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The Presidential Election Process
Learning Objectives
• Describe changes over time in the way the president and vice president are selected
• Identify the stages in the modern presidential selection process
• Assess the advantages and disadvantages of the Electoral College
The process of electing a president every four years has evolved over time. This evolution has resulted from attempts to correct the cumbersome procedures first offered by the framers of the Constitution and as a result of political parties’ rising power to act as gatekeepers to the presidency. Over the last several decades, the manner by which parties have chosen candidates has trended away from congressional caucuses and conventions and towards a drawn-out series of state contests, called primaries and caucuses, which begin in the winter prior to the November general election.
Selecting the Candidate: The Party Process
The framers of the Constitution made no provision in the document for the establishment of political parties. Indeed, parties were not necessary to select the first president, since George Washington ran unopposed. Following the first election of Washington, the political party system gained steam and power in the electoral process, creating separate nomination and general election stages. Early on, the power to nominate presidents for office bubbled up from the party operatives in the various state legislatures and toward what was known as the king caucus or congressional caucus. The caucus or large-scale gathering was made up of legislators in the Congress who met informally to decide on nominees from their respective parties. In somewhat of a countervailing trend in the general election stage of the process, by the presidential election of 1824, many states were using popular elections to choose their electors. This became important in that election when Andrew Jackson won the popular vote and the largest number of electors, but the presidency was given to John Quincy Adams instead. Out of the frustration of Jackson’s supporters emerged a powerful two-party system that took control of the selection process.[1]
In the decades that followed, party organizations, party leaders, and workers met in national conventions to choose their nominees, sometimes after long struggles that took place over multiple ballots. In this way, the political parties kept a tight control on the selection of a candidate. In the early twentieth century, however, some states began to hold primaries, elections in which candidates vied for the support of state delegations to the party’s nominating convention. Over the course of the century, the primaries gradually became a far more important part of the process, though the party leadership still controlled the route to nomination through the convention system. This has changed in recent decades, and now a majority of the delegates are chosen through primary elections, and the party conventions themselves are little more than a widely publicized rubber-stamping event.
Senator Ted Cruz (R-TX), though disliked by the party establishment, was able to rise to the top in the Iowa caucuses in 2016 because of his ability to reach the conservative base of the party. Ultimately, Cruz bowed out of the race when Donald Trump effectively clinched the nomination in Indiana in early May 2016. (credit: Michael Vadon)
The rise of the primary system during the Progressive Era came at the cost of party regulars’ control of the process of candidate selection. Some party primaries even allow registered independents or members of the opposite party to vote. Even so, the process tends to attract the party faithful at the expense of independent voters, who often hold the key to victory in the fall contest. Thus, candidates who want to succeed in the primary contests seek to align themselves with committed partisans, who are often at the ideological extreme. Those who survive the primaries in this way have to moderate their image as they enter the general election if they hope to succeed among the rest of the party adherents and the uncommitted.
Primaries offer tests of candidates’ popular appeal, while state caucuses testify to their ability to mobilize and organize grassroots support among committed followers. Primaries also reward candidates in different ways, with some giving the winner all the state’s convention delegates, while others distribute delegates proportionately according to the distribution of voter support. Finally, the order in which the primary elections and caucus selections are held shape the overall race.[2]
Currently, the Iowa caucuses and the New Hampshire primary occur first. These early contests tend to shrink the field as candidates who perform poorly leave the race. At other times in the campaign process, some states will maximize their impact on the race by holding their primaries on the same day that other states do. The media has dubbed these critical groupings “Super Tuesdays,” “Super Saturdays,” and so on. They tend to occur later in the nominating process as parties try to force the voters to coalesce around a single nominee.
A photo of the Republican national convention in 1964. People hold signs and balloons in support of George Romney.
Traditional party conventions, like the Republican national convention in 1964 pictured here, could be contentious meetings at which the delegates made real decisions about who would run. These days, party conventions are little more than long promotional events. (credit: the Library of Congress)
Electing the President: The General Election
Early presidential elections, conducted along the lines of the original process outlined in the Constitution, proved unsatisfactory. So long as George Washington was a candidate, his election was a foregone conclusion. But it took some manipulation of the votes of electors to ensure that the second-place winner (and thus the vice president) did not receive the same number of votes. When Washington declined to run again after two terms, matters worsened. In 1796, political rivals John Adams and Thomas Jefferson were elected president and vice president, respectively. Yet the two men failed to work well together during Adams’s administration, much of which Jefferson spent at his Virginia residence at Monticello. As noted earlier in this chapter, the shortcomings of the system became painfully evident in 1800, when Jefferson and his running mate Aaron Burr finished tied, thus leaving it to the House of Representatives to elect Jefferson.[3]
The Twelfth Amendment, ratified in 1804, provided for the separate election of president and vice president as well as setting out ways to choose a winner if no one received a majority of the electoral votes. Only once since the passage of the Twelfth Amendment, during the election of 1824, has the House selected the president under these rules, and only once, in 1836, has the Senate chosen the vice president. In several elections, such as in 1876 and 1888, a candidate who received less than a majority of the popular vote has claimed the presidency, including cases when the losing candidate secured a majority of the popular vote. The most recent case was the 2000 election, in which Democratic nominee Al Gore won the popular vote, while Republican nominee George W. Bush won the Electoral College vote and hence the presidency.
Not everyone is satisfied with how the Electoral College fundamentally shapes the election, especially in cases such as those noted above, when a candidate with a minority of the popular vote claims victory over a candidate who drew more popular support. Yet movements for electoral reform, including proposals for a straightforward nationwide direct election by popular vote, have gained little traction.
Supporters of the current system defend it as a manifestation of federalism, arguing that it also guards against the chaos inherent in a multiparty environment by encouraging the current two-party system. They point out that under a system of direct election, candidates would focus their efforts on more populous regions and ignore others.[4] Critics, on the other hand, charge that the current system negates the one-person, one-vote basis of U.S. elections, subverts majority rule, works against political participation in states deemed safe for one party, and might lead to chaos should an elector desert a candidate, thus thwarting the popular will. Despite all this, the system remains in place. It appears that many people are more comfortable with the problems of a flawed system than with the uncertainty of change.[5]
Electoral College Reform
Following the 2000 presidential election, when then-governor George W. Bush won by a single electoral vote and with over half a million fewer individual votes than his challenger, astonished voters called for Electoral College reform. Years later, however, nothing of any significance had been done. The absence of reform in the wake of such a problematic election is a testament to the staying power of the Electoral College.
Those who insist that the Electoral College should be reformed argue that its potential benefits pale in comparison to the way the Electoral College depresses voter turnout and fails to represent the popular will. In addition to favoring small states, since individual votes there count more than in larger states due to the mathematics involved in the distribution of electors, the Electoral College results in a significant number of “safe” states that receive no real electioneering, such that nearly 75 percent of the country is ignored in the general election.
One potential solution to the problems with the Electoral College is to scrap it all together and replace it with the popular vote. The popular vote would be the aggregated totals of the votes in the fifty states and District of Columbia, as certified by the head election official of each state. A second solution often mentioned is to make the Electoral College proportional. That is, as each state assigns it electoral votes, it would do so based on the popular vote percentage in their state, rather with the winner-take-all approach almost all the states use today.
A third alternative for Electoral College reform has been proposed by an organization called National Popular Vote. The National Popular Vote movement is an interstate compact between multiple states that sign onto the compact. Once a combination of states constituting 270 Electoral College votes supports the movement, each state entering the compact pledges all of its Electoral College votes to the national popular vote winner. This reform does not technically change the Electoral College structure, but it results in a mandated process that makes the Electoral College reflect the popular vote. Thus far, eleven states with a total of 165 electoral votes among them have signed onto the compact.
In what ways does the current Electoral College system protect the representative power of small states and less densely populated regions? Why might it be important to preserve these protections?
Follow-up activity: View the National Popular Vote website to learn more about their position. Consider reaching out to them to learn more, offer your support, or even to argue against their proposal.
See how the Electoral College and the idea of swing states fundamentally shapes elections by experimenting with the interactive Electoral College map at 270 to Win.
The general election usually features a series of debates between the presidential contenders as well as a debate among vice presidential candidates. Because the stakes are high, quite a bit of money and resources are expended on all sides. Attempts to rein in the mounting costs of modern general-election campaigns have proven ineffective. Nor has public funding helped to solve the problem. Indeed, starting with Barack Obama’s 2008 decision to forfeit public funding so as to skirt the spending limitations imposed, candidates now regularly opt to raise more money rather than to take public funding.[6]
In addition, political action committees (PACs), supposedly focused on issues rather than specific candidates, seek to influence the outcome of the race by supporting or opposing a candidate according to the PAC’s own interests. But after all the spending and debating is done, those who have not already voted by other means set out on the first Tuesday following the first Monday in November to cast their votes. Several weeks later, the electoral votes are counted and the president is formally elected.
This flow chart is called How to Become President of the United States
The process of becoming president has become an increasingly longer one, but the underlying steps remain largely the same. (credit: modification of work by the U. S. General Services Administration, Federal Citizen Information Center, Ifrah Syed)
The position of president of the United States was created during the Constitutional Convention. Within a generation of Washington’s administration, powerful political parties had overtaken the nominating power of state legislatures and created their own systems for selecting candidates. At first, party leaders kept tight control over the selection of candidates via the convention process. By the start of the twentieth century, however, primary and caucus voting had brought the power to select candidates directly to the people, and the once-important conventions became rubber-stamping events.
Preview Questions
1. What problems exist with the Electoral College?
1. Daniel Myron Greene. 1908. "The Evolution of the National Political Convention," The Sewanee Review 16, No. 2: 228–32.
2. Marty Cohen. 2008. The Party Decides: Presidential Nominations before and after Reform. Chicago: University of Chicago.
3. James Roger Sharp. 2010. The Deadlocked Election of 1800: Jefferson, Burr, and the Union in the Balance. Lawrence: University Press of Kansas.
4. John Samples, "In Defense of the Electoral College," 10 November 2000, (May 1, 2016).
5. Clifton B. Parker, "Now We Know Why It’s Time to Dump the Electoral College," The Fiscal Times, 12 April 2016,
6. Jason Scott-Sheets, "Public financing is available for presidential candidates. So what’s not to like about free money?" 14 April 2016,
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Oracle and DB2, Comparison and Compatibility/Process Model
The Wikibook section on Architecture covers the various logical and physical storage structures used by Oracle and DB2. This section covers how these DBMS’s perform common database operations on these structures. There are a number of concepts fundamental to the operation of a database, the most important being the concept of a transaction.
A transaction is a logical unit of work in a DBMS. It is the combination of the operations the database performs on a set of data (such as Insert, Select, Update and Delete), and the data itself. The purpose of a transaction is to provide isolation between all the operations on the database – the transaction basically says ‘I’m working on this set of data, and until I’m finished, I will control access to it.’ This also gives the DBMS a mechanism to maintain consistency in the database – all the operations in a transaction either work together or fail together, and at the end, the database is left in a known consistent state. Isolation and Consistency are two of the properties that define a database transaction. The others are Atomicity and Durability – and these concepts are collectively known as ACID.
All databases, independent of vendor, typically have to handle large numbers of concurrent users, and complex operations that may consist of a number of discrete steps – each of which may succeed or fail. Whether an operation is a single step, or a number of steps it is described by a logical unit called a transaction. This requirement is so common that it has been formulated as a set of properties by which a DBMS (or indeed any transactional system) can be evaluated. Once you understand how a database implements these properties, you can see how they guarantee transaction reliability. It is important to stress that although transactions need to be processed reliably, this does not mean that each DBMS (even databases from the same vendor) handle these transactions exactly the same. What reliability means is that once you know how the database handles a transaction you can be sure that it always does it this way.
The acronym ACID stands for Atomicity, Consistency, Isolation and Durability, and these properties are used to evaluate that a DBMS is processing transactions reliably. They were defined by Jim Gray in the 1970s and in 1983, Andreas Reuter and Theo Haerder coined the acronym ACID to describe them. By definition, database transactions must be ACID.
There are any number of reasons that a transaction, or steps in a transaction might fail. The property of atomicity states that a transaction cannot be subdivided, and that no matter how many steps there may be in the transaction, they all work or they all fail.
At the end of a transaction, the database needs to be in a consistent state. One example of this is if a field is defined as a whole number, consistency could be maintained in this field by either rejecting decimal numbers or rounding them to a whole number – both leave the field in a consistent state. Another example is inter-field dependencies, where one field in a row depends on a field in another row. This is called referential integrity, and there are a number of options to maintain consistency in the database when one of these fields is changed. If, for example, you try to delete a row referenced by another row, you could either stop the transaction and roll it back (atomicity), delete the row and all other rows that reference it, or set the field in a row that refers to the row you are going to delete to a predetermined value (i.e. NULL).
All but the most primitive of computer operations involve many steps, and in multi user systems it is important to make sure that operations being carried out by one user on a set of data do not have that data changed underneath them by another user. What we do in this instance is throw a logical boundary around all the steps that we need to do to complete an operation and call this a transaction. Isolation is the mechanism by which we protect the data involved in this operation. At the simplest level we can just prohibit access to this data for the duration of the transaction. Problems can arise with this strategy through such situations as deadlock (processes a holding resources that process b needs, and process b holding data that process a needs – the so-called deadly embrace), and that simply locking data can degrade concurrency – locking out users defeats the purpose of having multi-user systems. Isolation is generally the most relaxed of the ACID properties, and there are a number of strategies for handling this.
