change a bit between your noon-time dip and your midnight splash, it is not dramatically colder at night. Annually, the ocean water temperature is not that much colder for the Polar Bear swim, January 1, than your Canada Day swim, July 1 – but the air temperature and land temperature is much, much colder in January. Being in the water January 1 for the Polar Bear Swim isn’t normally the problem … it’s getting out that gets you.
More energy is required to heat one litre of water than one litre of rock. The corollary of this is that one litre of water can hold more heat than one litre of rock. This heat-holding capacity is called specific heat. Water has a specific heat about 4 times that of rock.
So … a given amount of insolation will heat rock much faster than the same amount of insolation will heat water. But, the water will hold more heat than the soil. This will also moderate temperatures around water – cooler during the day, warmer at night; cooler in summer, but warmer in winter.
(NOTE: we do this more in Chapter 16 in the other course)
Water moves; solid rock (in general) does not. The movement of water currents results in the vertical and horizontal mixing of warmer and cooler waters, spreading the available energy over an even greater water volume than if the water were still.
Surface ocean currents tend to carry warmer equatorial and tropical waters toward the poles.
In the North Atlantic, the Gulf Stream carries warm water from the Gulf of Mexico, up the East Coast of North America to Europe. See Figure 5.8, “The Gulf Stream” 4CE p. 126 (5.10; 3CE, p. 118).
Reykjavik, Iceland (almost on the Arctic Circle) averages temperature above 0°C all year – much warmer than most Canadian cities (certainly those inland, from central BC through to the Atlantic Coast, much further south (from 45-54°N). This is the effect of continentality, related to water’s transparency, specific heat, and movement in currents.
In the North Pacific, the Japan Current, also called the Kuroshio, similarly brings warm water from the Sea of Japan along the East Coast of Asia to Alaska.
For current satellite imagery of sea-surface temperatures and currents, click here.
- Figure 5.9, “Sea-surface temperatures,” 4CE; p. 127 (5.11; 3CE, p. 119) shows that, although equatorial areas are warmest, heat is distributed north and south by currents. This helps moderate polar winter temperatures, when polar regions receive no direct insolation.
- Higher sea surface temperatures move south during the Southern Hemisphere’s summer (January) and northward during the Northern Hemisphere’s summer (July).
- Warmest sea surface temperatures typically occur in the Western Pacific Warm Pool, off the coast of SE Asia
- Sea surface temperatures, on average, are rising globally with climate change
- High sea surface temperatures are associated with intense evaporation and the formation of hurricanes/typhoons. Thus warming sea surface temperatures result in more frequent and more intense tropical storms.
Continentality is summarized well in your text, contrasting:
- Vancouver with Winnipeg (Figure 5.10, “Marine and continental cities – Canada,” 4CE; p. 128 (5.12; 3CE, p. 120)).
- Norway and Siberia (Figure 5.11, “Marine and continental cities – Eurasia,” 4CE; p. 129 (5.15; 3CE, p. 124)).
- are warmer in winter
- are cooler in summer
- have smaller annual temperature ranges
- have small daily temperature ranges
because of the influence of oceans
- are cooler in winter
- are warmer in summer
- have greater annual temperature ranges
- have greater daily temperature ranges
because they lack the influence of oceans
II. Global temperature patterns
- Figure 5.12, “Global mean temperatures for January,” 4CE; p.130 (5.13; 3CE, p. 121)
- Figure 5.13, “Global mean temperatures for July,” 4CE; p. 131 (5.16; 3CE, p. 124)
- Figure 5.16, “Global annual temperature ranges,” 4CE; p.134 (5.18; 3CE, p. 128)
These figures in your text highlight how these factors influence global temperature patterns. Study them! The lines on the maps are isotherms, they join points of equal temperature. (Those who are familiar with contour maps, contour lines join points of equal elevation – same principle).
The thermal equator (the heavy dotted red line on each figure) is the isotherm that connects all points with the highest mean (average) temperature at that time of the year. These are the hottest places, on average.
A. On the January map (Figure 5.12; 4CE; p. 130/5.13, 3CE, p. 121):
- the thermal equator is south of the Equator (0°). Why?
- Because the sun is over the Southern Hemisphere, near the Tropic of Capricorn (23 ½° S)!
- in the southern hemisphere, the thermal equator dips furthest south over the continents (South America, Australia). Why?
- Because land heats more quickly than water. The continents “super-heat”; the ocean stays cooler.
- in the southern hemisphere the highest temperatures are over the continents. Why?
- Same reason – the land heats more intensely.
- in the northern hemisphere, the coolest temperatures are over the continents (see Siberia and Greenland, -48°C AVERAGE temperature – ouch). Note on the inset of North America that isotherms bend equator-ward (cooler air, further south) Why?
- Because land cools more quickly than water.
- in the northern hemisphere, the warmest temperatures are in the oceans. Why?
- Because warm ocean currents bring warm water north (see the north Atlantic, toward Iceland and Norway – the Gulf Stream – and the north Pacific, towards Alaska – the Japan Current), and water cools more slowly than land.
B. On the July map (Figure 5.13; 4CE ; p. 131/5.16; 3CE, p. 125):
- the thermal equator is north of the Equator (0°). Why?
- Because the sun is over the Northern Hemisphere, near the Tropic of Cancer (23 ½° N)!
- in the northern hemisphere, the thermal equator dips furthest north over the continents (North America, the Middle East). Why?
- Because land heats more quickly than water. The continents “super-heat”; the ocean stays cooler.
- in the northern hemisphere the highest temperatures are over the continents (Texas, Iran, China … even Siberia warms up!). Note on the inset of North America that isotherms bend poleward (warmer air, further north) Why?
- Same reason – the land heats more intensely.
- in the southern hemisphere, the coolest temperatures are over the continents (see Peru, 0°C, Antarctica, -66°C!). Why?
- Because land cools more quickly than water.
- in the southern hemisphere, the warmest temperatures are in the oceans. Why?
- Because water cools more slowly than land.
C. On the annual temperature range map (5.16; 4CE, p. 134/5.18; 3CE, p. 128):
- the greatest annual ranges are located in central Asia (Siberia) and central North America. Why?
- Because these areas are furthest from oceans. They heat most intensely in the summer and cool most intensely in winter (continentality). And, because they are fairly far north, there is a large seasonal difference in the amount of insolation received (effect of latitude).
- the greatest temperature ranges are in the northern hemisphere. Why?
- Because there are larger land masses in the northern hemisphere. The Southern Hemisphere is almost all water (keeping temperature ranges more moderate)
- the least annual ranges are over equatorial waters. Why?
- Because the equator has little seasonal change in the amount of insolation received.
- Water cools and heats so slowly.
- The major currents (Gulf Stream/Japan Current) are north and south of the Equator, not AT the Equator, so warm water is not move poleward right at the Equator.
D. On the January and July Average Temperatures for Polar Regions (5.14-5.15, p. 132-133)
- During the Polar regions’ winters, they receive 0 insolation. The Earth is radiating longwave radiation, but no insolation is coming in. So these regions get VERY cold. Antarctica, in winter, is colder than the Arctic (Northern Hemisphere) – the coldest surface air temperature recorded on Earth was -89.2 degrees C, at Vostok Station, Antarctica. The coldest surface air temperature recorded in Canada was -63 degrees C (Snag, Yukon). Why is the Antarctic colder?
- the continent of Antarctica is right at the Pole. Most of the land in the Arctic is further south. The actual North Pole is ocean
- the content of Antarctica is higher elevation than most of the Arctic land masses.
