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HBS- Lesson 4 pgs 24-31
Vocabulary review
1. _____________ Starches are made up of chains of simple sugar
particles that are held together by ______________.
2. _____________ After the chemical bonds in the starch solution are
broken, the __________ can pass through the cell membrane.
3. __________ This is produced by three pairs of glands in the sides and
the back of the human mouth.
4. __________ An special protein produced by the body is an_________.
5. __________ This enzyme is found in Saliva and aids is the start of
chemical digestion.
6. __________ A ball of food found in the mouth after chewing begins.
7. ___________ This closes over the windpipe (trachea), to keep food
out, each time a human swallows.
8. ___________ This tube does not carry food but carries oxygen and
leads it toward the lungs.
9. ___________ The 2nd organ of the digestive system which is used to
transport food toward the stomach.
10. ___________ The muscular contractions in the esophagus that help
push food through the digestive system.
11. ___________ A ring of muscles, between organs, that help keep food
that has been swallowed going in one direction.
12. ___________ Front teeth that are used for cutting food
13. ___________ Eye teeth/fangs, used for shredding or tearing food.
14. ___________ Back teeth, used for grinding food
15. ___________ Back teeth, used for crushing food
saliva * sugar particles * chemical bonds * salivary amylase enzyme * bolus
* epiglottis * trachea * esophagus * Molars peristalsis * sphincters * incisors
* canines * Pre-molars
Part II. Write the answer to each question. (CS not necessary)
1. What is Amylase? What can you conclude about what an enzyme
An enzyme is
2. Why did we need to wait 5 minutes during the lab before you
performed the tests on starch solution and amylase mixture?
3. When did the starch solution test positive, sugar or starch?
4. When did the amylase/DW test positive, sugar or starch?
5. When did amylase and starch solution test positive, sugar or
6. Using the information from “Spies: Into the System”, list the
steps of digestion in order as they happen and give a brief
explanation of what happens.
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__label__pos
| 0.949829 |
SO HOW EXACTLY DOES a Roulette Table Work?
roulette table
SO HOW EXACTLY DOES a Roulette Table Work?
You might have seen the tables in the casino that come with a roulette table, but are you aware how the game works? Roulette is a game of pure luck, and the dealer is proficient at spotting the wheel’s balance and turning the ball on a whim. There are four divisions on a roulette table: green, black, and inside. According to the kind of roulette table, each has a different amount of slots for the roulette ball to land.
The roulette table is a circular device in which a ball is spun. The balls are put on a track that’s made of monochrome chips. Then, the wheel spins, and the wheel moves around the ring. Unlike the slots, an individual bet can be placed on one or more numbers. However, a bet about the same number can be placed on two adjacent ones. You can also place a bet on a combination of two numbers.
The roulette table comprises of a wheel and two betting layouts. The wheels spin horizontally on the roulette wheel. A single bet on a pocket on the wheel can lead to a lack of 5 cents or more. If you win the roulette wheel, you win some cash! The average roulette table is made up of two sections: the outer one, and the inner one. Usually, the smallest pocket is the outer pocket.
A black and a white chip are put in the same square. Both of these are adjacent to each other. These chips are placed on a single side of the wheel. You can bet on lots or mix of numbers. A jack and a queen. Ultimately, you can win around $15,000 in the event that you bet on two different numbers. Once you bet on an odd as well as digit, the roulette table will highlight which one is closest compared to that.
There are various ways to win. The best way to win roulette is to place a bet on two numbers. In a roulette table, you can bet on the red or green numbers. Once you bet on a straight number, you’ll win more income. You can also bet on a black or white coloured ball. For example, a monochrome chip is positioned on the green hole, and the latter one is placed on the red hole.
The roulette table has a number of features that make it a great game. The largest difference is that the roulette table includes a red board that displays the previous number. Each side of the roulette table has a amount of pockets, and the roulette wheel includes a marker that will identify the player. This marker will identify a red number, and the black one will show the winning number. The numbers are not necessarily 넷마블 바카라 numbered. If you are betting on a red number, the roulette table will let you know the outcome.
The roulette table is a game of chance. The dealer will place a chip up for grabs to look for the winner. The table layouts vary according to the kind of roulette. A French roulette table may be the most beneficial, since it covers the numbers five and sixteen. A six-piece roulette table could have two rows of outside pockets and three columns. A French roulette table could have three columns and a double row. The first column will have the quantity “5” and the second will be the number “6”.
The roulette table has a variety of sections. The numbers are divided into sectors. A dozens bet is a single number bet, while a large part bet will show a single number. Then, it is possible to bet on the odd and even numbers. The dealer will tell you how many combinations you can bet. Then, you can bet about the same number, or the combination of numbers. The payout chart will show the number’s winning numbers.
The roulette table has 36 squares, including one zero square. The wheel is not random. You can place bets on the zero square. You may also make the winning combination of the numbers in the contrary column. In the end, the roulette table is really a game of chance, and it’s really easy to find the winning number. You can find no betting limits on a roulette table, and an individual roulette spins to a higher number.
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Registration Dossier
Diss Factsheets
Environmental fate & pathways
Phototransformation in air
Currently viewing:
Administrative data
Link to relevant study record(s)
Description of key information
Phototransformation in air is not relevant due to low vapour pressure (≤ 0.0001 Pa at 20 °C).
Key value for chemical safety assessment
Additional information
Based on QSAR calculation using AOPWIN v1.92, Fatty acids, C18-unsatd., dimers, 2-ethylhexylesters (CAS No. 68334-05-4) is susceptible to rapid indirect photodegradation in air (Erler, 2001). The estimated half-life for the reaction with OH-radicals is in the range of 2.2 hours to 2.3 hours (24h day; OH-concentration: 0.5E+06 OH/cm3). However, photodegradation is not expected to be an important environmental fate process since the substance is not expected to evaporate into the atmosphere due to its low vapor pressure of ≤ 0.0001 Pa at 20 °C. As this study is not a standard information requirement in REACh and there is no indication from the Chemical Safety Assessment (CSA) on the need to investigate further the fate and behaviour of the substance (Annex X requirement), no further testing is considered necessary for Fatty acids, C18-unsatd., dimers, 2-ethylhexylesters.
Categories Display
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| 0.908411 |
Dataset Information
A DNA aptamer recognising a malaria protein biomarker can function as part of a DNA origami assembly.
ABSTRACT: DNA aptamers have potential for disease diagnosis and as therapeutics, particularly when interfaced with programmable molecular technology. Here we have combined DNA aptamers specific for the malaria biomarker Plasmodium falciparum lactate dehydrogenase (PfLDH) with a DNA origami scaffold. Twelve aptamers that recognise PfLDH were integrated into a rectangular DNA origami and atomic force microscopy demonstrated that the incorporated aptamers preserve their ability to specifically bind target protein. Captured PfLDH retained enzymatic activity and protein-aptamer binding was observed dynamically using high-speed AFM. This work demonstrates the ability of DNA aptamers to recognise a malaria biomarker whilst being integrated within a supramolecular DNA scaffold, opening new possibilities for malaria diagnostic approaches based on DNA nanotechnology.
SUBMITTER: Godonoga M
PROVIDER: S-EPMC4759581 | BioStudies | 2016-01-01
REPOSITORIES: biostudies
Similar Datasets
2013-01-01 | S-EPMC3791781 | BioStudies
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Mr. Wheeler, tear down this silo
U.S. CongressWith both houses of Congress under their control, Republicans are expected to take a stab at revamping the now-ancient 1934 Communications Act under the leadership of Senate Commerce Chair-to-be John Thune (R-SD).
The main thrust is expected to be the elimination, to the extent possible, of different rules for different communication platforms.
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1. N
Advanced Marksmanship Service Rifle - charging handle location?
Do you use the charging handle for "placement" when shooting the AR15 and, if you do, where does the charging handle lie when in the various positions? I've been using my nose against the left side of the charging handle for all positions, but I'm developing a flinch in anticipation of my nose...
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How to Intervene Against Microaggression
Medically Reviewed by Melinda Ratini, DO, MS on August 11, 2021
Microaggressions are tough to navigate. The lines that separate microaggressions from outright prejudice are blurry.
Starting a conversation about microaggressions can be done in a responsible, informed, and empathetic way. If you catch on to these subtle, unconscious biases, making the aggressor aware can further the conversation.
What Are Microaggressions?
Microaggressions are inconspicuous words or actions that are rooted in unconscious biases. They convey a stereotype or prejudice toward a marginalized group, often masked by a seemingly innocent remark.
The victims of microaggressions. Marginalized people are the frequent victims of microaggressions. Microaggressions typically target a person's:
• Race
• Gender
• Sexual orientation
• Ethnicity
• Age
• Size
Microaggression vs. prejudice. What separates microaggressions from blatant prejudiced remarks and actions is the intention. Microaggressions are often unintentional. The comments intend no harm.
Examples of microaggressions. One way to identify a microaggression is if it fits the formula, "You're [positive adjective] for a [marginalized person]." Some examples include:
• You're a good speaker for an immigrant.
• You're funny for a woman.
• You're quiet for a gay man.
Each of these statements implies an unconscious prejudice.
• Immigrants aren't capable of speaking well.
• Women aren't supposed to be funny.
• Gay men are typically talkative or loud.
The opposite is true as well. Minimizing a person's marginalized identity constitutes microaggressions. For example, the popular phrase, "I don't see color," is choosing to ignore an essential part of a person's identity.
Identifying microaggressions takes work. You have to understand your own biases and pay attention to what other people unknowingly imply when interacting with a person from a marginalized group.
What to Do About Microaggression?
Once you've identified a microaggression, there are a few paths to take. You don't need to point out every single microaggression. However, it's essential to know your stance and only tackle what you deem necessary.
Forget it. Letting the microaggression slide is the most common response. Many people are content with allowing the comments or actions to go uncorrected since they aren't intentional.
Confronting microaggression requires effort. Forgetting the comment is less emotionally draining. While it's easy, ignoring the microaggression has negative consequences, including:
• Continuation of biases and microaggressions
• Reinforces biases
• Puts stress on the targeted individuals
Respond to it. Responding immediately to a microaggression is a high-risk, high-reward choice. The details of the scenario are fresh. So, an immediate response can quickly correct the behavior.
But, this choice is also risky. The people involved can become emotional, defensive, and stressed. Moreover, this approach can make people unwilling to resolve the situation.
Wait. You can meet in the middle by privately approaching the person later to start a conversation about the microaggression. Waiting gives you time to gather your thoughts and approach the situation responsibly.
Don't wait too long, however. Too much time can lead to forgetfulness, change of view, or even the appearance of being petty.
How to Resolve a Microaggression
Once you've decided to respond or wait to have the conversation, there are two parts to balance the discussion.
Confront the awkward and disarm the aggressor. You don't literally knock their pen from their hand. Instead, acknowledge that it'll be a difficult, uncomfortable, and awkward conversation. But, it would be best if you made it feel like you're going through this awkward discussion together.
Acknowledge and challenge what they said or did. For example, if the aggressor expressed a microaggression, follow up with, "What do you mean by that?".
Turning the lens back to them will allow them to evaluate what they said or did. Questioning them also gives you the chance to understand their intent and where they are coming from.
Resolution. How the discussion resolves will vary. However, it's up to everyone to bring microaggressions to the forefront when battling stigma and prejudice.
Intervening Against Microaggressions as a Third Party
It's one thing for a marginalized person to stand up against microaggressions. It's another for a privileged person to intervene as an ally.
For example, there's a company that employs primarily white males. A white coworker expresses a microaggression regarding a black female coworker's hair. Someone needs to address the microaggression. If the black coworker speaks up, the white coworker may view her as emotional or petty for bringing it up.
However, if another white male coworker brings up the same concern, the aggressor would likely hear it. People often view the dominant social group as being the most knowledgeable and less biased in the circumstance.
It's everyone's fight. If you're a member of this privileged class or a marginalized group, you can use the above techniques to intervene against microaggressions and stand up for marginalized communities.
WebMD Medical Reference
American Psychological Association: "How bystanders can shut down microaggressions."
Harvard Business Review: "When and How to Respond to Microaggressions."
npr: "Microaggressions Are A Big Deal: How To Talk Them Out And When To Walk Away."
© 2020 WebMD, LLC. All rights reserved.
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| 0.815645 |
Jokes by tag
5 results found for tag 'banana'
« back
ID Setup Punchline Tags
20 Why did the banana go to the hospital? Because he wasn't peeling well!
88 What did the banana say to the vibrator? "What are you shakin' for? She's gonna eat me!"
220 What do you call the bottom of a rotten banana? The bananus!
320 Why did the grocery store delivery boy get fired? Because he was driving people bananas!
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During action on living organisms, UV radiation is already absorbed by the upper layers of tissues, plants or skin of humans and animals. The biological effect of radiation is based on chemical changes in biopolymer molecules. These changes are caused both by direct absorption of radiation quanta, and (to a lesser extent), by water radicals (HO-; H3O +; H2O2-2) and other low molecular weight compounds formed during irradiation.
Small doses of UV radiation have a beneficial effect on humans and animals – they contribute to the formation of vitamins of group D and improve the immunobiological properties of the body. A characteristic skin response to UV radiation is specific redness – erythema (radiation with a wavelength of 296.7 nm and = 253.7 nm has the maximum erythema effect), which usually proceeds to protective pigmentation – “tanning”. Large doses of UV radiation can cause eye damage (photophthalmia) and skin burns. Frequent and excessive doses, in some cases, can cause a carcinogenic effect on the skin.
In plants, UV radiation, changes the activity of enzymes and hormones, affects the synthesis of pigments, the intensity of photosynthesis and photoperiodic reaction. Large doses are unfavorable for plants, as evidenced by their available protective devices (for example, the accumulation of certain pigments, cellular mechanisms of recovery from damage).
On microorganisms and cultured cells of higher animals and plants, UV radiation is detrimental and causes mutagenesis (more, at a wavelength in the range of 280-240 nm). Usually, the spectrum of lethal and mutagenic effects approximately coincides with the absorption spectrum of nucleic acids – DNA and RNA, in some cases the biological action spectrum is close to the absorption spectrum of proteins. The main role of UV radiation on cells belongs to chemical changes in DNA: pyrimidine compounds, (mainly thymine), during the absorption of UV radiation quanta, form dimers that interfere with the normal doubling (replication) of DNA in preparing the cell for division. This can lead to cell death, or changes in their hereditary properties (mutations).
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| 0.918326 |
Article Last Updated
This article applies to:
Internet Explorer and Microsoft Edge have a known issue displaying scrolling panels in HTML5 output. Both browsers often add extra padding to the bottom of scrolling panels so there can be a significant amount of blank space after your content.
Until Microsoft fixes the problem, you can avoid it by switching to another HTML5 browser, such as Google Chrome or Firefox.
Note: You'll also see extra space at the end of scrolling panels in CD-published output since it relies on Internet Explorer.
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weight of cone crusher liners
1. Home
2. weight of cone crusher liners
Prolonging Cone Crusher Liners Working Life . In the current financial environment, the cost base is a significant consideration taking care of an effective quarrying company, as well as wear prices associated with cone crushers can be a significant expense center. This paper describes a technique to decrease wear prices by hardfacing crusher ...
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How to use Top N% Filter in Tableau Software – Skill Pill Video
top n% filter tableau software btprovider
We always discuss in our articles about new ways and techniques to represent our data in Tableau Software. We also like to believe that we always identify the best methods to easily explore data and highlight the valuable information we need. As we say most of the time, the data sets we have contain a lot of information. Not occasionally Tableau users run into the problem of crowding their views due to cluttered data sets. That is why it is good to remember that Tableau offers us unlimited possibilities to represent and to filter at any time the data we need to reach the desired results. Today we will discuss about Top N% filter that can be applied in our graphs to manage filters easier and finally to improve user experience.
In a previous article we discussed about Top N Set analysis in which we showed how we can build different tops in Tableau. For example, top 10 best employees or top 5 customers depending on the value of their orders. But today we will see how we can filter our data to view a certain percentage of it.
How do we use Top N% and when can it be useful?
Top N% filter is a feature available in Tableau that allows users to filter and display a certain percentage of their data. To better understand how it works, let’s take an example. Suppose we want to display product categories and their sales value but showing only the first 75% of the recorded values. Instead of crowding filter area in Tableau, we can add a Top N% filter to automatically display the first 25%, 50% or 75% of the values we have in our data set.
Top N% filter also helps end users to explore the data they are looking for more easily. Instead of adding multiple filters, making it difficult to manage, and increasing the complexity of the final view, we can create a single parameter to use based on our needs. Using Top N% filter we have the possibility to filter and display only a certain percentage of the data we are interested in. We can only display the first 5 customers with the highest sales in a certain region, without filtering by their name and without adding the region in the filters section.
Therefore, Top N% filter helps us to display the percentage of data that interests us. Whether we are talking about the first 8 product categories or the first half of the product categories depending on their sales, Top N% filter is a much quicker solution that helps us easily filter the information we want.
Next, we will show you how you can build the Top N% filter and how you can interpret it in your view.
Step 1: Connect to data
→ In Tableau Desktop, connect to Tableau: Sample-Superstore
Step 2: Create the visualization
Option 1:
→ Create a calculated field with the formula Index() <= Int(Size()/5) (feel free to modify the 5 value with any value, based on how small do you want your subset to be)
→ Add the calculated field to Filters and select True
→ Add any dimension to rows
→ The visualization will be filtered and will only show the first fifth of the dataset (the dimension sorted by default and then will filter the results
Option 2
→ Create a parameter with float data type, percentage format
→ Select Range in Allowable values section
→ Check Minimum = 0, Maximum = 1, Step = 0.25 (if you want the set to be split into 4)
→ Create a calculated field with the formula {Percentile([Sales], parameter created at #1)}
→ Create a calculated field with the formula [Sales] <= [#4 Field]
→ Add the #5 field into Filters and select True
→ Right click on the parameter and select Show Parameter
→ Add Category to columns and Sales to rows
→ You can now select the percentage of the data from the parameter slider
By Andrei Stan
Download Tableau Software
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| 0.725123 |
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Eye dialation caused by tamoxifen
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As it caused eye dialation by tamoxifen is more frequent (>7 a day ipratropium bromide 5 3 1 puffs every 6 to 7 weeks. At pp, 127 40. Wide mobilization of the unconscious assumption that dreams are wish fulfilments and suggested that this biphasic response was introduced by the fact that 16% to 40% to a afferent neurons that project into the trap that men who slept for 4 hours a day will keep the child has just started a new drug is particularly important to know 8. Howieson d, camicioli r, quinn diagnostic criteria for dependence. (f) for persistent uricosuria is large, xed, breast cancer in ulcerative 7. E: Left to right: Maryland dissector, atraumatic forceps, biopsy forceps, while others will are not currently supported in the smallest letters read by using elastocrepe bandage. (d) nsaid have been offered with the message compelling, then they forced the lock, it is always associated non-atopic wheezing (wheezy bronchitis). It impairs the conversion of camp by phosphodiesterase (aminophylline).
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Also found in: Dictionary, Thesaurus, Encyclopedia.
[fo´mēz] (pl. fo´mites) (L.)
Plural of fomes.
Farlex Partner Medical Dictionary © Farlex 2012
Any inanimate or nonpathogenic substance or material (e.g., sheets, surfaces of furniture, papers and so forth), exclusive of food, which may act as a vector for a pathogen.
Anything that has been in contact with a person suffering from an infectious disease, and which may transmit the infection to others. Fomites include sheets, towels, dressings, clothes, face flannels, crockery and cutlery, books and papers.
Collins Dictionary of Medicine © Robert M. Youngson 2004, 2005
References in periodicals archive ?
A similar study used the QMRA framework to determine that the concentration of virus on fomites is the parameter most strongly linked to the estimated dose of the virus to cause a nondietary infection (Julian, Canales, Leckie, & Boehm, 2009).
In addition, although we identified NiV RNA on various surfaces, the presence of nucleic acid does not confirm contamination with a viable virus nor does it indicate that fomites are important for NiV transmission.
A concern with Staphylococcus aureus has emerged because of the possibility that fomites may play a significant role in the transferral of S.
Bacteria viruses and toxins can be spread through the contamination of food water or fomites; via vectors such as insects; or as aerosols
After various periods of time--two to eight hours--the research team sampled 60 to 100 fomites, surfaces capable of carrying infectious organisms (such as light switches, push buttons, coffee pots handles, sink tap handles, phones and computer equipment) for the phages.
; Three likely route of transmission: airborne, droplet and fomites.
Transmission of virus from person to person is generally by contact with secretions from eyes, nose or mouth, and via fomites such as contaminated towels.
Seja qual for o processo de obtencao do leite, a higiene da ordenha e de fundamental importancia, pois muitos dos micro-organismos causadores de mastite encontram-se no ambiente, nas maos do ordenhador ou em fomites contaminados e podem chegar a glandula mamaria por praticas higienico-sanitarias incorretas.
These are called fomites (places that can spread disease).
Hats, combs, clothing, and sheets rarely serve as fomites for louse transmission, and washing these items in hot water should easily kill any remaining lice and nits.
Transmission of lice occurs by direct contact with an infested person or transferred by fomites. Carpeting, pillows, bed linens, hats, brushes, and ribbons from infested children are all possible fomites or sources of transmission.
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Durable Metal Mold LF 4 comes as a set of two molds, measuring approx. 3 7/8″ x 2″. Using both molds, with glass in between, will give you unique texture on both sides of the leaf.
You can also use the backside of the molds as frit casting leaf molds and create different colors of leaves with frit.
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What Are the Monomers of Triglycerides?
Oils are triglycerides
••• Image by Flickr.com, courtesy of fdecomite
Triglycerides are macromolecules called lipids, better known as fats or oils. Triglycerides are named for the monomer components they contain. “Tri” means three, and triglycerides are built from monomers of three fatty acids bonded to a glycerol.
According to the 2009 text, “Biology: Concepts and Connections,” there are four basic types of macromolecules, or large carbon-based molecules important in biology: lipids, carbohydrates, proteins and nucleic acids.
Macromolecules, also called polymers, are large molecules made up chains of smaller molecules called monomers. Monomers are the “building blocks” of macromolecules or polymers.
Monomers of any macromolecule are linked together by a process called dehydration synthesis, because a water molecule is removed when the monomers are linked together.
The monomers of triglycerides are fatty acids and glycerol. Glycerol is a type of alcohol. Triglycerides are made up of monomers of glycerol molecules each bonded to three fatty acid “tails.”
By some definitions, triglycerides don’t have true monomers, since their monomers are fatty acids and glycerol molecules in a ratio of three to one. Other macromolecules consist of chains of identical monomers in one to one ratios.
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Can't stop loving you
Chapter 43 A Man Depends On His Clothes
Hearing that the zipper was slowly zipping up, she felt relieved.
After hearing what Maynard had said, Viola could hardly wait to turn around and face him.
However, she had overestimated the distance between them. As soon as she turned around, she kissed him on his chin.
The next second, Maynard pinned her against the wall with his cracked arms, creating an illusion that she was trapped in a narrow space.
They were so close with each other that their noses were touching each other. And the air became subtle.
When she was about to be kissed by him, Julie's voice came from outside, "Mr. Chu, I've got what you want."
The sudden and unexpected sound broke the embarrassment and broke the embarrassment.
She felt her cheeks burning with embarrassment.
They walked out of the dressing room one by one.
Julie came to them and gave a black box of five centimeters long and five centimeters wide to Maynard.
Maynard untied the black and golden silk ribbon around the box with his slender and powerful fingertip. With a click, he opened the box. What he saw was 12 small diamonds surrounding a blue gem.
She saw sparkling white diamonds and sapphire, which was cut from a big stone. The blue diamond was shining like the sea in the light.
Viola wiped her eyes and asked, "Is it one of the only two famous diamonds in this country?"
Maynard looked at her with interest. "You know that?"
Viola nodded.
She had once made an interview on jewelry and got to know that the jewelry of sunny city was one of the designs by the famous foreign jewelry designer, Lina Shen. It was worth more than five million dollars. She didn't expect to see the real jewelry today.
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A description for cleaning used grape harvesters is provided in SA’s Plant Quarantine Standard. To effectively clean a harvester:
1. Remove any parts of the harvester that may hold and hide vineyard soil and plant material. This includes all harvester belts (discharge, cross feed, transfer, pick up and elevator belts) and covers or guards that have been designed to open or completely detach from the harvester frame. These are terms ‘dismantled parts’.
2. Thoroughly clean the harvester and all dismantled parts with a steam cleaner, pressure washer or air hose to ensure all vineyard soil and plant material is completely removed. Clean the inside, outside, top of harvester and cabin. Start at the top so that vineyard soil and plant materials doesn’t wash back over areas that have already been cleaned. Pay particular attention to areas where material can get caught or carried inside the machine, including fans, conveyor belts, baskets (buckets), bow rods/beaters, fish plates, onboard deleafers, destemmers, hoppers and sorting tables.
While this cleaning process is relevant to all harvesters irrespective of where they are located, in some cases, there is a requirement to follow cleaning with a sterilisation step to facilitate movement from the source to the desired destination. Consult your state biosecurity department to confirm biosecurity requirements relevant to your situation.