A database cannot lose any data, including transactions, and this property is known as durability. Oracle and DB2 implement durability by writing transactions to log files, and taking special steps to ensure that these log files are protected (to the extent of writing transactions simultaneously to different log files on different disks, and then backing these log files up in permanent offline storage).
Databases absolutely cannot corrupt or lose data, and the ACID properties outlined above are implemented by such techniques as Locking, Logging, and Transaction Control (each covered in the following sections.) Another requirement is that they go fast.
Before you ever write a line of code against your data, the DBMS has implemented each of these requirements, and in many cases the implementation can be different even among databases from the same vendor. The following sections cover these operational aspects of Oracle and DB2
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Pine Tree Yamanaka Lacquer Three Tiers Jubako Bento Box
USD $449
This three tiered Jubako has a picture of a pine tree in gold Maki-e. The inside is bright vermilion. The trunk of the pine tree is decorated with abalone seashells as an accent.
Maki-e is a technique in which pictures, patterns, and letters are painted on the surface of lacquerware, and then gold or silver powder is sprinkled onto the surface of the ware before it dries.
The combination of black lacquer and Maki-e gives an authentic and luxurious look. It is recommended for special events or when inviting guests, as it renders the table a gorgeous and traditional Japanese atmosphere.
In Japan, it is common to eat a festive dish called "Osechi" at New Year's, which is often served in Jubako.
You can carry Jubako around to the house where the gathering takes place on the New Year's day. You can also take it with you when you eat outside, such as for " Hanami"(cherry-blossom viewing).
A single layer of a Jubako can hold about one and a half to two cups of rice.
This is enough for about three to five people.
If you put side dishes in the other two tiers, you will have enough food for about six people or more.
You can use just one or two tiers, so you can adjust it according to the number of people. You can also put sweets in it for a gorgeous look.
• Quantity: 1
• Dimension: 19.5cm(12in) x 19.5cmx H19.5cm(2.8in)
• Material: Wood - Yamanaka Lacquerware
• Origin: Made in Japan
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about yamanaka lacquerware
Yamanaka lacquerware is produced in the Yamanaka Onsen area of Kaga City, Ishikawa Prefecture, and has a history of about 400 years.
The traditional techniques of Yamanaka lacquerware were highly evaluated and became known throughout Japan, despite a period of temporary interruption.
It is characterized by the use of wood grain patterns to express a natural texture, and is made with great attention to detail.
It was designated as a traditional craft by the Minister of Economy, Trade and Industry in 1975.
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PIA00843: Jupiter's Belt-Zone Boundary (Methane filter, 732 nm)
Jupiter’s Belt-Zone Boundary (Methane filter, 732 nm)
Mosaic of a belt-zone boundary near Jupiter's equator. The images that make up the four quadrants of this mosaic were taken within a few minutes of each other and show Jupiter's appearance at 732 nanometers (nm). Sunlight at 732 nm is weakly absorbed by atmospheric methane. This absorption lowers the total amount of scattered light detected by the Galileo spacecraft while enhancing the fraction that comes from higher in Jupiter's atmosphere where less methane is present. The features of the lower ammonia cloud deck that are seen at 756 nm remain visible, but features in the higher, diffuse cloud are made more apparent.
The bowed shape of the clouds in the center of the image is created by a combination of stretching in the eastward direction by strong winds and stretching in the north-south direction by weaker winds. The precise shape of the bow and the eastward wind speeds can be measured. The north-south wind speeds, too small to be directly measured, then can be calculated. These images may provide the first indirect measurement of Jupiter's north-south winds.
Background Info:
Cataloging Keywords:
Name Value Additional Values
Target Jupiter Sun
System Jupiter
Target Type Planet Sun
Mission Galileo
Instrument Host Galileo Orbiter
Host Type Orbiter Probe
Instrument Solid-State Imaging (SSI)
Extra Keywords Ammonia, Atmosphere, Grayscale, Methane
Acquisition Date
Release Date 1998-03-26
Date in Caption
Image Credit NASA/JPL-Caltech
Source photojournal.jpl.nasa.gov/catalog/PIA00843
Identifier PIA00843
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Ellie Baygulov/Demand Media
While regular ice cream recipes are made from a custard base where you have to carefully whip together eggs, sugar, milk and heavy cream over heat and ensure that the custard doesn’t burn or curdle before it sets, making ice cream at home doesn’t have to be an arduous task.
In fact, homemade ice cream recipes using only milk are much easier. And, bonus points if you have an ice cream maker – all you have to do is whisk the ingredients, add the mixture to the maker and let the machine do the hard task of churning it all together.
Learning how to make ice cream at home with milk opens up the possibility to experiment and create different versions of this easy ice cream recipe.
Homemade Ice Cream Using Heavy Cream
For an even creamier result, using heavy cream instead of whole milk for your homemade ice cream recipe will provide favorable results. Heavy cream has approximately 35 percent more fat content than whole milk, and this extra fat is the reason why ice cream made with heavy cream is more indulgent. All you have to do is whip the heavy cream into stiff peaks before gently folding in a sweetener, such as sugar or condensed milk for a velvety texture, then add flavorings like vanilla extract and fresh fruits. The mixture is ready to be frozen and turned into ice cream.
Homemade Ice Cream With Milk
Making homemade ice cream with milk is a simple process that doesn’t call for a lot of ingredients. In fact, an easy ice cream recipe with milk uses only two other main ingredients: sugar and vanilla extract for a subtle hint of flavor.
When making ice cream using only milk, it’s recommended that you use whole milk as opposed to low fat or nonfat milk. The high fat content in whole milk is key to making creamy ice cream. A low-fat milk is higher in water content and will cause the resulting mixture to freeze much harder and form larger ice crystals during the freezing process, resulting in a not-so-smooth final product.
Easy Ice Cream Recipe With Milk
Total Time: 8 hours | Prep Time: 15 minutes | Serves: 4
• 4 cups whole milk
• 1/2 cup granulated sugar
• 1/2 teaspoon vanilla extract
1. In a medium saucepan over low heat, whisk together milk and sugar until sugar dissolves.
2. Add in vanilla extract and stir to combine.
3. Remove from heat and transfer to a freezer-proof dish and freeze.
4. Stir the ice cream every 2 to 4 hours until ice crystals start to form.
5. When fully frozen, transfer to an airtight container and freeze overnight.
6. Garnish with walnuts or slivered almonds for a bit of crunch before serving.
If using an ice cream maker, remove the milk mixture from the heat and transfer to the ice cream maker to churn and thicken before pouring into an airtight container and freezing.
Variations of Homemade Ice Cream With Milk
The basic homemade ice cream recipe is a blueprint that works best when you add your own twists. Variations can include the addition of fresh fruits like mangoes, strawberries, blueberries and peaches.
Instead of leaving the fruits in pieces, you can also use a blender to mix all of the ingredients until smooth before adding the mixture to the ice cream maker or when making by hand. You can also create a whole milk chocolate ice cream recipe with the addition of chocolate chips or cacao nibs.
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9 Reasons why younger men like older women as their partner
Updated on Jun 02, 2020 11:59 PM IST | 12.9M
9 Reasons why younger men like older women as their partner
9 Reasons why younger men like older women as their partner
There are several couples where men are younger than their wives or partner. Basically, many men are attracted to this concept. And, we also have seen celeb examples as well, like Priyanka Chopra and Nick Jonas, Saif Ali Khan and Amrita Singh (ex-wife), Aishwarya Rai Bachchan and Abhishek Bachchan etc.
1- They are mature and experienced. So, they are good conservationists, sorted, and balanced.
2- Mostly they don't do gossip all the time. Since they are experienced, they know how to deal with toxic persons. So, they don’t need to do gossip with their partners to vent their frustrations. They can handle them maturely.
3- They are highly confident and have boosted self-esteem. So, they don’t easily get involved in any argument just to prove them right. They know how to deal with tough times.
4- Sexual maturity is one of the most important reasons. Many younger men have admitted that their older partners are better in bed.
5- Their maturity level helps them to not get clingy in a relationship. They believe in giving their partner personal alone time and respect that.
6- Older women are emotionally mature. During a vulnerable moment in the relationship, they don’t create unnecessary drama which often makes men crazy. They can handle their emotions maturely.
7- Dating an older woman is like learning and gaining knowledge every day. They can new experiences each and every moment with their older partner.
8- Older women are very mature in monetary issues as well. They tend to take some money-responsibilities on their shoulders also to lower the burden of their husbands. This is another striking feature of older women which men like the most.
9- When both the partners are mature enough, then there is mutual understanding and respect for each other in the relationship.
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Travel Daily
Icon under a microscope
ThIs landmark is iconic and easily recognisable when you see the whole picture, but can you identify it from this small portion of the image?
This bay is a popular travel destination for tourists due to its impressive limestone karsts and isles, with around 2,000 in the 1,550km2 area.
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Stamford Advocate (Sunday)
Biden orders 1,000 more troops to aid Afghanistan departure
WASHINGTON — President Joe Biden authorized on Saturday an additional 1,000 U.S. troops for deployment to Afghanistan, raising to roughly 5,000 the number of U.S. troops to ensure what Biden called an “orderly and safe drawdown” of American and allied personnel.
The last-minute decision to re-insert thousands of U.S. troops into Afghanistan reflected the dire state of security as the Taliban seized control of multiple Afghan cities in a few short days. The need for more forces also called into question whether Biden would meet his Aug. 31 deadline for fully withdrawing combat forces.
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Personal Representation For Your
Family Law Or Criminal Defense Matter
Why fiscal honesty is important before marriage
Those who are planning on getting married in Michigan and elsewhere will ideally have a financial talk prior to doing so. This can help them identify and potentially rectify monetary problems before they negatively impact a marriage. It can also ensure that both...
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How quickly does protection wane after the Pfizer COVID-19 vaccine? – Medical News Today
Protection from COVID-19 comes from either contracting the SARS-CoV-2 virus and recovering or getting vaccinated.
Research has shown that those who have contracted SARS-CoV-2 have 85% protection against symptomatic disease 6 months after infection.
Meanwhile, as the authors of the recent study explain, vaccination has been reported to be 5095% effective at various time points.
Over time, the immune systems response to SARS-CoV-2 diminishes, meaning those who have recovered from the virus or received vaccination may be less protected as time progresses.
In a recent study, researchers from Israel and the United States conducted a study to investigate whether protection against infection waned over time following a second dose of the Pfizer-BioNTech mRNA vaccine.
They found that 90 days following a second Pfizer dose, individuals were at an increased risk of contracting SARS-CoV-2. The findings appear in the BMJ.
Israel was one of the first countries to successfully roll out a vaccination campaign in the population, so we were also among the first to observe the waning effect of the vaccination as time elapsed since the initial two shots of the vaccine, Dr. Ariel Israel, Ph.D., one of the studys authors, told Medical News Today.
Our study is an observational study, designed to evaluate whether protection provided by the Pfizer vaccine wanes with time by comparing the rate of positive [reverse transcription-polymerase chain reaction (RT-PCR) for SARS-CoV-2] in people vaccinated at different time intervals before the test.
We observed that after the excellent protection offered by the vaccine in the initial 3 months, there was a gradual increase in the infection rate, Dr. Israel explained.
The researchers gathered medical records from Leumit Health Services, a large healthcare provider in Israel that serves 700,000 people throughout the country.
For their analysis, they used health records from those aged 18 years and above who underwent a SARS-CoV-2 RT-PCR test between May 15, 2021, and September 17, 2021, after receiving two doses of the Pfizer vaccine.
The team performed tests at least 3 weeks following their second vaccination. They divided participants into three age groups to reflect different stages of the vaccine rollout:
They also divided the time between the second vaccination and RT-PCR tests into 30-day intervals after the initial 90 days, with the last category denoted as 180 days or more since the second vaccination. Altogether, the researchers analyzed health records from 83,057 individuals.
Their analyses accounted for potential confounding risk factors for SARS-CoV-2 infection, such as age, sex, socioeconomic status, and existing health conditions.
Among those the researchers studied, 9.6%, or 7,973 individuals, had a positive test result. The average time between the second vaccine dose and an RT-PCR test was 164 days.
The team found that the more time elapsed since the second vaccine, the more likely people were to contract SARS-CoV-2.
While 1.3% of participants received a positive test result 2189 days after their second vaccine, the same was true for 2.4% of people after 90119 days, 4.6% after 120149 days, 10.3% after 150179 days, and 15.5% after 180 days.
These results translated into a 2.37-fold higher chance of contracting the virus after 90 days from the second vaccination and a 2.82-fold higher likelihood after 150 days or more.
They also found that two injections 21 days apart provided more protection than one and that immune system changes relating to age influenced the immune response to the vaccines.
Dr. Israel explained that the reasons for waning immune protection are beyond the scope of their study. However, he suggested some possible mechanisms:
The most likely explanation is that antibodies, as well as cells of the immune system that produce antibodies or kill cells [with the infection], have a limited lifetime, so their numbers decrease gradually after the initial response triggered by the vaccine.
[Fewer] antibodies in the blood, and [fewer] cells able to kill the virus mean that the virus is more likely to evade the immune system in the first stages of infection, and this is probably why we observe an increased rate of positive PCR in individuals vaccinated earlier, he added.
The researchers concluded that SARS-CoV-2 immunity following a second Pfizer vaccine wanes after the initial 90 days and that a third vaccine, or booster dose, may be warranted for immunocompromised individuals.
They also note several limitations to their study. Due to its observational study design, they say that they possibly did not account for all contributing factors, which may have skewed their results.