- During the Polar regions’ summers, they receive maximum insolation – not very intense, but 24 hours a day of it. These regions have a lot of difference in temperature between their coldest and warmest months. Summer temperatures in Arctic are warmer than summer temperatures in the Antarctic. Why
- the continent of Antarctica is a large land mass; the Arctic is made up of smaller islands. Warm ocean currents carry warm water closer to the Pole in the Arctic.
- the continent of Antarctica has high elevations, resulting in cooler temperatures.
E. Changing Global Temperatures
The last several decades have been the warmest on record (since record keeping began in the 1880s). Figure 5.17, “Surface temperature anomalies …” p. 135, shows how, in general, surface temperatures have become warmer and warmer since the baseline of the 1970s.
Although Earth’s climate is constantly changing naturally, the extent of these changes is much greater than can be explained by natural phenomena. Increased human production of carbon dioxide and methane correlates with this data and provides one explanatory approach to this. Therefore there is a scientific consensus that this represents human-induced climate change. We will discuss this more in Chapter 11.
- See a video of global warming from 1880-2020
- Watching the Land Temperature Bell Curve Heat Up (1950-2020)
Note that the terms “global warming” and “climate change” are not interchangeable. Global warming is the long-term heating of Earth’s climate system observed since the pre-industrial period (between 1850 and 1900) due to human activities, primarily fossil fuel burning, which increases heat-trapping greenhouse gas levels in Earth’s atmosphere.
Since the pre-industrial period, human activities are estimated to have increased Earth’s global average temperature by about 1 degree Celsius (1.8 degrees Fahrenheit), a number that is currently increasing by 0.2 degrees Celsius (0.36 degrees Fahrenheit) per decade. Most of the current warming trend is extremely likely (greater than 95 percent probability) the result of human activity since the 1950s and is proceeding at an unprecedented rate over decades to millennia.
Climate change is a long-term change in the average weather patterns that have come to define Earth’s local, regional and global climates. These changes have a broad range of observed effects that are synonymous with the term. Climate change includes a whole cornucopia of effects associated with changes to the Earth’s atmosphere including global warming, but also more severe storms, droughts, melting ice sheets, rising sea levels, ecosystem changes, etc., etc. Scientists use observations from the ground, air and space, along with theoretical models, to monitor and study past, present and future climate change. Climate data records provide evidence of climate change key indicators, such as global land and ocean temperature increases; rising sea levels; ice loss at Earth’s poles and in mountain glaciers; frequency and severity changes in extreme weather such as hurricanes, heatwaves, wildfires, droughts, floods and precipitation; and cloud and vegetation cover changes, to name but a few.
III. Air Temperature and Us
- Focus Study 5.1, “Heat Waves” 4CE, pp.136-7) (“Air temperature and the human body,” 3CE, pp. 126-127).
We “feel” different temperatures depending on water vapour content of air, wind speed, air temperature … and the sensitivity of our own bodies.
At the same air “temperature”, when it’s cold:
- moist air “feels” colder than dry air
- moving air (wind) “feels” colder than still air
- The coldest is moist, moving cold air!
At the same air “temperature”, when it’s hot:
- moist air “feels” hotter than dry air
- moving air (wind) “feels” cooler than still air (fans help!)
- The hottest is moist, still air!
Our natural body temperature is 36.8°C. When we are exposed to extremely low or extremely high temperatures, our bodies feel stress..
When exposed to low temperature we experience hypothermia.
When exposed to high temperature we experience hyperthermia.
Check out this article on the coldest and hottest temperatures recorded: BBC News – Coldest spot on Earth identified by satellite
A. Wind Chill (4CE, p.118)
Anyone who has ever waited at a bus stop or taken a walk on a blustery winter day knows that you feel colder when the wind blows. We call the cooling sensation caused by the combined effect of temperature and wind the wind chill.
On a calm day, our bodies insulate us somewhat from the outside temperature by warming up a thin layer of air close to our skin, known as the boundary layer. When the wind blows, it takes this protective layer away-exposing our skin to the outside air. It takes energy for our bodies to warm up a new layer, and if each one keeps getting blown away, our skin temperature will drop, and we will feel colder.
Wind also makes you feel colder by evaporating any moisture on your skin-a process that draws more heat away from your body. Studies show that when your skin is wet, it loses heat much faster than when it is dry.
The wind-chill factor expresses the temperature that cold moving air really feels like – and the rate at which the body actually loses heat.
- See 4CE Figure 5.2, p. 118 (Figure 1/5.1.1, “Wind Chill,” 3CE, p. 126).
Wind-chill can be cause by naturally created wind or by human-induced wind (i.e. skiing). Beware! Skiing at high speeds artificially produces very high wind chills! Skiing at 30 km/h is as dangerous to exposed skin as a 30 km/h wind.
Canada has a new wind chill index (more scientific than the one presented in your text).
Just in case you were wondering, the equation to determine the new index is the following:
- where is the wind chill index, based on the Celsius temperature scale, is the air temperature in degrees Celsius (°C), and is the wind speed at 10 metres (standard anemometer height), in kilometres per hour (km/h).
NO! YOU DO NOT HAVE TO KNOW THIS FORMULA FOR AN EXAM!
Canada’s record Wind Chill was January 13, 1975: -91°C. This occurred in Kugaruk (Pelly Bay), NWT when the temperature was -51°C and there was a 56 kmh wind.
Hypothermia occurs when your body loses heat faster than it can produce heat, causing a dangerously low body temperature (below 35 degrees C). When your body temperature drops, your heart, nervous system and other organs can’t work normally. Left untreated, hypothermia can lead to complete failure of your heart and respiratory system and eventually to death.
Signs and symptoms of hypothermia include:
- Slurred speech or mumbling
- Slow, shallow breathing
- Weak pulse
- Clumsiness or lack of coordination
- Drowsiness or very low energy
- Confusion or memory loss
- Loss of consciousness
Someone with hypothermia usually isn’t aware of their condition because the symptoms often begin gradually. Also, the confused thinking associated with hypothermia prevents self-awareness. The confused thinking can also lead to risk-taking behavior. If you suspect someone has hypothermia, gently move the person inside or warm them up if possible. Get them to the hospital or call 911.
B. Heat Index or Humidex (4CE pp. 136-138)
Heat can be hard on humans. As global temperatures rise, one of the consequences are more – and more intense – heat waves, that cause distress, danger, and even death for human beings. Essentially our bodies seek to keep our core temperatures (especially our brain temperatures) at about 36.8 degrees Celsius. When temperatures get really hot, our bodies are stressed. If there is low humidity and high winds, even if it’s hot, we can perspire to keep our temperature down. However in situations where there is high heat, high humidity, and low winds, the air cannot absorb moisture (perspiration), and there is not mixing (no wind). The higher the humidity, the more difficulty humans have “cooling down” by perspiration (the air is so saturated it cannot evaporate perspiration and we cannot cool by the loss of latent heat). Not good.
Heat stress, or hyperthermia, takes forms like heat cramps, heat exhaustion, and heat stroke. Heat stroke occurs when your bodyis absorbing or producing heat faster than it can cool itself (internal temperatures up to 41 degrees Celsius). Symptoms include
- high body temperature.
- Mental confusion, agitation, slurred speech, irritability, delirium, seizures
- You stop sweating.
- Nausea and vomiting.
- Flushed skin.
- Rapid breathing.
- Racing heart rate.
If this happens to someone you know, get help! Get the person in the shade. Cool them down. Get them to hospital or call 911. Untreated heatstroke can quickly damage your brain, heart, kidneys and muscles. The damage worsens the longer treatment is delayed, increasing your risk of serious complications or death.
The heat index or humidex indicates how the human body reacts to high temperatures and high humidity (high water vapour content).