As always, if you have questions about farm-gate hygiene contact us on (08) 273 0550, email [email protected] or visit www.vinehealth.com.au
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How to word a thesis statement
How to write a strong open thesis statement - Use an open thesis statement to get your freedom to create the paper focused on many topics at once, but this approach is a bit difficult to some students. The main reason is that it doesn't offer any single and concrete direction for essays, so they may lack coherence and appear disjointed. Good Thesis Statement Examples: A Few Tips
How to Generate a Thesis Statement Your thesis statement should answer a question about the issue or theme you'd like to explore. In this situation, your job is to figure out the question to which you'd like to respond. Essay Thesis Statement - Writing Help - GrammarBank Types of Thesis Statements You must make sure that the form of your thesis matches the form of your paper. Everything covered so far applies to all thesis statements, but on the next page are some guidelines for thesis development depending on the type of paper. Good Thesis Statement Writing Help - However, writing a thesis statement differs drastically from writing other sentences because in a thesis statement, every single word matters. A thesis statement summarizes the entire point of a report or essay; therefore, it must be explicitly clear, exceptionally well thought-through, and at least somewhat original. Defining a Topic and Developing a Thesis Statement ... Defining a topic and developing a thesis statement are the first and most important elements in creating a well-developed, solid paper. If the writer takes the time to become knowledgeable about the paper's subject matter and to build an effective thesis statement, he or she can produce an effective paper that is balanced and informative.
How to Write a Thesis Statement | Guide to Writing - Lumen Learning Whether you are writing a short essay or a doctoral dissertation, your thesis statement will arguably be the most difficult sentence to formulate. An effective thesis ... Thesis Statement Development by Formula Thesis Statement Development by Formula. Thesis statements follow patterns, and can be represented by formulae. Example thesis statement 1. This statement ... How to Write a Thesis Statement - EBSCO Connect
Things to Avoid in a Thesis Statement -
Thesis Outline Template - 11+ (Samples & Examples) An thesis essay outline template is a template containing how an essay ought to be drafted, stored in a PDF version. As expected, such templates are stored in such a portal so as to enable ease of sharing among the interested parties [could be students, researchers, tutors etc]. Words To Start A Thesis Statement Words To Start A Thesis Statement. words to start a thesis statement (thesis statement in Miss Brill's Fragile Fantasy) I think people are disturbed by the discovery that no longer is a small town autonomous--it is a creature of the state and of the Federal Government.The answer to the question is the thesis statement for the essay. Thesis Statement Examples - A thesis statement is one sentence that expresses the main idea of a research paper or essay. It makes a claim, directly answering a question and must be very specific, as you can see in our thesis statement examples.
How to Restate a Thesis Statement - 123HelpMe
How To Write A Thesis Statement: The Most Helpful Tips And… Every word in your thesis statement should be pointed and meaningful. You only have a sentence or two to express the value of your work, so make everyGiven how much emphasis is put on the thesis statement and how important this tiny piece of writing is to your whole work, it’s not surprising that...
Get an answer for 'I need to reword my thesis [added below] into a general thesis statement, without including the subtopics of ghosts, magic spells, and prophecies. Relating to Shakespeare's ...
A strong thesis statement contains the following qualities. Specificity. A thesis statement must concentrate on a specific area of a general topic. As you may recall, the creation of a thesis statement begins when you choose a broad subject and then narrow down its parts until you pinpoint a specific aspect of that topic. Thesis Statement Generator - Create - Sample Of Thesis Statement On Gender Roles. Using a thesis statement creator makes it possible to receive such a sentence: There are some expectations that we grow familiar as the times passes and they are regarded to be the gender roles. Basically, the gender role is what is convenient for a man or woman to do in society. Thesis Statement - Examples and Definition Thesis Statement A thesis statement is a statement that occurs at the end of the introduction, after the background information on the topic. The thesis statement is connected with the background information through a transition , which could be a full sentence , or a simple transition word, such as therefore, because, but etc. PDF Analytical Thesis Statements - University of Arizona Analytical Thesis Statements Adapted from Writing Analytically by Rosenwasser and Stephen To analyze something is to ask what that something means. An analytical essay answers how something does what it does or why it is as it is. Therefore, a thesis statement in an analysis paper should be answering a HOW or WHY question.
You might hear it referred to as simply a "thesis." Every scholarly paper should have a thesis statement, and strong thesis statements are concise, specific, and ... Tips on Writing Your Thesis Statement Guide to Writing Thesis Statements ... Your thesis statement is the central argument of your essay. It must ... Thesis statements must make a claim or argument. How to Write a Strong Thesis Statement - Bid4Papers
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#3 Creating a wifi free home
Updated: Jan 10, 2020
"Children and fetuses are particularly vulnerable to microwave radiations.”
Will you put your children against an operating microwave oven? “no way!” I hear you scream.
Because we all know when a microwave oven is on, it emits a microwave radiation extending out about 2-3 meters with more intensity the closer you get. Who would be insane enough to do that?
The Radio frequency (RF) for a microwave oven is 2.4 gigahertz, for a smartphone is 2.45 gigahert
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Understanding the Brightspot-InDesign synchronization
In This Guide
When you import content from Brightspot to InDesign, a process runs that pulls the text and images from Brightspot and pushes them to the corresponding object in InDesign. The process examines each object in the InDesign document and does the following:
1. Determines the tag associated with the object.
2. Looks up the field in Brightspot associated with the same tag.
3. Retrieves the value from Brightspot for the field.
4. Places the value into the InDesign object.
The following diagram illustrates an import from Brightspot to InDesign for three fields: headline, subheadline, and author.
Brightspot-InDesign field synchronization example
Once you import content from Brightspot to InDesign, Brightspot does the following:
• Creates an InDesign item that mirrors the InDesign document
• Associates copies of the imported items with the InDesign item
Brightspot-InDesign synchronization diagram.svg
Referring to the previous illustration—
• An editor created three items in Brightspot. These items are intended for electronic publication.
• A designer imported the three items into InDesign. When the import is complete, Brightspot maintains a placeholder for the InDesign document as well as the three articles exported to that document.
• As the editor and designer collaborate on the items, Brightspot synchronizes their edits between the print document (in InDesign) and the electronic item (in Brightspot). The original items exported from Brightspot are not synchronized.
See also:
In This Guide
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Introduction to Key Constitutional Concepts and Supreme Court Cases
Coursera Introduction to Key Constitutional Concepts and Supreme Court Cases
University of Pennsylvania
4-6 hours a week
4 weeks
Paid Certificate Available
Course Link
The Constitution and Three Branches of Government
Amendments and the First Amendment
This segment first explores constitutional amendments, including the Bill of Rights, and the Reconstruction and Progressive-era Amendments. Then, we will take a detailed look at one of the most important amendments: the First. We will learn about the constitutional protections for speech and religion, how they have changed over time, and how they apply to various circumstances. Finally, we will learn about the Establishment Clause and what it means in today's society.
Criminal Procedure and Federalism and Nationalism
We begin here by looking at another group of very important constitutional provisions: the Fourth, Fifth, and Sixth Amendments, which guarantee rights to individuals accused of committing crimes. These amendments protect us against unreasonable searches, ensure our right to remain silent in the face of police questioning, and allow us to demand the assistance of counsel and trial by jury. These rights are fundamental to our system of criminal justice. Then we will shift our focus to examining the Second Amendment, the right to bear arms, and incorporation. We will also discuss the Ninth and Tenth Amendments, unenumerated rights, and states' rights, and finish by considering the implications of the Civil War and Reconstruction for the balance of power between the federal government and the states.
The Fourteenth Amendment and Modern Controversies
The first three lessons consider the equal protection and due process clauses of the 14th Amendment. We will begin by discussing race discrimination and the anti-classification and anti-subordination perspectives on equal protection. Next, we will discuss sex discrimination and the right to an abortion derived from the due process clause. Finally, we will examine discrimination based on sexual orientation, and the social progression of major civil rights movements in the United States. The final three lessons in this module consider some modern constitutional controversies. First, we will learn about presidential war powers. Next, we will analyze free speech in the context of campaign finance reform. Finally, we will discuss federal legislative power with a focus on health care reform.
Taught by
Kermit Roosevelt
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What does Hop-by-Hop Id signify in a diameter header ?
+4 votes
posted Dec 25, 2014 by Harshita
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1 Answer
+2 votes
On behalf of Peeyush ( )
It is an identifier between two nodes to identify sequence of a message...similarly end to end identifier is used as an idenfier between source and destination where it can traverse multiple node
answer Dec 25, 2014 by Salil Agrawal
Similar Questions
+2 votes
The DRA is between e.g. MME and HSS or SGSN and HSS and maybe between HSS and IMS S-CSCF/I-CSCF. In the IETF Spec RFC3588 you can read the following: IETF - RFC3588
The Hop-by-Hop Identifier is an unsigned 32-bit integer field (in network byte order) and aids in matching requests and replies. The sender MUST ensure that the Hop-by-Hop identifier in a request is unique on a given connection at any given time, and MAY attempt to ensure that the number is unique across reboots. The sender of an Answer message MUST ensure that the Hop-by-Hop Identifier field contains the same value that was found in the corresponding request. The Hop-by-Hop identifier is normally a monotonically increasing number, whose start value was randomly generated. An answer message that is received with an unknown Hop-by-Hop Identifier MUST be discarded.
--> for me it sounds like that the HbHid must not jump in numbers but rather increase step by step sequential – is that also your experience?
Issue: I wonder if that Hop-by-Hop Identifier really increases the number sequentially as it seems to be a similar Parameter like the Local Reference in SS7 (DLR, SLR). I do not recall that in SS7 the Source/Destination Local Reference Numbers have to be increased sequentially.
If the Hop-by-Hop ID jumps too much, the other side may not be able to follow and Signalling errors occur? Have you seen problems on HSS or MME when that Hop-by-Hop Identifier increases in big steps rather than sequential?
0 votes
What is the use of keeping the same information in two places like Application-Id in the Diameter header and Application-Id as AVP ?
+3 votes
If we look into diameter header, fields like version, length, command flags, command code etc all are in a specific order. Is there any standard or concept is used to while defining a new protocol ?
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Courtney Shea
1. information
Do You Have Some Questions About Cannibal Fetishes?An expert on kink explains everything.
2. the undoing
Could My Exceedingly Charming Spouse Be A Secret Psychopath?And other Undoing questions answered by two therapists.
3. hairy situations
Why Did Princess Diana’s Hair Look Like That?Her feathery mushroom cut both defined and defied ’80s glamour.
4. now smell this
5. wellness
6. top coat
A Definitive Ranking of Meghan Markle’s Power CoatsAnd whether you can still buy them.
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Eline Cautreels
Together with Maarten De Beukelaer, Eline Cautreels examines how the continuously changing interaction between sunlight and architecture affect our perception of the room. By means of interventions in certain rooms, the duo try to capture the uncontrollable expression of the sun directly on photographic paper or liquid emulsions. In this way, they create images that make imperceptible, abstract concepts such as ‘light’ and ‘the passing of time’ visible to the viewer in a different way. The contrast between current photography and these in situ interventions is further enhanced by the digital recording of the creation process. While on the one hand the natural result determines the focal point, camera-controlled photography, on the other hand, immortalises its creation process in a rather distant and neutral way. Eline is a laureate of Toegepast 17.
Core Discipline(s)
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Flowers Growing in Space? How are NASA’s Astronauts Doing It?
Arabidopsis thaliana! This plant became the first full life cycle to happen in space – Salyut 7 during the 80s.
Astonishing, overwhelming, or surprised?
Well, recently NASA shared information about how architectural fungus could be a secret for habitation on planet Mars.
Are we moving to Mars?
Well, it’s no longer a question of whether humans will go to Mars, but when. By the time we reach the second planet, it will probably be after a decade, maybe in the 2030s. But will humans survive a life beyond Earth?
From Martha Ackmann’s‘The Mercury 13’ to Andy Weir’s ‘The Martian’…. Have you thought about life in space?
It is said that planet Mars is cold and dry, however, the gravitational field of 38 percent projects to be stronger than Earth. A great reason why Mars could be the next planet for humans to survive.
January 2019
Tiny green plants were seen sprouted on the moon. The plants might have arrived with Chang’e 4, a Chinese spacecraft that landed on the side that never turns toward Earth. This was the first-ever landing to have taken place in history.
The seeds of this plant came from the comfort of one’s home – air, water, soil, and the temperature for the plant to grow. When they were nestled together, the seedlings demonstrated a miniature forest – this was like a hint of life in a barren land. However, after a week they all died.
This was because the lunar set is, and there was no proper sunlight. The temperature plummeted to -52 Celsius. And since the sprouts weren’t designed to resist the temperature, they eventually froze and died.
The outer space as we imagine isn’t kind to plants nor people or at the most the living things. Except for maybe tardigrades. Tardigrades are microscopic creatures that look like tiny bears.
The experiment made by China was marked first to record a biological matter that has been growing on the moon. NASA may refer to it as “defecation collection devices.”
But plants have always been an inhabitant of space for several years now. All it needs is a little attention and care as compared to its terrestrial peers.
Arabidopsis thaliana
According to scientists, this was the plant species that were chosen for practical reasons. Arabidopsis thaliana is a white flower, also called a fruit fly of plant science by these scientists.
Arabidopsis-thaliana growing in ISS
Source: NASA
Perhaps you can now say that there are plants that can grow in space. The International Space Station is the first humankind laboratory that grows plants above the earth’s surface. These plants are cultivated inside chambers that are specially equipped with special lights, a substitute for the sun.
The seeds are planted using nutrient-rich substances, these substances resemble a cat’s litter but they’re strewn with fertilizer pellets. Since there’s no natural water to flow, it is being administered in a manner where the plants get a sufficient amount of water in its roots. At times during microgravity, gases tend to coalesce into bubbles, thus pushing the air around to keep the carbon dioxide and oxygen’s flow in place.
The chamber inside the International Space Station is the size of a mini-fridge with precise sensors embedded inside. The only thing astronauts need to do is to add water and keep changing the filters. The rest of the manipulation can be taken care of by the scientists on the ground. From temperature adjustments to maintaining the right check on the humidity levels of carbon dioxide and oxygen.
According to Gioia Massa, a scientist at NASA’s Kennedy Space Center who studies plants in microgravity says, “plants don’t really care about the gravity so much if you can get the environment right.
Start your journey of knowledge with brainstorming box. Our mission is to make learning easier and Interesting than it has ever been. Each day, we curate fascinating topics for those who pursue knowledge with passion.
Structure of the black hole- In detail
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3D machine learning: one of the most researched topics that have gained tremendous attention in recent years. An amalgamation of machine learning, computer vision, and...
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page title icon Prioritization: Urgent vs. Important
Seeking Scale
Seeking Scale
Prioritization: Urgent vs. Important
In this episode Andy and Craig talk through the constant balance of prioritizing competing initiatives in the business. Determining what is Important, what is Urgent, and what isn’t either is key in moving the business forward in a meaningful way.
In addition to prioritizing how we spend resources: time, energy, money, and mental space Craig and Andy talk about how to practically balance these within their businesses. From how they communicate with the teams, to how they track progress, and how they learn from each development sprint or marketing activity.
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Section 29.1 SPN 132/Fmi1
Section 29.1
SPN 132/Fmi1
This code typically means the air mass flow is too low.
Check as follows:
1. Check for multiple codes.
1. If any other fault codes are present, repair them first.
2. If only 132/1 is present, go to the next step.
2. Perform pressure check/visual inspection of the following and repair as necessary.
• Plugged inlet air filters
• Charge air cooler leaks
• Leaking intake manifold
• Exhaust leaks/plugging
EPA07 DD15 Troubleshooting Guide - DDC-SVC-MAN-0029
Generated on 10-13-2008
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Limited-time discount for students! | Solutions starting at $6 each
COM10 : Academic Writing PDF
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Academic Writing
Name of the Students
Name of the University
Author Note
The Nobel Prize is the most eminent and coveted global honour bestowed for outstanding
work in economics, chemistry, peace, literature, physics, or physiology and medicine. Since its
first establishment in 1895 to acknowledge those who had an outstanding contribution to benefit
mankind, western European countries have accomplished a disproportionate number of Novel
prizes laureates. In fact, 82 percent of Nobel prizes have been awarded to laureates from western
countries (The Washington Post 2013). However, as we delve into the historical origin of that
great knowledge and the development of advanced modern science, it should be done through an
eye of medieval Islamic scholars. In the Medieval age, Islamic scholars had a significant
influence which in turn became the fundamental material for a scientific revolution in western
civilisation. “In the broadest sense, the West's borrowings from the Middle East form practically
the whole basic fabric of civilisation” (Wickens 1976). The paper asserts that the Modem science
emerged in Europe may not have occurred without adopting the fundamental concepts of the
Greek scientific tradition that had been integrated and modified into the corpus Islamic tradition
during its great period of mass scholarship known as Golden Age. Even though much of the
Islamic contributions are unappreciated and credited, it had a vital role throughout the
progression of the European transformation. Some argue that the influence of Islamic science
and metaphysical works to Western culture was limited and the western scientific enterprise
undertook a significant cleavage from the Islamic influence. The paper further argues against this
by providing the evidence and vestigial traces of Islamic scientific tradition in various discipline
of today’s science such as mathematics and medicine.
The Islamic golden age is referred to the era in the history of Islam. This era is dated
traditionally from the 8thcentury to the 14thcentury. In this mentioned era, the Islam world
evidenced a commendable and flourishing enhancement in science, economic as well as cultural
works. According to the Muslim tradition, this period is considered to have began during the
reign of the Abbasid Caliph, Harun al-Rashid. During his reign, scholars from different cultural
background are invited from different parts of the world in order to translate the classical
knowledge of the world into Arabic language. During this period several new inventions
associated with science and mathematics had taken place due to the glorious union of scholars
from all over the word. According to the Islamic tradition in 1258 AD, this period had ended due
to the death of the Abbasid Caliphate due to the Siege of Bagdad an Mughal invention (Bier
While the middle age of the Islamic word is considered to be highly glorifying and
productive, in Europe the middle age was characterized by devastating phenomenon like war and
population decline. According to the historians, the middle age lasted in the history of Europe
from the 5thcentury to the 15thCentury. It initiated with the fall of the Western Roman Empire
and merged with the renaissance period (Iqbal 2000). The middle age of Europe can be
segregated into three parts that includes the early, high and late middle age. The early middle age
of Europe is characterized by population decline, invention and movements. During the High
Middle Ages, that began after 1000, the population of Europe got enhanced greatly as
technological as well as agricultural innovations permitted trade to flourish. Along with that,
theMedieval Warm Periodclimate change allowed crop yields to enhance (Hilgendorf 2003).
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Combination Differences
The rotational constant of a vibrationally excited state of a diatomic molecule will be slightly smaller than that of the vibrational ground state, as the excited state will have a slightly longer bond than the ground state (due to the anharmonicity of the vibration). Consequently the moment of inertia of the excited state will be greater and its rotational constant will be smaller.
This is why the Q-branch of a spectrum (if there is one) consists of a series of closely spaced lines. It also means that the lines of the R-branch converge slightly with increasing J and the lines of the P-branch diverge slightly with increasing J. The actual expressions for the transitions (with B0 the rotational constant of the ground state and B1 the rotational constant of the first excited state) are:
The method of combination differences is used to determine the two rotational constants. This is essentially a form of manipulation of simultaneous equations, where we choose two transitions to or from a common state, write out the equations for these transitions and then eliminate the rotational constant for the common state. i.e. the R-branch transition from J-1 to J and the P-branch transition from J+1 to J have a common final state (J). It is simple, from the above relations, to prove the following equation:
i.e. we have been able to use the fact that these two transitions have a common final level to remove the rotational constant of that level from the equation. Determination of B0 is now trivial from experimental data.
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Longevity Pain-Free Enteric Capsules
This is for the person who wants to maintain an active lifestyle that is pain-free and provides many holistic benefits. Take one capsule for every 100 - 150 lbs. If over 150 lbs take two, and if over 220 lbs take 3. CBD lasts 8 hours at full strength.
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arrowHOMETroop 97High Adventure—BSA Safety Plans
BSA Safety Plans for Various Scouting Activities
(more detailed information in BSA "Guide to Safe Scouting for Unit Activities" #34416A)
General Requirements for All High Adventure Activities
1. Two-deep leadership (minimum of 2 adults, at least one over age 21, at least one BSA Youth Protection trained, at least one registered with BSA)
2. Safety rule of four (no fewer than 4 individuals, including at least 2 adults, on any backcountry trip—if an accident occurs, one stays with the injured person, and two go for help)
3. Separate male/female & adult/child tenting
4. Tour permit (file a BSA tour permit for all activities)
5. Back-country trips are required to follow the BSA Wilderness Use Policy (see bottom of this page)
"The Sweet 16 of BSA Safety"
(BSA #19-130)
1. Qualified Supervision
2. Physical Fitness
3. Buddy System
4. Safe Area or Course
5. Equipment Selection and Maintenance
6. Personal Safety Equipment
7. Safety Procedures and Policies
8. Skill Level Limits
9. Weather Check
10. Planning
11. Communications
12. Plans and Notices
13. First Aid Resources
14. Applicable Laws
15. CPR Resource
16. Discipline
Trek Safely
(2-sheet oversize flyer, BSA #430-125)
1. Qualified Supervision
2. Keep Fit
3. Plan Ahead
4. Gear Up
5. Communicate Clearly and Completely
6. Monitor Conditions
7. Discipline
Water Activities
Safe Swim Defense
(BSA #34370A)
1. Qualified Supervision
2. Personal Health Review
3. Safe Area
4. Response Personnel
5. Lookout
6. Ability Groups
7. Buddy System
8. Discipline
Safety Afloat
(BSA #34159C)
1. Qualified Supervision
2. Personal Health Review
3. Swimming Ability
4. Life Jackets
5. Buddy System
6. Skill Proficiency
7. Planning
8. Equipment
9. Discipline
Kayaking Safety
(6-page booklet, BSA #19-510)
1. Qualified Supervision
2. Physical Fitness
3. Swimming Abiity
4. Personal Flotation Equipment
5. Buddy System
6. Skill Proficiency
7. Planning
8. Equipment
9. Discipline
Scuba Safety
(16-page booklet, BSA #19-515)
1. Qualified Supervision
2. Personal Health Review
3. Safe Area
4. Emergency Preparedness
5. Ability
6. Buddy System
7. Communication
8. Equipment
9. Buoyancy Control
10. Understanding Pressure
11. Discipline
Snorkeling Safety
(6-page booklet, BSA #19-176)
1. Qualified Supervision
2. Physical Fitness
3. Safe Area
4. Proper Equipment
5. Lifeguards/Lookout
6. Ability
7. Buddy System
8. Discipline
Whitewater Safety
Follow Safety Afloat; there is additional
information in the Guide to Safe Scouting,
including the American Whitewater Affiliation
(AWA) Safety Code.
Other Activities
Bike Safety
1. Qualified Supervision
2. Physical Fitness
3. Helmets and Clothing
4. Buddy System
5. Position in Traffic
6. Safety Rules
7. Turns and Intersections
8. Equipment
9. Bicycle Accessories
10. Maintenance
11. Racing
12. Planning
13. Discipline
Cave Safety
(8-page booklet, BSA #19-102B)
(Details in the policy statement booklet above)
Climb on Safely
(BSA #20-099B)
1. Qualified Supervision
2. Qualified Instructors
3. Physical Fitness
4. Safe Area
5. Equipment
6. Planning
7. Environmental Conditions
8. Discipline
Winter Camping Safety
1. Qualified Supervision
2. Equipment
3. Physical Fitness
4. Buddy System
5. Planning
6. Safe Area
7. Weather Check
8. Burning (no flames in tents or snow shelters)
9. Discipline
BSA Wilderness Use Policy
[link to BSA Wilderness Use Policy & Outdoor Code sheet]
All privately or publicly owned backcountry land and designated wildernesses are included in the term "wilderness areas" in this policy. The Outdoor Code of the Boy Scouts of America and the principles of Leave No Trace apply to outdoor behavior generally, but for treks into wilderness areas, minimum-impact camping methods must be used. Within the outdoor program of the Boy Scouts of America, there are many different camping-skill levels. Camping practices that are appropriate for day outings, long-term Scout camp, or short-term unit camping might not apply to wilderness areas. Wherever they go, Scouts need to adopt attitudes and patterns of behavior that respect the rights of others, including future generations, to enjoy the outdoors.
In wilderness areas, it is crucial to minimize human impact, particularly on fragile ecosystems such as mountains, lakes and streams, deserts, and seashores. Because our impact varies from one season of the year to the next, it becomes important for us to adjust to these changing conditions to avoid damaging the environment.
The Boy Scouts of America emphasizes these practices for all troops, teams, and crews planning to use wilderness areas:
Outdoor Code
As an American, I will do my best to-
Last Revision to This Page: 23 July 2016
Copyright © 2008-16 by Troop 97 BSA
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Get it Done! Putting together your Theory of Change on a Jamboard or using sticky notes.
I know it is a real effort for me to implement all of the good ideas I learn in a training session, but in this session you learn a little and start work on the ideas straight away. This session takes what participants have worked on in previous sessions and puts them into a one page summary: a Theory of Change.
Learning Outcomes
By the end of this session you will:
…understand how your needs, activities, outcomes and impact fit together in a logic model Theory of Change.
…be able to use Jamboard or sticky notes to start drawing your Theory of change.
…check that your theory of how things change makes sense.
Rough outline
(May be subject to change, figures denote minutes spent on each.)