For example, they note they only included individuals who chose to request an RT-PCR test for SARS-CoV-2 and that some may have had different thresholds for requesting a test.
They also noted that individuals vaccinated earlier might have had different physical distancing habits than those vaccinated later, which could have significantly influenced their level of risk.
Moreover, the researchers note that RT-PCR tests were not followed up with blood tests, meaning they cannot be sure that immunity had indeed waned.
In light of these results, public health authorities in Israel have recommended a booster shot for all age groups, and we have observed a subsequent dramatic reduction in COVID-19 incidence immediately following the rollout of the booster shot, said Dr. Israel.
It is too early to say for certain how long the protection would last following the booster shot. We are continuing to monitor the infection rate and will report our data in case we observe a reduction in the protection provided by the booster, he concluded.
Read the original post:
How quickly does protection wane after the Pfizer COVID-19 vaccine? - Medical News Today
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+86 135 3053 5995
Analysis of the Characteristics of Mobile LED Screen
2018-11-24 www.myddisplay.com
The mobile LED screen uses LED technology, GSM/GPRS technology, low temperature technology, antistatic technology, anti-interference technology, and vehicle electronic technology to display information products on mobile vehicles. It is different from a normal LED display installed in a fixed location, the reason is used for vehicles and advertising.
The characteristics of vehicle LED display:
Mobile LED Screen
1. High stability and reliability
Cars are always moving, and they require high stability and reliability of electronic products.
2. Supported by stable power system
The power supply on the car is powered by a battery. When the car starts, brakes, and stops, it will generate a high pulse voltage. If the power system is not good, the LED display will burn out.
3. Wide operating temperature range
Cars are generally placed outdoors in the many countries. Winter temperatures may reach -40 ° C, summer temperatures may reach 60°C, which requires power and LED display components to work at wide temperatures.
4. Good anti-static measures
Cars are prone to static electricity during operation, especially in the fall, electrostatic high voltage can reach thousands of volts, if there is no good anti-static measures, it is easy to damage IC and LED lights.
5. Suitable brightness
Appropriate brightness, if the brightness of the LED display is not enough, it will not be visible during the day, and the meaning of installing the LED display will be lost. If it is too bright, it will affect the driving.
6. LED brightness decay
LED decay characteristics, LED brightness has decay rate, 10-70% decay rate in a year, the brightness of poor quality of LED display is reduced by half in six month, resulting in display content is not invisible.
7. The other is external dimension and so on.
Tel: +86 135 3053 5995 Skype
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Collaboration and Leadership
Maximizing Their Impact
A Collaborative Culture of Learning
Instructional Leadership: What If?
Collaboration and Leadership
In order to be information literate,
Reflection Question
Works Cited
American Association of Schools Librarians. 2018. “Position Statement: The School Librarian’s Role in Reading.” Available at Accessed December 27, 2021.
Classroom-Library Collaboration for Instruction
Chapter 9 Collaboration by Judi Moreillon
Learning During Preservice Education
Instructional Partnerships in Practice
Initiating and Promoting Partnerships
Classroom Teachers as Advocates
Reflection Question
Works Cited
Site- and District-level Advocacy
Chapter 8 Advocacy by Kristin Fraga Sierra and TuesD Chambers
Blog post by Judi Moreillon
“When professionals combine our expertise for the benefit of students, there is transformative power in collaboration” (Sierra and Chambers 127).(Sierra and Chambers 127)
Chapter 8, like every other chapter in Core Values in School Librarianship: Responding with Commitment and Courage, includes two vignettes from practitioners in the field. Erin Godfrey Bethel contributed a vignette focused on a reading promotion initiative at Washington Elementary in Tacoma, Washington, that became a successful advocacy project for the library and her librarian role in the process. Chapter 8 co-author TuesD Chambers contributed a district-level public relations turned advocacy effort in Seattle Public Schools (SPS).
Site-level Advocacy Reaches District-level Advocates
In her vignette, Erin shared her main motivation for seeking and enacting a reading program grant called the Global Reading Challenge (GRC). She implemented the program in her school with a vision for increasing a focus on reading and on the school library as a hub—a welcoming place for all students, especially young people who had not found acceptance elsewhere in the school.
This initiative involved students in the planning process and in organizing teams of readers. Erin used social media to promote the GRC. Each year since its inception, the number of participants has increased and the program has expanded to other schools in the district. Parents and businesses got involved in supporting the GRC and when the district-level competition was held, Erin invited district decision-makers to attend. A win-win-win for students, administrators, and community means a win for the school librarian.
District-level Advocacy
In her vignette, TuesD writes about how a district-wide newsletter representing the work of the entire school librarian cadre of SPS made a huge difference in decision-makers’ understanding of school librarians’ critical roles. The newsletter began as a communication tool among librarians themselves—to share their work and learn from one another’s practice. They also wanted a way to amplify their work that aligned with the SPS Strategic Plan and goals for literacy learning and share it with site- and district-level decision-makers.
The result was a collaborative competition that improved practice among the school librarians while it influenced the understandings of the work of school librarians of families, district leadership, and community members. Spotlighting specific school librarians, libraries and their literacy-focused programs demonstrated how librarians matter to the students in the district. Collaborative competition boosted librarians themselves in elevating their practice. The district-wide newsletter provided direct evidence of the importance of librarians’ work to district goals.
School Librarians as Advocates for the School Library Program
In both of these examples, site- and district-administrators, parents, businesses, and other community members became knowledgeable about the roles of the librarian and library in students’ learning. If and when Erin or TuesD’s librarian cadre need support – a specific “ask” from their advocates, there were supporters with first-hand experience of the influence of school librarians and the impact of school libraries.
“It takes a special kind of curator to gather these voices for others to see and hear until our advocates’ voices become impossible to ignore. It takes a certified school librarian leader who is a library and librarian advocate” (Sierra and Chambers 137).
As they note at the end of their chapter, Kristin and TuesD proclaim that school librarians must be the curators who gather and provide the evidence that will enlist other voices to step up on behalf of their work. School librarians must engage in public relations as curators of their own influence and impact in order to grow advocates. That truly makes school librarians their own best advocates!
Reflection Question
What is one method or example of advocacy that you want to improve upon and why? (Sierra and Chambers 137).
Work Cited
Advocacy Is Not Optional
Chapter 8 Advocacy by Kristin Fraga Sierra and TuesD Chambers
Blog post by Judi Moreillon
“Spreading the message for stakeholders to advocate for the program is an essential activity for today’s school librarian, particularly during school closures” (Sierra and Chambers 123).
Kristin and TuesD began their chapter with a note about the critical need for advocacy, particularly in times of stress and change such as the school closures that occurred while they were writing Chapter 8.
In their experience (and in my own), school librarians who are leaders must be intentional about communicating and building relationships with library stakeholders in order to develop a team of advocates who have first-hand experience with the value of working with a state-certified school librarian and providing students with access to the full range of resources available through the school library program.
Advocacy is not optional.
Creating the Welcoming Space
Before communicating the value of the library program, the librarian must create a space in the library that serves all students, educators, administrators, and families—all library stakeholders. These are some strategies for building a space for belonging:
• Focus on students first;
• Listen intently to library stakeholders when they express their needs;
• Distribute marketing tools such as surveys to collect feedback.
In all cases, make changes to the policies, physical space, programs, and teaching and learning opportunities based on feedback from library stakeholders.
Communication Strategies
The coauthors provide many examples of public relations communication strategies that build library stakeholders knowledge of the value of the library program. These are some:
• Newsletters with section tailored to the needs of specific stakeholders;
• One-page infographics that summarize the influence and impact of the library program on learning and teaching;
• Flyers and invitations to literacy events and teaching and learning opportunities offered in the library space;
• Social media posts that promote books and share the learning experiences of students’ literacy-focused clubs;
• And more.
Building Relationships
In every aspect of their work, school librarians must be intentional relationship builders. Putting people first is a leadership behavior.
Whether this focus is evidenced through policies such as late fees or lost materials, providing diverse resources to equitably meet the needs all educators and students, or teaching and learning activities that are inclusive of multiple perspectives, the focus on people means that school librarians will build a cadre of advocates as an organic aspect of their work. Others will have first-hand experiences of how the work of the school librarian and the resources and activities in the library program made a difference in their learning and teaching.
“Strong advocacy work is absolutely necessary to the survival of the school library and is a core, undeniable element to the position of the school librarian” (Sierra and Chambers 124). (Sierra and Chambers 124)
Responding to School- and District-level Priorities
While school librarians will have particular areas of expertise and interest, if they are to be successful, they must align their work with the perceived needs of the school and district. They must be able to tell a “library story” that matters to their decision-maker stakeholders
“We need to keep in mind that library numbers and statistics
are pretty meaningless to anyone else unless they are connected
to your school and/or district priorities”
(Len Bryan cited in Sierra and Chambers 129).
This does not mean stepping away from the work of school librarianship and serving as a reading intervention teacher or technology coach throughout the school day. Rather it means, showing administrators with those needs that the work school librarians do will help them reach their goals. In these cases, improve students’ reading proficiency and students’ and educators’ use of educational technology.
This means teaching and coteaching with classroom teachers to achieve student learning targets, assessing student learning outcomes, and determining how to improve instruction in order for more students or all students to reach standards-based learning goals.
With these data in hand, school librarians will demonstrate to administrators how their work matters, and administrators will understand and value school librarians’ impact on teaching and influence on student learning.
Reflection Question
“What types of advocacy efforts have you led or been a part of in your career or schooling experience and what were the outcomes?” (Sierra and Chambers 137).
Work Cited
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Open Menu
The Bronx River Golden Ball
Video maintained by our friends: Mags Harries and Lajos Héder
The Golden Ball is a universal, positive image that can be seen as the sun, the world, energy, life. Its ambiguity encourages people to invent stories about it and add their own mythology. This reoccurring, multi-media art event was designed to tie together the fractured experience of the Bronx River and the complex layers of people and artifacts that exist along the River. The Golden Ball uses the River as a metaphor and physical link calling for a greater sense community. It also directs attention to the River itself and to its struggling ecology, asking people to reclaim the Bronx River.
On April 22, 1999 (Earth Day) the gilded ball first floated down the Bronx River from suburban Bronxville to inner-city South Bronx. The ball acted as a Pied Piper, with people from the Bronx to Westchester County encouraged to follow the Ball and walk the 10 mile route to learn how the River connects their homes. The voyage revealed the prime places for social gatherings along the River as well as access problems to be addressed. The event took place on Earth Day the following year and in 2001. Residents continue to celebrate the Bronx River by recreating the voyage every Earth Day. The events have raised money to make permanent improvements along the River.
The Golden Ball’s Procession down the Bronx River included the Keepers of the Ball (the artists), who guided the ball on its journey and the flutist Connie Grossman who provided musical accompaniment. The Arthur Aviles Typical Theater followed along the river bank with an improvised dance. The Golden Ball and its Keepers stopped along the way to join a series of community celebrations at key points and traverse the Bronx Botanical Gardens and the Bronx Zoo. People at the events were given small round mirrors to reflect sunlight at the Ball to give people a direct connection to it.
At the end of the Golden Ball’s journey the Procession came to Hunts Point in the South Bronx. To reach the River community members removed fencing that had restricted their access to the water. Twenty-seven community organizations came to lift trash from the river, create trails, paint, plant, and create a new park. The event is now in it’s 11th year and has raised $39,000,000 to sustain the Bronx River. In recent years the River has seen many improvements including the return of beavers to the water.
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TY - JOUR JF - Frontiers in Neuroscience VL - 11 IS - SP - EP - ID - PY - 2017 TI - Evolutionary musicology meets embodied cognition: Biocultural coevolution and the enactive origins of human musicality AU - van der Schyff, D. AU - Schiavio, A. AB - Despite evolutionary musicology’s interdisciplinary nature, and the diverse methods it employs, the field has nevertheless tended to divide into two main positions. Some argue that music should be understood as a naturally selected adaptation, while others claim that music is a product of culture with little or no relevance for the survival of the species. We review these arguments, suggesting that while interesting and well-reasoned positions have been offered on both sides of the debate, the nature-or-culture (or adaptation vs. non-adaptation) assumptions that have traditionally driven the discussion have resulted in a problematic either/or dichotomy. We then consider an alternative “biocultural” proposal that appears to offer a way forward. As we discuss, this approach draws on a range of research in theoretical biology, archeology, neuroscience, embodied and ecological cognition, and dynamical systems theory (DST), positing a more integrated model that sees biological and cultural dimensions as aspects of the same evolving system. Following this, we outline the enactive approach to cognition, discussing the ways it aligns with the biocultural perspective. Put simply, the enactive approach posits a deep continuity between mind and life, where cognitive processes are explored in terms of how self-organizing living systems enact relationships with the environment that are relevant to their survival and well-being. It highlights the embodied and ecologically situated nature of living agents, as well as the active role they play in their own developmental processes. Importantly, the enactive approach sees cognitive and evolutionary processes as driven by a range of interacting factors, including the socio-cultural forms of activity that characterize the lives of more complex creatures such as ourselves. We offer some suggestions for how this approach might enhance and extend the biocultural model. To conclude we briefly consider the implications of this approach for practical areas such as music education. UR - https://cepa.info/4764 U1 - U3 - Embodiment N1 - ER -
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How did critical criminology emerge?