According to the Meteorological Service of Canada, a humidex of at least 30 causes “some discomfort”, at least 40 causes “great discomfort” and above 45 is “dangerous”. When the humidex hits 54, heat stroke is imminent. As the humidex rises, people are encouraged to minimize physical activity, exposure to the sun, seek out cooler environments (ideally air conditioned or at least in the shade), and to drink lots of fluids.
The highest recorded humidex reading in Canada was 53, recorded at Carman, MB (July 25, 2007) and Castlegar, BC (July 14, 1961).
One curious (but true!) note: hair length increases with humidity! The range between dry and saturated air can account for a difference in hair length of about three per cent. In moist air, people with naturally curly hair experience the frizzies as their hair increases in length. Under the same conditions, people with long, straight hair find it going limp.
The official formula is this: (No, you don’t need to know it for the exam!)
- is the air temperature in °C
- is the dewpoint in K
Worth reflecting on …
- Sir John Polkinghorne, professor of physics at Cambridge University and an ordained Anglican minister, talks about the origins of his faith, how that faith stands alongside his scientific knowledge, and how he deals with doubt. The Faith of a Physicist – YouTube. What are your thoughts?
- Reflecting on our Christian mission, Dayton and Pretiz write …
“What can we do in practical terms therefore to make sure that we are faithful witnesses to him in our life and work, regardless of where that life and work is lived out, and regardless of what its official business is?
“Firstly, just as it is now normal for some degree of anthropological or cultural study to be a regular part of cross-cultural training, along with the obvious demands of language study, so we should make it an essential part of our preparation to acquire an equal awareness and understanding of the physical setting in which we go to work. By definition those who merely visit a place are unfamiliar with all of its dynamics, ecological and otherwise. They tend to be acutely unaware of the constraints that must exist if their life is to be sustainable in an unfamiliar environment. They also have far less invested in its sustainability, because unlike those they have come to serve, they can always leave! If they are part of demonstrating or teaching a lifestyle that results from the gospel, as inevitably they are, cross-cultural workers need to be aware of the local context if they are not to endorse or even recommend disaster. Two actual examples, one negative and one positive serve to illustrate the point. In a semi-arid African country, missionaries began to feel acutely the difficulty in training church leaders who belonged to a nomadic group. The people were never in one place long enough for the teachers to complete any serious work. As the missionaries understood little of the interaction between the movement of the cattle, and the availability of food, they resolved to sink a borehole that would avoid the need for wandering, and provide constant water, keeping the people in place for long enough to be taught thoroughly. Needless to say, within four months the land for some thirty kilometres in every direction had become a dust bowl, trampled by the constant presence of the many animals who had now settled down in the area. Serious poverty was only averted by the resumption of the old nomadic lifestyle. More positively, in a South American country, a pastor was very concerned by the way his church people were destroying the last of a dryland forest in order to sell the wood for much – needed fence poles. Once the trees were cut, the land soon lost its topsoil, and families who had once lived in the area were forced to move. Furthermore the pastor was convinced by teaching Genesis that this kind of way of living by destruction didn’t reflect a proper human response to the Creator. So he gradually introduced a bee-keeping economy which ensured the protection of the woodlands that were habitat for the bees, but which served to safeguard the livelihood of his church members over future years. Properly understood, and obediently undertaken, the search to understand creation is part of a quest to understand God, just as the search to understand a culture is an act of compassion that reflects God’s love for the people he has made…
“Secondly, we can simply offer to our host country and church an awareness that our relationship to creation is relevant to our relationship with God and to our discipleship. For many Christian communities that will come as an entirely new idea, and will also conveniently serve to challenge the besetting dualism which does such damage in Christian living … An affirmation of the fundamental goodness of Creation, and of the possibility of redemption in the midst of life, rather than by escaping life, is urgently needed. It will need great humility, and the awareness of our partial understanding of many issues, but it will do greater justice to the truth that any idea of what is “spiritual” must include all that is of the Spirit of God, rather than meaning “non-material” as is too often popularly assumed. A more biblical recognition of the role of the Holy Spirit in creation should protect us from that.
“Then thirdly, we must re-examine how our work in evangelism, which in one form or another makes up such a major part of normal missionary endeavour, is affected by a recovery of our understanding of God as Creator, and people as his creation. Once again this may seem to be of limited relevance, but in fact the reverse is true. If we begin from the understanding that in common with all people, both those who call themselves Christians and those who don’t, we are created human beings, we are immediately spared from a disastrous “us and them” posture. Whatever our good intentions, we need to accept that this has been widely misunderstood as elitism or arrogance. We share the gospel with those who hear it, it is for all of us, no matter what stage we may have reached in hearing or receiving it. There is a kind of created community here. Furthermore we understand that everything about all people is in some measure created – body, soul, spirit, person … God’s care is manifest to all his creation, and not merely a part of it. His care is for the created person, in need of redemption in all its fullness, and not merely for some non-material entity deemed to be eternal. Moreover, the understanding that all people, in every place and in every condition, share an equal status as created beings gives us a renewed motivation for crossing cultural barriers, and reaching out everywhere with the good news. No human community should be overlooked, or regarded as less important … Above all, we must be aware, because of the fact that the word was made flesh and lived among us, that whatever our preaching or talking, it will often be our embodiment of the message that speaks loudest. Once again our model is the ministry of Jesus, whose words served as explanation for the mighty works of God, and whose action in laying down his life and taking it up again brought our redemption. Tellingly we celebrate that now in a meal together, and not just in words. We cannot neglect the material reality that embodies our verbal evangelism. Who we are is as much our preaching as what we say.
“Finally the simple actions which involve us in exchanges with the Creation can be looked at and seen for what they are – either as grateful or exploitative, potentially worship, or thoughtless and indifferent. How do we use paper, or electricity, or transport, in our work? What is left for the future when our work is complete? Do we recognise any constraints and limits, and how are the other members of God’s creation affected by our projects? …
“Whatever our work or our life, it (mission) is inevitably something that we will all do, and the choice we face is merely whether we will do it well or badly, whether we will do justice to the gospel, or will distort it.”
Adapted from “Down-to-earth Christianity” edited by R W Dayton and P E Pretiz, 2000. ISBN 0-9678717-0-0 (http://en.arocha.org/bible/index2.html)
- Do you agree with Dayton and Pretiz? Why? Why not? Feel free to discuss this quote on the course discussion site …
3. Read about Pope Francis challenge to see care for the environment as a Christian imperative: Pope calls for new work of mercy: Care for environment
To review …
Check out the resources at www.masteringgeography.com
This page is the intellectual property of the author, Bruce Martin, and is copyrighted © by Bruce Martin. This page may be copied or printed only for educational purposes by students registered in courses taught by Dr. Bruce Martin. Any other use constitutes a criminal offence.
Scripture quotations marked (NLT) are taken from the Holy Bible, New Living Translation, copyright © 1996. Used by permission of Tyndale House Publishers, Inc., Wheaton, Illinois 60189. All rights reserved
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The Debate over the Age of the Earth
One of the recent “problem areas” for science and Christianity has been the age of the Earth. Some scientists and some Christians see this as an irreconcilable issue. Some Christians argue the Bible “teaches” the Earth is only a few thousand years old. Some scientists argue the observed facts of science“ prove the Earth is billions of years old. There seems to be a problem!
For instance, for some people, who interpret the Book of Genesis in specific ways, the geologic time scale in Chapter 12 is problematic.