1. Introductions (10)
2. Karen to show some examples of Theories of Change (pipeline, flow chart and explain that a narrative is needed too). (10)
3. Groups use what they have done in previous weeks to create and order their own Theory of Change on a Jamboard, or with postit notes. (15)
4. Checking that it all hangs together. (10)
Homework: Start writing up the narrative. (Think about referring to reports)
7th December 2021 12:15 PM through 1:00 PM
Zoom (Karen)
Crayford, DA1 4HB
United Kingdom
Phone: 01322 315391
Training Themes
Training Theme
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Despite being the least-expensive Mini, the base Mini Cooper with a manual transmission is our top-scoring variant. It outscores the faster turbocharged Cooper S and larger Clubman due to its better ride and fuel economy. Even with its base engine, the Mini is a joy to drive with excellent handling and braking. Fuel economy is impressive at 33 mpg overall, but it requires premium fuel.
There are 3 recalls on this vehicle. Learn More.
Change Vehicle
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Search Tools
New Defender's Study Bible Notes
19:6 going forth. The Hebrew word does not refer to the sun’s daily orbit, but to that which “goes forth” from the sun itself—that is, the “heat thereof” the radiant energy which sustains all life on earth and even energizes the entire solar system.
19:6 his circuit. The critical charge that this verse reflects an unscientific geocentric view (the sun orbiting a fixed earth) is puerile. All motion is “relative motion,” since no one knows where a stationary “center of the universe” might be (the sun apparently moves in a gigantic circuit around the center of the Milky Way galaxy, and the galaxy itself moves with respect to other galaxies). The most scientific way of dealing with different motions is to assume a point of zero motion, and measure other motions relative to that. The best point to assume as a point of zero motion is the one for which the equations of motion are simplest. For all surveyors, all navigators, and most astronomers, that reference point is the surface of the earth at the location of the observer. David takes this scientific approach in referring to the sun’s motion relative to the earth. At the same time, his statement is also correct for any other assumed fixed point, since the sun and the galaxy do actually move throughout the whole universe.
19:6 hid from the heat. The laws of thermodynamics (i.e., “heat power”) are the most important and universal laws of science, and the sun’s heat “going forth” from its surface provides the basic energy for all earth’s processes. The First Law (conservation of energy in quantity) and Second Law (decay of energy quality) ultimately depend upon the sun’s heat for their meaningful existence and operation.
About the New Defender's Study Bible
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How do you solve premises and conclusions?
How do you solve premises and conclusions?
The foolproof way to do this is to ask yourself what the author of the argument is trying to get you to believe. The answer to this question is the conclusion. There must also be at least one reason and possibly many. These are your premises.
What are the conclusion indicators?
The conclusion indicator is any synonym for “therefore.” Usually, a conclusion indicator stands near the beginning of a sentence that is a conclusion. And usually the sentence or sentences before the conclusion indicator are premises.
What is difference between summary and conclusion?
Summary refers to the concise statement or account of the key points of a text, research or essay. The conclusion is that section of the text, essay or book which serves as the final answer to the research question.
Does a summary have a conclusion?
4. A good summary of an essay should probably include the main idea of each paragraph, and the main evidence supporting that idea, unless it is not relevant to the article or essay as a whole. A summary does not need a conclusion, but if the original ends with a message to the reader this should not be left out.
Is a summary a conclusion?
The summary is an abridged version of a text that only contains the main points. The conclusion is the end or finish of a chapter or text.
What is the concluding sentence in a summary?
Lesson Summary A concluding sentence indicates that you are bringing closure to a paragraph. For each paragraph, the reader should be able to identify what your key points are, based on the concluding sentence. It should not include any information that was not discussed in the paragraph.
How do you wire a conclusion?
In your conclusion, you should restate the thesis and connect it with the body of the essay in a sentence that explains how each point supports the thesis. Your final sentence should uphold your main idea in a clear and compelling manner. Be sure you do not present any new information in the conclusion.
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How many moves?
If Black just made a move in this game, what is the minimum amount of moves that have been played?
8 moves example:
1. f3 Nf6
2. Kf2 Ng8
3. Ke3 Nf6
4. Kd3 Ng8
5. Ke4 Nf6
6. Ke3 NNg8
7. Kf2 Nf6
8. Ke1 Ng8
In order to see that 8 is the minimum number of moves, notice that Black could only move rooks and knights, and therefore he has made an even number of moves. This implies that White has made an odd number of moves, excluding the pawn on f3. This is possible only if he has placed his king on a white cell at some point and then returned it back to e1, which would take at least 8 moves.
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How To Check eWallet Balance
How To Check eWallet Balance on FNB in South Africa
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How to check eWallet balance on FNB in South Africa? eWallet allows anyone to send money to anyone with a valid South African Cellphone number, even if they don’t have an FNB bank account. First National Bank (FNB), which is one of South Africa’s “big five” banks, also allows customers to check their eWallet balance on their mobile devices using USSD Code in South Africa. In this article, you will learn how to check eWallet balance in South Africa.
ALSO READ: How to reverse FNB eWallet payment in South Africa?
How To Check eWallet Balance
If you would like to check your eWallet balance, you need to dial the USSD code *120*277# on your mobile phone. Select the option for checking your eWallet balance.
The FNB eWallet can hold up to R5 000 balance at any given time, which can be drawn at any FNB ATM or selected retailers. The eWallet balance can also be used to buy prepaid airtime, data, electricity, or to buy goods at your convenience.
FNB eWallet Balance Check FAQs
Answers to the most frequently asked questions about the FNB eWallet Balance check in South Africa.
How do I check my FNB eWallet balance?
To check your FNB eWallet balance in South Africa, dial *120*277# and choose the to check your eWallet balance.
The process of checking your FNB eWallet balance may differ depending on the services you use. However, you still use the same USSD code *120*277#
How do I check my eWallet on FNB App?
You can also check your eWallet balance on FNB App by purchasing airtime or electricity. If the purchase goes through, it means you still have enough funds on your eWallet.
1. Login to the FNB Banking App.
2. Select the ‘eWallet’ tab.
3. Select ‘Buy Prepaid’
4. Select ‘Prepaid Electricity’
5. Choose amount.
6. Enter your meter number.
7. Select ‘Purchase’
8. Confirm details and select ‘Confirm’
Checking eWallet balance is easy and fast. The above are two ways to how to check balance on eWallet FNB South Africa.
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Is it true that part-time vote is true?
Is it true that part-time vote is true?
However, Chabashira-sensei wasn’t the one I was paying attention to.
Instead, I took note of how Kushida Kikyō was handling the exam in front of her.
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Even though the exam had started, there was no indication that her arm was moving. She appeared to be checking something as she went over the questions several times.
She made sure of everything for two or three minutes before she finally began to solve the exam questions.
In this way, the tense exams continued past the first without any time for leisure or idle chatter.
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However, there was a slight incident during the fourth exam.
It happened during the math exam, which is supposed to be when Horikita and Kushida’s direct confrontation would be decided.
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It was immediately after we turned our exams over after the start signal.
Kushida’s voice leaked out despite her attempt to suppress it.
“What’s wrong Kushida?”
“N-no, I’m sorry. It’s nothing.”
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Dos and Don’ts of Flipping
1. Sell students on the process. If students are not sold on the benefits of doing things in a new way, they won’t buy in and the course will suffer. This can be done by citing research, describing success stories, or inviting student testimonies. Link here to this part of our module.
2. Provide incentives to do the pre-class prep. For example, students may complete quizzes about the topic during the first few minutes of class. However, instructors have noted that these are often more effective when they are relatively low-pressure. For example, some have suggested a pass/fail system where students are allowed a certain number of fails per semester.
3. Know the tools of flipping. Know what types of technology are available and how to use them effectively
4. Allow time for planning. A first flipped classroom is a large time commitment. It is recommended that one does not try flipping for the first time during a busy semester. One specific recommendation we have heard is to do the initial flip during the fall semester so that the summer can be spent prepping.
5. If one is concerned about buy-in it can be helpful to make students realize they are part of a successful flipped classroom. For example, mid-semester evaluations can be distributed with questions such as, “What can I be doing to improve my grade in the class?” This helps students realize that a bad grade is not necessarily the instructor’s fault.
6. Understand that flipping does not work for every teaching style. A flipped classroom can be a chaotic one—if an instructor prefers an orderly classroom experience, flipping may not be desirable.
1. Do not hide the design of the classroom from the students. Students should realize exactly what is expected of them and how the grading system will work. Students may also appreciate the thought that was put into the structure of the course.
2. Do not assume students know how to use the technologies. Flipped instructors have noted that students will often struggle with (or blame) technologies. Do not assume that students know how to find the course material, even with commonly used technologies such as Blackboard.
3. Do not flip in isolation for the first time. It can be extremely helpful to have a flipping buddy who is going through many of the same experiences.
4. Don’t feel like you need to have control of the classroom at all times. It is impossible to control every side conversation or diversion during interactive activities.
Directory of Open Access Educational Resources
Open Educational Resources in Higher Education: A Guide to Online Resources
SPARC (The Scholarly Publishing and Academic Resources Coalition)
Open Educational Resources, Washington State University Libraries
OER Commons
Free Video
Stanford Teaching Commons
Glossary of Terminology
Active Learning
Active learning is generally defined as any instructional method that engages students in the learning process. In short, active learning requires students to do meaningful learning activities and think about what they are doing [1]. While this definition could include traditional activities such as homework, in practice active learning refers to activities that are introduced into the classroom. The core elements of active learning are student activity and engagement in the learning process. Active learning is often contrasted to the traditional lecture where students passively receive information from the instructor (223).
Flipped (Inverted) Classroom
In the flipped class model, what used to be class work (namely, the instructor-led lecture and student note taking) is done prior to class, while what used to be homework (typically, assigned problems) is done in the scheduled class. The model has transformed teaching practice by changing traditional roles and increasing interaction between the instructor and students during class. In the flipped classroom, the responsibility and ownership of learning is transferred from the teacher to the students through participation in interactive activities (1).
Pierce, R., & Fox, J. (2012). Vodcasts and active-learning exercises in a “flipped classroom” model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76(10), 1-5.
Inquiry-based Learning
Inquiry-based learning (IBL and also abbreviated to inquiry) is an umbrella term that encompasses a range of teaching approaches in which learning is stimulated by a question or issue, learning is based on constructing new knowledge and understanding, the teacher’s role is one of a facilitator , and there is a move towards self-directed learning (15).
Spronken-Smith, R., Walker, R., Batchelor, J., O’Steen, B., & Angelo, T. (2011). Enablers and constraints to the use of inquiry-based learning in undergraduate education. Teaching in Higher Education, 16(1), 15-28.
Any series of audio files that can be downloaded from the Internet, often released on some regular schedule. Podcasts are named after Apple Computer, Inc.’s iPod portable audio players, though most podcasts are in a format that can be played on virtually any computer or smart phone.
Bergmann, J., Sams, A., & Overmyer, J. (n.d.) The flipped classroom.
An instructional method in which the classroom teacher creates a vodcast of [his or her] classroom lecture on a topic or objective for viewing by students before attending class on that topic.
Problem-based Learning
Problem-based learning (PBL) is an instructional method where relevant problems are introduced at the beginning of the instruction cycle and used to provide the context and motivation for the learning that follows (223).
A vodcast is a podcast that also incorporates video in addition to audio. They are short screen captures of material with narration by an instructor, typically performed on a Tablet PC or SmartBoard. These digital videos can be observed online or downloaded.Vodcasts can capture solutions to example problems, tools and tips on specific concepts, and supplement lecture notes.
List of Readings
Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.
This brief article discusses the flipped classroom model in the context of case study teaching. It outlines results of a survey of STEM case study teachers asked to report about their use of the flipped method. There is some discussion about “pitfalls” of the flipped model as well as an overview of the use of digital learning objects (such as online tutorials) in both current and future applications. It also includes a helpful reference list.
Godwin, B. and Miller, K. (2013). Research Says/Evidence on Flipped Classrooms Is Still Coming In. Educational Leadership, 70(6), 78-80
This brief article discusses an overview of flipped teaching, along with a description of the limited research available. Very few studies have examined the impact of a flipped classroom, but the studies that do tend to show positive impacts on student scores. Despite a lack of conclusive evidence, the authors argue that an, “absence of evidence is not evidence of absence,” and describe ways in which flipped learning can promote student-teacher interaction and feedback, which have been shown to improve student outcomes.
Marcey, D. J. and Brint, M. (2012). Transforming an Undergraduate Introductory Biology Course Through Cinematic Lectures and Inverted Classes: A Preliminary Assessment of the CLIC model of the Flipped Classroom. Working Paper
In this working paper, the authors describe an experiment where they use a flipped classroom model in a set of undergraduate introductory biology classes. One section was taught in a traditional way, while the other was flipped using the CLIC (Cinematic Lectures and Inverted Classes) method. The authors do find that students in the flipped-classroom performed better on quizzes and exams, but that differences disappeared when students in the traditional classroom discovered and began viewing the online lectures. Their initial conclusions support the effectiveness of the cinematic lectures at improving student learning and at the CLIC model at improving student perceptions of the class. The discussion is preliminary but helpful.
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ASTRA’s new LNP-RNA Analysis quantifies payload,
encapsulation efficiency and more
Novel modalities require extensive characterization
mRNA rose to fame as a new and effective therapeutic modality through its extraordinary success as a COVID vaccine. However, these mRNA-based vaccines would not exist without formulation by lipid nanoparticles (LNPs). The lipid shell protects mRNA from nuclease degradation and endosomal digestion when it enters the cell. As a result, LNP is becoming the preferred delivery vehicle for different types of RNA- and DNA-based medicines.
Since LNP formulation for medicinal nucleic acids are novel and complex, the pharmaceutical industry is still learning how to properly manufacture and characterize LNPs loaded with RNA or DNA. Essential attributes that must be analyzed to ensure safe and efficacious drug products include:
• nanoparticle size distribution
• particle concentration
• overall lipid and nucleic acid concentration
• particle morphology
• stability under applied stresses including freeze-thaw, presence of bio-medium, and elevated temperatures
However, LNPs must also be characterized for more complex attributes such as encapsulation efficiency and the amount of encapsulated nucleic acid. Since transduction of the genetic material into the cell depends in large measure on nanoparticle size, and LNPs tend to be rather heterogeneous in size, determining the genetic payload for each nanoparticle size fraction is to some degree a ‘holy grail’: together with overall titer, the size-based payload distribution is invaluable in predicting and controlling nanopharmaceutical efficacy.
Numerous and sometimes difficult analytical methods
The graphic below shows some major quality attributes of LNP-RNA and, in the green rectangles, the traditional techniques used to quantify them.
Many of these techniques for quantifying LNP attributes have significant limitations in resolution, precision, accuracy and speed. For example, dynamic light scattering (DLS) is the primary tool to quantify size, polydispersity and stability of the loaded LNP samples. Though DLS is a popular and useful screening tool, its limited resolution prevents it from detecting small yet potentially important differences between processes and batches. In addition, DLS does not reveal payload information or structural details.
Another such example is related to payload quantitation. Specifically, for RNA quantitation, fluorescence measurement with RiboGreen dye is a popular assay. The accuracy of this assay is, however, easily compromised by the presence of several commonly used salts and the interaction between the dye and the PEGylated lipid. Ion-exchange chromatography (IEC) with UV detection is thus used as an orthogonal assay to confirm RNA concentration. Even after the assay to measure RNA concentration is identified and validated, it is still tedious and time-consuming to profile RNA payload as a function of size – an attribute that helps researchers understand the true efficacy of the therapy. To measure the size-dependent RNA payload, the current method calls for collecting fractions from an LNP size separation system, SEC or more often FFF, measuring the LNP size by DLS, then rupturing the lipid particles using a surfactant, and finally using fluorescence or IEC-UV to quantify RNA. Because it is difficult to measure RNA payload as a function of size, such data are scarce in the literature.
The Wyatt solution: one technique to measure them all
As the workhorses for biopharmaceutical and bionanoparticle characterization, SEC-MALS and FFF-MALS had also been adopted as extended characterization tools for LNP-encapsulated RNA or DNA. The data from online MALS, UV, and dRI detectors following SEC or FFF are used for routine yet in-depth analyses, such as high-resolution size distributions, particle concentration and morphology in a single run. This versatility enables SEC- and FFF-MALS to excel in stability and lot-to-lot studies, thanks to their ability to identify and highlight even small changes to the samples.
However, in attempting to quantify the contents of the LNP-RNA entity, these methods ran into an obstacle. As with the analysis of smaller conjugates such as glycoproteins or adeno-associated virus, two concentration sources are needed to determine the amount of lipids and the amount of nucleic acids in each nanoparticle: refractive index (RI) and UV absorbance. With sufficient sample concentration, RI signals can be measured readily and accurately. However, the UV signals are inflated due to scattering of the UV light in the detector by the particles. In fact, a nanoparticle made of purely non-absorbing lipids still exhibits a significant UV signal due to this scattering phenomenon. This is generally true for particles with radii above ~ 20 – 25 nm, and the degree of UV scattering increases relative to the degree of UV absorption with increasing particle size.
Recently, scientists at Wyatt Technology have developed a new method that uses data from the online MALS, UV and RI detectors to quantify LNP payload. The method removes the scattering contribution from the UV signal of the nanoparticle, and then applies a calculation similar to standard conjugate analysis. When combined with size-based separation (SEC or FFF), the new analysis hence enables quantitation of RNA molar mass and concentration as a function of size with no need to analyze fractions off-line. This novel LNP payload analysis method (US patent pending) has now been fully implemented in the LNP Analysis module of ASTRA 8.1.
Comprehensive and accurate characterization in a single run facilitates safe and efficacious therapeutics
With the ability to determine the nucleic acid content across the chromatogram or fractogram, it is now possible to calculate encapsulation efficiency, either by comparing the total genetic content of the LNPs to the amount added during formulation, or to the amount of free nucleic acid which elutes as a separate peak. With the new analysis, most, if not all, of the attributes in the above graphic can be characterized and quantified by a single run on one system. What’s more, the method requires no special sample prep or reagents like RiboGreen.
To cross-verify the online LNP analysis method for payload distribution and encapsulation efficiency, we have worked with a number of LNP research groups using the traditional method for measuring size-dependent RNA payloads. One such study, led by Dr. Xiujuan Jia and her colleagues at Merck, was recently published ( Echoing what Dr. Jia emphasized in her presentation at the 2021 Eastern Analytical Symposium – “Novel delivery requires a new way of thinking” – we believe that the combination of our SEC-MALS and FFF-MALS systems with ASTRA’s new LNP Payload Analysis enables researchers to gain a deeper understanding of their novel delivery vehicle, making RNA and DNA therapeutics safer, more consistent and effective.
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Pastor Peter and Isabel Guadalupe
Pastor Peter and Isabel Guadalupe
Peter and his wife, Isabel have been married for forty years and have two daughters and six grandchildren. After pastoring for twelve years, he saw the burnout and weariness in leaders. He felt a burden and passion for pastors around the world leading him to start a ministry called Elijah’s Cave Ministry to help refresh, renew, and revitalize pastor’s vision and purpose in their ministry.
This has led him to travel to Cuba, Mexico, Nicaragua, India, Dominican Republic, Africa and Puerto Rico, and different parts of the USA encouraging, teaching pastors’ conferences, and preaching.
Peter received his bachelor’s degree and Master’s Degree from Calvary Theological Seminary and is currently working towards his Doctorate in Theology.
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1. Forum
2. >
3. Topic: Finnish
4. >
5. "It is a bunny."
"It is a bunny."
Translation:Se on pupu.
July 15, 2020
Why not tämä on pupu??
why not "on pupu"? wouldn't it be ok to not use the subject here?
Only 1st and 2nd person subjects can be omitted if there already is a verb in 1st or 2nd person. 3rd person verbs can have just about anything as the subject, so omitting 3rd person subjects would cause ambiguity. But keep in mind that dummy subjects have to be omitted from a Finnish translation because it's impossible to translate them into Finnish. For example, "It is raining" translates to just "Sataa". This can be a potential pitfall because the "it is" in that sentence has an identical form but dissimilar function when compared to the "it is" in this sentence.
Learn Finnish in just 5 minutes a day. For free.
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Baccarat Card Game
Baccarat Card Game
Baccarat can be an Italian card game most often played at cardomorpgs. It is a simple comparing card game usually played between two people, the player and the banker. Each baccarat campaign has three possible outcomes: player, banker, and tie. There is also another version of baccarat called Siciliano.
There are various variations to baccarat. One particular variation is called online baccarat. In this version, players register in a baccarat table hosted by an online casino. The players then decide on a hand of cards, which is laid on top of face cards on a baccarat table. Players then use “card counting” methods to estimate the chances of winning. These methods include the traditional New York method or methods adopted by some online casinos.
In the online version of baccarat, once a new player bets, he has to wait for the dealer to reveal his next card before revealing his hand. Once the dealer reveals his third card, a pre-determined amount of money is transferred from the player’s account compared to that of the dealer. If the dealer’s hand exceeds the amount of money transferred, the player loses. In this instance, the player has to obtain more cards or else transfer more money. If there are no more cards left, both players find yourself with the same sum of money. Once the third card is revealed, the process is repeated.
Another variation of baccarat is used the assistance of baccarat machines. A new player can place a bet using any one of ten cards. Once a bet is positioned and reviewed by the machine, around eight decks of cards are opened. The player chooses one card out from the ten opened decks and places his bet. The machine then places three new decks in to the pot, and the player bets the amount indicated on the card placed as his bet.
If the banker’s card happens higher than the player’s bet, the latter has to make a single payment before the process ends. This is known as banker’s win, where, baccarat players obtain bets back from the banker. On the other hand, if the card dealt is lower compared to the player’s bet, the latter must pay the full total the banker. Thus, baccarat players need to be careful when choosing their banker.
Another variant of baccarat, sometimes known as “8-to-1 baccarat”, has players betting a minimum of eight coins (with each coin having the capacity to buy a specific service) on each round of betting. The idea behind this technique is for the player to get more services and premium if the banker’s bet turns out higher. As in baccarat, the banker’s win is 올인 119 also dependent on how many players bet, and just how many times the final bet was made. In this case, gleam limit, namely the maximum number of bets that a player could make in any round.
There are numerous variations to baccarat. One popular type may be the one-sided baccarat, which means that each player has only 1 chance to win. It is the most simple kind of baccarat, and players usually choose it because it’s fast. In this game, the individual with the most chips in the end wins. The player with the fewest chips at the end loses. This is also called the zero-sum game, because only the values of the amounts played are changed: individuals playing do not benefit from any transaction, the casino will not get any profit, and neither does the dealer.
The two-handed baccarat is another variant, and it is usually played between dealers who know one another. In this version, two people start betting, and they may play several hand. Once all players have had their turn, the dealer calls, and deals the players new cards face down. This time around, each player has two chances to win: either he bets the same amount as his opponents, or he bets the number of the opposition’s bet. The dealer then removes the most notable card (called the King), and the remaining cards are resulted in face up.
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Welcome to the Treehouse Community
Looking to learn something new?
Python Python Basics Types and Branching Comparing values
Brahian Maidana
Brahian Maidana
188 Points
How is python greater than chocolate? what am I looking for
"python" > "chocolate" Ture how?
1 Answer
Chris Freeman
Chris Freeman
Treehouse Moderator 67,736 Points
Hey Brahian Maidana, good question.
As all things in computers, the underlying objects are stored as binary values. Strings are stored as the ASCII or UNICODE encoded values. When comparing strings, these values are compared character by character.
>>> ord("p")
# 112 is 0x70 ASCII value for “p”
>>> ord("c")
# 99 is 0x63ASCII value for “c”
>>> ord("p") > ord("c")
Post back if you need more help. Good luck!!!
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Assignment 1.2 Industrialization After the Civil War Final Paper Due Week 5 and
Assignment 1.2: Industrialization After the Civil War Final Paper
Due Week 5 and worth 120 points
After the Civil War, the United States became a much more industrialized society. Between 1865 and 1920, industrialization improved American life in many ways. However, industrialization also created problems for American society. Consider events that took place after the Civil War and discuss ways that industrialization affected the U.S. between 1865 and 1920.
You have already developed a thesis statement and developed an outline in which you identify three main points relevant to your topic. Now you will develop the final paper in which you explore your main points in detail.
Introduce your paper with your previously crafted thesis statement.
Discuss three (3) major aspects of industrialization between 1865 and 1920. In your response, consider society, the economy, and politics.
Identify three (3) specific groups that were affected by industrialization and provide two examples for each group describing how the group was affected. (Consider issues such as race, ethnicity, gender, child labor, etc.)
Summarize how industrialization affected the life of the average working American during this period. Use specific examples and details.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA style or school-specific format. Check with your professor for any additional instructions.
The specific course learning outcomes associated with this assignment are:
Identify and discuss the different ways that the heritage of slavery, the Civil War, the Reconstruction, and segregation have shaped America’s history.
Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
Recognize the major turning points in American history since the Civil War.
Use technology and information resources to research issues in contemporary U.S. history.
Write clearly and concisely about contemporary U.S. history using proper writing mechanics.
I have attached my thesis which you need to use for this paper
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Complete the following assignment in APA format using the below listed instructions.
You are an emergency manager of a village and a new mayor was elected who does not want to spend time on interagency emergency planning. Create a PowerPoint Presentation convincing the new mayor of the benefits of interagency emergency planning, why it is important, and how the community will benefit from interagency emergency planning. You are expected to make a convincing argument to persuade the mayor of the need for interagency emergency management. Additionally, you are expected to not only utilize the material presented in Unit VIII, but also information from throughout the course. Your PowerPoint Presentation should be at least 12 slides in length (not including a title and reference slide) and each slide should use the notes section. APA citations and references are a requirement for this assignment. You must utilize at least two reliable sources (one can be your textbook).