The critical criminology movement began in the early 1970s (Taylor, et al. 1974), with studies focused primarily on political-economic and class analysis (Michalowski 1985; Reiman and Leighton 2009; Shelden 2001), and it exhibited a decidedly Marxist orientation (Quinney 1980; Lynch and Michalowski 2006; Balkan, et al.
What factors led to the emergence of critical criminology?
The emergence of criminological thinking is often traced to eighteenth-century criminal law reformers, such as Cesare Beccaria, Jeremy Bentham, and John Howard who began to question the legal constructions of crime.
What is critical criminology theory?
What is the aim of critical criminology?
It is a position that seeks to promote social inclusion, equality and human rights. Critical criminology often finds its explanations for criminal activity in the unequal distribution of power and wealth in society and the resultant class, ethnic and gender discrimination.
IMPORTANT: Question: How long is a forensics degree?
Who is the father of critical criminology?
Cesare Lombroso (1835–1909), an Italian sociologist working in the late 19th century, is often called “the father of criminology”. He was one of the key contributors to biological positivism and founded the Italian school of criminology.
What are the four emerging forms of critical criminology?
Critical Criminology
• A. Newsmaking Criminology and Public Criminology. Karl Marx famously argued that one should not be content to explain the world; one should change it. …
• B. Cultural Criminology. …
• C. Convict Criminology. …
• D. Critical Race Criminology. …
• E. Summary.
What is the difference between radical and critical criminology?
Rather than accepting the premise of law as a product of consensus, radical criminologists define law as a set of rules defined and enforced by the state. Critical scholars argue that our criminal justice system neutralizes potential opposition to the state by targeting the actions of those who are most oppressed.
What are the five strands of critical criminology?
Today, a host of perspectives are associated with critical criminology: radical, political-economic, left-realist, postmodern and semiotic, newsmaking, cultural, critical race, feminist, constitutive, restorative-justice, Marxist, anarchist, convict, and peacemaking (see Defining Crime and Critical Criminology).
Why is Lombroso the father of criminology?
He was the first person to make crime and criminals a specific area of study, so that’s why he’s called the father of modern criminology.” He was also the first person to write about female crime, she explains.
What is an example of critical theory?
Easily identifiable examples of critical approaches are Marxism, postmodernism, and feminism. These critical theories expose and challenge the communication of dominant social, economic, and political structures. … Political economy focuses on the macro level of communication.
IMPORTANT: Why do forensic scientists need to have knowledge of chemistry?
What notion do critical criminologists reject?
Critical criminologists reject the notion that law is designed to maintain a tranquil, fair society and that criminals are malevolent people who wish to trample the rights of others.
What do critical criminologists believe is the solution to crime?
Critical criminologists believe that the solution to crime is: the creation of a more equitable society.
How does left realism explain crime?
Left realism argues that crime disproportionately affects working-class people, but that solutions that only increase repression serve to make the crime problem worse.
Is criminology a good career?
How hard is criminology?
Legal blog
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ASPxClientFileManager.CurrentFolderChanged Event
Fires on the client side after the current folder has been changed within a file manager.
CurrentFolderChanged: ASPxClientEvent<ASPxClientFileManagerCurrentFolderChangedEventHandler<ASPxClientFileManager>>
Event Data
The CurrentFolderChanged event's data class is ASPxClientFileManagerCurrentFolderChangedEventArgs. The following properties provide information specific to this event:
Property Description
fullName Gets the full name of the folder currently being processed.
name Gets the name of the currently processed folder.
Write a CurrentFolderChanged event handler to perform specific actions on the client side after each time the current folder is changed. You can use the event parameter’s properties to identify the new current folder.
See Also
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Title: Exploring the mechanisms that underlie the crossmodal correspondences between shapes and tastes
Author: Montejo, Alejandro Salgado
ISNI: 0000 0004 7230 5217
Awarding Body: University of Oxford
Current Institution: University of Oxford
Date of Award: 2018
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Please try the link below.
Access from Institution:
This thesis consists of one theoretical chapter, three experimental chapters, and a final concluding chapter. Eight studies were conducted in total, two of these studies (studies 1-2, Chapter 2) evaluated whether visual aesthetic features (i.e., symmetry, curvature, and the number of elements) influenced how shapes and objects are matched to a valence and to a taste word (i.e., sweet or sour). The evidence reported in Chapter 2 demonstrates that symmetrical / asymmetrical, rounded / angular, and shapes with fewer / more elements are more likely to be matched with a positive / negative valance and to sweetness / sourness. The relationship between valence and shape-taste matching is discussed and challenged. Three different studies (studies 3-7, Chapter 3) analysed whether simple dots and lines that resemble facial features (i.e., eyes and mouth) could be associated with an emotional valence and an emotion, as well as to a specific taste word (i.e., sweet, sour, or bitter). The results reported in Chapter 3 confirm that it is possible to reduce a facial feature to its simplest form (i.e., a line and a dot) and still be associated with a specific valence and emotion. Furthermore, Study 7 demonstrates that dots and lines that resemble eyes and mouths can influence taste expectations (i.e., how sweet, sour, or bitter they predict a product will be). Chapter 4, comprises a short study that provides initial evidence that facial expressions of joy, disgust and anger can influence the perceived intensity of a taste (i.e., sweet, sour, and bitter). The role of embodied cognition in the crossmodal correspondences between shapes and tastes is discussed. Finally, in Chapter 5, the importance of associative learning, the role of evolution in our ability to detect patterns, and embodied cognition are presented as potential mechanisms that explain how it is that shapes are matched to tastes.
Supervisor: Spence, Charles Sponsor: Colciencias
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: DOI: Not available
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| 0.953564 |
Part 6: The Belly of the Deep Sea Cavern
Manuel stopped himself at the cavern entrance. The room was, indeed, filled with treasure. Dozens of wooden chests, ancient unrecognizable armours and weapons, and art objects in the shape of sea creatures he had never seen.
The most impressive object in the area wasn’t the treasure, though: it was an enormous sea anemone… a glowing one. The lit-up sea cavern must have been thirty feet high; this sea plant’s tentacle limbs—hundreds of them—brushed against the stone surface above. The basal disk was thick, easily twenty feet in diameter.
Antonio was near the basal disk inspecting a breastplate made of gold and coral.
Carlos was drifting near the swaying tentacles above them, enthralled by the immensity of the sea plant.
Louisa had her celestium spear harpoon at the ready. Her eagerness and curiosity quickly fading.
Manuel was still at the entrance when a low vibration spread out from the sea anemone. Manuel could feel it in his eardrums.
And then all was dark. Even their headlamps were extinguished.
View this story's 2 comments.
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Inside scoop on curriculum, teaching and product improvements
Ask Joshua: Top questions from Week 1
Ask Joshua
A little more than a week ago, we launched an experimental (and definitely semi-controversial) initiative called Ask Joshua, which allowed teachers from anywhere in the world to run ideas on new and existing for teaching by a high-schooler. While theoretically-flawed sounding, we wanted to experiment and understand what happens. We do think that students are the customers and are the best at communicating whether or not a pedagogical or curricular style worked for them. Unfortunately, over the years, we have built pretty complex models of instruction and curriculum, and have distanced ourselves from our customers. We don’t think students have all the answers, but they definitely can help us teachers ground their planning.
We were very happy to see so many questions trickling in for Joshua, and we have filtered the top ones with Joshua’a answers below:
Ciro Santilli asked:
When I was in school, I hated teachers who gave exercises without solutions…
When I decide I’ve searched for long enough just let me have the answer before I forget the problem!
Dear teachers: students also have the ability of not looking if they want to, did you know that?! =)
Continue reading...
Joshua answered:
I suggest breaking up a set of exercises into two groups: the first consisting of easier, routine problems; the second should contain problems that require more time and creativity. Assign the first half of the problem set on the first night, and make solutions (not just answers!) available the following day so students can check their basic understanding of the material before moving to the more difficult problems. Perhaps go over one or two of these problems at the start of this class. Then make the second half of the solutions available on the day that this second problem set is due, giving students enough time to fully process and understand the problems–and hopefully solve them–before they can look at solutions.
One of the pitfalls with waiting too long is that students may forget what aspects of the problems gave them so much trouble, and as a result they will read the solutions less actively and gain less from reading them. Thus I suggest you urge students to review solutions the night following when they are due.
Eder Junior asked:
How to teach the concept of negative numbers. Example: -1, -2, -3 As an example of ludico mode.
Joshua answered:
Positive numbers represent the quantity of an object. Therefore a negative number represents lacking that quantity of the object.
The most practical example of this is debt. Debts are usually written as negative numbers. For instance, if you owe 9 dollars, you have -$9.
You are subtracting something from nothing, which implies that you lack the object you need to complete a specific task. Then, as you acquire that object, you add a positive number to the negative number. When the quantity of the object you need to use up equals the quantity of the object you find/get, you end up with a net gain of 0 units of that object.
Eugenia asked:
Well, being an ESL teacher, I wonder what is the best way to learn a lot of new vocabulary in class and at home?
Joshua answered:
The best way to learn new vocabulary is to ingrain it into memory by reading. Have a novel, magazine, or something along those lines on your desk to read before you go to bed, or in the morning while you enjoy breakfast. Highlight or circle any words you are unfamiliar with. Then, later, go back and reread the text surrounding each unfamiliar word and take a guess as to what it means by analyzing context clues. Finally, look up the words in a dictionary or on a website such as to find the correct meaning. More important words are more common, and if you look these up enough times, they will be ingrained in your memory without you sitting memorizing lists of words. It is more fun and less monotonous than memorizing vocabulary lists.
Keep the questions coming! We are loving this.
Varun Arora
Varun Arora is Founder and Executive Director of OpenCurriculum
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If you want children to succeed in education, make them accustomed to exercise
Exercise is essential to boost children’s mental abilities, experts say.
Scientists at the University of Geneva have recently conducted a study which found that exercise improves children’s brain function and enhances their mental abilities.
Experts say that exercise strengthens the brain, improves memory and also increases reasoning power, which helps children to learn and read math, different languages and other sciences.
Scientists at the University of Geneva surveyed about 200 children by dividing them into two groups. The aim of the study was to understand the relationship between physical activity and academic ability.
A survey conducted for this research found that sports and physical exercise improve a child’s mental capacity as well as make them successful in educational activities.
In this regard, scientists tested 193 children between the ages of 8 and 12 in the province of Geneva with a shuttle running test.
The children had to run 20 meters from one line to another and return to the same place a little faster. This test was described by experts as a method of cardiovascular examination.
These children were made part of various activities. The exercising children were trained to climb the stairs and learn the alphabet and numbers ie one A, two B, thus memorizing and repeating the letters and numbers in a sequence. Was said.
Children who underwent physical exertion did better in this test and performed better. Secondly, those children who did physical exertion performed better than other children in learning mathematics and French language.
It is clear from this that physical exertion, ie exercise, leads to improvement in the mental functions of children and also leads to increase in their mental abilities.
Therefore, experts say that for the success of children in the field of education, it is necessary that they should be given regular physical exercise and exercise on a daily basis.
news from صحت اور علاج
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You asked: Do Portuguese people talk fast?
Approximately yes. And IMHO, perhaps biased, since Portuguese has a more complex phonology and the separation between syllables is less stressed, equally fast speech in both languages is easier to understand in Spanish.
Do Portuguese people talk loud?
It’s like this, some Portuguese talk loud because they have no social graces, but even the ones exuding them get caught up in themselves or the excitment/indignation of the moment and they raise their voices, many not even realizing it.
Do Brazilians speak faster than Portuguese?
No. Continental Portuguese, in most variations, suppresses vowels during the speech (consonantal clustering) what makes it faster than Brazilian.
Is Portuguese more friendly than Spanish?
Portuguese people are – by far – more polite than Spanish people. You can see it by simply going to a supermarket: in Portugal, the cashier will look at your eyes, smile and salute you; in Spain, sometimes they just point to the screen so that you know the price and don’t even say a word.
Can a Portuguese person understand Spanish?
FASCINATINGLY: Question: Is Portuguese pronunciation difficult?
All about Portugal
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| 0.948613 |
ESP Biography
SIEW TING MELISSA TAN, Stanford graduate student in Materials Science
Major: Materials Science
College/Employer: Stanford
Year of Graduation: Not available.
Picture of Siew Ting Melissa Tan
Brief Biographical Sketch:
I am a first year PhD student in Materials Science and Engineering and my research interests include organic electronics and human-machine interfaces. I'm a strong advocate of scientific communication and outreach.
Past Classes
C7158: Science of Boba in Splash Spring 2019 (May. 04 - 05, 2019)
We will make various type of boba, and explain the chemistry and polymer science behind boba
E6661: Materials Gone Wrong! in Splash Fall 2018 (Dec. 01 - 02, 2018)
It's a bad day if your phone screen cracks, but it's something else entirely if your airplane falls out of the sky. Learn about the science and engineering behind materials failures in history through demonstrations and hands-on experiments. Emphasis on HANDS-ON demonstrations, not a boring lecture! We'll experience first-hand how liquid metals can catastrophically destroy structural materials in applications like space exploration and aerospace. We'll explore how many materials can change dramatically with changes in structure, temperature, and other conditions. You'll walk away from this class with greater knowledge of the atomic structure of materials and a deeper appreciation for the diverse properties of the materials that surround our everyday life.
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| 0.997705 |
Time Anxiety Occurs In A Person When
Time anxiety occurs
Time anxiety occurs in a person when they are perpetually afraid of being late, or of others being late.