Within the context of the authors’ assumptions – that uniform, consistent laws govern the processes of landscape formation over time without catastrophic divine intervention (uniformitarianism) – the timeline presented here is logical. The evidence for an old earth, including radiometric dating and seasonal layers in ice, and an even older universe (13.7 billion years) is overwhelming. The 4.5 billion year dating for the Earth is accepted by the vast majority of scientists, including the vast majority of Christian earth scientists. Christian geophysicist, Robert White, has a helpful paper on the Age of the Earth discussing a Christian old earth perspective. The Biologos Foundation also has a helpful article: How are the ages of the Earth and universe calculated? | BioLogos. These Christians are not “compromisers” – a pejorative term that is frankly, unhelpful, insulting, and sub-Christian – who do not believe the Bible! They simply interpret one particular biblical text (Genesis 1) differently from how other Christians interpret that same text. The issue is one of human interpretation of biblical text, not divine inspiration, biblical authority, or theological orthodoxy.
Of course, if a person believes that something – or Someone – other than natural processes can be involved in major ways, alternative timescales may be possible. While the vast majority of Christians in the sciences have no problem reconciling Scripture with scientific data supporting an old earth, some Christians believe the Earth is much younger than this. This could be possible if there were dramatic divine intervention (although there are many, many challenges this perspective has to overcome). This approach assumes something “catastrophic” (divine intervention) occurred resulting in an Earth (and universe) with the appearance of great age (thus it is termed catastophism as opposed to uniformitarianism). While this position is sometimes presented as scientific, there has been little peer-reviewed scientific evidence, outside of limited circles, published to support it. And it struggles to account for much of the uniform data within geology, astronomy, and biology, without assuming God is deliberately trying to confuse us with the appearance of great age.
Therefore the text authors are quite correct within their paradigm – the timeline they present is a logical position given their assumptions in uniform natural processes over time. Such a faith position IS of course a faith position (faith in consistent natural processes, which Christians believe were established by the Creator). As a faith statement, young earth creationism is possible – but it is a faith statement, too – not a scientifically verifiable hypothesis. Ultimately when we speak of the ancient past, we are always interpreting – either a text or the creation.
The issue of dating, for Christians, typically revolves around competing interpretations of Genesis 1 and 2. If a person interprets Genesis 1 and 2 believing their purpose is to give us a modern scientific account of Earth’s history (in terms of our modern scientific methods), then a recent date could make sense. If a person interprets Genesis 1 and 2 as theological accounts and religious texts teaching us about God and his creation either in poetic, metaphoric, or ancient literary form – and reflecting the ancient understanding of the cosmos – without intending to be modern scientific discourses, then an older date is completely reasonable.
Note this is an issue of interpretation – how we interpret a biblical text – not an issue of inspiration. Both old-Earth and young-Earth perspectives believe the Bible is the inspired Word of God. They differ on the human aspect of how we should interpret one specific text within it. Either is a reasonable Christian position depending on how you interpret those passages (if you are really interested in this, see the discussion at the end of the “Theological Issues” notes upcoming, talk to an Old Testament professor, or a scientist who is a Christian (they have had to work this through), or read several good Bible commentaries on Genesis 1 and 2. This is a hermeneutical challenge. And it is NOT a simple one! It is certainly not a test of Christian orthodoxy!
There are at least two major issues here …
- What does the Bible actually “teach” about the age of the Earth?
- What has science actually proven about the age of the Earth?
What does the Bible teach about the age of the Earth?
Within the Christian community there is not agreement about how old the Earth is.
- Some Christians argue the Earth is only several thousand years old.
- Other Christians argue the Earth is several billion years old.
The problem is, the Bible does not explicitly “teach” this as clearly as some people say it does! Scripture never intentionally says, “The Earth is ____ years old,” or “The Earth was created at this precise time: _________.” We only have the nebulous term, “In the beginning …” (Genesis 1:1). But even when that statement is made, matter already exists. Here are some quotes by well-respected evangelical Christian scientists:
- “The real facts of science … all point to the recent special creation of all things …” (Morris 1984, p.125-6)
- “The fundamentalist argument against the scientific assertion of the great age of our planet – to the effect that God created the earth only about 6000 years ago … – is unworthy of serious discussion …” (quoted in Ross 1994, p.13)
Christians who believe the world is several thousand years old interpret Genesis 1-2 as a passage intentionally speaking scientifically about the creation of the earth, specifically as that occurred over seven literal 24-hour periods. Then they add up the genealogies in the Bible and come up with a date a few thousand years B.C. These people believe in a young Earth. The primary mechanisms shaping the landscape (making mountains, shaping river valleys, etc.) would then be catastrophic events (huge earthquakes, etc.), because everything would have had to have been created in a short period of time. Catastrophism is a term that describes this theory of landscape formation. Note that this approach is based on a specific interpretation of only one passage of Scripture.
Other Christians believe (along with most non-Christian natural scientists) that the earth is actually several (4.3) billion years old. They assert that Genesis 1-2 may be primarily a theological statement emphasizing God’s sovereignty, creativity, establishing order from chaos, and the goodness of creation, with no pretense to be a scientific description (as we think of science since the Enlightenment). These people would suggest that in order to correctly interpret Genesis we have to take our place in the author’s audience and seek to understand what God was saying from his perspective. These interpreters would argue that Genesis 1-2 has lots to say about God, ourselves, and the function of creation, but cannot be accurately interpreted through a worldview shaped by the scientific revolution and modernism. After all, the original audience had no concept of “science” in the way we do. From this point of view – interpreting it first from the point of view of the original audience, first – the Bible says nothing about the age of the earth. Therefore a long time frame is possible. God created the universe, including the Earth, animals, plants, and people. But long term processes of tectonic activity, mountain building, erosion, weathering could shape the landscape. Uniformitarianism (the long term activity of uniform or normal physical processes) is a term that describes this theory of landscape formation.
Within these Christian scientists who accept evidence for an old earth are at least two broad groups:
- Old earth creationism – includes views that accept an old earth, but also believe God created species as they are (old earth, but not biological evolution). It includes perspectives such as day-age creationism, gap creationism and progressive creationism.
- Theistic evolution – evolutionary creationism, or God-guided evolution are views that regard religious teachings about God as compatible with modern scientific understanding about biological evolution. Theistic evolutionists accept the scientific consensus on the age of the Earth, the Big Bang and evolution. In this perspective, God created and continues to guide the process of evolution as a mechanism by which He is actively at work in the world.
“Evolution” is a dirty word in many Christian circles. But the word “evolution” is a NEUTRAL word: it simply means “change with respect to time.” All your life you have been “evolving” (changing with respect to time). Many Christians, however, have added another dimension of meaning to the word “evolution,” without being explicit about it. When they say the word they mean “change with respect to time without God’s miraculous intervention or guidance.” That gives the word loaded theological meaning. More specifically, “evolution” is often used to describe a theory of origins of living species developed from the writings of Charles Darwin.
Darwin did argue that within a species there is variation, that some variants may be more suited to their environment than others, that this will lead to greater reproductive success, that eventually the more successful variant will dominate, and that in isolated populations this may lead to become a new species. His work never intended to be a theory about Earth origins or the age of the Earth (or necessarily about the origin of all life on earth, either). “Darwinism,” for some people, has moved far beyond what Darwin originally wrote, to say more than he theorized. Darwin never did lose his faith in God, though — after the tragic death of his daughter — he struggled in his relationship with God..
It is important to note that many Christians do have no difficulty with evolution. They see God’s hand within the creation of the universe and in the establishment of the creation we see, through the mechanisms and processes of evolution (which are established by and still guided by God). God is very much still in control. Evolution is one mechanism He uses. God can work through evolution by guiding the process.
Many Christians, however, do find the theory of evolution as problematic. They would contend that God created species as they are and that biological mutation subsequently is minimal. Some of these scientists still believe in a 4.3 billion year old earth, others in a young earth.