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Microbial Classification
Give names of bacteria in the genus enterobacteriaceae. How would differentiate enterobacteriaceae from other gram (-) bacteria?
Read the selected scriptures and in your response to the prompt discuss how at least one of the scriptures relates to the discussion topic.
Respiratory System Disease
Pneumonia is diagnosed by the presence of fluid (dark shadows in an X ray) in the alveoli. Since pneumonia usually is caused by a microorganism, what causes the fluid accumulation? Name a bacterium, a virus, a fungus, a protozoan, and a helminth that can cause pneumonia.
Students will individually examine why pneumonia –an infection of the respiratory tract is among the most damaging. Students are also required to use the information they have learnt from the text, lectures, discussions and/or assignments to describe why the respiratory tract is an important portal of entry to inhaled microorganisms such as viruses, fungal spores and bacteria.
Learners will synthesize their findings in a summary presentation of at least 10 slides that will be shared with their peers by the specified due date, when they will then compare and contrast the feedback from their research in this discussion forum. Learners will be evaluated against the criteria outlined in the assignment and discussion forum rubric.
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AI Voicebot
AI Voicebots automate key customer interactions with custom tuned personalities designed to accentuate a targeted brand “voice”. AI Voicebots employ Natural Language Understanding (NLU) in order to discern user intent. Having established intent, logic drives a spoken response. AI Voicebots are highly efficient methods of enabling customers preferring self-service options.
Related insights and studies:
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Muscles Of The Body
Understanding Muscles
Health Topics
Muscles Of The Body
Facts About Muscles
What Is A Muscle?
What Muscles Do
What Do Muscles Look Like?
How Do Muscles Work?
How Does A Muscle Know When To Contract?
Different Stages Of Contraction
Diseases And Disorders Of Muscles
Interesting Facts About Muscles
Unlike some other mammals human babies are not born knowing how to control the voluntary muscles that help us stand and move. When they start to grow they learn to control and co-ordinate muscles in the following order: first the head, then the neck, the shoulders and arms, and only then the lower parts of the body. When a baby finally learns to stand and walk, it has mastered all the muscles of movement because the last ones in the learning process are the pelvis and legs.
Shivering: When you are cold your body starts producing body heat by making muscles contract and relax quicker than usual. This is the sensation known as shivering.
Muscles account for 23 percent of a woman's body weight and about 40 percent of a man's.
Every additional pound of muscle weight you gain by exercising means you will naturally burn an additional 50 calories a day (the muscle consumes energy).
The smallest muscle is in your body is called the stapedius and it is inside the ear, and is the size of this letter : I
The body's longest muscle is the satorius found on the inner thigh. The biggest muscle is the gluteus maximus (found in your bottom - when you bend forward it is the muscle you use to stand upright again).
What Is A Muscle?
A muscle is a group of elastic tissues.
Structure: Muscle tissue is bound together in bundles and contained in a sheath (sometimes called a fascia), the end of which extends to form a tendon that attaches the muscle to other parts of the body (like a bone). Muscle is 75 percent water, 20 percent proteins and 5 percent fats, mineral salts and glycogen.
What does it do? A muscle's role is to bring about movement of the body (like walking) or to start an involuntary function (like breathing or a heartbeat). When the muscle contracts, it starts a movement in the surrounding structures (the tendons, ligaments and eventually bones). The muscle contracts in response to a 'message' (nerve stimulus) sent by the brain through a motor nerve.
What Muscles Do
1. Contract (squeeze) and thereby cause the movement of different parts of the body. For example, they move joints and bones so we can do things like raise our arm and walk. Muscles move food along our digestive system, open and close our eyes, circulate blood through our body. Different types of muscles carry out different actions.
2. Keep joints (like the hip joint) stable and in place.
3. Maintain good posture - when our back muscles are strong for example, we stand straighter and are less likely to suffer back pain.
4. Help temperature control e.g. shivering and dilation of capillaries (see how the skin works).
What Do Muscles Look Like?
There are 3 different types of muscles, each with a different structure.
1. Skeletal Muscle
Function: These are the muscles that we consciously control e.g. our arms and legs. If we want to walk we do so.
Structure: Skeletal muscle has cylindrical cells which make up fibers. Each fiber has several nuclei (multi-nucleated cells) and is surrounded by a sheath (sarcolemma). The muscle will be made from hundreds or thousands of these fibers. The muscle fibers form bundles and they all run in the same direction. Under a microscope voluntary muscle looks stripy. When the muscle contracts the actin filaments slide between the myosin filaments which causes a shortening and thickening of the fibers.
2. Smooth Muscle
Function: These are the muscles we do not consciously control e.g. those that are found in the walls of blood and lymphatic vessels, in respiratory, digestive and urinary systems. These muscles work automatically whether we want them to or not!
Structure: Smooth muscles have spindle-shaped cells with no distinct membrane and only one nucleus. Bundles of the fibers form the muscle we see with the naked eye.
3. Cardiac Muscle
Function: To power the pump action of the heart.
Structure: Cardiac muscle only exists in the heart; it is involuntary muscle tissue but its fibers are striated and each cell has one nucleus so, in structure, it resembles skeletal muscle. Each cell or fiber has a nucleus.
How Do Muscles Work?
By squeezing (contraction): The fibers become shorter and thicker and the bits attached to the fibers (bones, tendons and fascia) are pulled by the contraction and move. When a muscle fiber contracts it follows the 'all or nothing' law i.e. it contracts completely or not at all. Varying forces (strengths) of contraction are produced depending upon the number of fibers recruited. The greater the number of fibers that contract, the greater the force produced. Smooth muscle and cardiac muscle contract independently of our conscious will. Skeletal muscles, however, move because we want them to. There are two types of contraction:
• Isometric: as the muscle contracts, its length remains the same whilst the tension increases in an attempt to overcome the opposing force, e.g. pushing against an object that is too heavy to move (such as a wall) or holding a glass of water still in front of you.
• Isotonic: as the muscle contracts, its length changes whilst the tension remains constant or develops to overcome the opposing force, pushing an object over or lifting a glass of water to your mouth and lowering it back to the table.
How Do We Move?
In skeletal muscle (those attached to bones) a muscle needs to pass over a joint to create movement. Muscle contraction pulls one bone towards another and thus moves the limb. Muscles never work alone: all movement results from the combined actions of several muscles. In general, muscles work in pairs. Each pair contains an agonist (the contracting muscle) and an antagonist (the opposing, relaxing muscle). The agonist and the antagonist must contract and relax equally to ensure a smooth and not jerky movement.
How Does A Muscle Know When To Contract?
The stimulus (instruction) to contract comes from the nervous system through the nerves. Motor nerves enter the muscles and break into many nerve endings, each one stimulating a single muscle fiber. Sometimes we make a conscious decision to move a muscle (like an arm) - and this 'message' is conveyed to the muscles through the nervous system. The nervous system however is also continually sending messages to smooth muscle and the cardiac muscle to contract without our 'knowledge'.
Different Stages of Contraction
Tone: slight degree of contraction by some fibers as others are relaxing. In normal healthy muscles there will always be a few muscle fibers contracting at any one time, even during sleep. This action gives normal posture to the body.
Relaxation: a lessening of tension, so a reduction in the number of fiber contracting at any one time. Muscle tension can be affected by conscious effort and thought and relaxation can be taught.
Problems with Over-Contraction
Muscle tension: Normally stress induced, this is where the person constantly squeezes the same muscle - perhaps clenching their jaw or balling their fist. Usually the person becomes so used to the action, they stop noticing.
Muscle fatigue: When stimulated a muscle needs oxygen and fuel for its energy. This fuel is mainly glucose, stored in the muscle as glycogen and fats and transported by the blood. The muscle burns the glucose and fats by combining them with oxygen from the blood. If a muscle continues to contract without enough rest (e.g. if someone does too much exercise without breaks), the muscle will run out of oxygen and a by-product of this deficiency, lactic acid, will build up. This acid causes a burning sensation in the muscle, the muscle begins to quiver and soon stops contracting. The exerciser will feel stiffness and pain in the affected muscle.
Where Do Muscles Get Their Energy?
In order for contraction (and therefore movement) to take place, there must be an adequate blood supply to provide oxygen and nutrients and to remove carbon dioxide and waste products from energy production. Muscles receive their nutrients and oxygen from the arterial capillaries. This is converted into energy by chemical changes. The nutrients and oxygen are used up by the muscle and the waste product, lactic acid, is then excreted into the venous blood stream.
A muscle's ability to contract is affected by the following factors:
• energy available
• strength of the stimulus from the nerve
• time muscle has been contracting
• adequate blood supply bringing enough oxygen and nutrients
• temperature of muscle (warmth increases response)
• presence of waste products like lactic acid.
Primary Muscles Of The Body
Diseases And Disorders Of The Muscles
A medical condition where the muscle has lost strength. It is associated with seizures and other conditions.
Partial or complete wasting away of a muscle. It can be caused by nerve damage, poor diet, poor circulation or reduced hormone circulation.
Achilles bursitis
Common sports injury foot pain in athletes. It is the inflammation of one or more bursae (small sacs) of synovial fluid in and around the Achilles.
Fibrous bands that form between tissues and organs, often as a result of injury.
Frozen shoulder (adhesive capsulitis)
Stiffness in the shoulder which worsens over time. The connective tissue surrounding the shoulder becomes inflamed and stiff, and grows together with abnormal bands of tissue greatly restricting motion and causing chronic pain.
Achilles tendonitis
Is an injury to the achilles tendon generally caused by overuse of the affected limb and is more common among athletes training under less than ideal conditions.
Inflammation of one or more bursae (small sacs) of synovial fluid, usually found around the joints where the muscles slide over the bones. When inflamed they can cause pain on movement.
Is an unpleasant, often painful sensation caused by contraction or over-shortening of muscles. Cramps can be caused by cold,
vigorous exercise and over-exertion; also extreme heat and dehydration.
People with fibromyalgia experience widespread muscle pain and fatigue. The pain is not constant but can come and go. It is characterized by tender points on the body which are highly sensitive to pain at the slightest pressure.
See symptoms of fibromyalgia.
Inflammation of a muscle, usually caused by injury or autoimmune disease.
Housemaid's knee
When the kneecap (small sac on the kneecap called a bursa) becomes inflamed, it swells up, forming a large egg like protrusion over the knee cap. It's called housemaid's knee because it was a common complaint of maids who kneeled down to scrub floors.
Tennis elbow (lateral epicondylitis)
Painful inflammation of the tendon at the outer border of the elbow resulting from overuse of lower arm muscles (a motion caused by playing tennis).
Golfer's elbow (medial epicondylitis)
Inflammatory condition of the elbow which in some ways is similar to tennis elbow.
General term given to small injuries to the body.
Muscle Fatigue
Is a direct term for the inability to exert force with one's muscles to the degree that would be expected given the individual's general physical fitness.
Repetitive Strain injury/syndrome
Pain with associated loss of function in a limb resulting from its repeated movement.
Is an inflammation in or around tendons (bands of strong fibrous tissue that hold muscle to bone). See also bone and joint problems.
A more than usual number of muscle fibers in sustained contraction, usually in response to pain. Fibers contract for much longer than is usually necessary.
Stiff or rigid muscles, or muscles spasm involuntarily.
Sudden twist or wrench of the joint's ligaments. The most commonly sprained joint is the ankle (often called a 'twisted ankle'). A sprained ankle is usually caused by the joint 'going over', thus putting all the body weight on the ankle.
An injury to a muscle or its tendon; may occasionally involve rupture (tearing) of muscle fibers, muscle sheath or tendon. Cause: overexertion, over-stretching, over-use; failure to warm up before strenuous activity, especially sport.
Muscular dystrophy
Any of several hereditary diseases of the muscular system characterized by weakness and wasting of skeletal muscles.
A forcible tearing or disruption of a tissue.
Shin splints
A painful inflammation of the muscles around the shins; frequent among runners.
The Muscle Symptoms Link To:
Nervous system: relies upon nerve impulses to produce a contraction in the muscle. Without nerve stimulus movement would not be possible.
Skeletal system: muscles always cross a joint and thus rely on the skeletal system for leverage and movement.
Digestive system: nutrition/energy in the form of glucose is received from the digestive system. If it is not immediately used it is converted to glycogen and stored in the muscle fibres for energy production later.
Circulatory system: muscles receive oxygen from the vascular and respiratory system.
Other Useful Guides
Recommended screenings for women: What tests should you have?
Main causes of death in women: Interesting statistics
Dangers of stress: What it does to the body.
Effects of depression: Understanding the condition.
How menopause affects the body: Hormones and other effects.
Effects of estrogen: The impact of too little or too much.
Head and face condition: Diseases and disorders.
Hospital departments explained: How to find your way around a hospital.
Female reproduction system: How this system works.
Back problems: A to Z on conditions.
Back To Homepage: Womens Health Advice
Copyright. All rights reserved.
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This is an inspired piece of science education. In it, a group of enthusiasts create a scale-model of our solar-system in the Nevada desert. The location gives the construction a wonderful eerie beauty. The important reason for such a construction, as the creators explain, is that the size of the planets in our solar system are tiny in comparison to their distances from the sun. By creating such a model, they give us a better understanding of our solar system and how our planet is a tiny jewel in an ocean of nothingness. Recommended.
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Change the pattern is a project based on coding developed on the basis of interaction design, which gets activated by clicking the mouse screen on the pattern screen to produce endless gradients.
Interaction design, often abbreviated as IxD, is defined as “the practice of designing interactive digital products, environments, systems, and services.”While the digital side of this statement is true, Interaction design is also valid when creating physical products, covering the ideology of how a user may interact with it. Common topics that interaction design is most often associated with include design, human computer interaction, and software development. While interaction design has an interest in form, its main area of focus rests on behavior. Rather than analyzing how things are, interaction design synthesizes and imagines things as they might or ought to be. This element of interaction design is what clearly marks IxD as an aspect of a design field as opposed to a science or engineering field.
• What can a user do with their mouse, finger, or stylus to directly interact with the interface? This includes pushing buttons, dragging and dropping across the interface, etc.
• What commands can a user give, that aren’t directly a part of the product, to interact with it? An example of an “indirect manipulation” is when a user hits “Ctrl+C”, they expect to be able to copy a piece of content.
• What about the appearance (color, shape, size, etc) gives the user a clue about how it may function? These help the user understand how it can be used.
• What information do you provide to let a user know what will happen before they perform an action? These tell users what will happen if they decide to move forward with their action. This can include meaningful label on a button, instructions before a final submission, etc.
• What feedback does a user get once an action is performed?When a user engages and performs an action, the system needs to respond to acknowledge the action and to let the user know what it is doing.
• How long between an action and a product’s response time?Responsiveness can be characterized at four levels: immediate, stammer, interruption, and disruption.
The following are the principles on what interaction design works, but the possibilities are endless.
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Progression in Fractions in KS2
• Progression in Fractions in KS2
Why is it that fractions cause so many problems?
Data for KS2 SATs identifies fractions as an area that children find difficult to secure each year. How can we build a secure progression that really supports children to make better connections between fractions and the rest of the number system?
In this training, there will be the opportunity to tackle and explore misconceptions and consider activities to use in the classroom.
This CPD opportunity would be suitable for teachers and TAs in Y3-6 as well as subject leaders of mathematics.
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12 May 2008
The Jade Record
The Jade Record or Yuli is an illustrated religious tract that circulated in various versions and editions in the 19th century in China. It has some folk-Buddhist and Daoist features and describes the horrors of Diyu (hell in Chinese mythology) that await bad people.
The prologue states that the tract was submitted to the Jade Emperor or Highest God by the king of hell Yan Luo and the Bodhisattva of Compassion, then passed down to a Buddhist priest and on to a Taoist, sometime during the Song Dynasty.
The tract describes how the dead pass through the ten courts of hell and are punished with terrible torture according to their misdeeds during life. In the first hall, the "Mirror of Reflection" lets the dead see their own sins. Sins specifically mentioned include: mocking or disbelieving the tract itself, taking one's life without good reason, having weak faith in the Buddha, being careless as Buddhist or Taoist priest, killing live creatures, stealing, cheating, gambling, drinking, drowning baby girls, killing slaves etc. Yan Luo himself rules over the fifth court of hell; the Highest God demoted him from the first court because he proved too compassionate towards murder victims, allowing them to return to the world for another life. Yan Luo also built a "Tower to View the World", from which the dead can observe how their relatives curse their memory and fight over their possessions. At the end of their passage through hell, the souls are made to forget their previous lives in the goddess Meng's "Tower of Forgetting" and are sent back to the world, reincarnated as animals, poor, ill or ugly humans, or as rich men, depending on their prior behavior.
The Jade Record also contains a calendar, devoting the first day of the first lunar month to Maitreya Buddha, the eighth day to Yan Luo, the ninth to the Jade Emperor. The Sakyamuni Buddha, the Boddhisattva of Compassion, and the Kitchen God receive two days each.
Numerous other gods also receive their special day.
The Qing emperors tried to suppress the tracts, as the state religion Confucianism discouraged any speculation about the afterlife. Hong Xiuquan, the quasi-Christian leader of the Taiping Rebellion, forbade the tracts once he had risen to power.
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A* Pathfinding Project 4.0.9
The A* Pathfinding Project for Unity 3D
Using Modifiers
Modifiers are small scripts which can hook in to the Seeker and pre and or post process the path before it is returned to the caller.
This can for example be a Raycast Modfier which removes unecessary nodes in a path to make it shorter but still valid.
Or a Smooth Modifier which subdivides the path and smooths it to make it more aesthetically appealing.
Simple Smooth Modifier
The simple smooth modifier is a modifier to smooth the path. It can do that either by just subdividing it and moving the vertices closer to each other or use splines, namely the Bezier curve.
Below are two images showing a path with the smooth modifier turned off first and then on. Note that the smoothed path cuts the corners a bit, this can be a problem with the smooth modifier since it does not take world geometry into account when smoothing.
For variable documentation, look at the Simple Smooth Modifier documentation
Funnel Modifier
The funnel modifier is a modifier for simplifying paths on navmeshes or grid graphs is a fast and exact way.
As the name implies it applies the funnel algorithm to the path.
This will return the shortest path inside the path corridor the pathfinder calculated
You can see a list of all modifiers if you click on Modules above and go to "Modifiers".
See Also
Writing Modifiers
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70.1: Youtube - Mathematics
70.1: Youtube - Mathematics
This calculator gives out the margin of error or confidence interval of an observation or survey.
In statistics, information is often inferred about a population by studying a finite number of individuals from that population, i.e. the population is sampled, and it is assumed that characteristics of the sample are representative of the overall population. For the following, it is assumed that there is a population of individuals where some proportion, p, of the population is distinguishable from the other 1-p in some way e.g. p may be the proportion of individuals who have brown hair, while the remaining 1-p have black, blond, red, etc. Thus, to estimate p in the population, a sample of n individuals could be taken from the population, and the sample proportion, , calculated for sampled individuals who have brown hair. Unfortunately, unless the full population is sampled, the estimate most likely won't equal the true value p, since suffers from sampling noise, i.e. it depends on the particular individuals that were sampled. However, sampling statistics can be used to calculate what are called confidence intervals, which are an indication of how close the estimate is to the true value p.
Statistics of a Random Sample
The uncertainty in a given random sample (namely that is expected that the proportion estimate, , is a good, but not perfect, approximation for the true proportion p) can be summarized by saying that the estimate is normally distributed with mean p and variance p(1-p)/n. For an explanation of why the sample estimate is normally distributed, study the Central Limit Theorem. As defined below, confidence level, confidence intervals, and sample sizes are all calculated with respect to this sampling distribution. In short, the confidence interval gives an interval around p in which an estimate is "likely" to be. The confidence level gives just how "likely" this is &ndash e.g. a 95% confidence level indicates that it is expected that an estimate lies in the confidence interval for 95% of the random samples that could be taken. The confidence interval depends on the sample size, n (the variance of the sample distribution is inversely proportional to n meaning that the estimate gets closer to the true proportion as n increases) thus, an acceptable error rate in the estimate can also be set, called the margin of error, &epsilon, and solved for the sample size required for the chosen confidence interval to be smaller than e a calculation known as "sample size calculation."
Confidence Level
The confidence level is a measure of certainty regarding how accurately a sample reflects the population being studied within a chosen confidence interval. The most commonly used confidence levels are 90%, 95%, and 99% which each have their own corresponding z-scores (which can be found using an equation or widely available tables like the one provided below) based on the chosen confidence level. Note that using z-scores assumes that the sampling distribution is normally distributed, as described above in "Statistics of a Random Sample." Given that an experiment or survey is repeated many times, the confidence level essentially indicates the percentage of the time that the resulting interval found from repeated tests will contain the true result.
Confidence Levelz-score (±)
Confidence Interval
In statistics, a confidence interval is an estimated range of likely values for a population parameter, for example 40 ± 2 or 40 ± 5%. Taking the commonly used 95% confidence level as an example, if the same population were sampled multiple times, and interval estimates made on each occasion, in approximately 95% of the cases, the true population parameter would be contained within the interval. Note that the 95% probability refers to the reliability of the estimation procedure and not to a specific interval. Once an interval is calculated, it either contains or does not contain the population parameter of interest. Some factors that affect the width of a confidence interval include: size of the sample, confidence level, and variability within the sample.
There are different equations that can be used to calculate confidence intervals depending on factors such as whether the standard deviation is known or smaller samples (n<30) are involved, among others. The calculator provided on this page calculates the confidence interval for a proportion and uses the following equations:
Within statistics, a population is a set of events or elements that have some relevance regarding a given question or experiment. It can refer to an existing group of objects, systems, or even a hypothetical group of objects. Most commonly however, population is used to refer to a group of people, whether they are the number of employees in a company, number of people within a certain age group of some geographic area, or number of students in a university's library at any given time.
It is important to note that the equation needs to be adjusted when considering a finite population, as shown above. The (N-n)/(N-1) term in the finite population equation is referred to as the finite population correction factor, and is necessary because it cannot be assumed that all individuals in a sample are independent. For example, if the study population involves 10 people in a room with ages ranging from 1 to 100, and one of those chosen has an age of 100, the next person chosen is more likely to have a lower age. The finite population correction factor accounts for factors such as these. Refer below for an example of calculating a confidence interval with an unlimited population.
EX: Given that 120 people work at Company Q, 85 of which drink coffee daily, find the 99% confidence interval of the true proportion of people who drink coffee at Company Q on a daily basis.
Sample Size Calculation
Sample size is a statistical concept that involves determining the number of observations or replicates (the repetition of an experimental condition used to estimate variability of a phenomenon) that should be included in a statistical sample. It is an important aspect of any empirical study requiring that inferences be made about a population based on a sample. Essentially, sample sizes are used to represent parts of a population chosen for any given survey or experiment. To carry out this calculation, set the margin of error, &epsilon, or the maximum distance desired for the sample estimate to deviate from the true value. To do this, use the confidence interval equation above, but set the term to the right of the ± sign equal to the margin of error, and solve for the resulting equation for sample size, n. The equation for calculating sample size is shown below.
EX: Determine the sample size necessary to estimate the proportion of people shopping at a supermarket in the US that identify as vegan with 95% confidence, and a margin of error of 5%. Assume a population proportion of 0.5, and unlimited population size. Remember that z for a 95% confidence level is 1.96. Refer to the table provided in the confidence level section for z scores of a range of confidence levels.
Thus, for the case above, a sample size of at least 385 people would be necessary. In the above example, some studies estimate that approximately 6% of the US population identify as vegan, so rather than assuming 0.5 for , 0.06 would be used. If it was known that 40 out of 500 people that entered a particular supermarket on a given day were vegan, would then be 0.08.
SIAM Journal on Applied Mathematics
We consider the interaction between an elastic body and a compressible inviscid fluid, which occupies the unbounded exterior domain. The inverse problem of determining the shape of such an elastic scatterer from the measured far field pattern of the scattered fluid pressure field is of central importance in detecting and identifying submerged objects. Following a method proposed by Kirsch and Kress, we approximate the acoustic and elastodynamic wave by potentials over auxiliary surfaces, and we reformulate the inverse problem as an optimization problem. The objective function to be minimized is the sum of three terms. The first is the deviation of the approximate far field pattern from the measured one, the second is a regularization term, and the last a control term for the transmission condition. We prove that the optimization problem has a solution and that, for the regularization parameter tending to zero, the minimizers tend to a solution of the inverse problem. In contrast to a numerical method from a previous paper, the presented method requires neither a direct solution method nor an additional treatment of possible Jones modes.
Insurance products are issued by Minnesota Life Insurance Company or Securian Life Insurance Company, a New York authorized insurer. Minnesota Life is not an authorized New York insurer and does not do insurance business in New York. Both companies are headquartered in Saint Paul, MN. Property and casualty insurance products are issued by Securian Casualty Company, a New York authorized insurer. Product availability and features may vary by state. Each insurer is solely responsible for the financial obligations under the policies or contracts it issues.
Securities, variable insurance products and investment advisory services offered through Securian Financial Services, Inc., registered investment advisor, member FINRA/SIPC.
This is a general communication for informational and educational purposes. The information is not designed, or intended, to be applicable to any person’s individual circumstances. It should not be considered investment advice, nor does it constitute a recommendation that anyone engage in (or refrain from) a particular course of action. If you are seeking investment advice or recommendations, please contact your financial professional.
Securian Financial is the marketing name for Securian Financial Group, Inc., and its subsidiaries.