Study Link- https://www.psychologytoday.com/intl/blog/happiness-in-world/201308/time-anxiety
Alphonse Lamartine
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| 0.84605 |
In a world that now allows people to express their thoughts freely, it's important to keep our own energies protected.
As you know by now, thoughts and words are energies and thus have a frequency.
If we're not feeling good about selves and we catch these negative energies, we'll be sucked into this vortex.
Also, if you do feel like you've been attacked or bullied, ask yourself this one question.
"Do I see myself as a victim?"
After all, a bully can only exist when there's a victim.
Let me know how do you protect your own energy and keep your boundaries neat and tidy.
Photo via Pinterest.
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| 0.94828 |
What is the relationship between beat and rhythm?
What is the relationship between beat and rhythm?
The beat is the steady pulse that you feel in the tune, like a clock’s tick. It’s the beat you’d naturally clap along to, or tap your foot to. The rhythm is the actual sound or time value of the notes, which in a song would also be the same as the words.
What is rhythm movement?
Definition of Rhythm: a movement in which some elements recurs regularly. Like a dance it will have a flow of objects that will seem to be like the beat of music. Definition of Movement: is the path the viewer’s eye takes through the artwork, often to a focal area.
How is rhythm different from beat?
In essence, a music piece’s beat is its unchanging tempo, while the rhythm is a pattern in which a piece’s notes flow.
What is rhythm in a song?
Rhythm is music’s pattern in time. Whatever other elements a given piece of music may have (e.g., patterns in pitch or timbre), rhythm is the one indispensable element of all music. In music that has both harmony and melody, the rhythmic structure cannot be separated from them.
What is rhythm example?
Rhythm is a recurring movement of sound or speech. An example of rhythm is the rising and falling of someone’s voice. An example of rhythm is someone dancing in time with music.
What is rhythm in simple words?
What are 5 examples of repetition?
What rhythm means?
Rhythm (from Greek ῥυθμός, rhythmos, “any regular recurring motion, symmetry”—Liddell and Scott 1996) generally means a “movement marked by the regulated succession of strong and weak elements, or of opposite or different conditions” (Anon. 1971, 2537).
What is rhythm in your own words?
What is rhythm answer?
Rhythm is the arrangement of sounds as they move through time. The term rhythm is also used to describe a specific pattern of sounds. In a very simple form, music can be created by clapping your hands to a specific rhythm.
What does rhythm mean in reading?
How do you know if a syllable is stressed or UNstressed?
When you say the word [NOSTRIL], you pronounce the [NOS] slightly louder, at a slightly higher pitch, and for a slightly longer duration than when you pronounce the [tril]. The first syllable [NOS] is STRESSED, and the second syllable [tril] is UNstressed.
How is rhythm written?
In writing, rhythm is defined by punctuation and the stress patterns of words in a sentence. Long sentences sound smoother, while short sentences make your content snappier. When each sentence follows the same structure and rhythm, your writing becomes boring.
What is the rhythm of a story?
The most important of all musical concepts is rhythm: the pace of events as they unfold; the regularity of that pace, or its interruption; and the overall tempo, whether it is swift or slow.
What is rhythm and its types?
Rhythm involves using intervals or spaces between elements to give the user an impression of rhythm or movement. We can use five types of rhythm: Random Rhythm. Regular Rhythm. Alternating Rhythm.
How do you count rhythm?
Traditionally teachers teach you to count rhythms using numbers along with some other words or sounds. You would count the beat 1, 2, 3, 4, 1, 2, 3, 4, 1, and so on. In-between you would fill in the word ‘and’ for the eighth note subdivisions of each beat.
How do you read rhythm notes?
In traditional rhythm counting, each beat of the measure will be counted with a number. Any subdivisions of the beat will be counted with a word or sound. For example, quarter notes in Common Time will be counted “1, 2, 3, 4”. Eighth note subdivisions will be counted “1 and 2 and 3 and 4 and”.
What is the 8 count?
An 8-count is a rhythmic grouping of 8 beats that repeat. – is structured in repeating sets of 8 beats. In dance, a measure is usually “musically paired” with a second measure. These two measures equal a total of 8 counts, which is why dancers count in sets of 8.
What are the counting patterns?
Number pattern is a pattern or sequence in a series of numbers. This pattern generally establishes a common relationship between all numbers. For example: 0, 5, 10, 15, 20, 25, Here, we get the numbers in the pattern by skip counting by 5.
What is a rule for the pattern?
Pattern Rules. When numbers in a pattern get larger as the sequence continues, they are in an ascending pattern. Ascending patterns often involve multiplication or addition. When numbers in a pattern get smaller as the sequence continues, they are in a descending pattern.
What is the pattern?
The Pattern is the most accurate and in-depth personality app, helping you to better understand yourself and others, enabling connections to be formed on a much deeper level. As featured in TechCrunch, The New Yorker, Refinery29, Vogue, Vice, Men’s Health and more.
What is a pattern rule example?
For example, the pattern 5, 10, 15, 20, … An explicit pattern rule is a pattern rule that tells you how to get any term in the pattern without listing all the terms before it. For example, an explicit pattern rule for 5, 8, 11, 14, … uses the first term (5) and the common difference (3).
What is the pattern app?
The Pattern is a free astrology app available for download in the App Store. With approximately 1,200 reviews, the app has a 4.1 rating. “The Pattern is a social network that helps you better understand yourself and connect with others on a deeper level,” a description in the store reads.
What are pattern problems?
Finding a Pattern is a strategy in which students look for patterns in the data in order to solve the problem. Students look for items or numbers that are repeated, or a series of events that repeat. The following problem can be solved by finding a pattern: This continues until every student has had a turn.
Do random numbers have a patterns?
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Research MagazineSelf-Empowerment. A Society Divided by Mistrust
Peter Kirsch, Hanno Kube & Reimut Zohlnhöfer
Social self-empowerment is a topic of our time that has the potential to contribute significantly to the division of our society. Our concept of the term describes the phenomenon of people breaking legal and social rules of coexistence based on idealistic, political or ethical beliefs. Examples include the demonstrations of the Fridays for Future movement, or the deliberate flouting of hygiene and social distancing rules in the COVID-19 pandemic. Legal justifications such as self-defence or self-help usually do not apply in such cases. Rather, self-empowerment can often be classified as a type of civil disobedience.
Empirical evidence from two representative surveys which the authors conducted shows for the exemplary case of compliance with COVID-19 rules in Germany that only a small percentage of people has a tendency to self-empowerment. These people tend to be dissatisfied with the public measures taken in the fight against the pandemic, but also with the overall state of democracy in Germany. This discontent with democracy, in turn, could be related to a perceived divergence between popular and parliamentary majorities in other policy fields, such as European or migration policy.
When it comes to personal reasons for self-empowerment, there are no specific personality traits that predispose someone to adopt self-empowering behaviour. This is not least due to the fact that different forms of self-empowerment are regarded as acceptable by very different people. If we look specifically at self-empowerment in the context of the COVID-19 pandemic, we do find a group of traits that might be subsumed under the construct of conspiracy belief. People with a strong inclination to believe in conspiracy theories are mistrustful of the state, authorities, science and institutions, but also of their fellow humans.
Any measures aimed at curbing self-empowerment and helping to heal the rift in society should be designed to strengthen trust in the democratic polity and its institutions, and in science.
Article (DE) (PDF)
RuCa 18 Kapitel II-3
Whether it is about the psychological effects of social distancing, breaking up a deathly molecular complex in the human body, social self-empowerment or antigypsy stereotypes – the topic UNITE & DIVIDE plays a role in many scientific contexts. In the 18th edition of the “Ruperto Carola” research magazine, 24 academics from Heidelberg University examine the issue from neurological, molecular-biological, physical, theological and other specialist perspectives and find answers to intriguing and highly relevant questions.
Current Issue
RuCa 18 Cover
The research magazine “Ruperto Carola” reports on scientific findings and ongoing research projects at Heidelberg University. Each issue of the magazine is dedicated to a socially relevant topic on which Heidelberg researchers present their scientific work across disciplines and subjects. In easy-to-understand language, the authors show the myriad ways in which research is conducted at Heidelberg University.
Research Magazine
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Fossil Discovery Exhibit
Marine Environment
During the Early Cretaceous (130 million years ago), Big Bend National Park was underwater. The warm, shallow sea that covered Big Bend and most of Texas is called the Western Interior Seaway. This sea supported a magnificent
Coastal Floodplain Environment
Gallery of Giants
The Gallery of Giants is filled with exactly that—the giant creatures that roamed Big Bend National Park during the Cretaceous (83-65 million years ago). Life-size bronze skulls of giant alligatoroid, Deinosuchus, and
Inland Floodplain Environment
72-55 Million years ago 72 million years ago the Rocky Mountain uplift had elevated the Big Bend Region hundreds of feet above sea level. Around this same time the climate started to cool and sea level continued to drop as ice
Volcanic Highlands Environment
Volcanic Highlands: 55 Million to 10,000 Years Ago The dinosaurs went extinct 65 million years ago. This mass extinction made way for a grand diversification of mammals. The RockyMountains continued their uplift to the
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0 votes
Sorry if this seems like a noob question, but in the documentation I see that there's typically "numeric constants" at the top of each page. In some demo examples, I see similar code at the top of each script with similar formatting such as const SOME_CODE = 0.
What do the numbers mean and what does const do to the code?
Thanks a lot!
in Engine by (40 points)
1 Answer
+3 votes
const is an alternative to var, except that you cannot modify them. This way, you won't accidentally change their value, and the fact they have their own naming convention (uppercase for example) make them spottable easily and help to understand the code.
It also allows GDScript to perform some optimizations, because in bytecode they are equivalent to raw values.
The value of these "numeric constants" depends on the context, I can't answer this without seeing which ones you are talking about.
by (27,962 points)
Thanks for the explanation! I was wondering about the need for capital letters.
I'm wondering on where the numbers from each numeric constant come from or what they even do. In this page, for example: http://docs.godotengine.org/en/latest/classes/class_richtextlabel.html#numeric-constants
There is a list there under numeric constants.ALIGN_LEFT = 0 ALIGN_CENTER = 1 ALIGN_RIGHT = 2
It's obvious what the first half means, but I'm not sure where those numbers come from. It seems to be just counting them down, but why is there a need to do that?
This file has an example of what I mean: https://github.com/henriquelalves/GodotTIE
In one of the scripts, there's a long list of constants, such as:const BUFF_DEBUG = 0 const BUFF_TEXT = 1 const BUFF_SILENCE = 2 const BUFF_BREAK = 3 const BUFF_INPUT = 4
What does assigning them to numbers do?
Just as a complement, while the meaning of specific numeric constants depends on context, in general they are used to abstract away the meaning of the number itself in the code.
E.g.: if you have a character that can move in four cardinal directions, you can use 0,1,2,3 for the respective directions. A code with such numbers are hard to understand so you do const NORTH = 0 and now you replace the zeroes with the NORTHconstant, making the code much more readable.
So the numbers aren't used again in the code? Is it more just to organize the constants?
I think you are mixing up engine constants (the ones you see on the docs) with script constants (the ones you make on your own GDScript). They are not the same thing, in fact they must be different (you can't reassign a value to an engine constant).
The engine constants are predefined and made to be used with specific functions. For instance, you linked the doc page for RichTextLabel which has a function push_align(int align). The argument must be an integer, so instead of doing push_align(1) you do push_align(ALIGN_CENTER) which does the same thing but it's easier to understand.
Now script constants you can define any value you want and use as you wish. So, recalling my example, if you have a change_direction function that takes an integer value, you can do change_direction(NORTH) instead of change_direction(0).
Summing up, you don't assign values to existing constants (after all, they are constant), you just create new constants if you need them. Assigning a value to a new constant do nothing more than creating a constant with such value. As Zylann said, it's the same as a variable, except you can't change the value later.
Are constants compile-time? Are there limitations of what things can be constant? I know that, for example, in C#, you can't make a Vector2 be a constant.
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We've updated Clipchamp so it's now simple to preview your videos in full screen. How does it work? Two clicks! All you need to do is collapse the timeline and the sidebar. We're here to show you how.
Step 1. Create a video or open an existing video in Clipchamp
Step 2. Collapse the sidebar
Collapse the sidebar by selecting the collapse/expand button (pictured). A keyboard shortcut isn't currently available.
This is what the collapsed sidebar should look like.
Step 2. Collapse the timeline
Collapse the timeline by selecting the collapse/expand button (pictured), or you can use the keyboard shortcut command + option + 3.
This is what the collapsed timeline and sidebar should look like aka a full screen preview!
Step 4. Watch your full screen preview
Press play and enjoy viewing your video in its full screen glory!
Step 4. Return Clipchamp to its regular display
To return your screen to its previous view, simply select the same buttons you used to collapse the timeline and sidebar. Clicking them will expand the timeline and sidebar to its previous size.
This is what Clipchamp should look like once it's returned to regular display.
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Index covering
Index covering can produce dramatic performance improvements when all columns needed by the query are included in the index.
You can create indexes on more than one key. These are called composite indexes. Composite indexes can have up to 31 columns adding up to a maximum 600 bytes.
If you create a composite nonclustered index on each column referenced in the query’s select list and in any where, having, group by, and order by clauses, the query can be satisfied by accessing only the index.
Since the leaf level of a nonclustered index or a clustered index on a data-only-locked table contains the key values for each row in a table, queries that access only the key values can retrieve the information by using the leaf level of the nonclustered index as if it were the actual table data. This is called index covering.
There are two types of index scans that can use an index that covers the query:
For both types of covered queries, the index keys must contain all the columns named in the query. Matching scans have additional requirements.