This is a HUGE issue for debate. I’m not going there! Let me simply say that you need to read widely — and from all different perspectives. Don’t just look to reinforce your pre-existing ideas — whichever way you lean. Whichever approach you end up preferring, you need to deal with the biblical and scientific data in honest and credible ways.
Note: Evolution can be associated with a whole “package” — not just a scientific theory of genetic and morphologic change within species. Evolution can imply a whole atheistic worldview and ethical and moral implications of atheism (Dawkins, Hitchens, etc). This all-encompassing “evolution-ism” — really a branch of “scientism” is a philosophy that goes much further than what biologists commonly mean by evolution. It is good to distinguish between the two. Evolutionism (like scientism) claims far more than it can possibly begin to prove.
Evolutionism, like scientism, is a form of deterministic reductionism (for you philosophers out there) — ultimately everything is determined by our genes, which are determined by our atomic composition, with is determined by quantum mechanics, etc,, etc. From a theoretical point of view, Alister McGrath has written strong Christian rebuttals to this approach. A beautiful rebuttal from an agnostic biologist is Denis Noble, The Music of Life.
A great Christian organization wrestling with evolution is biologos.org.
How do we understand the Bible as it relates to this issue? American Baptist theologian, Millard Erickson, writes:
“Some believe that the Bible has a great deal to say about such scientific matters as the origin of the universe, life, and the human race, and says it in fairly technical fashion. Others, asserting that the Bible is not a science textbook, treat it as quite irrelevant to any scientific matters, maintaining that its message is purely religious. Both conceptions are wrong.
“The Bible must be understood in light of its purpose: to make it possible for humans to be savingly related to God. It was not given to, satisfy our curiosity, or to supply us with information which might be obtained by study of God’s creation, his general revelation to us. Scripture describes matters of nature, not in the technical language which scientists use, but in the language of ordinary conversation, which reflects how the world appears to the eye.
“On the other hand; the fact that a book is not a formal text on a particular subject (few books are) does not mean that it says nothing bearing upon that subject. In reality, the Bible makes assertions or affirmations about nature and God’s relationship to it which have implications for science. Its religious affirmations are in some cases so tied up with statements about nature that they cannot be separated. “We must take seriously both of God’s books: the book of his Word and the book of his works.” (Millard Erickson, Introducing Christian Doctrine [Grand Rapids: Baker, 1992), pp.125-6).
An excellent reflection on this issue is this paper by R.J. Berry: “Creation and evolution, NOT creation or evolution” (The Faraday Institute for Science and Religion, University of Cambridge)
– We need to look at the whole Bible …
No passage directly addresses the issue of the age of the Earth (or science, as we understand it, and modern scientific understandings), although Genesis 1-2 may, depending upon your interpretation of the text (see below). Because the issue is not a dominant theme in Scripture we may consider whether it is, really, a critical issue to God. Thus, is the age of Earth a critical issue for us? Is this a salvation issue? If God, in the Scriptures, does not emphasize the age of the Earth, it probably is not as important an issue as some Christians make it out to be!
– We need to pull all the relevant texts together
Let’s consider Genesis 1-2 (yes, those are the only relevant texts … that suggests this is not a dominant theme in Scripture). Jesus never came close to talking about it!
– We need to ask: What does it mean, in context?
What is the context? If, as I believe, Genesis is written by Moses, the context would be the Israelites wandering in the wilderness. What would God want to communicate to these people? Are the particulars of the when and how of creation important issues? Maybe. But I would suggest the bigger issues are that God is creator and sustainer (even of a mountainous, arid desert), and his creation is good! He can bring manna and quail from heaven and water from a rock! In context, I suggest Genesis 1 and 2 is about God and the fact that creation is His good handiwork, not really about the specifics of when and how. This is in dramatic contrast to Genesis 3-4 which highlight the horror or sin. Sin was something the wandering Israelites knew all about, too (remember the golden calf?).
Reading Genesis 1-2 in its context, it is helpful to remember that the ancient Israelites did not know about stars, the sun, and the moon as we do. For them they were simply “lights.” They did not know the stars and sun were balls of gas (in many cases millions of light years away), that the moon was rock, or that the earth revolved around the sun (how could they?). They thought the sky was a solid dome, with water above — which God let through from time to time as rain, Why wouldn’t they? They believed the earth was flat and may have actually had four corners or was a flat disc – why not? We assume they had all the knowledge we have! We need to remember that there “cosmology” was much different than ours, and Genesis was not written to correct that! There were were more immediate, more pressing issues — like survival! (The writings of John Walton are very helpful here, see the bibliography). And for them, the important thing was not the existence of things materially, but in terms of purpose. Things did not exist because they occupied space and time (the way we think of things). They believed things really exist when they have meaning or purpose. John Walton, Professor at Wheaton College, has written extensively on Genesis 1 in its Old Testament context.
See a video with John Walton here: https://www.youtube.com/watch?v=fR82a-iueWw
– How have Godly people understood this?
In an excellent article (see references), former Regent College Old Testament professor, Dr. Bruce Waltke reviews much of this literature. He focuses on, “The Literary Genre of Genesis, Chapter One.” He tackles the issue of what TYPE of literature Genesis 1-2 really is:
- Is it history : a qualified yes and no. It is certainly not straightforward, sequential history like Samuel, Kings, or Chronicles (c.f. Gen. 1 vs. 2) and order of creation (v. 1:14 – v.5, 8, 13?)
- Is it science? a qualified yes, but finally no. The subject of Genesis 1-2 is the Creator, not the creation. The Bible deals with ultimate origins; science with proximate origins. Also note that the language in Genesis 1-2 is non-scientific (in post scientific revolution terms) and its context and purpose is non-scientific
The Belgic Confession (16th Century) states:
“We know Him by two means. First, by the creation, preservation and government of the universe, which is before our eyes as a most elegant book, wherein all creatures, great and small, as so many characters leading us to see clearly the invisible things of God, even his everlasting power and divinity, as the apostle Paul says (Romans 1:20). All which things are sufficient to convince men and leave them without excuse. “Second, He makes Himself more clearly and fully known to us by His holy and divine Word, that is to say as far as in necessary for us to know in this life, to His glory and our salvation.”
“Now these two books about creation complement one another, but they cannot and should not be harmonized … Let each book (creation, the Bible) speak its own language and be appropriately exegeted and exposited, and let each in its own way bring praise to the Creator, the God and Father of our Lord Jesus Christ.” (Waitke 1991, 9)
Augustine wrote of the Biblical authors: “The Spirit of God who spoke through them did not choose to teach about the heavens to men, as it was of no use for salvation.”
Galileo argued: “The intention of the Holy Spirit is to teach us how to go to Heaven, not how the heaven goes.”
Einstein (not a Christian, but a wise, spiritual person) observed: “The function of setting up goals (why?) and passing statements of value (“it was good”) transcends the domain of science.”
In order to do justice to the interpretation of Genesis 1-2 you MUST read several (I would suggest at least 6) commentaries by reputable scholars, and interpretations by people on both sides of the Catastrophism / Uniformitarianism debate. Reading only one side is NOT good enough! Do not believe what one side says the other side believes! Read both sides for yourself, then come to your own conclusion.
I have read over a dozen good biblical commentaries on Genesis — the majority conclude that Genesis 1-2 really do not INTEND to speak to this issue at all and should not be forced to say something they do not claim to speak about.
– What is the root principle God is teaching us in Genesis 1-2?
I suggest God is teaching:
- He is the sovereign, creator of the universe
- There is no other god like Himself
- The world He created is good, orderly, and purposeful
- We are completely dependent upon Him
- He will provide for us
- We are called to serve and care for His amazing creation
These are all huge themes picked up throughout Scripture. We would expect God to begin His Book with such major concepts. They are fundamental. The whole of the Bible expands ad expounds upon these. As we read other passages in Scripture we see these themes reiterated time and time again.