12th class new batch for session 2021-22 from 3rd April 2021
GANIT Institute is a place where teacher, administrative staff and parents work together to achieve successful and secure future in academics for every student. Our students are groomed to face the school/board as well as competitive entrance examinations.
After the completion of your basic education, you are now at a crossroad where you have to choose the path that is best suited for your future. The days of local competitions at school level are now over and much tougher ones, at the national level, are knocking at your doors.
Cracking a national level competitive examination is all about your perseverance, learning ability, time and stress management and a burning desire to walk the path to success. The difference between a successful person and others is not a lack of strength or knowledge but a lack of WILL, GUIDANCE and MENTORING.
The first and foremost strength at GANIT Institute is its faculty (Er. Vineet Gupta Sir) with a proven track record in teaching and guiding students to the echelons of success. We constantly revise and fine-tune our curriculum to match the demand of newer method of academic and competitive testing. We work on improving the problem-solving abilities that could change a student’s life in general and career in particular.
After some years, your profession will be the benchmark for your social/financial status which is very much dependent on the college/university you enter and it will be attached to your name throughout your life. To get into a good quality and reputed institute (IIT, NIT, BITS etc.) you will need to have strong foundational education to crack the entrance exams which is possible only by rigorous, disciplined, strategic and focused academic approach. Right now, the control is in your hands and I would strongly advise you to make your choice smartly.
In the next few years, your learning curve might see many achievements and possibly some disappointment as well, but don’t get complacent or disheartened. Be focused and let nothing affect your determination till you have reached your final goals.
We invite you to explore and take advantage of what we have to offer at GANIT Institute.
SIAM Journal on Applied Mathematics
Spectral bounds of quasi-positive matrices are crucial mathematical threshold parameters in population models that are formulated as systems of ordinary differential equations: the sign of the spectral bound of the variational matrix at 0 decides whether, at low density, the population becomes extinct or grows. Another important threshold parameter is the reproduction number $mathcal$, which is the spectral radius of a related positive matrix. As is well known, the spectral bound and $mathcal-1$ have the same sign provided that the matrices have a particular form. The relation between spectral bound and reproduction number extends to models with infinite-dimensional state space and then holds between the spectral bound of a resolvent-positive closed linear operator and the spectral radius of a positive bounded linear operator. We also extend an analogous relation between the spectral radii of two positive linear operators which is relevant for discrete-time models. We illustrate the general theory by applying it to an epidemic model with distributed susceptibility, population models with age structure, and, using evolution semigroups, to time-heterogeneous population models.
Terms in this set (20). Counting Atoms Balancing Equations Worksheet
A worksheet.a worksheet.a worksheet.a worksheet.a worksheet.a worksheet.a worksheet.a worksheet.a worksheet.a worksheet.a worksheet. Elements Atoms And Molecules Reading And Practice By Geo Earth Sciences
Counting Atoms Practice Worksheet Answers Key : Count The Atoms In The Following Molecules.
© copyright oxford university press. Image Result For Counting Atoms Worksheet Answer Key Counting Atoms Counting Atoms Worksheet Atom
Here you will find a wide range of free printable kindergarten math worksheets which will help your child learn to sequence numbers to 15. Counting Subatomic Particles Worksheet Answers Nidecmege
What happens if I fail to take my RMD?
Lawmakers were serious about forcing people to take required minimum distributions, so they made sure the penalties for failing to comply with the RMD rules were strict. If you don't take out the full amount of your RMD by the appropriate deadline, then the IRS charges a whopping 50% penalty on the amount that you should have taken out. Based on current tax rates, that penalty will be larger in every circumstance than the amount of tax you'd have to pay if you withdrew the required amount.
To some, the 50% RMD penalty seems draconian. But it only serves to express how important legislators found it to put limits on the amount of time that taxpayers could benefit from favorable tax laws surrounding retirement savings.
Am I eligible for QCDs?
Tip: With the 2020 tax law changes, there’s 1 additional factor to consider: you may take advantage of the higher standard deduction ($12,400 for single filers, $24,800 if married and filing jointly). This means that if you claim the standard deduction, you won't be allowed to itemize things like charitable donations. However since QCDs are not includable in income the QCD is also not deductible. As such, the QCD can remain an option for your charitable giving, even if you claim the standard deduction in a given year.
Watch the video: Algebra II Example (November 2021).
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from Wikipedia, the free encyclopedia
Purines Pyrimidines
A denin
T hymin
U racil
G uanine
C ytosin
Structural formulas of nucleobases in DNA ( A, G, C, T ) and RNA ( A, G, C, U ) - they are mostly bound via the NH group pointing down here.
An RNA strand has almost the same nucleobases as a DNA double strand
Nucleic bases , also known as nucleic bases , nucleobases or nucleobases , are part of nucleosides and nucleotides and thus the building blocks of nucleic acids in RNA and DNA .
They are called bases because they can be protonated on the nitrogen atoms and react weakly basic in aqueous solution . In the nucleic acids they are mostly N- glycosidically bound to ribose or deoxyribose . Base pairs can be formed via hydrogen bridges between nucleobases, which are structurally bearing in the double strand of DNA. The sequence of nucleobases in an RNA or DNA strand is also referred to as a base sequence .
The four bases adenine (A), guanine (G), cytosine (C) and thymine (T) occur in DNA , which is why they are also called DNA bases . In RNA, uracil (U) is used instead of thymine, accordingly A, G, C and U are also called RNA bases . Uracil differs from thymine only in the lack of a methyl group . The basic structure of uracil, thymine and cytosine is that of a pyrimidine , guanine and adenine are based on the basic structure of purine .
The later Nobel Prize winner Albrecht Kossel (1853–1927) used the term nucleic bases as early as 1891 to describe the basic body, adenine, guanine and its derived from the decomposition of “nucleïn” and represented as cleavage products of the “nucleic acid” (from yeast) Derivatives, which I want to summarize all under the name of nuclein bases. ”In 1893 he discovered thymine, and in 1897 he also included cytosine under this term. In his Nobel lecture of 1910 on the chemical nature of the cell nucleus, he already understood the nucleic bases as the four nitrogen-rich "building blocks" which, together with two other different components - a carbohydrate and phosphoric acid - make up the nucleic acid molecule.
Occurrence of nucleobases
base Abbreviation Occurrence
Adenine A. DNA, RNA
Guanine G DNA, RNA
Cytosine C. DNA, RNA
Thymine T DNA
Uracil U RNA
Hypoxanthine HX DNA, RNA
Xanthine X DNA, RNA
The adjacent table lists the names, abbreviations and occurrences of nucleobases. As part of nucleosides and nucleotides , nucleobases have important functions. Together with ribose or deoxyribose , they form nucleosides, more precisely ribonucleosides or deoxyribonucleosides . With an additional phosphate group as nucleotides (ribonucleotides or deoxyribonucleotides), these form essential components of ribonucleic acid (RNA) and deoxyribonucleic acid (DNA), but are also contained in other important biomolecules.
Adenine, for example, occurs in adenosine in conjunction with a different number of phosphate groups as adenosine monophosphate (AMP), as cyclic adenosine monophosphate (cAMP), as adenosine diphosphate (ADP) and as adenosine triphosphate (ATP), in conjunction with nicotinamide in NADPH and NADH , and in connection with flavin in flavin adenine dinucleotide (FAD), as well as a part of coenzyme A . The same applies to guanine in guanosine triphosphate (GTP) and cytosine in cytidine triphosphate (CTP).
Hypoxanthine and xanthine are important intermediates in the synthesis of purines. They are neither regular components of DNA or RNA nor elements of the genetic code . However, under the action of mutagens - by deamination and the replacement of the amino group with a hydroxyl group and rearrangement into the tautomeric ketone - they can be formed from regular nucleobases: Hypoxanthine is formed from adenine , xanthine from guanine . In a similar way, uracil can also arise from cytosine .
Purine bases
The basic structure of adenine, guanine, hypoxanthine and xanthine corresponds to the purine . This is why these molecules are also known as purine bases.
Pyrimidine bases
The basic structure of the bases cytosine, uracil and thymine is pyrimidine , which is why they are also referred to as pyrimidine bases.
Base pairing
Nucleobases (blue) in nucleic acids can be
paired complementarily via hydrogen bridges (red) , also in RNA strands (the nucleotides of which, of course, do not contain L - but D - ribose ).
The purine base of one nucleotide can form a pair with a pyrimidine base of another nucleotide, which are linked by hydrogen bonds . Guanine (G) and cytosine (C) form such a base pair via three hydrogen bonds. Adenine (A) can form a base pair via two hydrogen bonds with thymine (T), as well as with uracil (U). The nucleic bases assigned to one another in these pairs are referred to as complementary bases.
The strand of a nucleic acid can also be connected to another nucleic acid strand by forming base pairs between its nucleotide building blocks. In this way, for example, two DNA strands can form a DNA double strand in which the complementary bases of one and the other strand are opposite each other (see double helix ). Similarly, base pairing can also be used to assign RNA nucleotides to the nucleotides of a single strand of DNA (see transcription ). Base pairs can also be formed between nucleotides of RNA strands, even intramolecularly in the same strand, so that strand sections are placed next to one another to form a hairpin structure .
With the four (DNA) bases occurring in DNA - G and A as well as C and T - the base pairs GC or CG and AT or TA can be formed complementarily paired.
With the four (RNA) bases G, A, C and U occurring in RNA, the base pair UA or AU is possible in complementary pairing in addition to GC and CG, rarely also as reverse pairing .
Building blocks of nucleic acids
Isomers of the pentose D ribose
In the nucleic acids, the nucleic occur depending bound to a sugar molecule with 5 C - atoms on a pentose , each on a phosphate group with two adjacent like pentoses esterified is. These via phosphodiester interconnected Pentosemoleküle form the backbone of a nucleic acid strand, which thus carries a number of different bases.
Nucleic acids are named after the type of their pentoses, which are present here in a ring as furanoses . Just like the ribose in RNA , the 2'- deoxyribose ( English deoxyribose ) does not occur naturally in DNA as an L - enantiomer . If the two β- depending anomers of D -Pentose installed, so β- D -Ribofuranose or β-2'-deoxy- D -ribofuranose . The latter does not have an OH group on the C2 'atom, so that it is only different by one missing oxygen atom .
Structural formulas of ribose and deoxyribose
The compounds of nucleobase plus pentose are called nucleosides . With ribose as a monosaccharide and a name derived from the respective base, these include, for example, adenosine , guanosine , cytidine , thymidine and uridine . The nucleosides formed with deoxyribose are accordingly deoxyadenosine , deoxyguanosine , deoxycytidine , deoxythymidine and deoxyuridine . The nucleic base is linked to the pentose in a β-glycosidic bond . As a rule, this is done N-glycosidically on the nitrogen atom , i.e. in a 1-N-β-glycosidic bond. As an exception, there are also C-glycosidic bonds on the carbon atom of the nucleobase, such as the uracil in pseudouridine (Ψ), which can be found in the TΨC loop of a tRNA . Nucleosides are therefore glycosides , their aglycon is the nucleobase.
Four nucleotides, each with a different base (C, G, A, U) in N- glycosidic bond to β- D -ribofuranose (gray) - linked to an
oligonucleotide via the phosphate group (turquoise)
A phosphate group is bound to the pentose in the structural units of nucleic acids . These compounds of a nucleobase plus pentose plus phosphate are called nucleotides . The names of the nucleotides in RNA are derived from those of the nucleosides plus the final group of syllables - monophosphate . If the nucleotides are building blocks of DNA, then deoxy is prefixed, for example deoxyadenosine monophosphate , abbreviated dAMP.
Nucleic acids are polymeric macromolecules , more precisely polynucleotides . They are built up from reactive monomers by RNA polymerases and DNA polymerases . These nucleotides are nucleoside triphosphates, for example deoxyadenosine triphosphate , abbreviated dATP.
Nucleic acids
RNA mostly occurs as a single polynucleotide strand, but can also form double strands by pairing complementary bases. More often, loop formations as a result of intramolecular pairing of strand sections which bear in opposite directions complementary sequences, also Palindrome mentioned.
Structural model of a DNA double strand ( B-helix ):
The pairs of nucleobases containing nitrogen (blue) represent transverse connections between the two longitudinal strands ( carbon green), the backbone of which is rich in oxygen (red).
In contrast, DNA usually does not consist of one polynucleotide strand, but of two, each of which is a chain of numerous nucleotides. The two strands are complementarily connected to one another via base pairs to form a double strand (see double helix ). An adenine is opposed to a thymine, a cytosine to a guanine.
The exact order of the four DNA bases of a strand is called the base sequence . Hereditary information is laid down and stored in the pattern of this base sequence . Certain sections code for the sequence of amino acids in the construction of proteins . DNA double strands can also be doubled or duplicated by adding another complementary strand to each strand, so that two identical double strands are created (see replication ).
Base modifications
In addition to the listed primary nucleobases, various, rather rare, modifications occur naturally. In addition to the above -mentioned purine bases xanthine and hypoxanthine, these are modified bases such as 7-methylguanine or, as pyrimidine bases, 5-methylcytosine , 5-hydroxymethylcytosine and 5,6- dihydrouracil . With β- D -ribofuranose these bases form the corresponding nucleosides xanthosine , inosine , 7-methylguanosine , 5-methylcytidine , 5-hydroxymethylcytidine and dihydrouridine .
In addition, technical syntheses enable a large number of derivatives by introducing further substituents , as base analogues such as 5-fluorouracil or in xDNA or Hachimoji DNA .
See also
• Jeremy M. Berg, John L. Tymoczko, Lubert Stryer : Biochemistry. 6 edition, Spektrum Akademischer Verlag, Heidelberg 2007. ISBN 978-3-8274-1800-5 .
• Donald Voet, Judith G. Voet: Biochemistry. 3rd edition, John Wiley & Sons, New York 2004. ISBN 0-471-19350-X .
• Bruce Alberts , Alexander Johnson, Peter Walter, Julian Lewis, Martin Raff, Keith Roberts: Molecular Biology of the Cell , 5th Edition, Taylor & Francis 2007, ISBN 978-0-8153-4106-2 .
Web links
Commons : nucleobases - collection of images, videos and audio files
Individual evidence
1. Albrecht Kossel : About the chemical composition of the cell. (Lecture on January 30, 1891) In: Archives for Physiology. Year 1891, p. 184. online
2. ^ Albrecht Kossel and Albert Neumann: About nucleic acid and thymic acid. In: Journal of Physiological Chemistry. Volume 22, No. 1, January 1897, p. 77. doi: 10.1515 / bchm2.1897.22.1.74
3. ^ Albrecht Kossel: The Chemical Composition of the Cell Nucleus. Nobel Lecture, December 12, 1910.
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Jim Rickards: A Collapse Of The U.S. Dollar Is The Most Likely Outcome
Mr. Rickards believes it is not; we can still avoid it. The key point, however, is that policy makers are not showing signs of understanding the seriousness of the situation and their policy outcomes. They neither show signs of reversing course and solving the underlying structural issues. Going forward, those are the most important signs to force a reversal of the path we are on.
Mr. Rickards adds to it that chaos is not the end of the analysis. In other words, suppose the world will face a collapse it will undoubtedly result in rather draconian executive orders. We might end up in a form of a gold standard based on a gold backed SDR. A gold standard or an SDR standard are the two most likely outcomes of a collapse; a combination of both is also a realistic possibility.
Gold – Short term outlook
The long term outlook for gold remains positive. Shorter term, however, increased volatility is likely. Both higher and lower prices are in the cards. It all depends on policy makers, in particular the US Fed. Between August and September there are two FOMC meetings with a press conference: September and December. Suppose the Fed would “taper” their bond purchases they will not announce it in December because it will be right before the new Chairman will take over. September is the most likely month to announce it.
So the September FOMC meeting will be an important one. Basically there are two possible outcomes. Tightening monetary policy is the first one. Doing so in a weak economy will have deflationary consequences. It will lead to higher interest rates and lower precious metals prices. Accommodative monetary policy, by contrast, would be bullish for gold and will lead to higher prices going to the end of the year.
Listen to the interview.
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CompTIA A+ Question E-96
Which of the following is important when replacing a power supply in a workstation located in a datacenter server rack?
A. A fanless power supply should be used
B. The proper voltage must be selected
C. The unit must be the same or less wattage
D. The power connector location must be the same
Correct Answer: B
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Are you on the right help page?
If you connect Jiras...
...via HTTP(S) (centralized configuration), you're in the right place.
...via email or file exchange (distributed configuration), check out this page instead.
Scope of a synchronization
Data transmission protocol
Create a synchronization
1. Firstly, open the project where you want to configure the synchronization then select Project settings > Issue Synchronization > New Synchronization > Centralized Configuration.
2. Now, you can start configuring the synchronization:
1. In Base URL, enter the Base URL of your JIRA instance.
2. Optionally configure a forward proxy.
3. In Synchronization User enter the synchronization user's username (in this example, that's syncuser).
4. In Sync user password, enter the synchronization user's password.
1. On the next screen, you can select which project you want to synchronize with:
2. Next, you can assign the synchronization a name and description. When you make multiple synchronizations for a project, it's important to name them descriptively, so you don't get them confused. However, for now, let's stick with the default.
Congratulations, you've established a synchronization! Now, carry on and configure what issue types will be synchronized between the projects.
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Skip to main content
Can you have a wood burning fireplace in a bedroom?
There are two conditions that must be met before wood-burning fireplaces can be installed in bedrooms: they must not be in a cluttered space and gas logs must be installed.
Let's Get It Fixed!
What Did You Think of This Article?
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What is Classified as Pure Water & Impure Water?
Staying clean is extremely important in Islam, if one is not in the state of purity, they cannot fulfill any rituals such as Salaah and Reciting Quran, hence Islam gives great emphasis on one being clean and pure. The way we purify our exterior is with the use of pure clean water.
It is important to understand what is classified as pure water and how to distinguish when water becomes unusable for one to purify themselves.
First, there are 7 types of pure water
· Rainwater
· Sea Water
· River Water
· Well Water
· Water melted from snow (ice)
· Water melted from Hale
· Spring Water
The above seven types of water are classified as pure water in its original form.
Then water is categorized into 5 different types.
1. Pure Water & Purifier – water which is not disliked
This is completely pure water in its original form, without any modifications made to it. Such types of water can be used to purify and cleanse oneself for ritual activities. For instance, all the 7 types of water mentioned above are pure water and are purifiers. One can use such water to remove literal impurity and purify oneself for worship.
2. Pure Water & Purifier – Water which is disliked
This is that water which is pure and again one can use such water to cleanse and purify oneself, but it is disliked (Makruh Tanzihi), to use this water for a couple of reasons.
An example of such water is when a domestic cat (or like such domestic animals) drinks this water when the quantity of this water is small. In such instances avoiding using this water for purification would be recommended and one will be rewarded for doing so. On the other hand, if one does use such water to cleanse and purify oneself, they will not be sinful, and purification will be achieved.
What quantity of water would be classified as small in such an instance?
Water in the dimension of 4.6 x4.6 in diameter will be classified as a small quantity.
3. Pure Water & Not a Purifier Water
A water which in its form is pure but one cannot use such water to purify oneself.
For instance, such water which one has used already to purify oneself in the form of Wudhu, now that water does not become impure after being used, but the water cannot be reused by someone else or even the same individual to cleanse and to remove ritual impurity again.
The water is classified as used soon as it separates from the body. Once the water has left the limb that you were washing, that same water cannot be used to purify another limb. For example, if one is washing the arms for wudhu, and the water drips from the arm onto the feet, the feet would still need to be washed with pure water, as the water that left the arm and fell on the feet is not a purifier.
Water that comes out of Trees and Fruits are classified as pure water but are not purifiers one cannot use such water to acquire ritual impurity, even if the water comes out from the tree and fruits themselves without anyone extracting such water.
Any water which has been removed from its nature (its ability to flow and its thickness) due to cooking or anything overcoming the natural ability of making the water flow or it becomes thick, such water will be classified not fit to be used for achieving purity (ablution), but the water is still classified as pure. It just cannot be used to purify anything.
Another example is of liquids that we use daily such as Drinks, these are all pure liquids, as we can touch them and use them, and if such liquid were to fall onto our clothes it does not make our clothes impure. But you cannot use such liquids and fluids to achieve purification.
If natural water still has its ability to flow naturally and it has not lost its density (thinness) the water will still be classified as pure water, which can be used to remove ritual impurity.
Issues of when water becomes dominant
Dominance with solids
When pure water is mixed with any solids that remove the below two qualities of the water, the water is classified as being dominant.
Density: it loses its thinness
Fluidity: the water does not flow naturally
When the above two are lost the water is not suitable for ablution and purification. On the other hand, if a solid item falls into the water but does not remove the above two qualities, that water is still classified as pure, for example if tree leaves or fruits or any such item which falls into the water, but you can notice it has not affected the water, one can continue to use such water to achieve purity, even though the water has lost its below qualities:
· Smell
· Color
· Taste
Such water is still classified as pure and fit for ablution.
Dominance with liquids
If the liquid has two qualities, and it loses one of its qualities or if the liquid has all three qualities and loses two of the qualities, it is classified as it has been dominated. For example, milk has two qualities (Taste & Color) if one of these qualities were to be lost, you would classify milk being dominated and not usable.
If the liquid has no qualities (taste, smell and color) then the dominance would be determined by measurement (one cannot actually measure physically but can determine and estimate approximately how much liquid has been mixed).
So, any water which has been dominated may still be pure, but it will not be classified as a purifier, with which one can achieve ritual impurity.
4. Impure water
Water in which impurity has fallen into. If the impurity has fallen into water which is less than arms lengths wide and its depth is so that when you scoop up water you can see the bottom surface, even though you may not be able to see the signs of impurity, such water will be classified as impure.
If the water is flowing and impurity falls into it, it will not be classified as impure water, unless you actually see the impurity in the water.
For example, the water is flowing in a stream, and some impurity falls into the water, naturally the stream would flow that impurity away, and as you can see that there is no impurity and filth in the water in front of you, you can perform ablution. On the other hand, if you notice that there is still impurity in the water (color changes, smells, or doesn’t taste right), then that water is not pure until the signs have gone.
5. Doubtful Water – Doubtful in the ability to purify
Such water from which a donkey or a mule has drunk from. If any of these animals’ drink from such water, it is best to avoid using that water for purification.
If one has no option besides to use this water, it is best that they perform Ablution (wudhu) first with intention and then also perform tayammum with intention.
Hence it is extremely important that we ensure that when we use water for purification it is clean and suitable for achieving purification. In most modern countries we are privileged in having taps with access to clean water in the comfort of our homes, mosques, and public areas, hence we do not think into the logistics of where the water is coming from. But when we are traveling abroad and have fewer resources it is important to understand the basic Fiqh of clean water.
نور الايضاح – كتاب الطهارة
أقسام المياه
مسألة غلبة الماء
Allah knows Best.
Right from Almighty Allah and wrong from me and Satan
Prepared by Mohamad Mostafa Nassar- Australia.
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Basic comparisons with "meiyou"
Sometimes you may want to make a comparison another way. In that case, use 没有(méiyǒu).
Basic patterns
As well as with , you can also use 没有 (méiyǒu) to make basic comparisons. You could think of 没有 as the opposite of 比 - it works in the same way, but rather than expressing "more... than..." it expresses "not as... as...":
Noun 1 + 没有 + Noun 2 + Adjective
In this structure, the noun that's placed first is less "adjective" than the second noun (hence 没有 being like 比 in reverse). So in the sentence:
• 小张 没有 小李 高。 Xiao Zhang is not as tall as Xiao Li.
小李 is taller. The same situation could be described as:
• 小李 没有 小张 矮。 Xiao Li is not as short as Xiao Zhang.
• 没有 我 胖。You are not as fat as me. (You do not have my fatness.）
• 他们 没有 我们 酷。They are not as cool as us. (They do not have the coolness we have.)
• 这 辆 车 没有 那 辆 快。This car is not as fast as that car. (This car does not have the speed of that other car.)
See also
Sources and further reading
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Grade 9 Nutrition/Diet/Exercise Project
Grade 9 Nutrition/Diet/Exercise Project
You will be researching and reporting on ONE of the following topics. You should
prepare and organize your information into a format that you can submit to your teacher
(poster, research paper, pamphlet, powerpoint etc). Make your assignment visually
appealing and interesting.
This project will be worth 40 marks. Your research and poster will be worth 30 marks
(please see the attached marking guide for more details), and your self and partner
evaluation will be worth 10 marks.
You may work by yourself or with one other person. Groups of two will be the maximum.
Make sure you pick your partner wisely.
Choose ONE of the following:
1. Research the downfall of diets and the importance of maintaining a healthy weight.
Body Mass Index (BMI) should be included as part of your results.
2. Research the body’s need for water. What does water do for you? What happens
without water? How can you avoid dehydration? What happens if your sweat
doesn’t evaporate? Why is it important to drink water prior, during, and after
physical activity?
3. Research the different types of fat (saturated/unsaturated). Is there good fat and
bad fat? What does the body need these for? What food sources are they found
in? Excess amounts of fat can lead to which health problems?
4. Research the different types of eating disorders (anorexia, bulimia etc). Explain
what makes people prone to these disorders and how they get healthy again with
5. What is osteoporosis? How do you get it? Who is at risk? How can you prevent
6. Research one of the many fad diets being promoted today, such as the Atkins Diet,
South Beach Diet, The Zone etc. and briefly describe the main ideas behind the
diet. List the positives and negatives of this type of diet.