“Choosing composite indexes” describes query types that make good use of covering indexes.
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Results For "Magness, Jodi," Displaying 2 search results. Jesus and His Jewish Influences Magness, Jodi 01 Jan 2015 00:00:00 GMT <img alt='Cover Image' src=''/> <p>Jesus - a Jewish man from first-century Judea - was perhaps the most influential person in world history. His life and beliefs sparked a movement that influenced the course of global civilization, and his teachings gave rise to a faith currently practiced by over two billion people around the world. And yet, as revolutionary and lasting as his ideas are, few of us think to ask: Where did they come from?It's important to realize that Jesus' actions and teachings didn't emerge from a vacuum. Rather, they were the products of a fascinating dialogue with - and reaction to - the traditions, cultures, and historical developments of ancient Jewish beliefs. In search of a more complete comprehension of Jesus' legacy, this course explores fundamental questions such as: How was early Judaism different from the Rabbinic Judaism practiced today? What kind of world did early Jewish sects envision, and how does Jesus' worldview relate to theirs? How did events like the Babylonian exile and the reign of Herod the Great affect the development of Judaism up to Jesus' time?Follow an acclaimed archaeologist to unearth the roots of Jesus' actions and teachings within the traditions and beliefs of ancient Judaism. These fascinating 24 lectures approach the subject of Jesus from a historical rather than scriptural perspective - one rooted in ancient texts and archaeological discoveries. This investigation reveals hidden insights into how the tumultuous events of early Jewish history shaped an individual - and a movement - whose legacy endures to this day. Masada : from Jewish revolt to modern myth Magness, Jodi 01 Jan 2019 00:00:00 GMT <img alt='Cover Image' src=''/> Two thousand years ago, 967 Jewish men, women, and children - the last holdouts of the revolt against Rome following the fall of Jerusalem and the destruction of the Second Temple - reportedly took their own lives rather than surrender to the Roman army. This dramatic event, which took place on top of Masada, a barren and windswept mountain overlooking the Dead Sea, spawned a powerful story of Jewish resistance that came to symbolize the embattled modern State of Israel. The first extensive archaeological excavations of Masada began in the 1960s, and today the site draws visitors from around the world. And yet, because the mass suicide was recorded by only one ancient author - the Jewish historian Josephus - some scholars question if the event ever took place. Jodi Magness, an archaeologist who has excavated at Masada, explains what happened there, how we know it, and how recent developments might change understandings of the story. Incorporating the latest findings, she integrates literary and historical sources to show what life was like for Jews under Roman rule during an era that witnessed the reign of Herod and Jesus's ministry and death. Featuring numerous illustrations, this is an engaging exploration of an ancient story that continues to grip the imagination today.
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Because diuretics cause you to urinate extra often and in larger amounts throughout the day, you will be lowering the amount of water retained in your physique. Loop diuretics are most frequently used to treat heart failure. If diuretics cause a notable lack of potassium in the body, there are some extreme effects that may consequence, akin to weakness, fatigue, affected coronary heart functioning, and muscular issues. While “water pills” enjoyed a quick heyday as a preferred weight loss complement, individuals ultimately realized that they didn’t create sustainable weight loss. The authors concluded that, while reasonable to high doses of caffeine did have a diuretic impact, individuals shortly became adapted to the impact. While there is perhaps one or two bigger, the displays go principally up to 27 inches. The examine involved 17 topics taking a dandelion extract complement after an preliminary two day “run in” interval to ascertain the everyday water output of the subjects, as measured by 24 hour urine production. Now, what you have to know is the fact that any such vacuum cleaner are available in two ranges, the very first is not going to be that efficient, the inexpensive versions of your mainstream machines.
This suggests that diuretic supplements that comprise potassium could be simpler, although if excessive sodium or excessive blood pressure is a concern for you, it may be higher to keep away from taking a diuretic supplement that comprises potassium. Its average dosage and no-nonsense, dandelion-targeted formulation makes it a dependable supplement for persistently protecting water retention down throughout the day. When you have bloating, swelling, or other indicators of extreme water retention, you might profit from a diuretic complement. Our choose on this entrance is Zhou Water Away, which employs dandelion and green tea extracts at significantly greater doses than the competitors. The time period “low ceiling diuretic” is used to point that a diuretic has a rapidly flattening dose effect curve (in contrast to “high ceiling”, the place the connection is near linear). The term “calcium-sparing diuretic” is typically used to identify agents that end in a comparatively low price of excretion of calcium. By distinction, loop diuretics promote a big enhance calcium excretion.
What was stunning, nonetheless, was to see the identical impact in patients taking a loop diuretic, who in fact had an even higher incidence of post-transplant diabetes. Provided that loop and thiazide diuretics promote potassium loss, amiloride is given to counter that effect and ensure that potassium levels don’t fall too low. However, there are certain lessons of diuretic which often fall into this class, such as the thiazides. The quick-time period anti-hypertensive action relies on the truth that thiazides lower preload, reducing blood pressure. This enhance in urine production and water loss does come at a cost: greater potassium levels could be related to elevated retention of sodium and an increase in blood pressure. These embody electrolyte issues, blood pressure changes, dizziness, and headaches. Cause you to get dizzy or get headaches. Supplements that comprise dandelion could cause a diuretic effect by increasing urine output. There are a variety of natural diuretic supplements on the market, each with their own strengths. Laxatives and diuretics are both discovered naturally in foods and drinks. Some diuretic medication – equivalent to acetazolamide – are used to alkalinize urine. With that mentioned, you should be getting your kidney functioning tested by a physician or medical professional on a consistent foundation when taking diuretics. With that said, if you’re taking a diuretic (that isn’t a potassium-sparing diuretic) and expertise any of those unwanted side effects, it’s attainable that you are affected by hypokalemia.
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Lynsey M. Cree, David C. Samuels, Susana Chuva De Sousa Lopes, Harsha Karur Rajasimha, Passorn Wonnapinij, Jeffrey R. Mann, Hans Henrik M. Dahl, Patrick F. Chinnery
Research output: Contribution to journalArticleResearchpeer-review
335 Citations (Scopus)
Mammalian mitochondrial DNA (mtDNA) is inherited principally down the maternal line, but the mechanisms involved are not fully understood. Females harboring a mixture of mutant and wild-type mtDNA (heteroplasmy) transmit a varying proportion of mutant mtDNA to their offspring. In humans with mtDNA disorders, the proportion of mutated mtDNA inherited from the mother correlates with disease severity. Rapid changes in allele frequency can occur in a single generation. This could be due to a marked reduction in the number of mtDNA molecules being transmitted from mother to offspring (the mitochondrial genetic bottleneck), to the partitioning of mtDNA into homoplasmic segregating units, or to the selection of a group of mtDNA molecules to re-populate the next generation. Here we show that the partitioning of mtDNA molecules into different cells before and after implantation, followed by the segregation of replicating mtDNA between proliferating primordial germ cells, is responsible for the different levels of heteroplasmy seen in the offspring of heteroplasmic female mice.
Original languageEnglish
Pages (from-to)249-254
Number of pages6
JournalNature Genetics
Issue number2
Publication statusPublished - 1 Feb 2008
Externally publishedYes
Cite this
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Apatite in it's raw form is often mistaken for other minerals. This is reflected in the name of Apatite which the Greek word "apatein" means to deceive or to be misled. The mineral has a ton of different uses outside of jewelry making.
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Despite Challenging Market Conditions, Customer Needs Remain a Priority
December 6th 2021 Comments
Carrot Harvest
Due to the worldwide pandemic, labor shortages, and strong volumes in international and domestic trade, supply chain disruptions continue to impact trade as gridlock and high costs persists. Silva remains in a good position, however, to respond to our customers’ needs. As we adapt to difficult market conditions, we are putting customer needs at the forefront. We are utilizing our 20 processing lines to cater to specific customer demand, while also ensuring steady supply through storing over 6,500mt of raw materials and finished goods in our warehouses.
Fall Crop Results
The fall crop season has ended with varying results. The total production of red bell pepper was rather favorable, allowing for material costs to remain relatively stable. Yet, adjusting for continued unprecedented costs of international and domestic freight has had a negative impact on the cost overall. As previously reported, the supply chain is strained on equipment and labor while also facing sharply increased volume, driving the landed cost significantly higher despite favorable crop conditions. The market for green bell pepper was less favorable, with a lower output and limited carryover stocks, negatively impacting the cost of product.
The tomato market supply was distressed by U.S. and European action on human rights issues in Xinjiang province, PRC—an action we fully stand behind. As the Chinese market for tomato pivoted out of Xinjiang origin goods, it has driven fresh material prices up in other provinces. Another negative impact on dehydrated raw material availability was stronger competition for fresh produce this season. At Silva, we have committed to fully traceable tomato products, ensuring fresh produce and processing occurring without concern for potential forced labor while ensuring our supply.
The end of the year production cycle for carrot and spinach was negatively affected by rapidly increased costs of coal and cold temperatures. Coal prices have soared in China, for example, due to limited availability, trade imbalances with Australia, and continued efforts to reduce the domestic environmental impact. Concurrently, fall crop spinach was negatively impacted by below freezing temperatures affecting total fresh output. We are also seeing energy prices in Europe increase at a dramatic pace, negatively impacting the cost of goods. European output of carrot was favorable, but negatively impacted by cost increases due to the pandemic.
What’s Ahead in 2022
With rapidly increasing commodity pricing we expect a difficult 2022, to be candid. Commodity crops like wheat, corn, and soy have soared over the last 12 months, putting significant pressure also on vegetable crops. Silva continues to work with our global farming and dehydration partners to ensure a successful production season in 2022. Food commodities have increased over 20% in the last 12 months, and vegetable crops are seeing similar trends.
While we face unprecedented challenges, our commitment is toward our valued customers. Our strong relationships with our farming and producing partners ensure we are keeping our customer base supplied. Our supply chain network includes partnerships in over 25 countries—optimizing quality, availability, and costs. The marketplace has tested our supply chain and our resolve, where both continue resilient through these difficult times. We have maintained our flexibility through the COVID-19 pandemic, prioritizing on-time customer order fulfillment and agility to respond to customer demand. The current cost impactors are affecting all sectors in the food supply chain, and Silva prides itself with a transparent approach to ensure the success of our business, as well as that of our customers.
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Climate change: How could a 2050 weather forecast look?
The level of future climate emissions could determine the future climate. So how would a 2050 weather forecast look?
According to the European Centre for Medium-Range Weather Forecasts (based on the current trajectory), the UK could become as much as 1.5C more warm by then.
There could also be more extreme heat and coastal changes.
Sabrina Lee, BBC News' weather presenter, created a forecast for the next 30 years if climate change was not controlled.
Geraint Thomas filmed and produced the video.
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Open access peer-reviewed chapter - ONLINE FIRST
Corrosion Resistance, Evaluation Methods, and Surface Treatments of Stainless Steels
By Temitope Olumide Olugbade
Submitted: October 19th 2021Reviewed: October 28th 2021Published: January 5th 2022
DOI: 10.5772/intechopen.101430
Downloaded: 23
Stainless steels are widely recognized and find applications in many engineering industries and companies due to their excellent properties including high resistance to corrosion as a result of their minimum 10.5% chromium content, exceptional strength and durability, temperature resistance, high recyclability, and easy formability. In the present book chapter, the basic concepts of stainless steel including its applications, classifications, and corrosion properties will first be discussed. Thereafter, their corrosion behaviour will then be explained. The various methods by which the corrosion resistance behaviour can be significantly improved including surface treatments such as coatings/electrodepositions, alloying, mechanical treatment, and others will be discussed in detail.
• stainless steels
• surface treatment
• corrosion
• passivation
• chromium content
• electrodeposition
1. Introduction
Stainless steels (iron-based alloys) are widely recognized due to their high machinability, hardness, mechanical strength, good heat resistance and excellent corrosion resistance [1, 2, 3]. Compared to other steels, the superior corrosion resistance exhibited by many stainless steels can be attributed to the chromium content (about 10.5 wt.%) which initiated the formation of a stable layer of chromium oxide on the steel surface [2, 3] thereby preventing chemical reactions with the bulk material hence reducing corrosion attack to the minimum. Chromium is one of the major elements that play a vital role in the corrosion resistance of stainless steels. However, when exposed to water for a long period, their corrosion resistances reduce at elevated temperatures, hence the need to come up with more robust techniques for protecting the sample surface.
Even though they exhibit good corrosion resistance, efforts have continually been made to further improve the corrosion resistance behaviour of stainless steels. Heat treatment such as annealing due to the oxidation of steel surface [4, 5, 6], surface mechanical treatment [7, 8, 9, 10, 11, 12], coatings/electrodepositions [13, 14, 15, 16], alloying, machining/molding [17] and many more are presently in use to further improve the corrosion resistance behaviour of stainless steels. Other protection methods include epoxy coating, cathodic protection, and thicker concrete cover. For instance, surface modifications, as well as heat treatments of the modified sample surface by low temperature annealing, were used to enhance the corrosion resistance of 301, 17-4PH, 304 steels, 316, and mild steels [4, 5, 9, 12]. To sum it up, stability, compaction, chemical composition, thickness, and many more are the main factors influencing the corrosion resistance of stainless steels [18, 19, 20].
In the present study, the general overview of stainless steels including their properties and application is presented. The corrosion resistance of stainless steel and evaluation methods are evaluated. The surface treatment methods aimed at enhancing the overall corrosion and mechanical properties are then presented.