Is God teaching about the date of creation? Is this a theme picked up elsewhere in Scripture? Not clearly. Therefore we have to ask ourselves whether God considers this an important issue. Inevitably in the Bible, the big issues – salvation issues – are emphasized over and over again. The age of creation is not such an issue. It never recurs as a theme in Scripture.
– What does that root principle mean in our context?
In our technological, self-sufficient, materialistic age, we desperately need to know:
- God is the sovereign, creator of the universe
- There is no other god like Himself
- The world He created is good
- We are completely dependent upon Him
- He will provide for us
- We are called to serve and care for His amazing creation
Those are cornerstones of our faith. They are all key components of Jesus’ observation that the greatest command is “To love God with all our heart, mind, soul, and strength.” When we discover these key truths from Genesis 1-2 we are brought face-to-face with our need for a Saviour – Jesus.
Is the date of the earth a cornerstone of faith? Does it relate to Jesus’ command? Did Jesus ever say this was an important issue (or an issue at all)? No. It is significant that Jesus NEVER EVER speaks to the issue of the age of the earth! Therefore, while this may be an interesting issue to debate, we may assume this is not a critical aspect of our faith.
– In Conclusion
Genesis 1 and 2 are fantastic chapters. We need to read them, study them, and take them seriously as the true, inspired word of God. However, we need to be careful not read into them what is not plainly there, such as – I suggest – a specific date for creation. We need to be careful how we interpret them! The pirnciples of biblical exegesis and hermeneutics require us to understand what they meant to their original context FIRST, then wrestle with what those meanings hold for us. Too often we read these chapters imposing our cultural worldview (contemporary scientific modernism/postmodernism) on the text without wrestling through what they meant in context.
- When scientists try to build a “theology” from nature, they can’t do it. The book of natural revelation can point in a direction, but it does not give the details! What results is naturalism, pantheism or atheism.
- When theologians attempt to build scientific theory from the Bible, they can’t do it! The book points in certain directions, but its purpose was never to scientific details. The Bible tells us God created everything “in the beginning” – I believe that is a theological statement not a mathematical statement. Genesis does not attempt to answer all of our scientific questions. God encourages us to use our minds and explore and understand His creation! On the other hand science cannot attempt to address the theological issues of ultimate origins raised in Genesis. Science and religion offer different insights into the truths about the universe: the Bible teaches us God is the Creator and created it orderly and good — science helps us understand that God-ordained order.
- A literal reading of Genesis 1 and 2, then does not demand a young earth. That may be the logical conclusion if you assume these chapters are sequential history or scientific statements in modernistic terms. But that is your interpretation. It may not be the best reading of what the text actually meant ,,, and, therefore, what it means today. However, a person can read Genesis 1-2 seriously and believe the earth is older. This is a logical conclusion if you assume these chapters are theological statements. After you have wrestled through the hermeneutical issues, you have to decide if you think this is the best interpretation. One can be a strong Christian – who affirms biblical authority – and believe the earth is very old. Or, one can be a strong Christian – who affirms biblical authority – and believe the earth is very young. It is a matter if one’s interpretation. It is NOT accurate to say, “The Bible says the Earth is ___ years old. Your — human — interpretation of the Bible can say that. But the Bible doesn’t say it. Sometimes Bible study is really hard work!!!
- What is our primary task as God’s people? To glorify and worship God (Psalm 150). To fulfill the great commission (Matthew 28:19-20). We need to be careful not to be poor witnesses to our community or poor stewards of our time and resources by spending all our energies bickering within the Christian community, rather than getting on with sharing the good news and building disciples. The in-fighting and lack of love shown between Christians fighting these sorts of battles is a dreadful witness to the world!
Old Testament scholar, Gordon Wenham writes, “The Bible-versus-science debate has, most regrettably, sidetracked readers of Gen 1. Instead of reading the chapter as a triumphant affirmation of the power and wisdom of God and the wonder of His creation, we have been too often bogged down in attempting to squeeze Scripture into the mold of the latest scientific hypothesis or distorting scientific facts to fit a particular interpretation. When allowed to speak for itself, Gen 1 looks beyond such minutiae.” (Wenham 1987, 40)
Garry Poole and Judson Poling, working with non-Christians seeking to learn about Jesus, write: “Believers as well as critics agree that Genesis 1 and 2 have some poetic elements. For example, if God made sounds when He spoke, how was His voice heard without an atmosphere to carry the sound waves? Where did those sound waves originate (God doesn’t have a mouth), and what language did He use? How could there have been what we normally mean by ‘evening’ (the sun going down) and ‘morning’ (the sun coming up) when the sun wasn’t even created until the fourth day?
“Bible-believing Christians differ on the meaning of some details of Genesis 1 and 2. One issue is the length of the days of creation; another is the age of the earth. All believers agree that God is the Creator and that we should expect to see evidence of His handiwork in creation. We must not reduce disagreements to a matter of taking the Bible literally or not doing so. In every passage of Scripture, we must take the Bible for what it actually teaches, through whatever means of language the writer used (and the Bible contains many forms of literary devices). Surely, the author of Genesis knew God isn’t a physical being with a mouth, and that there is no sunrise without a sun! This passage does teach God literally created the universe and mankind, yet does so through an undeniably poetic passage requiring careful interpretation.
“A seeker sometimes worries that he will be forced to accept ridiculous things in the name of accepting the Bible. (‘If I become a Christian, will I have to believe that the Promised Land had milk and honey soaking into the ground everywhere because it says it was “flowing with milk and honey?”’) And believers are fearful that truth is being compromised because of a willingness to change Scripture to fit whatever theory is in vogue among atheistic scientists. Neither extreme is a problem if we keep coming back to the guiding question, What did the author really mean?
“So handle Genesis carefully, neither making it say what it doesn’t, nor setting aside what it does!”
(Poole and Poling, Do Science and the Bible Conflict?, p.42)
Theologian, J.I. Packer, suggests: “Genesis 1 and 2 tell us WHO without giving many answers about HOW … The message of these two chapters is this: ‘You have seen the sea? The sky? Sun, moon, and stars? You have watched the birds and the fish? You have observed the landscape, the vegetation, the animals, the insects, all the big and little things together? You have marveled at the wonderful complexity of human beings, with all their powers and skills … ? Fantastic, isn’t it! Well now, meet the one who is behind it all!’ … Genesis shows us the Creator rather than the creation and teaches us knowledge of God the Father than physical science … (J.I. Packer cited in The Case for Christianity)
Let’s keep the context of (all of) Genesis in mind – God was not inspiring Moses to write first of all to 21st century North American scientists, but to a homeless people, thousands of years ago, wandering in the wilderness, wondering if they would survive! While Genesis in no way contradicts modern scientific discoveries, I do not believe it is primarily intended to speak modern scientific language either. I read Genesis 1 and 2 as primarily statements about the power, goodness, glory, holiness, majesty, supremacy, sovereignty, and wonder of God. God – the Creator – is the real subject … the details of the universe – creation – are the object. So often we make creation the subject of these passages – spending all our time microscopically arguing over the details of creation — and forget all about God, the amazing Creator! So, rightly or wrongly, I don’t get too fussed about all the details of creation as described in these passages. Let’s focus on the Creator to whom they/we testify, and whom they/we are created to worship! And let’s bring the good news of God’s amazing grace and love to the world around us — not our philosophical debates!
Remember — Jesus never considers this an issue at all. Maybe it just isn’t worth it!
Afterward … If you still have questions …
If the “Age-of-the-Earth” is a critical faith issue for you, ask yourself these questions. Reflect on some possible answers …
- Does my understanding do justice to Scripture?