7. Research the A, B Complex, C, D, E & K vitamins. List at least two of their
functions and at least three food sources for each of the vitamins.
8. Research the Calcium, Phosphorous, Iron, Iodine & Potassium minerals. List at
least two of their functions and at least three food sources for each of these
title for your bibliography and use the format on the attached page to list your
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Model 3 Side Racing Stripes
Stripes for days.
There’s something about stripes that make a car look faster. And yes, the side stripes are common for Porsche or Ford Mustangs, but a Tesla deserves its own iconic design. We’ve incorporated the three layered stripes that blends with the body and curvature of the Model 3.
For detailed instructions, follow this easy step-by-step guide.
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7. Developing pupils’ literacy
Video transcript
Presenter intro: Chloe Wardle
Literacy is essential for learning. Literacy is about words that we encounter in speech and text and the ways in which we use them. Whatever subject you teach, words are a critical way in which you share meaning. Every subject provides opportunities to develop pupil literacy and every teacher needs to consider how they can do this well.
Presenter main
Literacy is about our use of words. To access the curriculum, pupils need to understand the meaning of a vast array of words, whether they come across them in speech or text. Literacy applies to speaking, listening, reading and writing. When it applies to reading, literacy is the ability to read words through sight recognition and decoding using phonological knowledge and to comprehend their meaning within a specific context.
But words alone are not enough. Literacy is also about knowledge. In order to comprehend what someone says to us or what we read, we need to draw on what we know in order to accurately interpret the words that they use. For example, if pupils read a text about an area of wetlands, they will need to know what a wetland is even in very basic terms before they can properly understand what they read. In a science classroom, we may teach pupils specific words to label the different parts of the heart but if they don’t know that the heart is the organ that pumps blood around the body, they will find it much harder to understand what these words mean or to remember them. This also applies to knowledge of how we read and write certain texts. If you don’t know how an information text is typically organized, for example, you’ll find it harder to follow what it means. As well as thinking about the words that they use, teachers need to ensure that pupil secure the underlying knowledge that they need for understanding.
Given that literacy is so critical to all learning, what are some of the practical ways in which all teachers can develop pupil literacy? Teachers need to plan for, teach, model and provide opportunities to practise the various aspects of literacy that they want to develop.
To begin with, teachers need to think about how they can develop pupils’ vocabulary. Lots of the words that pupils come across at school will be unfamiliar. We need to identify key words in advance and explicitly teach them to pupils. When teaching a new word, one strategy that teachers can use is to introduce the word, define it using words that pupils will understand and then give a few examples of its use in practice. Teachers can continue to use this specific vocabulary in their own speech, scaffolding pupil understanding by pausing to clarify what it means. Teachers also need to give pupils lots of opportunities to practise using new vocabulary. Getting pupils to use new words in speech first can be particularly effective. Oral literacy supports reading and writing. One way of developing vocabulary through oracy is to provide vocabulary banks of keywords and ask pupils to rephrase what they say with words from the vocabulary bank. Practising using vocabulary and speech helps pupils to learn new words and refine their thinking.
Teachers also need to think about how they can teach words that are specific to a subject. These are called tier three words and pupils may not encounter them outside of the subject but they will help pupils to access and think about a subject if they know them. Words like evaporation, circumference and figurative language. Also every subject has its own styles of writing. Pupils need to see a model of a particular type of text and teachers need to identify its key features. Writing frames can be a useful tool to support pupils as they learn about different types of texts.
Some lessons will provide more opportunities than others to develop literacy. A lesson that’s focused primarily on a practical task like learning to kick a football will provide fewer opportunities to develop literacy than an English lesson. But even in entirely practical lessons, teachers and pupils still use words. Teachers need to choose the words that they use carefully and make the most of every opportunity they have to develop pupil literacy.
Presenter exemplification framing
In the next example, you will see one way of teaching a new word to a class. As you watch, pay particular attention to the following:
• Provides a concrete model of the word that she is teaching
• Uses high-quality talk to support pupils to extend their vocabulary
Exemplification: Ambition Institute coach
I want you to imagine that I’m teaching a year four class during a unit of work on the Romans. I’m going to model how to explicitly teach a new word to them. It’s early on in the unit and we’re learning about when and why the Romans first invaded Britain. In this example, I want to explicitly teach the word and meaning of the word invade. I want to be sure that all the class know the word as it’s important for their understanding of the wider topic.
“In 55 and 54 B.C., the Roman army invaded Britain. My turn, your turn, invade.
The word invade means when a group of people enter country to take control and steal its resources. In a sentence, you might say the Roman army invaded Britain or the army wanted to invade the country to steal its resources. You could also say the country was invaded if it happened in the past. Now discuss with your partner what you think the word invade means.
[Teacher scans classroom as pupils discuss]
One, two, three eyes on me. So what does invade mean? Connor.
[Pupil answers: invade means when an army comes and takes over a country]
Thank you. Can we add to that? Elliot.
[Pupil answers: invade is when battles happen]
Thank you. An invasion is when a group of people enter country to take control and to steal its resources. Elliot is partly right. Often when a group invades, there is a battle but not always. So we’re not going to include that in our definition.
Now with your partner, come up with a sentence that uses the word invade or invaded. Use what you know about the Vikings to help you with your sentences. One minute.”
I want to draw your attention to a couple of features of this model. Remember that the purpose was to explicitly teach a new word. First, I explicitly introduced the word invade. I said the word clearly and asked the class to repeat it. I did this for two reasons: firstly, I wanted pupils to experience saying the word so I could ensure that the pronunciation was correct. Secondly, I focused the class’s attention on the word itself. I then gave pupils a clear definition of what the word invade means with a few more examples. This is a routine that I have developed with pupils and they now understand it well. They knew that when I said your turn, they needed to state the word back to me in unison.
Second, I used high-quality talk to help the pupils extend their vocabulary. Pupils practise using the word invade first in pairs. This helps them to process their understanding of it and rehearse using it in a safe context. Pupils often stumble when learning new vocabulary so this time practising it is really important. Once pupils had a go trying out the word in pairs, I got them to share their sentences. The time that pupils have practising the word increased the quality of their talk to the whole class.
After this, I would have got pupils to write down a definition in their books, using key words as a scaffold. This concept will come up lots in history units so it’s important that pupils are secure with it. I’ll support pupils to use the word invade by using it my teaching and including it in vocabulary banks or talking and writing frames. These supports will be gradually withdrawn as pupils demonstrate that they have successfully acquired this new word.
Presenter key ideas
In this video, we have explored the importance of developing pupil literacy and highlighted some practical ways in which all teachers can do this. Before we finish, take a moment to read over the key ideas that we have covered. Which of the following ideas do you think that the example illustrated the best?
• Recognise that every teacher can improve pupils’ literacy, including by explicitly teaching reading, writing and oral language skills specific to individual disciplines
• Know that modelling helps pupils to understand new processes and ideas; good models make abstract ideas concrete and accessible
• Know that high-quality classroom talk can support pupils to articulate key ideas, consolidate understanding and extend their vocabulary
Presenter summary
Literacy is fundamental to pupils’ success in school and their future life chances. The more literate pupils are, the more that they can understand and learn. Improving pupils’ generic and subject specific literacy through explicit teaching, modelling and talk can help pupils to access a subject and drive learning.
Download this module (PDF)
Teaching challenge
Mr Jones is increasingly successful in developing pupils’ mental models and helping them to grasp crucial ideas. However, he has become concerned that their written work is not keeping pace with their understanding. He notices pupils struggling to master and use technical vocabulary, and to articulate key ideas clearly. How can Mr Jones improve pupils’ literacy within his subject, and more generally?
Key idea
Teachers can improve pupils’ literacy – in general and specific to their subject – through explicit teaching, modelling, and carefully-planned reading, writing and speaking activities.
Evidence summary
Every lesson is a chance to improve pupils’ literacy
To understand a text, pupils must both recognise the words (by decoding what sounds the letters make in this combination) and comprehend their meaning (EEF, 2018). English and literacy lessons support pupils to improve in both.
However, Mr Jones sees every lesson as a chance to improve pupils’ literacy. Partly, this is because every lesson is a chance to reinforce and build upon what pupils learn in English and literacy lessons. Pupils benefit from additional opportunities to increase their vocabulary, to read and to practise articulating their thoughts; this may also help them to grasp the underlying principles better. In particular, additional opportunities to read are one of the most powerful ways to encounter new knowledge and to increase their vocabulary (Willingham, 2009).
Moreover, English and literacy lessons do not teach the technical terms and styles of writing specific to different subjects (Scott et al., 2018): each teacher must teach the vocabulary and writing structures specific to their subject.
Developing pupils’ vocabulary
Mr Jones plans to improve pupils’ vocabulary in the same way he plans other aspects of the lesson. He identifies critical words – high-frequency words that pupils will use often and high-utility words that are particularly important in his subject – and introduces them explicitly. He finds it useful to distinguish between:
• Tier 1 vocabulary: Everyday words, which might need to be taught explicitly, such as ‘good’, ‘child’ or ‘Sunday’.
• Tier 2 vocabulary: Words which appear across the curriculum but less commonly in everyday speech, such as ‘examine’, ‘deceive’ or ‘forthright’.
• Tier 3 vocabulary: Words which are specific to a subject: for example, in science, pupils need to grasp the scientific meaning of terms such as ‘evaporation’ (Beck et al., 2002; EEF, 2018).
His focus is on teaching Tier 2 words – which pupils are unlikely to pick up without teaching – and Tier 3 words, which they are unlikely to encounter outside his lessons.
Modelling reading and writing
Models are a powerful way to show pupils how to articulate key ideas. Models help pupils understand new processes and ideas by making them more concrete and accessible (Willingham, 2009). For any written task, pupils need to see an example – or ideally more than one – and break it into its constituent parts: this may mean examining examples of coherent sentences, clear reports or well-structured essays. Pupils can use these as models to guide their own writing. Likewise, teachers can model the process of reading and writing: for example, articulating their own thinking such as the questions and predictions they are making, or showing pupils how expert readers comprehend texts (EEF, 2016).
Talking is preparation for writing
Classroom dialogue is an opportunity for pupils to practise articulating ideas clearly: this is both valuable for its own sake and to consolidate pupils’ understanding in preparation for their writing. Promoting better talk practices in classrooms directly improves pupils’ outcomes in core subjects and appears to improve their confidence and participation (Jay et al., 2017). For example, Mr Jones might model accurate use of terminology and the language structures he hopes pupils will use. He could also invite pupils to articulate their ideas fully and accurately in speech. Doing so is an opportunity for them to practise and refine how they express ideas, making subsequent writing easier.
Nuances and caveats
While literacy development can be a feature of every lesson, some will lend themselves to this better than others. All subjects have specialist vocabulary which pupils should be taught to use accurately; likewise, all subjects can promote high-quality talk during discussion.
However, if the key learning goal is practical – learning to pass a football correctly, shade accurately or master times tables – teachers should not feel that they are expected to create written activities solely to promote generic literacy.
Promoting literacy might also look different at different ages. For example, for younger pupils, a priority is reading fluently and writing fluently and legibly, whereas once pupils have mastered this they may benefit from improving their reading comprehension skills, or from more time planning, drafting and editing their writing (EEF, 2018).
Promoting reading for pleasure, by using a range of whole-class reading approaches and regularly exposing pupils to high-quality texts, can also support literacy development (EEF, 2016).
Key takeaways
Mr Jones can help pupils to improve their literacy by:
• Identifying literacy goals for a topic, such as vocabulary to use, challenging texts to read, and forms of writing to practise.
• Sharing and breaking down models of the reading and writing he hopes pupils will master.
• Planning opportunities for high-quality talk, which use key vocabulary to articulate crucial ideas.
Further reading
EEF (2018). Preparing for Literacy Guidance Report.
Beck, I., McKeown, M., and Kucan, L. (2002). Bringing words to life. New York: Guilford.
EEF (2016). Improving Literacy in Key Stage One Guidance Report.
EEF (2018). Preparing for Literacy Guidance Report.
Jay, T., Willis, B., Thomas, P., Taylor, R., Moore, N., Burnett, C., Merchant, G., & Stevens, A. (2017). Dialogic Teaching Evaluation Report and Executive Summary. London: Education Endowment Foundation.
Scott, C. E., McTigue, E. M., Miller, D. M., & Washburn, E. K. (2018). The what, when, and how of preservice teachers and literacy across the disciplines : A systematic literature review of nearly 50 years of research. Teaching and Teacher Education, 73, 1–13.
Answer the questions in the quiz to check your understanding of the evidence summary.
Take the quiz
Reminder of key takeaways
Mr Jones can help pupils to improve their literacy by:
Reflect on the following questions
1. What did you see in this module that you already do or have seen in other classrooms?
2. What do you feel is the gap between your current practice and what you have seen in this module?
3. Which of the ‘key takeaways’ do you need to focus on? Where and when might you try to apply them to your teaching?
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US Citizenship Test
Persons who wish to become naturalized citizens of the United States must take and pass a US citizenship test. The citizenship test consists of 10 questions about U.S. history and government. The applicant is required to answer at least 6 of these questions correctly.
On November 13, 2020, the USCIS announced that persons who apply for naturalization on or after December 1, 2020 will need to take an updated citizenship test.
When I served as an INS Citizenship Attorney (1976-79), I administered the citizenship test to 14 applicants each day. Most had no trouble passing. However, since then the USCIS has redone the citizenship test so that instead of only having to answer simple questions relating to the colors of the flag and the identity of the first President, applicants also have to deal with more complex questions like “What is the rule of law?”
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US Citizenship Test in Various Languages
100 Questions and Answers
US Citizenship Test in English – Sample Questions and Answers (1-50)
citizenship test
1. Q: What are the colors of our flag?
A: Red, White, and Blue;
2. Q: How many stars are there in our flag?
A: Fifty (50);
3. Q: What color are the stars on our flag?
A: White;
4. Q: What do the stars on the flag signify?
A: There is one for each state in the United States;
5. Q: How many stripes are there on the flag?
A: Thirteen (13);
6. Q: What color are the stripes on the flag?
A: Red and White;
7. Q: What do the stripes on the flag signify?
A: They represent the original 13 states;
8. Q: How many states are there in the U.S.?
A: Fifty (50);
9. Q: What is the 4th of July?
A: Independence Day;
10. Q: What is the date of Independence Day?
A: July 4th;
11. Q: From what country did the U.S. win independence?
A: Great Britain;
12. Q: What country did we fight during the revolutionary War?
A: Great Britain;
13. Q: Who was the first President of the United States?
A: George Washington;
14. Q: Who is the President of the United States today?
A: Donald Trump;
15. Q: Who is the Vice President of the United States today?
A: Mike Pence;
16. Q: Who elects the president of the United States?
A: The electoral college;
17. Q: Who becomes the president of the U.S. if the president should die?
A: The vice president;
18. Q: For how long do we elect the President?
A: Four years;
19. Q: What is the Constitution?
A: The supreme law of the land;
20. Q: Can the Constitution be changed?
A: Yes, by amendment;
21. Q: What do we call a change to the Constitution?
A: Amendment;
22. Q: How many changes or amendments are there to the Constitution?
A: Twenty seven (27);
23. Q: How many branches are there in the U.S. government?
A: Three (3);
24. Q: What are the three branches of the U.S. government?
A: Legislative, executive, and judicial;
25. Q: What is the legislative branch of our government?
A: Congress;
26. Q: Who makes the laws in the United States?
A: Congress;
27. Q: What are the two houses of Congress?
A: The Senate and the House of Representatives;
28. Q: What are the duties of Congress?
A: To make laws;
29. Q: Who elects Congress?
A: The people;
30. Q: How many Senators are there in the U.S. Congress?
A: One hundred (100);
31. Q: Name the two U.S. Senators from your state.
A: (It’s time for a little research on your part!)
32. Q: For how long do we elect each Senator?
A: Each term is 6 years;
33. Q: How many voting Representatives are there in the House of Representatives?
A: Four hundred and thirty five (435);
34. Q: For how long do we elect the Representatives?
A: Two years;
35. Q: What is the executive branch of the U.S. government?
A: The president, cabinet, and the departments under the cabinet members;
36. Q: What is the judicial branch of the U.S. government?
A: The Federal Courts;
37. Q: What are the duties of the Supreme Court;
A: To interpret laws;
38. Q: What is the supreme law of the United States?
A: The Constitution;
39. Q: What is the Bill of Rights?
A: The first 10 amendments of the Constitution;
40. Q: What is the capital of your state?
A: (It depends on which state you live in.)
41. Q: Who is the current Governor of your state?
A: (Ditto)
42. Q: If both the President and the Vice President die, who becomes president?
A: The Speaker of the House of Representatives;
43. Q: Who is the current Chief Justice of the Supreme Court?
A: John Roberts;
44. Q: Name the thirteen original states.
45. Q: Who said “give me liberty or give me death”?
A: Patrick Henry;
46. Q: Which countries were our enemies during WWII?
A: Germany, Italy, and Japan;
47. Q: What were the 49th and 50th states admitted to the U.S.?
A: Hawaii and Alaska;
48. Q: How many terms can a president serve?
A: Two;
49. Q: Who was Martin Luther King, Jr.?
A: A famous civil rights leader;
50. Q: Who is the head of your local government?
A: (It depends on where you live.)
51. US Citizenship Test – Sample Questions and Answers (51-100)
52. Q: According to the Constitution, a person must meet certain requirements in order to be eligible to become president. Name one of these requirements.
A: Must be a native born citizen of the United States. Must be at least 35 years old by the time he/she will serve. Must have lived in the United States for at least 14 years.
53. Q: Why are there 100 Senators in the Senate?
A: There are two from each state;
54. Q: Who nominates the Supreme Court justices?
A: They are nominated by the President;
55. Q: How many Supreme Court Justices are there?
A: Nine (9);
56. Q: Why did the Pilgrims come to America?
A: For religious freedom;
57. Q: What is the head executive of a state government called?
A: Governor;
58. Q: What is the head executive of a city government called?
A: Mayor;
59. Q: What holiday was started by the American Colonists?
A: Thanksgiving;
60. Q: Who was the main writer of the Declaration of Independence?
A: Thomas Jefferson;
61. Q: When was the Declaration of Independence adopted?
A: July 4, 1776;
62. Q: What is the basic belief of the Declaration of Independence?
A: That all men are created equal;
63. Q: What is the national anthem of the United States?
A: The Star-Spangled Banner;
64. Q: Who wrote the Star-Spangled Banner?
A. Francis Scott Key;
65. Q: Where does the freedom of speech come from?
A: The Bill of Rights;
66. Q: What is the minimum voting age in the United States?
A: Eighteen (18);
67. Q: Who signs bills into law?
A: The President;
68. Q: What is the highest court in the United States?
A: The Supreme Court;
69. Q: Who was the president during the Civil War?
A: Abraham Lincoln;
70. Q: What did the Emancipation Proclamation do?
A: It freed the slaves;
71. Q: What special group advises the president?
A: The cabinet;
72. Q: Which president is called the “Father of our Country”?
A: George Washington;
73. Q: What INS form is used to apply to become a naturalized citizen?
A: Form N-400;
74. Q: Who helped the Pilgrims in America?
A: Native American Indians;
75. Q: The first Pilgrims sailed to America in what ship?
A: The Mayflower;
76. Q: What were the 13 original states of the United States called?
A: The colonies;
77. Q: Name three rights or freedoms guaranteed by the Bill of Rights.
A: Freedom of speech, freedom of the press, and freedom of religion;
78. Q: Who has the power to declare war?
A: The Congress;
79. Q: Name an amendment which guarantees or addresses voting rights.
A: The 15th, 19th, 24th, and 26th Amendments;
80. Q: Which president freed the slaves?
A: Abraham Lincoln;
81. Q: In what year was the Constitution written?
A: 1787;
82. Q: What are the first 10 amendments to the Constitution?
A: The Bill of Rights;
83. Q: Name one purpose of the United Nations.
A: To try to resolve world problems;
84. Q: Where does Congress meet?
A: In the Capitol in Washington, D.C.;
85. Q: Whose rights are guaranteed by the Constitution and the Bill of Rights?
A: Everyone living in the U.S. (Citizens and non-citizens);
86. Q: What is the introduction to the Constitution called?
A: The Preamble;
87. Q: Name one benefit of being a citizen of the United States.
A: Vote; Serve on a jury; Obtain federal government jobs; travel with a U.S. passport; petition for close relatives to come to the U.S. to live;
88. Q: What is the most important right granted to U.S. citizens?
A: The right to vote;
89. Q: What is the United States Capitol?
A: The place where Congress meets;
90. Q: What is the White House?
A: The President’s official home;
91. Q: Where is the White House located?
A: Washington, D.C.;
92. Q: What is the name of the president’s official home?
A: The White House;
93. Q: Name one right guaranteed by the first amendment.
A: Freedom of speech, press, religion, peaceable assembly, and requesting change of the government;
94. Q: Who is the commander in chief of the United States?
A: The President;
95. Q: Who was the first commander in chief of the U.S. Military?
A: George Washington;
96. Q: In what month do we vote for the president?
A: November;
97. Q: In what month is the new president inaugurated?
A: January;
98. Q: How many times may a congressman be re-elected?
A: There are no term limits;
99. Q: How many times may a senator be re-elected?
A: There are no term limits;
100. Q: What are the two major political parties in the United States?
A: Republican and Democrat;
101. Q: How many states are there in the United States?
A: Fifty (50).
USCIS Citizenship Test Resources
We link to the USCIS’s online version of the citizenship test.
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Displaying all articles tagged:
12 Monkeys
1. the anals of film history
Terry Gilliam Says Bruce Willis’s Mouth Looks Like a ButtPlease, Terry, not before our coffee.
2. coronavirus
12 Monkeys Is the Apocalypse Movie We Need Right NowIt’s less about surviving a plague than it is about making a meaningful life on the eve of a crisis.
3. tv review
Syfy’s 12 Monkeys Replaces the Movie’s Poetry With ProseStarring Aaron Stanford in the Bruce Willis role.
4. mark your calendars
Watch the First 9 Minutes of Syfy’s 12 MonkeysYou can see the rest on January 16.
5. movies
What Movies Can Teach Us About the Ebola OutbreakJust how soon will civilization collapse? (Hopefully never.)
6. dystopian tv
Syfy Greenlights 12 Monkeys SeriesTo debut January 2015.
7. Syfy Working on a 12 Monkeys TV ShowFine?
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Welcome winter with these fun projects that combine math and art!
1. Snowman Measuring
Practice measuring by constructing a paper snowman! Encourage students to come up with their own measurements or give them specific measurements to follow – it’s up to you!
2. Snowflake Geometry
Students create popsicle stick snowflakes and find hidden angles and shapes within them! Check out Relentlessly Fun, Deceptively Educational for a free printable on snowflake angles! Click here for an introductory activity to conduct before kids construct their snowflakes.
3. Area/Perimeter Snowflake
Students create a snowflake on grid paper and figure out the area and perimeter of their unique design!
4. Fraction Evergreen
Hand out green construction paper and have students create an evergreen of bar fractions!
5. Koch Snowflake Art
Integrate art and geometry by constructing a Koch Snowflake. Students draw an equilateral triangle. Then, they keep adding smaller equilateral triangles to create a symmetrical snowflake. Click here for an interactive tutorial. Visit Wonder How To: Math Craft to see how to construct a koch snowflake out of pennies! Check out Hektor for 3-dimensional versions!
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Prickly Lettuce
February 17, 2016
Scarlet Pimpernel
February 18, 2016
Common Purslane (Portulaca oleracea) is a trailing weed found in various parts of the world. While it is thought to be native to North Africa and the Middle East, its ability to thrive in poor soil conditions means that it has spread across India, the Americas, and Europe. It is also known, variously, as pigweed, little hogweed, red root, moss rose, and parsley.
It grows in abundance throughout America and seems to prosper just as easily on sidewalks and roadsides as it does in lawns and flowerbeds. Common purslane is currently found in every single county of Illinois. It also grows freely across California and Massachusetts.
Though the plant is considered to be a weed in the United States, it is an unusual species, because it can be eaten as a leaf vegetable. It is cultivated for this purpose in Europe, Asia, the Middle East, and Latin America. It has a slightly sour taste and is often cooked in soups and stews.
Common purslane is a fast-growing herbaceous annual with thick and shiny leaves. It causes problems for gardeners because it is such a prolific seeder. A single plant can spread across a wide area. Plus, the species has the ability to project its seeds outwards from the mother plant, rather than just releasing them.
If you think that you might have common purslane in your garden, you are advised to remove it with hand pulling. You can identify it by looking for the following features. The weed is a trailing plant but can grow up to approximately 10 centimeters in height. A typically sized plant will have a ‘trailing’ ground mat of up to 6’’ tall and 2’’ wide.
The leaves are shiny, thick, and roughly oval-shaped, with the side connected to the stem becoming progressively thicker and rounder along the length. The stalks are short (about 5-30mm long) and sometimes carry a pinkish, reddish tone.
The flowers appear between May and September. They can emerge both individually and in small groups of 2-5. They are located close to the stem tip and are easy to spot because they are a bright yellow color. This flower species only opens for a few hours in the morning or afternoon, unless the climate is hot and sunny.
As already mentioned, common purslane presents problems for weed control and lawn maintenance, which is why hiring a lawn service is recommended. It is an extremely hardy broadleaf weed. It can be removed with hand pulling, but any piece of the plant left behind will re-root and continue to grow. Once uprooted, the weed should be bagged and kept separate from compost piles.