2. Corrosion resistance of stainless steel and evaluation methods
Due to the nature and change in the environment, many metallic materials are expected to possess a good corrosion resistance against corrosion attacks over time. However, the corrosion resistance ability of materials differs from each other, and corrosion does set in when the corrosion-resistant limit of a material is exceeded [21, 22, 23]. Hence, the major reason why many material scientists and corrosion experts always pay much attention on how to continuously protect the material surface from degradation and corrosion via surface treatment method, coatings, and other related techniques. For clarity’s sake, the corrosion behaviour can be studied when the material is exposed to an aggressive corrosive environment alone (polarization) [9, 16] or under the action of both tensile stress and corrosion reaction (stress corrosion cracking—SCC) [18].
The conventional polarization tests are normally carried out using an electrochemical workstation consisting of the traditional three-electrode system; (1) reference electrode (RE), whose material can be made of saturated calomel electrode (SCE) or silver/silver chloride (Ag/AgCl), (2) counter electrode (CE), which can be Platinum (Pt), graphite, gold or carbon rod, and (3) working electrode (the testing material).
Generally, the corrosion resistance of metallic materials can be evaluated through electrochemical tests which can be done in the following ways (Figure 1(a–f)); (1) open circuit potential (OCP) study, (2) potentiodynamic polarization study, (3) potentiostatic polarization study including the current-time transient (CTT) study and double-log plot, (4) electrochemical impedance spectroscopy (EIS) analysis including the Nyquist plot, Bode impedance, and phase angle plots, and (5) Mott-Schottky analysis which is normally carried out to determine the semiconducting characteristics of the passive film.
Figure 1.
Illustration of the corrosion properties of metallic materials; (a) open circuit potential (OCP), (b) potentiodynamic polarization, (c) Nyquist plot, (d) Bode phase angle plot, (e) Bode impedance plot, and (f) Mott-Schottky plot.
To a large extent, the OCP test determines the stability of samples in the electrolyte before performing polarization and EIS tests. Here, it is believed that the higher the corrosion potential, the more stable the sample, and probably the better the corrosion resistance [5, 11], i.e., the sample “A” in Figure 1(a) possessed higher corrosion potential and is therefore expected to be more stable than sample “B”. The potentiodynamic polarization shows the corrosion behaviour in terms of corrosion current density (icorr) and corrosion potential (Ecorr) which can be determined from the corrosion graph using the Tafel extrapolation method. It is generally believed that the lower the icorrand higher the Ecorr, the more the formation of the passive film, hence the better the corrosion resistance [7, 8, 9].
In addition, the anodic polarization process can be categorized into four regions, as illustrated in Figure 1(b); (1) activation zone, where the icorrgradually increases with Ecorr, (2) activation-passivation transition zone, where the icorrdecreases gradually and started forming passivation film, (3) passivation zone, which involves further decrease in icorr, signifying the formation of more passivation film, and (4) transpassive zone, signifying the degradation of the passive film with a rapid increase in icorr.In EIS analysis, the samples with better charge-transfer resistance, higher impedance, and phase angle are believed to have a stabilized and more protecting passive film, hence possessing better corrosion resistance [10, 12]. For instance, sample “A” in Figure 1(c–e) is better than sample “B” in terms of corrosion resistance since it has a larger diameter of the semi-circle, higher phase angle, and impedance.
Corrosion fatigue is a common phenomenon that frequently occurs when materials are often exposed to simultaneous actions of corrosive environment and repeated stress, which leads to a markedly decrease in fatigue strength. In addition, unlike stress corrosion cracking which causes intergranular cracking and mostly occurs in harmful environments, corrosion fatigue which causes transgranular cracking, can occur at any time and cannot be avoided in some cases [4, 5, 12].
Furthermore, Mott-Schottky analysis determines the electronic properties of the passive film by measuring the capacitance as a function of potential, which ultimately determines the semiconducting characteristics of the passive film. It is generally believed that a negative slope represents a p-type semiconductor while a positive slope signifies an n-type semiconductor. When a positive slope is obtained, it means there is no change in the semiconducting characteristics of the passive film, hence an enhancement in the stability of the passive film which can eventually increase the corrosion resistance. As illustrated in Figure 1(f), the section denoted by “A” represents the flat band potential zone while the portion denoted by “B” represents the n-type semiconductivity zone.
3. Surface treatments: enhancing the overall corrosion and mechanical properties
The overall corrosion and mechanical properties of stainless steels can be enhanced by subjecting them to different types of surface treatments including anodization, electrodeposition, dip-coating, micro-arc oxidation (MAO), and surface mechanical treatments. Anodization is a surface modification technique involving the passage of constant current and voltage through the cathode and anode resulting in the deposition of the natural oxide layers on the material surface [24] with an improved thickness and properties thereby turning the metal surface into an excellent finish which is anodic oxide in nature, corrosion-resistant, durable, and wear/abrasion-resistant.
As a form of surface treatments (anticorrosion processing methods), electrodeposition is a conventional phenomenon, and the combination of reduction and oxidation reactions whereby dissolved metals and alloys cations are cathodically reduced by the passage of electric current in electrolytes leading to the formation of a thin layer coating on electrodes [25]. By this, thin layers of functional materials including alloys and metals can be electrolytically deposited on the surface of Mg alloys (acting as the cathode in the electrolytic cell) to improve the corrosion properties and the overall mechanical behaviour.
The dip-coating process can be highlighted in five ways depending on the immersion time and speed as well as the withdrawal speed, (a) dipping the substrate into the desired solution, (b) removal of the dipped substrate from the solution, (c) deposition of the film on the substrate after removal, (d) removal of excess liquid from the material surface, and (e) dispersal of the solvent from the liquid film. Meanwhile, micro-arc oxidation is the electrochemical oxidation process through which hard, dense, and protective ceramic oxide coatings are formed on metal surfaces for corrosion protection under the influence of various processing conditions and parameters [26, 27, 28].
4. Conclusion
Despite their good corrosion resistance, stainless steels still experience failure, especially when exposed to an aggressive environment for a prolonged period of time. This can be corrected by adopting the right surface treatment methods including alloying, heat treatment, coating/electrodeposition, and surface mechanical treatment. The corrosion resistance of stainless steels often depends on the stability, compaction, chemical composition, thickness of the passive film generated on the material surface.
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Temitope Olumide Olugbade (January 5th 2022). Corrosion Resistance, Evaluation Methods, and Surface Treatments of Stainless Steels [Online First], IntechOpen, DOI: 10.5772/intechopen.101430. Available from:
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With the ever increasing use and popularity of various kinds of music, we have witnessed a rise in the kind of digital and electronic devices that are used to support the same. Digitized music has become more popular giving rise to the onset of EDM which is produced using various interfaces of digital media. In such world speakers and earphones have had a rapid growth spurt as they are the main devices used to listen to this music. Other forms of audio in the form of movies, videos etc is also widely consumed making Wireless smart earphones an interesting approach.
People need to multi-task and cannot be limited by the physical restriction of having to stay within the range of the earphone wires. The need for privacy eliminates the option of playing loud audios to solve this problem. The invention of Wireless smart earphones steps in to take things a notch up here. These earphone use Bluetooth connectivity in order to pair to devices like smartphones, laptops, televisions, etc. One can then choose to listen to audios of their choice from these devices without any physical restraints. This can be particularly beneficial for creative departments like dancing, theatre, etc.
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Education Towards Freedom | - Waldorfspielzeug und Material für Waldorfkindergarten, Waldorfschule, Kinder und Eltern
Floris Books
Education Towards Freedom
Englisch Sprachig
Artikelnummer WDS-1334
19,00 EUR *
Inhalt 1 St.
Lagernd, 1-3 Werktage
* inkl. ges. MwSt. zzgl. Versandkosten
Education Towards Freedom was first published in 1976, and since then has sold over ten thousand copies in English. When it appeared, there were around 100 Steiner-Waldorf schools throughout the world; now there are almost 1000 schools worldwide, as well as many separate playgroups and kindergartens.
During this time, Steiner-Waldorf education has become increasingly known in the mainstream, and increasingly valued for its alternative approaches to children's learning and development. The great breadth and richness of the approach is what has attracted so many parents to its schools and books like Education Towards Freedom have helped them make the informed choice to take a different route for their children.
The book covers all aspects of Steiner-Waldorf education and divides it into the pre-school years, the first eight years (starting about age seven), and the last four years (from 14 to 18). There are also sections on the rhythm of the day, specific subjects, the use of textbooks, and school in the modern world.
272 Pages.
Art.-ID 10000974
Altersfreigabe Ohne Altersbeschränkung
Inhalt 1 St.
Art.-ID 10000974
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Paper Title
Analytical Study on the Variation of Climatic Parameters at Abeokuta, South-West Nigeria
The study examines and analyses the variation of climatic parameters at Abeokuta, South-West, Nigeria from 2001 to 2010.Six climatic parameters (Wind speed, vapour pressure ,relative humidity ,air temperature ,rainfall and relative humidity) for 10 years was collected from the archive of Nigerian Meteorological Agency (NIMET).The average values of the Coefficient of Variation was calculated which show that the CV for wind speed (21.55%),rainfall (65.19%) and sunshine (22.78%) all exceeded the variability threshold of 10% indicating that there they exhibit significant variability while the CV for vapour pressure (5.22%),air temperature (5.74%) and relative humidity (4.52%) depict no significant variability. The significance value of 0.000 which is less than the level of significance ((∝= 0.05) indicates that there is significant difference in the monthly CV of the climatic parameters analyzed. Keywords- Coefficient of variation, significance value, climatic parameters.
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Question: What is gender equality Why is it important for quality life?
What do you mean by gender equality and why it is important?
Gender equality is when people of all genders have equal rights, responsibilities and opportunities. … Gender equality prevents violence against women and girls. It’s essential for economic prosperity. Societies that value women and men as equal are safer and healthier.
What is the role of gender equality in quality of life?
Gender equality means the equal enjoyment of rights, opportunities, life chances, etc. by both male and female. … So, all women should be empowered, so that they can be equally active, skillful and work for the fulfillment of different needs of the family for the attainment of quality of life.
Why is gender inequality so important?
Why is gender equality important to economic development? Sustainable development relies on ending discrimination towards women and providing equal access to education and opportunities for employment. … Even when women do work, the gender pay gap means they aren’t earning as much as men.
IT IS IMPORTANT: What was the feminist movement explain the political demands of feminist movement in India class 10th?
How does gender equality improve quality of life?
Our research shows that gender equality has another important benefit: improving the life satisfaction of residents – both men and women – in equal societies. … Using all four measures allows us to capture a more comprehensive assessment of the level of gender equality in a society.
Why is equality so important?
Equality is about ensuring that every individual has an equal opportunity to make the most of their lives and talents. It is also the belief that no one should have poorer life chances because of the way they were born, where they come from, what they believe, or whether they have a disability.
What is gender equality in simple words?
gender equality, also called gender egalitarianism, sex equality, or sexual equality, condition of parity regardless of an individual’s gender. Gender equality addresses the tendency to ascribe, in various settings across societies, different roles and status to individuals on the basis of gender.
What is gender equality examples?
Gender equality might mean that women and men should be treated equally, or differently. … For example, it may imply that women and men should be paid the same for doing the same work or that they should be treated with different medicines and methods in order to make healthcare equal.
Why is gender equality important in the workplace?
Businesses and nonprofits that actively support gender equality tend to make better business decisions —and ultimately make more money. Research shows that inclusive teams make better business decisions up to 87% of the time, and that teams with less diversity are more likely to make poor choices for their companies.
IT IS IMPORTANT: Which issue caused a split in the women's suffrage movement in the United States Apex?
Why is gender equality good for the economy?
Women earn less and are less economically productive than men almost everywhere across the world. … Greater gender equality can enhance economic productivity, improve development outcomes for the next generation, and make institutions and policies more representative.
What is the importance of gender equality in education?
Gender equality in education benefits every child.
They earn higher incomes, participate in the decisions that most affect them, and build better futures for themselves and their families. Girls’ education strengthens economies and reduces inequality.
Why gender is important in our society?
Gender is an important consideration in development. It is a way of looking at how social norms and power structures impact on the lives and opportunities available to different groups of men and women. Globally, more women than men live in poverty.
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Cape Porcupine
Cape Porcupine
South African porcupine
Hystrix africaeaustralis
Population size
10-24 kg
63-81 cm
The Cape porcupine is a large terrestrial rodent native to central and southern Africa. It is the largest rodent in Africa and also the world's largest porcupine. It is a heavily built animal, with a stocky body, short limbs, and an inconspicuous tail. The body is covered in long spines up to 50 cm (20 in) in length, interspersed with thicker, sharply pointed, defense quills up to 30 cm (12 in) long, and with bristly, blackish, or brownish fur. The spines on the tail are hollow and used to make a rattling sound to scare away predators. An erectile crest of long, bristly hairs runs from the top of the porcupine's head down to its shoulders. The spines and quills cover the back and flanks of the animal and continuing onto the tail. The quills have multiple bands of black and white along their length, and grow from regularly spaced grooves along the animal's body; each groove holding five to eight quills. The remainder of the animal, including the undersides, is covered with dark hair.
Cape porcupines are found across the whole of southern and central Africa, to southern Kenya, Uganda, and Congo at the northern edge of their range. They live in a wide range of habitats, preferring rocky crevices and caves for shelter. They are only marginally present in dense forests and the driest of deserts and are not found in swampland.