I believe a Christian can hold the Bible as the inspired, inerrant Word of God, read it seriously, and come to either conclusion. Those who interpret Genesis 1 and 2 differently do not debate that Genesis 1 and 2 are the inerrant, inspired Word of God. They do debate the interpretation of these chapters. Both sides take the creation account as the literal truth. Where they diverge is on the meaning of key words and phrases. The words are divine. The interpretations are not.
Some Christians would argue for a theory of biblical interpretation that assumes that if a plain meaning makes sense, we look no further. Thus, they would suggest, that if the text says “day,” we should read that as a 24 hour day. That is a good interpretation. But it is reading the text with a 21st Century sense of what a “plain reading” might be. Would ancient Israelites have understood the same “plain meaning”?
Other Christians assume that this passage is theology and metaphor. Metaphors are “pictures” of reality, whose theme is the important issue, not the picture itself (e.g. Psalm 98:8-9, rivers do not really “clap” or mountains “sing”). Thus the days are symbolic pictures, not necessarily literal 24 days. That is an acceptable interpretation.
Who takes the Bible more literally? Neither! Each believes the Bible is the inspired, inerrant Word of God! Each interprets the text differently.
- both positions have assumptions!
- both positions would agree on the BIG issues – There is one creator God who created everything out of nothing, and created it good.
- they differ only on the age of the Earth. What difference does that make for a person’s relationship to Jesus as Saviour? Or to our daily living for Jesus as our Lord? I would suggest, absolutely none.
- Does either position weaken our view of Scripture as the inspired, inerrant Word of God?
I suggest not. There are different understandings of inspiration and inerrancy (see introductory systematic theology texts). One can believe in the verbal plenary inspiration of Scripture and full inerrancy and hold to either interpretation. You may wish to read more on theories of inspiration and inerrancy (see Millard Erickson’s, Christian Theology, for a good overview).
- Does either position detract from God’s power and glory?
I suggest not. The essential truth behind each position is that God created everything from nothing. Nothing is “above” God. I am not convinced God is any more awesome if He created everything in 6 – 24 hour days or if He created everything over a longer time span. Regardless of the time span, God is still the awesome Creator!
Uniformitarianism suggests God consistently acts in orderly ways — which He instituted and sustains — over time. That is a wonderful concept of God: He is dependable, trustworthy, and keeps His Word.
Catastrophism suggests God can dramatically intervene in His creation. This can give us valuable insights into God’s character, too.
- Does either position undermine Christian faith by questioning the major (essential) doctrines of Christianity?
I suggest not. The major doctrines of Christian faith are about God (as trinity of Father, Son, Holy Spirit), humanity (created in the image of God), biblical inspiration and inerrancy, sin, incarnation (the deity and humanity of Jesus), salvation (through the death and resurrection of Jesus), the church, and last things (eschatology). See one of the historic creeds of the Christian Church, e.g. the Nicene Creed or Apostle’s Creed (both 4th Century). None of these essential doctrines depends upon our interpretation of Genesis 1 and 2.
There is a real danger in suggesting that our use of Scripture to defend a position on natural science issues is a test of orthodox faith.
Historically, the Roman Catholic Church used such issues (for example, the Earth as center of the universe) as a test of true Christian faith centuries ago, based on their interpretation of Scripture and the scientific knowledge of their day. They believed the sun revolved around the Earth (after all the Bible says, “The sun rises …” — a plain reading means the sun is the one moving, not the Earth). They believed they were rightly interpreting Scripture. “It (the Roman Catholic Church) set up as a matter of faith a proposition of natural science. No more dangerous thing can be done, whether by Church or dictator, for demonstrable truths will demonstrate themselves, and in a few years the authority may find itself in a position from which there is no escape but retreat.” (F.S. Taylor, quoted in J. L. Bertelson Pond, “Catholic Frogs,” Faculty Dialogue 18 (1992), pp. 83-90).
We need to be careful not to repeat the errors of the past by setting up a particular interpretation of Genesis 1-2 as a test of faith!
- What is our motivation in the debate?
If we find ourselves passionate about this issue, on either side, we need to ask, “Why?”
- Is it a concern to defend the inspiration, authority, and integrity of Scripture? The difficulty is this: this particular issue is one of interpretation, not inspiration. Neither side is challenging the authority, or integrity of the Bible.
- Is it a concern to make the Bible “fit” scientific understandings? The difficulty is, the Bible says relatively little about the when or what of creation, and what it does say is vague. The Bible was all written in times when modern scientific methods, understandings, and worldviews did not yet exist.
This is not a good debate to “test” a person’s faith. Faith is really measured on the essential issues (see #4), and on our obedience to following Jesus commands:
- To love God with all our heart, soul, and mind
- To love your neighbour as yourself (including indicators such as the fruit of the Spirit)
Jesus adds a new command: “Love one another as I have loved you” (John 13:34). These, I suggest, ought to be our motivation and focus in all we do. If our debate over the age of the Earth does not express love for God, love for neighbour, or love for one another, we are way off base! We need to repent. And we need to get back to what’s important in life!
If we find ourselves angry, irritated and battling with other Christians over an issue Jesus never bothered about, we need to repent! If our angst over “proper’ interpretation of Genesis 1 is pushing pople away from faith, we need to seriously think about the witness we are giving to the world …
FOR FURTHER READING
Coppes, L.J. (1980). Yom (“Day”). In R.L. Harris et al (eds.), Theological Wordbook of the Old Testament, Volume 1 (pp.370-1). Chicago: Moody.
Hamilton, V.P. (1990). The Book of Genesis, Chapters 1-17. Grand Rapids: Eerdmans.
Kidner, D. (1976). Genesis. Leicester: Inter Varsity.
Lucas, Ernest, Interpreting Genesis in the 21st Century (The Faraday Institute for Science and Religion, Cambridge University)
Morris, H.M. (1984). The Biblical Basis of Modern Science. Grand Rapids: Baker.
Morris, H.M. (1976). The Genesis Record. Creation-Life: San Diego.
Poole, G. and Poling, J. (1998). Do Science and the Bible Conflict? Grand Rapids: Zondervan (Willow Creek Tough Questions Series #6).
Ross, H. (2004). A Matter of Days: Resolving a Creation Controversy. Colorado Springs: NavPress.
Ross, H. (1994). Creation and Time. Colorado Springs, CO: NavPress.
Thompson, J.A. (1982) Creation. In J.D. Douglas (ed.), New Bible Dictionary, 2nd edition (pp.245-248). Leicester: Inter Varsity.
Van Till, H.J. (1990). Portraits of Creation. Grand Rapids: Eerdmans.
Van Till, H.J. (1993). Is Special Creationism a Heresy? Christian Scholar’s Review 22 (4), 380-395.
Waltke, B.K. (1991). The Literary Genre of Genesis, Chapter One. Crux 27 (4), 2-10
Walton, J. (2001). Genesis (NIV Application Commentary). Grand Rapids: Zondervan.
Walton, J. (2011). Genesis 1 as Ancient Cosmology. Winona Lake, Indiana: Eisenbrauns.
Walton, J. (2009). The Lost World of Genesis One: Ancient Cosmology and the Origins Debate. Grand Rapids: IVP.
Wenham, G.J. (1987). Genesis 1-15. Waco: Word.
White, Bob, The Age of the Earth (The Faraday Institute for Science and Religion, Cambridge University)
For more information on some Christian “old-earth” perspectives:
- Canadian Scientific and Christian Association
- American Scientific Affiliation
- Reasons to Believe
- The Biologos Foundation
For more information on some Christian “young-earth” perspectives:
- Institute for Creation Research
- Creation Research.net
- The Creation Research Society
- Answers in Genesis
This page is the intellectual property of the author, Bruce Martin, and is copyrighted © by Bruce Martin. This page may be copied or printed only for educational purposes by students registered in courses taught by Dr. Bruce Martin. Any other use constitutes a criminal offence.