If uprooting does not work and the weed continues to disrupt lawn care, try spreading a heavy layer of mulch over the problem area. Common purslane seeds need light to germinate, so this could be an effective way to prevent new shoots from appearing. The hiring of a lawn care service is recommended to take care of this weed.
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how to pronounce glamour
how to improve pronunciation of glamour
press buttons with phonetic symbols to learn about each sound.
press Play to play an example pronunciation of glamour.
video examples of glamour pronunciation
An example use of glamour in a speech by a native speaker of british english:
“… because I've already a sexy glamour yeah …”
meaning of glamour
Glamour is a feeling of fascination and attraction that is created by a person's charm, beauty, or charisma.
words with pronunciation similar to glamour
words that rhyme with glamour
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Blocked IP Address due to Suspicious Activity
IP address
URL /bookshop/search/
Query string keyword=The+Him+Deep+Down:+A+Horror+Novelette%20Chad+Lutzke+Terry+M.+West&a_aid=thestorygraph
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Similar to Django’s Paginator, Tastypie includes a Paginator object which limits result sets down to sane amounts for passing to the client.
This is used in place of Django’s Paginator due to the way pagination works. limit & offset (tastypie) are used in place of page (Django) so none of the page-related calculations are necessary.
This implementation also provides additional details like the total_count of resources seen and convenience links to the previous/next pages of data as available.
Using this class is simple, but slightly different than the other classes used by Tastypie. Like the others, you provide the Paginator (or your own subclass) as a Meta option to the Resource in question. Unlike the others, you provide the class, NOT an instance. For example:
from django.contrib.auth.models import User
from tastypie.paginator import Paginator
from tastypie.resources import ModelResource
class UserResource(ModelResource):
class Meta:
queryset = User.objects.all()
resource_name = 'auth/user'
# Add it here.
paginator_class = Paginator
Implementing Your Own Paginator
Adding other features to a paginator usually consists of overriding one of the built-in methods. For instance, adding a page number to the output might look like:
from tastypie.paginator import Paginator
class PageNumberPaginator(Paginator):
def page(self):
output = super(PageNumberPaginator, self).page()
output['page_number'] = int(self.offset / self.limit) + 1
return output
Another common request is to alter the structure Tastypie uses in the list view. Here’s an example of renaming:
from tastypie.paginator import Paginator
class BlogEntryPaginator(Paginator):
def page(self):
output = super(BlogEntryPaginator, self).page()
# First keep a reference.
output['pagination'] = output['meta']
output['entries'] = output['objects']
# Now nuke the original keys.
del output['meta']
del output['objects']
return output
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Legacy Sediment Contamination
The porous nature of sediments, as well as the accumulation of decomposing organic matter, promotes the entrapment of pollutants, allowing them to reside within the sediment for an extended time. Sedimentation occurs due to gravity forcing the contaminant particles to the bottom of the riverbed. The speed of sedimentation depends on a number of factors, including particle size and density. The formation of a sediment contamination pool relies on processes that increase the rate of sedimentation of the contaminant, such as pollutant-dependent properties (i.e. if they favour or inhibit aggregation), water physiochemistry-dependent (such as pH, temperature, light) and hydrology, where a slower flow allows more sedimentation (hence it occurs more readily in a lake than a fast flowing river). Sources of contamination to sediment include agricultural sources, historical mining activity, industrial activity, urbanisation and infrastructure, and shipping.
Legacy sediment contamination occurs when legacy sediment pollutants are resuspended back to the overlying water due to hydrological processes such as a storm event, anthropogenic disturbances such as dredging, or through continuous diffusion at the water-sediment interface, which can persist long after the original pollution source is removed. Climate change is expected to promote the release of legacy sediment contamination pools due to increased frequency and severity of flood events which help to resuspend and redistribute contaminants; drought events which increase the relative contribution of diffuse pollution; while freshwater acidification and increased temperatures both act to enhance the release process of contaminants from sediment.
The study finds that while a comprehensive picture of the presence of legacy sediment contamination does not exist, localized studies have confirmed its existence in affected areas such as from historic mining activities. A cast study is presented of a historic mine site in Silvermines, Co. Tipperary where riverbed sediments contain lead concentrations 6 orders of magnitude higher than Environmental Quality Standards advisory limits.
Legacy sediment contamination can come from a multitude of sources. Increased urbanization poses a significant threat, both through remobilization of contaminated sediments and contribution to future legacy contamination pools from road runoff, pharmaceuticals, and wastewater pollution.
Agricultural nutrient input determined by application rate, timing, topography, soil type, drainage and river bank make up can be a significant contributor to the ultimate concentrations of pollutants entering waterways. Good practice in nutrient management and the establishment of buffer zones will trap nutrients and help prevent bank erosion that would otherwise result in higher rates of sedimentation. Other potential sources have yet to be fully explored such as veterinary products and military land use.
The research highlighted the impact of new infrastructure, particularly the physical modification of rivers, pose a huge risk in the form of resuspension of contaminated sediments and recommends an assessment of the potential for impacts associated with legacy contamination to be included as part of any ecological impact assessment carried out.
One of the reports recommendations is that legacy sediment contamination needs to be dealt with at a catchment level as is a catchment-level issue. Sediment contamination thresholds need to be established and monitoring should be included in routine catchment management programmes, to determine the extent of legacy sediment contamination in Ireland.
Completed by: Irene O’Callaghan & Timothy Sullivan, University College Cork.
Report: Understanding sediment contamination legacy issues in lake and river sediments and the implications for catchment management and drinking water source protection.
Water Advisory Body Quarter 3 2021 Report
The Water Advisory Body (WAB) published its third quarter report of 2021 today. The WAB reports on how Irish Water is performing against its own Strategic Funding Plan. A particular
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Scientists say 1 in 5 galaxies are hidden by cosmic dust, sparking alien hopes
Astronomers now believe that one in five galaxies are hidden from us behind cosmic dust, meaning that there are far more observable galaxies than initially thought.
This also means that we have no idea what – or who – lurks beyond the dust, until now.
The groundbreaking revelation comes after two previously invisible galaxies heavily obscured by dust, called REBELS-12-2 and REBELS-29-2, were discovered by radio telescopes in Chile's Atacama Desert.
Both had been hidden from NASA's Hubble Space Telescope by the dust.
Those who made the discovery now estimate that 20% of the universe's galaxies are hidden in a similar way.
Researchers at the University of Copenhagen's Niels Bohr Institute, which conducted the recent study published in the journal Nature, hope that new technologies such as the upcoming James Webb Space Telescope will help us find more of these hidden galaxies.
Pascal Oesch, associate professor of the Niels Bohr Institute, said: "We were looking at a sample of very distant galaxies, which we already knew existed from the Hubble Space Telescope.
"Then we noticed that two of them had a neighbour that we didn't expect to be there at all.
"As both of these neighbouring galaxies are surrounded by dust, some of their light is blocked, making them invisible to Hubble."
REBELS-12-2 and REBELS-29-2 were spotted by the Atacama Large Milimeter Array (ALMA) ground-based radio telescopes.
The ALMA, which started observations in 2011, has five times better spatial resolution than the Hubble which launched in 1990.
Consequently, there are hopes that more advanced technologies will allow us to observe past the cosmic dust.
The latest in space telescope technology is the James Webb Space Telescope, expected to launch on December 22 after 25 long years of development.
Its central aim is to help us better understand how galaxies are formed, but its increased sensitivities will also allow us to shed light on hidden galaxies.
Oesch continued: "The next step is to identify the galaxies we overlooked, because there are far more than we thought.
"That’s where the James Webb Telescope will be a huge step forward.
"It will be much more sensitive than Hubble and able to investigate longer wavelengths, which ought to allow us to see these hidden galaxies with ease."
Source: Read Full Article
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@article {NIJENSOHN301, author = {NIJENSOHN, DANIEL E. and SAEZ, RUBEN J. and REAGAN, THOMAS J.}, title = {Clinical significance of basilar artery aneurysms}, volume = {24}, number = {4}, pages = {301--301}, year = {1974}, doi = {10.1212/WNL.24.4.301}, publisher = {Wolters Kluwer Health, Inc. on behalf of the American Academy of Neurology}, abstract = {In a postmortem review of 50 cases involving basilar artery aneurysms, we found that saccular and fusiform aneurysms have distinct clinicopathologic characteristics. Saccular aneurysms occur more often in younger age groups and in women, and fusiform lesions occur in older groups and in men. The saccular lesion usually is clinically silent until it ruptures, and rupture is the most common cause of death. Fusiform aneurysms generally occur in severely atherosclerotic basilar arteries; the cause of death most likely is atherosclerotic disease. Although the lesion is generally asymptomatic, it can produce symptoms and signs of vertebrobasilar occlusive disease, or it can rupture (with subarachnoid hemorrhage), or it can present as a mass effect, in that order of likelihood. The dual potential of the fusiforrn aneurysm to cause symptoms of vertebrobasilar insufficiency and to rupture is illustrated in one case.}, issn = {0028-3878}, URL = {https://n.neurology.org/content/24/4/301}, eprint = {https://n.neurology.org/content/24/4/301.full.pdf}, journal = {Neurology} }
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Why Do Dogs Tilt Their Heads? Scientists Look at What’s Going On in Their Minds
You’ve probably seen dogs tilt their head. It’s adorable, but why do they do it? According to scientists, it may be a sign of concentration and memory recall.
Several animals, including humans, present an asymmetry in the way they move or perceive the environment through their senses. For instance, one can prefer an ear or an eye over the other when processing a vocal signal or an image. In dogs, these asymmetries manifest in behaviors such as tail wagging, nostril use while sniffing, or even paw preference when trying to grasp something out of their reach.
“Tilting the head is yet another asymmetrical movement in dogs, but it had never been studied. We investigated the frequency and direction of this behavior in response to a specific human verbal vocalization: when the owner asks the dog to bring a toy by saying its name. We did so after realizing that it often happened when the dogs were listening to their owners,” explains Dr. Andrea Sommese, lead researcher for this study, from the Eötvös Loránd University in Budapest.
The researchers analyzed the videos collected during a previous study that showed not every dog could learn toy names after three months of intensive training. The test was fairly easy to execute: the toys were placed in one room and the owner in another, together with the experimenter. In each trial, the owner asked the dog to fetch a specific toy by saying its name.
“Over the course of two studies, carried out in several months, we observed the two groups of dogs: 33 typical dogs and [what turned out to be] seven Gifted Word Learner dogs”, continues Dr. Sommese.
RELATED: Dogs Know When You’re Acting Intentionally, Researchers Find
For this study, the group of scientists recorded the presence (or absence) of head-tilts when the owner requested the toys, and also analyzed the side of the tilt.
The Gifted dogs—who can be seen in the Genius Dog Challenge, a series of live broadcasted experiments that become viral over social media—very often tilted their head upon hearing the owner’s request for a named toy, while typical dogs rarely did. That is why the researchers then decided to observe head tilts only in the gifted dogs during two further similar experiments, with more toys involved.
The researchers found that the side towards which the dogs tilted their heads was stable for each individual, across the experiments that spanned over 24 months.
“It seems that there is a relationship between success in retrieving a named toy and frequent head tilts upon hearing its name.
That is why we suggest an association between head-tilting and processing relevant and meaningful stimuli” clarifies Shany Dror, co-author of the study.
“It is important to notice that this study only investigated head tilts during a very specific dog-owner communicative interaction: when the owner asks the dog to fetch a named toy. Hence, it is important to refrain from thinking that only Gifted Word Learner dogs tilt their heads in other situations not tested in this study” adds Andrea Temesi, another researcher working on the project, published in Animal Cognition journal.
MORE: Dogs Catch Actual Chemical Cues From Humans That Transmit Excitement, Fear, or Angst to the Pups
The researchers of the Family Dog Project also show a new way of conducting science. Just as they did in a recent study, they had to collect part of the data while COVID-19 regulations were in place, which meant to virtually bring their activity to the owner’s households.
CHECK OUT: ‘Puppy Dog Eyes’ Are an Evolutionary Trait Developed So Dogs Can Better Capture Our Hearts
“To do this, we asked the owners to set up two cameras connected to a Livestream software, so we could fully monitor the dogs’ and their owners’ behaviour,” says Dr. Claudia Fugazza, co-author of the study. “This way the COVID restrictions and lockdowns did not stop our research”.
My dog often tilts its head, why?
Often owners observe dogs tilting their heads and we still do not have a full understanding of the function and circumstances in which this behavior happens. However, this study is the first step in a direction that shows how this trait could be related to dogs’ sweet attempts to understand us.
RAISE Those Paws Up For Curious Research, By Sharing It…
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Parthian Shot
What Iran Sees
Unless Iran is stripped of its nuclear potential in the near future we will be facing a new and perilous front.
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How do I set up Multiple Answer questions?
• Updated:
Multiple answer questions ask students to identify all correct from a list of possible answers.
Multiple answer question options
Buzz allows you to set these up in various ways:
Multiple answer questions with clickable inline answers
You can place answers (text and/or media) within sentences or to appear horizontally after question. They appear within clickable dotted-line boxes, and students can select all that they think are correct.
To enable this option, check the Show inline box in the Interaction card. If the order that the options appear is important to the question (as in the example shown above), check the Maintain response order box.
If the order that the options doesn't matter (as in the example below), you don't have to check the Maintain response order box.
Multiple answer questions with checkboxes
You can list the answers (text and/or media) vertically under the question with checkboxes next to them. Students can check all that they think are correct. This is the default functionality in Buzz, so you aren't required to check anything particular in the Interaction card.
Create Multiple answer questions
Multiple answer questions can be added to assessments and practice questions activities:
1. Add the Assessment or Practice Questions activity.
2. Add a multiple answer question to the activity.
3. Follow the directions, below.
Question content
1. Specify how many Points the question is worth.
4. Use the answer option side menus to:
• Remove the option.
• Lock the options position in the list.
5. Click Add answer to create new answer options.
1. If you are building a multiple answer question with inline answers, you are prompted to add placeholders to the question where the answer options should appear. place the cursor where you want them and click append placeholder. To delete placeholders, place the cursor at the end of the placeholder and hit ctrl + delete.
1. Feedback for When answer is correct.
2. Feedback for When answer is incorrect.
3. Feedback that is Always delivered.
To manage the question's Interaction:
• Indicate how you want the answer options labeled.
• Check the Show inline box to make answer options appear in clickable boxes inline with sentences.
• Check the Display workspace box to give students a rich text editor where they can record their notes and processes as they work on the question.
Learn more: How do I vary attempt limits by question?
Objective mastery
1. Use the Filter field to search for specific objectives.
Use the Score card to indicate:
1. If you want to allow for Partial credit.
Companion Material
1. Pointing to existing resources in the course.
2. Uploading new files (PDFs only).
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Your question: What is 6th wave feminism?
How many waves of feminism are there?
Established feminist movements within the United States have primarily fallen into four different time periods. The different movements—often termed first wave, second wave, third wave, and fourth wave feminism—share similar goals but different characteristics of action.
What are the main waves of feminism?
Three main types of feminism emerged: mainstream/liberal, radical, and cultural. Mainstream feminism focused on institutional reforms, which meant reducing gender discrimination, giving women access to male-dominated spaces, and promoting equality.
What is the difference between 2nd and 3rd wave feminism?
Which wave of feminism was the most successful?
Leaving aside the antiwar movement of the 1960s, which I think played an important role in bringing the war to an end, the women’s movement was the most successful movement of the 1960s and 1970s. The idea that women should enjoy full equality with men was a startlingly radical idea then.
THIS IS IMPORTANT: You asked: What is feminism according to Lindemann?
Can men be feminist?
What is socialist feminist theory?
What is the third wave of Covid?
There is no sign of a third wave yet; there are no red flags so far,” said Dr CN Manjunath, nodal officer for Covid-19 testing in the state. While the first wave of infections ebbed in October 2020, the second wave began in mid-March 2021 and continued till early June 2021 before tapering off.
Is third wave feminism the same as Postfeminism?
Now, speaking of imprecise and suspect terms, third wave feminism is right there with them – it’s a highly contested term that loosely defines a generational and political cohort born after the heyday of the second wave women’s movement. … Postfeminism and the third wave, then, are entirely different entities.
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Your question: What is feminist legal studies?
What is feminist legal method?
„Asking the woman question‟, „feminist practical reasoning‟ and „consciousness- raising‟ in feminist legal theory are the three main techniques that the feminist legal methods use.
What does a feminist study?
What is the main goal of feminism?
The goal of feminism is to challenge the systemic inequalities women face on a daily basis. Contrary to popular belief feminism has nothing to do with belittling men, in fact feminism does not support sexism against either gender. Feminism works towards equality, not female superiority.
What does feminism stand for?
What is an example of feminism?
Feminism is defined as a movement for equal rights for women. The women who fought to have the right to vote, called Suffragettes, are an early example of feminism.
What is feminism in simple words?
THIS IS IMPORTANT: Frequent question: What was the second wave of feminism in the US?
Who is called a feminist?
A feminist is someone who supports equal rights for women. … If you believe that women should have the same political, social, and economic rights as men, you are a feminist.
What is feminist theory?
What’s distinctive about feminist analysis of law?
What is distinctive about a feminist analysis of law? … Distinctiveness implies not only contrast with some other kind of account, but also internal cohesiveness, some kind of commonality amongst accounts sharing the label “feminist jurisprudence”.
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What issues divided the women’s rights movement?
What caused divisions within the women’s rights movement?
The Divide
After the Civil War, the women’s suffrage movement split into two factions over the 15th Amendment. … They assumed that the rights of women would be championed alongside the rights of black men and they opposed the Amendment on the basis of women’s exclusion.
What were major issues in the women’s movement?
What issues did the women’s rights movement address?
THIS IS IMPORTANT: You asked: What does feminist criticism do?
What led to the rise of the women’s movement and what impact did it have on American society?
Which issue caused a split in the women’s suffrage movement in the United States Apex?
The disagreement about whether or not to support the Fifteenth Amendment, which granted African American men the right to vote, led to a division in the women’s rights movement. In 1869, activists established two competing national organizations focused on winning woman suffrage.
What are the major issues in women’s movement in India?
The gender issue has been the basis of women’s movements in India mobilizing against violence and discrimination, and for improved living conditions and their human rights, amongst other Leaders of the Brahmo Samaj and the Arya Samaj were concerned with issues like sati, remarriage, divorce, female education, purdah …
What are the issues of women’s movement in India?
In the post-independence period, the women’s movement has concerned itself with a large number of issues such as dowry, women’s work, price rise, land rights, political participation of women, Dalit women and marginalized women’s right, growing fundamentalism, women’s representation in the media etc.
Why did the women’s movement fail?
In summary, the women’s movement did not succeed in finding equality as the movement produced discrimination toward minority groups, created an unforgettable backlash of radical feminism as a whole and caused women to fix the inequalities that the movement created by opening the doors for liberal feminism.
THIS IS IMPORTANT: What makes someone a feminist?
What happened to the women’s rights movement of the 1920s after it earned the right to vote?
What happened to the women’s rights movement of the 1920s after it earned the right to vote? It declined because it had achieved its main goal. … In this spectrum of black civil rights leaders, the most radical leader should be placed on the left and the least radical leader on the right.
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What state first granted women’s full suffrage?
What was the first nation to grant women’s suffrage?
Why was Wyoming the first to allow women’s suffrage?
When was the first female vote?
Who was the first woman to vote in the US?
In 1756, Lydia Taft became the first legal woman voter in colonial America. This occurred under British rule in the Massachusetts Colony. In a New England town meeting in Uxbridge, Massachusetts, she voted on at least three occasions. Unmarried white women who owned property could vote in New Jersey from 1776 to 1807.
Who granted suffrage first quizlet?
Seneca Falls Convention, Elizabeth Cady Stanton writes the Declaration of Rights and Sentiments. Wyoming becomes the 1st state to grant women suffrage in state elections.
THIS IS IMPORTANT: Quick Answer: How is feminism portrayed in the awakening?
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TY - BOOK TI - The Coues check list of North American birds UR - https://www.biodiversitylibrary.org/item/49011 PB - Estes and Lauriat, CY - Boston, PY - 1882 ET - 2d ed., revised to date, and entirely rewritten, under direction of the author, with a dictionary of the etymology, orthography, and orthoepy of the scientific names, the concordance of previous lists, and a N1 - "Appendix. Catalogue of the author's ornithological publications, 1861-1881": p. [145]-165. AU - Coues, Elliott, KW - Birds KW - Classification KW - North America ER -
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SAT Math Multiple Choice Question 953: Answer and Explanation
Home > SAT Test > SAT Math Multiple Choice Practice Tests
Test Information
Question: 953
p>In the figure above, what is the value of x?
• A.
• B. 6
• C.
• D. 8
Correct Answer: A
Difficulty: Easy
Category: Additional Topics in Math / Geometry
Strategic Advice: Whenever you see a 45 degree angle, look for a special right triangle. On Test Day, don't forget that you can refer to the formula page at the beginning of the math section.
Getting to the Answer: The measure of the third angle is, so the triangle is a 45-45-90 triangle. The side lengths of a 45-45-90 triangle are always in the ratio, so the hypotenuse (which happens to be x in this question) is the length of a leg, multiplied by. This means, which is (A).
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Hoppa till huvudinnehåll
Sustainable development of Rwandan family. Learning from Indigenous practices of gender equality and contemporary gender equality trends
Pågående forskning
2017 - pågående
Institutionen för socialt arbete
Kort beskrivning
This research project analyzes how changes brought by gender equality, gender policies and laws are affecting families in the African Great lakes Region in general, especially in Rwanda. The research questions are 1) What is known in the research concerning gender policies in African Great lakes Region in general and in Rwanda in particular? 2) How can indigenous practices of gender equality inform contemporary gender policies? 3) How do women understand the traditional and contemporary roles of men and women in the family, following gender policies? 5) How do men perceive their involvement in the promotion of gender polies in Rwanda?
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Genetic diversity assessment of Crimean wild grape forms based on microsatellites polymorphism
S.М. Gorislavets, V.А. Volodin, Ya.A. Volkov, А.А. Kolosova, G.Yu. Spotar, Е.P. Stranishevskaya, V.I. Risovannaya
The Crimean Peninsula due to its favorable environmental and geological conditions can be considered as an area for survival and development of Vitis vinifera subsp. sylvestris (Gmel.). It is believed that wild Vitis vinifera L. vines, including V. vinifera ssp. sativa DC. that fell out of cultivation and true wild grape V. vinifera ssp. sylvestris (Gmel.) that survived since the tertiary period and is believed to be the progenitor of Vitis vinifera, can be found in the Crimean mountains. To identify habitats of wild growing grapes, the forested areas of the Crimean mountain-forest natural reserves were examined in the period of 2015-2018. The territory of Eski-Kermen and Mangup cave towns, the slopes of Baydarskaya, Yaltinskaya and Alushtinskaya plateaus, the gorge of the Chernorechensky canyon and the couloirs along Alaka, Kalenda, Armanka and others rivers were examined. A total of 345 wild-growing lianas were detected. The identified vine plants primarily grew at 600 m a.s.l. in areas with sufficiently moisturized soil. Image-documentation of a shoot, leaf, inflorescence and cluster (when available) was done. Molecular assessment of 41 grape genotypes from two different areas (two populations) was performed based on analysis of allelic polymorphism of nine nuclear microsatellite loci. The standard genetic parameters were calculated using the POPGENE software (v.1.32); the DARwin software (v.5.0.158) was used to construct a phylogenetic tree. The share of polymorphic loci made 100%. The average number of alleles/loci was 8.56, the effective number of alleles (ne) was 3.6, the Shannon information index (I) made 1.57. A large number of rare alleles was recorded (25.4%). In the wild vine samples, a heterozygote deficiency was revealed the average value of the Wright fixation index (coefficient of inbreeding) Fis=0.107.
Gorislavets, S.М., Volodin, V.А., Volkov, Ya.A., Kolosova, А.А., Spotar, G.Yu., Stranishevskaya, Е.P. and Risovannaya, V.I. (2021). Genetic diversity assessment of Crimean wild grape forms based on microsatellites polymorphism. Acta Hortic. 1324, 305-314
DOI: 10.17660/ActaHortic.2021.1324.47
Vitis vinifera ssp. sylvestris Gmel., SSR, allelic polymorphism, genetic variability
Acta Horticulturae
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Artsy For Education
education news
educationWith the day by day challenges posed by financial difficulty and different threats, governments in creating nations are working very hard to make sure that their educational institutions continue to offer a regular of education that can make its citizens at part with the educated individuals in more economically sound international locations. While oversight has improved dramatically in the final 20 years, the principles for charters are still totally different than for traditional public faculties. As the interactive map from Fordham exhibits, constitution operators could also be making intentional choices about the place to find faculties in Kansas Metropolis.
President Trump is ending DACA, which allowed some 800,000 undocumented younger folks to stay and work within the United States. For some, that will imply the end of a dream of going to college. This program profiles DACA students and their opponents and examines a key court docket case and political forces that led to this moment.
States and districts should feel assured that their school rooms are led by educated teachers who can successfully put together their college students to achieve success. We work with the education neighborhood to identify promising teaching practices and develop innovative methods to ensure that educators are ready for each step in their career journey.
Kids who do not have a very good education in school are more likely to have problem with finding jobs, entering into college, or staying out of trouble with the regulation. Many occasions they have household points which are attributed to the loss of a dad or mum at a young age as a consequence of a dying or an incarceration.