Scripture quotations marked (NLT) are taken from the Holy Bible, New Living Translation, copyright © 1996. Used by permission of Tyndale House Publishers, Inc., Wheaton, Illinois 60189. All rights reserved.
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“The Caterpillar is the first character who really makes an effort to guide Alice on her journey. Since she’s tired of growing larger and smaller due to circumstances beyond her control, the Caterpillar teaches her to eat parts of the mushroom to control her size. Some critics, and especially people in popular culture, see the Caterpillar as a representative of drug culture since he’s smoking a hookah and shows Alice how to eat a magic mushroom. But we prefer to see the Caterpillar as a lackadaisical guru who helps Alice figure out how to control the imaginative world that she’s exploring. The Caterpillar also reminds Alice that changing in size and shape isn’t always a bad thing – after all, one day the Caterpillar will metamorphose into a butterfly, and instead of being unnerving, it will be the high point of his life.”1
Everyone needs a lackadaisical, hookah-smoking guru. After all, we too need to be reminded that changing isn’t always a bad thing and it could be the high point of our life. But, on the path to self-discovery, the longest journey, as stated by Gary Zukav, is from the head to the heart. It is akin to an emotional heart transplant. Why?
The latest findings by neuroscientists is that the seat of all passions is the amygdala, two almond shaped structures that sit on top of the brain stem. Daniel Goleman, who popularized the concept of emotional intelligence, explains in his 2005 book that humans have two brains — the thinking brain and the emotional brain. The thinking brain is the neocortex and the emotional brain is the amygdala. If the amygdala is severed one loses the “ability to gauge the emotional significance of events”. A sad condition to have, as one becomes a robot devoid of feelings.
The Vedic sages did not have the understanding of the structure of the brain, but their exploration of human emotions led them to conclude that we have three bodies — the physical body, the emotional body and the mental body. And they came to similar conclusions as the neuroscientists, that the emotional body is impulsive and acts at times without forethought, hijacking the mental and the physical bodies. We have all experienced instances where we have lost control and acted in ways that we later regret. In these instances, our thinking brain is no longer in control and our emotions have taken over.
Emotions are powerful energies. In Hinduism, there is a powerful imagery of the potential energies trapped in our bodies, the imagery of a coiled serpent. This energy is called Kundalini and is best explained as a parable of Shiva and Shakti. The parable goes as follows:
“Lord Shiva symbolizes consciousness and the unmovable power of the observer. He is said to have been meditating for thousands of years while Shakti danced for him. Her longing to be at one, dancing with her beloved provokes him to open one of his three eyes. She beckons for him to dance with her. He closes his eye and rests back in meditation for thousands more years, awaiting her absolute clarity that joining in harmonious union with him is her true desire. As her longing intensifies, she determines that she must dance with her Beloved Lord Shiva. At that, his three eyes open, they dance together, and all at once the universe unfolds into creation. All of nature is created as a result of their union.”
Both neuroscientists and the Vedic sages have concluded that when the emotional and the mental bodies/brains work in harmony we reach peak levels of performance. The ultimate state of being is when mind, body and heart are in perfect alignment and in harmony with nature.
“Nature is all that dances, all that moves and changes in this world. The witness or seer within each of us is Shiva and the nature of all things around us and within us is Shakti. When Shiva and Shakti are separate, spiritual awakening cannot take place. That separate state is known as a duality. The very merging of Shiva and Shakti obliterates duality and opens the spiritual river of oneness through which Kundalini flows.” 2
Our negative emotions are trapped energies (Shakti) seeking release. Our spiritual metamorphosing happens when we transmute our negative emotions into healing energies. It is the journey that Gary Zukav refers to as the journey from the head to the heart. I have come to think of it as a heart transplant. This emotional transformation has been the most difficult part of my journey.
I have learnt to pay attention to my negative feelings, for negative emotions draw our attention to areas in us that need to be healed. The energies trapped in our emotions are looking to be released. We can release these energies consciously, or they will release themselves, often causing drama in our lives. Emotions that are held back, and not released, leave an emotional scar in us.
We often use the analogy of a musical instrument to describe our emotional state. We say that “our heart strings were pulled,” “we are high strung,” we are “tight as a drum,” “felt played like a fiddle,” etc. There is a good reason for it: our emotions are energies in motion that create sensations in our body. Each emotion has a unique “signature movement” in our body. Anger feels different than love, sadness different from joy. We respond emotionally to life events. It is as if life events strum our emotional strings to produce different notes in our being, Love, happiness, gratitude and awe feel as if our entire being is in tune with the harmony in nature, whereas sadness, anger, fear and disgust produce discordant notes in us.
“It is with heart one sees rightly; what is essential is invisible to the eye” — Antoine de Saint-Exupery, The Little Prince.
I taught myself to watch my emotions. They become objects to be watched. Watching releases the tension in the body. I began to track my emotions, every day for eighteen months, and built a database of my emotions and my mental states and recorded how my body felt in response to an emotional charge. To quantify my emotions, I created a 10-point rating scale. 5 points represented homeostasis for me, anything less than 5 was negative and over 5 was positive. The graph below shows the daily pattern of the state of my mind, body and emotions, over eighteen months of tracking.
On the vertical axis are the ratings and on the horizontal axis are the dates. The green line is the daily average of the ratings of the state or my mind, body and emotions. The blue line is the graph of my emotional state, the yellow my mental state and the red the state of my body.
The exact data points are not the point, it is the trends that matter. During this period, I went through many emotional ups and downs, as the lines show, but the overall trend is positive. I attribute this to the fact that through this practice I was better able to cope, and have addressed some of the underlying causes that trigger the negative emotions in me.
I have become a scientist of my own emotions. I am able to watch my thoughts, emotions, and bodily sensations dispassionately. I have discovered a lot about myself just by watching. As the incomparable Yogi Berra said: “You can observe a lot by watching”. 3 I learnt that by staying current with my emotions I am able to get them off my chest. I do not hold them in. They no longer fester in me and become toxic.
I have noticed that negative emotions feel different in the body than positive ones. With negative emotions the body feels weighed down: hence the expression “I feel like I am carrying the weight of the world”. Positive emotions make my body feel buoyant, almost weightless. Not surprisingly our emotional state affects others around us. Emotions are like vibrations emanating from us and creating a field around us.
Negative emotions bring out negativity in others and positive emotions have a positive effect on others. Neurologists attribute this effect to mirror neurons in our brains. These are the monkey see monkey do neurons. “When I see you smiling, my mirror neurons for smiling fire up, too, initiating a cascade of neural activity that evokes the feeling we typically associate with a smile. I don’t need to make any inference on what you are feeling, I experience immediately and effortlessly (in a milder form, of course) what you are experiencing.”, according to Marco Iacoboni, a neuroscientist at UCLA. 4
Negative emotions alert us to the broken pieces of our psyche. They are the tip of the iceberg, and we have to look beneath the surface and discover what triggers these emotions and why we feel the way we do. Heeding the message embedded in our negative emotions is a big part of self-discovery. If we fix what is inside the outside will not matter.
Sunil Mehrotra has an MS in Aeronautical Engineering from Purdue University and an MBA from The University of Chicago. He has held senior executive positions at Fortune 500 companies and has been a CEO and founder of two start-ups. He has also taught at Pepperdine University in Malibu, California. You can read more about his book, Shiva’s Dance: A Scientist Dances with the Sages, at https://shivasdance.org.
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