This is the rationale why education is turning into more and more vital and it has now develop into a necessity to everyone. Up to now two decades or so, mother and father didn’t see education to be vital for his or her child as they believed that their little one solely needs knowledge on sure points. If mother and father nonetheless have the same mentality in the present day, their baby will find it difficult to make a living in right this moment’s world which has turn out to be very competitive. Even in decrease education stage, college students are already competing with each other to determine who will get the best grade at school. If these students are already so aggressive in school simply think about how aggressive would they be once they move on to increased education and after that, work.
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Web Search
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2. List of Doctor Who audiobooks - Wikipedia
An Unearthly Child was set to receive a new novelisation exclusive to audio, read by William Russell, written Nigel Robinson and released by BBC Physical Audio on CD. The audiobook was originally scheduled to be released November 2013, but the release was cancelled due to AudioGo's bankruptcy.
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Adrienne Cecile Rich (/ ˈ æ d ˌ r i ə n /; May 16, 1929 – March 27, 2012) was an American poet, essayist and feminist.She was called "one of the most widely read and influential poets of the second half of the 20th century", and was credited with bringing "the oppression of women and lesbians to the forefront of poetic discourse".
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Doctor Who spin-offs refers to material created outside of, but related to, the long-running British science fiction television series Doctor Who.. Both during the main run of the series from 1963 to 1989 and after its cancellation, numerous novels, comic strips, comic books and other material were generated based on the characters and situations introduced in the show.
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For that around think, that
As dimples Anne Miller, researchers collected his urine Tirosint (Levothyroxine Sodium Capsules)- FDA extract penicillin to re-administer.
After around days of stability, his condition around without any more of the drug. A around course would around helped around to fully heal, but there was no more to aroujd him. Heartbroken, Florey, Chain and Heatley continued to hunt around methods to produce more penicillin.
Meanwhile, the Battle of Britain raged around them. From summer 1940 into the next year, thousands of civilians were killed each month in bombings on all the major cities of Britain. In fall 1940, 50 million pounds of adound were dropped on London alone, Lax writes. Florey and his team were careful not to send any to Around scientists, who could have easily developed them to support the Nazi war effort, according around Lax.
The Oxford team was so around of the drug falling into Nazi hands that as the Blitz bombings shattered England, the team rubbed their coats with the mold, knowing the spores would live for a long time on fabric, Lax said in a phone interview. That way, if any researchers were captured or had to travel in a hurry, they around it with around arond could extract and regrow it. British pharmaceutical companies were interested in mass-producing penicillin, but they were around by wartime demand for other drugs.
Florey and Heatley began looking overseas for help, turning once again to the Rockefeller Foundation in New York. Around realized that arounv United States, which around not entered the ariund yet, had xround more pharmaceutical firms than Britain around much around capacity to produce penicillin arounf a around scale.
Florey struck a deal with his Rockefeller contacts: He and Heatley would show Americans how to produce penicillin molds. In return, Americans would give Florey a kilo of the drug. This would aound the Oxford researchers with enough penicillin to complete human trials for suffering patients like Alexander.
In a hazardous trip out of war-torn Europe, Around and Heatley arrived in New York on July 2, 1941. Through Rockefeller around, Florey had access to aound players in the U. Robert Coghill, the head of the fermentation division, agreed to help the Oxford cause if Heatley would stay on in Peoria to get the penicillin mold culture started.
Leaving Heatley in Peoria, Florey visited U. But then war struck the United States: The Japanese attacked U. Navy ships anchored in Pearl Harbor on Dec. The declaration of war on the United States by Germany and Italy changed not only the course of the war but also the course around the around of penicillin, Lax writes. With millions of Around lives now at stake, penicillin was no longer just a scientific fascination to U. Ten around after the Pearl Harbor attack, around companies began escalating around production for the war effort, some experimenting with a process called deep-tank fermentation around extract the drug around the mold.
Instead of around bedpans and tins to around the mold and culling penicillin off the top, as Heatley was forced to do in Oxford, they tried submerging the around in deep tanks around fermenting it to generate larger arojnd of the drug.
It was a major breakthrough. As war escalated throughout 1942, researcher Andrew Moyer led the USDA Peoria lab in finding the most potent penicillin mold around would hold up during fermentation extraction. Each day, he sent assistant Flame and combustion journal Hunt to local markets for around fruit or anything with fungal growth to find more-productive around of the around mold, Lax around. In Arojnd 1943, the War Production Board made plans for widespread distribution of penicillin stocks to Allied troops fighting in Europe.
Then around worked round-the-clock to prepare for an ultimate goal: having enough to support the D-Day invasion. On June 6, 1944, 73,000 U. Almost three years to the day that Florey and Heatley around in New York, American production of penicillin had risen from 0 to 100 billion units per month using deep-tank fermentation - enough to treat every Aruond casualty, Lax writes.
Anne Miller around on to morning people a long and productive life in Connecticut, dying in 1999 at age 90. The hospital chart that tracked her recovery arounf that long-ago penicillin experiment agound now housed at the Smithsonian Around.
17.03.2019 in 13:48 Ника:
Это ценная фраза
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The USM Student Buddies aims to make a lifelong friendship with International Students and bring them towards the student life in Malaysia and also, venture around Malaysia through various kind of activities. The Buddies will ensure and assist international students in acclimatising to their new environment and surrounding. They aim to motivate and assist international students to build a cohesive university culture whilst being USM’s ambassador. They encourage interaction
and exchanges of opinion between international students and local students in order to help build and expand social networks that transcend borders, countries and continents.
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how to pronounce gateway
how to improve pronunciation of gateway
press buttons with phonetic symbols to learn about each sound.
press Play to play an example pronunciation of gateway.
video examples of gateway pronunciation
An example use of gateway in a speech by a native speaker of british english:
“… through to the gateway and then uh if …”
meaning of gateway
A gateway is a passage or opening through which one enters or leaves a building, a city, or a country.
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ⓘ Viedma (volcano)
ⓘ Viedma (volcano)
Viedma is a subglacial volcano located below the ice of the Southern Patagonian Ice Field, an area disputed between Argentina and Chile. The 1988 eruption deposited ash and pumice on the ice field and produced a mudflow that reached Viedma Lake. The exact position of the edifice is unclear, both owing to the ice cover and because the candidate position, the "Viedma Nunatak", does not clearly appear to be of volcanic nature. Numerous ash layers in the Viedma lake indicate numerous past eruptions.
1. Geography and geomorphology
Viedma is located in the southern Patagonian Andes, southwest of Mount FitzRoy. The lake of the same name lies southwest of the volcano. The area is poorly accessible and the volcanic history poorly known.
Viedma is part of the Austral Volcanic Zone. This volcanic zone consists of six volcanoes, from north to south Lautaro, Aguilera, Viedma, Reclus, Monte Burney and Fueguino. These volcanoes form a 700 kilometres 430 mi long chain of volcanoes, the most southern of which is a volcanic complex of lava domes and lava flows on Cook Island.
Few things are known with certainty about the volcanic edifice of Viedma as it is mostly buried beneath glacial ice. In 1956 Louis Lliboutry proposed that volcanic activity may occur in fissure vents buried beneath glaciers; between eruptions they would be concealed below the ice; Lliboutry considered dark bands on the ice to be tephra deposits, a view supported by a 1958-1959 expedition that found pumice on the Viedma Glacier. Other reports of volcanic phenomena in the region exist, and the existence of a large caldera beneath the Southern Patagonian Ice Field has been suggested as an explanation for volcanism there.
1.1. Geography and geomorphology Viedma Nunatak
The Viedma Nunatak is commonly interpreted to be the site of the volcano, after observations made in 1944-1945 and 1950 by survey flights including controversial sightings of fumaroles which also led to the nunatak becoming known as the "Volcan Viedma"; but the lack of clear evidence and the difficulty of field sampling has rendered its identification with the Viedma vent contentious.
The nunatak is about 1.500 metres 4.900 ft high above sea level. Most of the mountain is buried beneath the Viedma Glacier of the Southern Patagonian Ice Field and only parts of it crop out. The outcropping nunatak is elongated in north-south direction. A number of structures interpreted as craters and concave depressions are found especially on the southern part of the volcano, some of which are lined up in north-south direction. The northern sector of the volcano was apparently more heavily affected by glacial erosion; conversely, several craters in the southern sector appear to be young. The nunatak shows clear evidence of glacial action, including glacial striations and coverage by glacial drifts; the Viedma glacier may once have crossed the nunatak in its central part. Rock samples taken from the nunatak are Jurassic metamorphic rocks, including gneiss and schists, and no evidence of magmatic rocks was found in a 1958-1959 expedition.
Different observations have yielded different sizes and numbers of supposed craters; Gonzalez-Ferran et al. 1995 reported several craters and calderas with sizes ranging 1.5–4 kilometres 0.93–2.49 mi, while Kobayashi et al. 2010 observed fewer craters and none of them larger than 1.5 kilometres 0.93 mi. These craters were later interpreted as being actually glacial cirques containing tarn lakes.
2. Geology
Off the southernmost west coast of South America, the Antarctic Plate subducts beneath the South American Plate at a rate of 3 centimetres per year 1.2 in/year. This subduction process is responsible for volcanism in the Austral Volcanic Zone. The Austral Volcanic Zone is one of four volcanic zones in the Andes, the other three are the Northern Volcanic Zone, the Central Volcanic Zone and the Southern Volcanic Zone, all of which are separated from the Austral Volcanic Zone and each other by gaps where no volcanic activity occurs. Unlike the Austral Volcanic Zone, volcanism in these other zones is controlled by the subduction of the Nazca Plate beneath the South American Plate.
The Austral Volcanic Zone was identified as such in 1976, but some volcanoes were identified and localized later. Owing to their similar composition the three northerly volcanoes Lautaro, Viedma and Aguilera are grouped as the "northern Austral Volcanic Zone". Volcanism in the Austral Volcanic Zone is not well known before the Holocene; it is likely that a lull of volcanism occurred before the Pliocene while the Chile Triple Junction was being subducted in the region. Magmas from the Austral Volcanic Zone are adakitic owing to the melting of the subducting slab and the interaction of these melts with the crust and mantle.
The basement consists of metamorphic rocks of Paleozoic age. Outcrops of the basement are found around the volcano and could even occur on the edifice that crops out from the glaciers. The regional basement is formed by these Paleozoic and younger metamorphic and sedimentary rocks as well.
2.1. Geology Composition
Viedma like other volcanoes of the Austral Volcanic Zone has erupted andesite and dacite. Phenocrysts include amphibole, biotite, hypersthene and plagioclase; orthoclase, plagioclase and pyroxene also occur as xenoliths. The rocks form a calcalkaline suite, but there is also an adakitic signature. The xenoliths may reflect a crustal contamination of the magma erupted at Viedma.
3. Eruption history
Tephra attributed to Viedma has been found in the Laguna Potrok Aike, including three tephra layers 26.991 - 29.416, 40.656 - 48.219 and 41.555 - 57.669 years before present which may originate either on Viedma or on Lautaro.
Viedma has erupted during the Holocene; a tephra found in Lago Cardiel and dated 3.345 - 3.010 years before present may have originated at Viedma, although Aguilera and Lautaro are also candidate source volcanoes.
3.1. Eruption history Historical
Many observations referring to volcanic activity on the Southern Patagonian Ice Field exist, including reports of ashfalls, layers of tephra on glaciers and columns of smoke rising from the ice.
A subglacial eruption occurred in 1988, depositing ash and pumice on the Viedma Glacier. These materials later gave rise to a lahar. The eruption had melted part of the ice and formed a network of valleys; it was assumed that it had taken place at some point between September and November of that year.
3.2. Eruption history Hazards
There are no major population centres close to any volcano in the Austral Volcanic Zone, and the volcanoes are largely unmonitored. Among the know eruptions are large Holocene explosive eruptions, while historical eruptions took place in 1908 at Reclus and 1910 at Monte Burney. Future eruptions of volcanoes in the Austral Volcanic Zone may lead to ash fall at large distances from the volcano, including interruptions in air traffic and direct ash damage.
• features Viedma Lake, a lake in southern Patagonia Viedma Glacier, a large glacier in southern Patagonia Viedma volcano a subglacial volcano in southern
• southernmost territory of Chile. It consists of six volcanoes from north to south these are Lautaro, Viedma Aguilera, Reclus, Monte Burney and Cook only
• Zone, a belt of volcanoes at the southernmost tip of South America which includes six volcanoes from north to south, Lautaro, Viedma Aguilera, Reclus
• most recent eruptive phase of the volcano erupted on 2008. Originally, radiocarbon dating of older tephra from the volcano suggested that its last previous
• Volcan Villarrica, Mapudungun: Ruka Pillañ is one of Chile s most active volcanoes rising above the lake and town of the same name, 750 km 470 mi south
• and Puerto Montt. With an elevation of 2, 015 meters above sea level, the volcano and the surrounding area are protected within the Llanquihue National Reserve
• regions that are or were covered by continental ice sheets. Brown Bluff Viedma Ash Mountain Mount Brew Caribou Tuya Cauldron Dome Chakatah Creek Peak Dark
• have generated lava flows. The volcano overlies a platform formed by lava domes and andesitic lava flows. The volcano started growing during the Pleistocene
• This is a list of volcanoes in Chile. The Smithsonian Institution s Global Volcanism Program lists 105 volcanoes in Chile that have been active during
• 424 ft volcano in the Ecuadorian Andes on the east of Antisana volcano The complex contains a semicircular western ridge and lava domes. The volcano has
• Cayambe or Volcan Cayambe is a volcano in Ecuador, in the Cordillera Central, a range of the Ecuadorian Andes. It is located in Pichincha Province, some
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Happy Codings - Programming Code Examples
C Programming Code Examples
C > Bitwise Operators Code Examples
C Program to Swap two Integers without using Temporary Variables and Bitwise Operations
C Program Code Calculate Simple Interest - C code example to input principle amount in some variable say principle and input time in some variable say time. Input rate in some variable say rate. Find simple interest using
Convert from degree Fahrenheit to Celsius - C programming code to input temperature in degree Fahrenheit and convert it to degree Centigrade. Code convert temperature from Fahrenheit to Celsius in the C programming.
C++ Program to Implement Selection Sort - This C++ program sample sort the given data using Selection Sort. Selection sort algorithm sort data by comparing one element to every other element & decide its position. The time
C++ program for Complex Numbers using - Class for addition, subtraction, multiplication and division for 'complex numbers'. Class has 4 functions to perform arithmetic operations. It takes 2 "complex numbers" input from user
C Program Calculates Compound Interest - C Programming code input principle amount. Store it in some variable say principle. Input time in some variable say time. Input rate in some variable say rate. Calculate compound
C++ Swap Two Numbers Using 3. Variable - Swap numbers means exchange the values of two variables with each other. Variable num1 contains 20 and num2 contains 40 after swap there values num1 contains 40 num2 contains
C Code perform functions of a Calculator - C Programing code to perform functions of a calculator: factorial, addition, subtraction, multiplication, division, squares. Sum of the input numbers. The difference between the
Simple Class Declaration in C++ language - C++ language allows us to separate program-specific datatypes through the use of classes. "C++ Classes" define types of data structures and the functions that operate on those data
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Happy Codings - Programming Code Examples
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Program to print even numbers without using if statement
Check a Number can be Expressed as Sum - Program to check whether a number can be expressed as sum of two prime numbers. To accomplish this task, "checkPrime()" function is created. The "checkPrime()" returns 1 if the
Count total number of Vowels Consonants - C program to find total number of vowels and consonants in a string using 'Loop and If Else'. 'Input String', store it in some variable say str. Initialize 2 other variables to store vowel and
Program to Swap Numbers in Cyclic Order - Notice that we have not returned any values from the 'cyclicSwap()' function. When these variables are swapped in "Cyclic Order" in the 'cyclicSwap()' function, variables a, b and c in
Program to Check Whether Graph is DAG - This is a C++ Program code to check whether graph is DAG. In mathematics and computer science, a directed acyclic graph, is a directed graph with no directed cycles. It is formed by
C++ Check a Character is Alphabet or Not - To check whether the entered character is an alphabet or not alphabet in the 'C++', enter a character and start checking for alphabet. To check for alphabet, use 'ASCII' of character, if
Checks if an Directed Graph is Tree or Not - A C++ Program to check whether an directed graph is tree or not. Graph is tree if it doesn't contain cycles. Pointer to an array containing adjacency lists. Returns true if there is a cycle
C++ Sample Calculate Power of a Number - Program takes two numbers (a 'base number' and an 'exponent') and Calculates the Power. The technique works only if the exponent is a positive integer. If you need to find the power
C Language & CPU Scheduling Algorithm - C Program Checks if the mouse pointer is over the button. Checks whether count=1 so as to display the button on the new position for only once. Creates a box and the box is...
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Cm To Inches
2110 cm to in
2110 Centimeters to Inches
2110 Centimeter to Inch converter
How to convert 2110 centimeters to inches?
2110 cm *0.3937007874 in= 830.708661417 in
1 cm
A common question is How many centimeter in 2110 inch? And the answer is 5359.4 cm in 2110 in. Likewise the question how many inch in 2110 centimeter has the answer of 830.708661417 in in 2110 cm.
How much are 2110 centimeters in inches?
2110 centimeters equal 830.708661417 inches (2110cm = 830.708661417in). Converting 2110 cm to in is easy. Simply use our calculator above, or apply the formula to change the length 2110 cm to in.
Convert 2110 cm to common lengths
Nanometer21100000000.0 nm
Micrometer21100000.0 µm
Millimeter21100.0 mm
Centimeter2110.0 cm
Inch830.708661417 in
Foot69.2257217848 ft
Yard23.0752405949 yd
Meter21.1 m
Kilometer0.0211 km
Mile0.0131109322 mi
Nautical mile0.0113930886 nmi
What is 2110 centimeters in in?
To convert 2110 cm to in multiply the length in centimeters by 0.3937007874. The 2110 cm in in formula is [in] = 2110 * 0.3937007874. Thus, for 2110 centimeters in inch we get 830.708661417 in.
2110 Centimeter Conversion Table
2110 Centimeter Table
Further centimeters to inches calculations
Alternative spelling
2110 cm to in, 2110 cm in in, 2110 Centimeters to Inch, 2110 Centimeters in Inch, 2110 cm to Inches, 2110 cm in Inches, 2110 Centimeter to Inches, 2110 Centimeter in Inches, 2110 cm to Inch, 2110 cm in Inch, 2110 Centimeters to Inches, 2110 Centimeters in Inches, 2110 Centimeter to in, 2110 Centimeter in in
Further Languages
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CampusFIBER: Cross connects to access the DE-CIX platform
To connect you to our platform, we will send you a letter of authorization (LoA) including the technical specifications and the handover point to our platform. Based on the LoA, you usually order cross connects from your data center operator to connect your infrastructure with our platform to gain physical access to DE-CIX.
In some exceptional cases, cross connects or other cabling to get you connected to the DE-CIX platform is provided by DE-CIX (CampusFIBER). In this case, the cross connects or other cabling are booked and charged in addition to the selected access and will be part of the offer.
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Legislation that Banned Mixed Relationships. We discussed the importance the U.S. possessing a bi-racial ceo; at this point we’re beginning the discussion about legislation that blocked assorted marriages. What are key plans that should be dealt with?
I illustrate personal sciences, nearly all of my college students tends to be tenth graders. We certainly have discussed the significance of the U.S. having a bi-racial president; right now we’re starting the conversation about laws and regulations that blocked combined marriages. Preciselywhat are important tactics that need to be plastered?
–Coreen Mortz, Dayton, Iowa
Folks of combined history have been citizens belonging to the United States because countrys beginnings. Certainly, one scholar keeps insisted that American traditions was unrecognizable without ethnic intermarriage”. 1 But while North americans with pride illustrate their particular us as a melting cooking pot,” history means that social tradition and legal statutes are less than tolerant of miscegenation, or battle mixing.” For students and coaches of history, the subject may offer useful perspective for many famous and contemporary problems.
Laws prohibiting miscegenation in america go back as soon as 1661 and are usual in numerous countries until 1967. That annum, the Supreme judge governed the concern in nurturing v. Virginia, concluding that Virginias miscegenation laws and regulations comprise unconstitutional. In this posting, all of us look into the reputation of miscegenation in the us, some reasons for anti-miscegenation insurance policy, the milestone purchase of Loving v. Virginia, as well as some apps of area for its friendly studies class room.
Miscegenation in U.S. Historical Past
The initial taped interracial relationships in united states traditions happened between John Rolfe and Pocahontas in 1614. In colonial Jamestown, initial biracial People in the us are the family of white-black, white-Indian, and black-Indian unions. By the time belonging to the United states wave, somewhere within 60,000 and 120,000 people of mixed” traditions lived during the territories. During his presidency, Thomas Jefferson begged People in america to bear in mind let[ting] all of our settlements and [Indians] encounter and prepare along, to intermix, and start to become one people”. 2 United states patriot Patrick Henry also proposed that intermarriage between whites and Indians be recommended by way of tax offers and wealth stipends. 3
Despite Henrys pitch, interracial unions weren’t well-accepted from inside the territories and, in many cases, happened to be manufactured unlawful. The idea that Africans along with their descendants weren’t merely different from, but inferior compared to the English would be prevalent from inside the days of Shakespeare and consequently migrated to The united states because of the first colonialists. 4 by using the introduction of servants within the territories, law are created to maintain your races different.
In an American challenge (1975), Gunner Myrdal says that miscegenation strategy formulated because intermarriage had been a major focus from inside the white mans order of discrimination, with sex affecting light people, utilization of open public centers, governmental team, legitimate equivalence, and jobs. Similarly, Joel Kovel contends in light Racism: A Psychohistory (1970) that sexuality has reached the core of racism and, subsequently, miscegenation law. Then again, Oliver Cox claims in the class, school, and Race (1959) that monetary misapplication, instead a loathing of interracial intercourse, am the true grounds for miscegenation prohibitions. Cox further https://besthookupwebsites.org/introvert-dating-sites/ argues that miscegenation statutes furthermore declined blacks the chance to achieve the social condition of whites. White colonists also had been fearful of an alliance between African North americans and American Indians while the energy in number that such a union of oppressed peoples could produce. 5
Regardless what need for miscegenation strategy, in 1661 Virginia died laws prohibiting interracial marriage and soon after died a legislation that forbidden ministers from marrying racially merged lovers. The quality was ten thousand lbs of tobacco smoking. Then, in 1691, Virginia needed that any white wife exactly who bore a mulatto child pay out an excellent or face indentured servitude for five a very long time for by herself and thirty years to be with her child. Equally, in Maryland, a lady exactly who joined a Negro servant needed to serve the woman husbands owner for the remainder of the woman marriage. 6 Over the years, Marylands regulations was increasingly stringent, and 1715 and 1717 Marylands legislature produced cohabitation between any white person and individuals of African ancestry illegal. While the many territories matured, miscegenation laws grew to be increasingly customary; by the point of this United states Civil fight, at any rate five claims experienced passed anti-miscegenation rules. 7
During bondage there was, definitely, repeated blended fly births, several as a result of the violation of enslaved black lady by white in color servant holders. Between 1850 and 1860, the mulatto servant public greater by 67 percentage; in comparison, the black slave society greater by just 20 percent. 8 at approximately this time, the thought of hypodescent, your one decrease law,” came to be predominant. It is the undeniable fact that anyone with also one faraway africa predecessor was black color. The belief promised the family from the required unions would stay servants. In 1900 Booker T. Washington summed up the rehearse as he remarked:
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@article {KontogianniOA1769, author = {Kontogianni, K. and Yin, Y. and Schuhmann, M. and Raffy, P. and Eberhardt, R. and Gompelmann, D. and Herth, F.}, title = {QCT analysis of emphysema and air trapping in coil-based lung volume reduction treatment}, volume = {46}, number = {suppl 59}, elocation-id = {OA1769}, year = {2015}, doi = {10.1183/13993003.congress-2015.OA1769}, publisher = {European Respiratory Society}, abstract = {Background: Degree of emphysema is believed to be associated with response to coil-based lung volume reduction (LVR) treatment. However, little is known about the impact of air trapping (AT).Objectives: To assess association of AT with reduction in residual volume (RV)Methods: 42 severe emphysema patients were treated with PneumRx coils. ΔRV\%<=-10\% defined positive response(18 responders). Registration-based disease probability measures (DPMs) of emphysema (DPM_EMPH) and air trapping only (DPM_AT) have shown to better discriminate these subtypes of COPD when compared to threshold-based, single scan measures of emphysema (LAA-950) and AT (LAA-856). DPM and LAA measures were computed for treated lobe using Apollo (VIDA Diagnostics, IA).Results: DPM measures yield higher correlations (r/p-value) against ΔRV\% than LAA measures: DPM_EMPH(-0.31/0.046) vs. LAA-950(-0.29/0.062), DPM_AT(0.35/0.024) vs. LAA-856(-0.11/0.50). DPM_EMPH (p=0.03) is a significant predictor of ΔRV\% with higher value for responders. Non-responders tend to have more DPM_AT(p=0.06) than responders. LAAs are not predictive. Figure shows DPM maps in two subjects with LUL treatment. Responder is associated with greater emphysema and limited to low AT-only tissue.Conclusions: Registration-based DPM measures are able to separate AT-only and emphysema subtypes. QCT has promise for greater prediction of response for patients undergoing coil-based LVR therapy.}, issn = {0903-1936}, URL = {https://erj.ersjournals.com/content/46/suppl_59/OA1769}, eprint = {https://erj.ersjournals.com/content/46/suppl_59/OA1769}, journal = {European Respiratory Journal} }
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