Cape Porcupine habitat map
Climate zones
Habits and Lifestyle
Cape porcupines are nocturnal animals, typically living as mated pairs of adults, caring for their young together. Each pair may inhabit up to 6 burrows, jointly defending their shared territory, although they typically forage singly. Both sexes scent mark their territory, although males do so more frequently, and may play a more active role in its defense. Cape porcupines are shy creatures and when attacked, their main defense mechanism is to freeze. However, if cornered, they turn vicious and charge to stab their attacker with their quills. Otherwise, porcupines may retreat into their burrow, exposing only their quills and making it hard to dislodge.
Group name
Seasonal behavior
Diet and Nutrition
Cape porcupines are herbivores and eat mostly plant material: fruits, roots, tubers, bulbs, and bark. They may sometimes gnaw on carrion and bones.
Mating Habits
94 days
1-3 pups
pup, porcupette
Cape porcupines are monogamous animals that form pairs. They mate throughout the year, although births are usually most common during the rainy season, between August and March. Females typically give birth only once each year. Gestation lasts around 94 days and results in the birth of a litter of 1-3 young. Newborn pups weigh 300 to 440 grams (11 to 16 oz); they are born well-developed, with their eyes open, and initially have soft quills. Although they are born with their incisor teeth fully erupted, the remaining teeth begin to appear at 14 days. The pups are weaned at around 100 days of age, and grow rapidly for the first 20 weeks, reaching the full adult size, and reproductive maturity, at the end of their first year.
Population threats
There are no major threats to the Cape porcupine at present.
Population number
According to IUCN, the Cape porcupine is locally common throughout its range but no overall population estimate is available. Currently, this species is classified as Least Concern (LC) on the IUCN Red List and its numbers today are stable.
Ecological niche
Cape porcupines are often considered pests by local farmers because they can feed on crops and damage trees. However, their debarking of trees may also play a role in the maintenance of local savannah ecosystems, helping to prevent the development of denser forested environments.
1. Cape Porcupine on Wikipedia -
2. Cape Porcupine on The IUCN Red List site -
More Fascinating Animals to Learn About
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Dental Fillings
Nashua, NH
Tooth and Cavity Fillings in Nashua, NH
Welcome to Advanced Family Dentistry - Dentist Nashua, NH
Identifying and addressing cavities early can prevent the need for more complex and costly dental procedures. If cavities are found before there has been significant decay, the tooth can be restored with a filling.
Once a tooth has a cavity, the decay will continue to spread unless the decayed area is removed and the tooth is properly restored. Leaving cavities untreated can lead to the need for more significant restorative procedures such as crowns, bridges, root canals, or dental implants.
While metal (amalgam) fillings used to be common, tooth-colored composite material is now the most recommended filling material. The composite material blends in with the natural tooth and is less noticeable than a metal filling. The tooth-colored filling is not as affected by heat and cold as the metal fillings, so the patient is less likely to experience temperature-related sensitivity.
Another important reason composite fillings have replaced amalgam fillings is that they do not use mercury, which was present in metal fillings. Many patients are choosing to have their older amalgam fillings replaced with tooth-colored fillings for this reason.
The silver or the mercury filling that you had done long back looks quite outdated now. It’s true that they are not pleasing to the eyes and at the same time they hamper the structure of the tooth.
What Our Patients Say About Us
"People Love Us On Google"
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i-Chroma LH (Luteinizing Hormone)
Luteinizing hormone (LH) is produced in both men and women from the anterior pituitary gland in response to gonadotrophin releasing hormone (GnRH), which is released by the hypothalamus.In women, LH helps regulate the menstrual cycle and egg production (ovulation). The level of LH in a woman’s body varies with the phase of the menstrual cycle. It increases rapidly just before ovulation occurs, about midway through the cycle (day 14 of a 28-day cycle).
This is called an LH surge together during the monthly menstrual cycle. In men, LH stimulates the production of testosterone, which plays a role in sperm production.
Measuring Range 1~100 ng/mL
Sample Type Serum, Plasma
CV <10%
Normal Range Males: 1.0-8.0 mIU/ml
Females: follicular Phase 1.0-12.0
Ovu Phase: 17.0-77.0mIU/ml
Lut.phase: 0.0-15.0mIU/ml
Reaction Time 15Min
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From ce08086b15a0009eb762dfbd2a77e99208a92308 Mon Sep 17 00:00:00 2001 From: Mike Gerwitz Date: Wed, 23 Jan 2019 09:53:37 -0500 Subject: doc: Remove todo.texi TODOs shouldn't be stored here, and they will get out of sync. * (tame_TEXINFOS): Remove todo.texi. * tame.texi: Remove include and menu entry. * todo.texi: Remove file. --- doc/ | 2 +- doc/tame.texi | 2 - doc/todo.texi | 143 -------------------------------------------------------- 3 files changed, 1 insertion(+), 146 deletions(-) delete mode 100644 doc/todo.texi diff --git a/doc/ b/doc/ index 9b24485..7b7a4f6 100644 --- a/doc/ +++ b/doc/ @@ -27,7 +27,7 @@ stylesheets := $(shell find "$(path_src)" \ stexi := $(stylesheets:.xsl=.texi) info_TEXINFOS = tame.texi -tame_TEXINFOS = about.texi todo.texi license.texi $(stexi) tame.css +tame_TEXINFOS = about.texi license.texi $(stexi) tame.css MAKEINFOHTML=$(MAKEINFO) --html --css-include tame.css diff --git a/doc/tame.texi b/doc/tame.texi index b83ddf0..300610e 100644 --- a/doc/tame.texi +++ b/doc/tame.texi @@ -55,7 +55,6 @@ Free Documentation License". * Preprocessor:: Metaprogramming system * Dependency Graph:: Dependency processing and flow analysis * Symbol Table:: Lookup table for all objects -* Project TODOs:: High-level project tasks * License:: Document License @end menu @@ -124,7 +123,6 @@ TAME @include src/symtable.texi @lowersections -@include todo.texi @include license.texi @bye diff --git a/doc/todo.texi b/doc/todo.texi deleted file mode 100644 index 490ae19..0000000 --- a/doc/todo.texi +++ /dev/null @@ -1,143 +0,0 @@ -@c This document is part of the TAME manual. -@c Copyright (C) 2017 R-T Specialty, LLC. -@c Permission is granted to copy, distribute and/or modify this document -@c under the terms of the GNU Free Documentation License, Version 1.3 or -@c any later version published by the Free Software Foundation; with no -@c Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. -@c A copy of the license is included in the section entitled ``GNU Free -@c Documentation License''. - -@node Project TODOs -@appendix Project TODOs -This project has far more TODOs than are listed here, but here are - some higher-level goals for the future. -There are miscellaneous TODOs sprinkled throughout the code, - but those are lower-level. - - -@section Linker -The linker should be one of the fastest parts of the system@mdash{ - }it should just do a topological sort, - resolve symbols as necessary, - and arrange code blocks. -Unfortunately, - especially due to memory requirements of loading so many packages - into memory (using Saxon), - this has been a pain point. -Performance has improved drastically, - but we can do better by gutting other parts of the system that were - designed as kluges or now have better solutions that alleviates - linker work. - -@enumerate - @item Limit recursion during stack processing. - If you look at a stack trace on error, - it can be hundreds of levels deep. - Instead, - use a trampoline-style approach and indicate that additional - symbols need to be loaded, - but don't do so immediately in a recursive manner. - This may or may not improve the memory footprint@mdash{ - }hopefully Saxon will see that previously generated trees - are no longer necessary and GC them. -@end enumerate - - -@section Compiler -The compiler itself has cruft from over the years and most of the code - exists from the design prior to object files and symbol tables. -There is plenty of room for optimization. - -@enumerate - @item Validate against an algebraic type system. - Certain classes of bugs can be avoided entirely by stating that - values must always be a vector of positive real numbers, for - example. - The compiler can determine the type of expressions by the - symbols it references and by its child expressions. - In situations that are not resolvable at compile-time, - runtime checks via terminating classifications would do; - an example being the sum of two unsigned integers being - non-zero. - In cases where types are simply too difficult to determine - without significant compiler work, - annotations can be used to declare expressions equivalent - to certain mathematical concepts - (e.g. ``this function is equivalent to rounding to the - nearest integer''); - this can also serve as an alternative to primitives in - certain instances, - since native target language features could be used. - @item Make parameters package-scoped and allow importers to - determine what to do with them. - If an importer provides a mapping for the parameter, - which may be a calculation or anything else, - then the parameter will be bound; - otherwise it will be propagated as a parameter. - But since we do not have any sort of loxical scoping or - closures, - if a parameter is bound more than once, - an error would have to occur during linking. - This would also replace externs, - which was intended to be a temporary kluge when - transitioning to a symbol-based system. - This also has the additional benefit that parameters can - represent inputs in shared systems for the sake of mocking - and as an alternative to externs without having the - downsides of a paramter---that - it must be mapped as an input. -@end enumerate - - -@section Preprocessor -The preprocessor is primarily responsible for macro (template) expansion. - -@enumerate - @item Remove distinction between primitives and short-hand template - expansion. - Treat @emph{all} nodes as potential template expansions, - and use the core library to mark certain templates as - primitives. - This will allow extending the language grammar naturally, - and easily convert existing primitives to templates.@footnote{ - For example, @samp{lv:rate-each} is a good candidate for - a template. - Ideally, all XSLT-driven expansions should be converted - into templates (the template system didn't exist back - then).} -@end enumerate - - -@section Input/Return Map -@enumerate - @item Generate normal packages and use templates rather than a - specialized system; - it has numerous kluges to work around inconsistencies with - other parts of the system, - and copies code from portions, - particularly for preprocessing. -@end enumerate - - -@section Worksheet -@enumerate - @item Implement a symbol table and treat worksheet packages as - normal packages. - As it stands today, - symbols will not be retained by the linker if they are - referenced by the worksheet because there is no symbol table; - this puts the onus on the developer to manually place - it in the return map, - which is error-prone. -@end enumerate - - -@section Documentation -Programs are written in a literate style. - -@enumerate - @item Auto-generate LaTeX documentation using the existing @code{lvspec} - package used to manually write specifications some time ago. - Certain implementation details may need to be sorted out, - like determining the section hierarchy. -@end enumerate -- cgit v1.2.1
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By Prachi Gangwal
What's Bhasha about?
Bhasha podcast offers a unique way to learn to speak Hindi. Using simple but effective methods, the episodes will guide you through the basics of the language while having fun , creating a rich and rewarding learning experience for all ages. Your host and teacher Prachi Gangwal is a passionate storyteller and also hosts the popular Kahani podcast, showcasing more than 70 Hindi stories.
For those wishing to fast-track their Hindi language skills, Bhasha offers read along transcripts/translations for a minimum support price!
Find out more at
Download our free app to listen on your phone
Days Of The Week
Ep #17 Lesson #9 Namaste! In this short lesson you can quickly learn the days of the week. Listen to the Hindi words and see how are they used in a sentence. You can download this lesson's worksheet and have ...
Bhasha episodes:
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How does carbon and water cycle through the environment?
How does carbon and water cycle through the environment?
Animals and plants need to get rid of carbon dioxide gas through a process called respiration. Carbon moves from fossil fuels to the atmosphere when fuels are burned. The oceans, and other bodies of water, absorb some carbon from the atmosphere. The carbon is dissolved into the water.
How does carbon move through ecosystem?
The carbon cycle is nature’s way of reusing carbon atoms, which travel from the atmosphere into organisms in the Earth and then back into the atmosphere over and over again. Most carbon is stored in rocks and sediments, while the rest is stored in the ocean, atmosphere, and living organisms.
How does water move through an ecosystem?
Water also moves through the living organisms in an ecosystem. Plants soak up large amounts of water through their roots. The water then moves up the plant and evaporates from the leaves in a process called transpiration. The process of transpiration, like evaporation, returns water back into the atmosphere.
What are the 4 steps of the carbon cycle?
Photosynthesis, Decomposition, Respiration and Combustion. Carbon cycles from the atmosphere into plants and living things.
What is the first step of the carbon cycle?
Carbon enters the atmosphere as carbon dioxide from respiration and combustion. Carbon dioxide is absorbed by producers to make glucose in photosynthesis. Animals feed on the plant passing the carbon compounds along the food chain.
What are the main processes of the carbon cycle?
In the natural carbon cycle, there are two main processes which occur: photosynthesis and metabolism. During photosynthesis, plants use carbon dioxide and produce oxygen. During metabolism oxygen is used and carbon dioxide is a product.
What is the carbon cycle and why is it important?
The carbon cycle describes the way the element carbon moves between the Earth’s biosphere, hydrosphere, atmosphere, and geosphere. It is important for a few reasons: Carbon is an essential element for all life, so understanding how it moves helps us to understand biological processes and factors that influence them.
What would happen if there was no carbon cycle?
If there were an interruption in the carbon cycle, life on Earth as we know it would be in danger of being disrupted. Without carbon dioxide, the plants would not do as well, and potentially die, creating a problem for all the animals on the planet, Since they have to breathe oxygen to live.
What is unique about the carbon cycle?
Roughly 99% of carbon is stored deep within the Earth’s surface. Carbon is so important that there is an entire branch of chemistry dedicated to it called organic chemistry. Carbon is very versatile in that it can combine with up to four other elements at the same time and can exist as a solid, liquid, or a gas.
What are the benefits of the carbon cycle?
The carbon cycle is important in ecosystems because it moves carbon, a life-sustaining element, from the atmosphere and oceans into organisms and back again to the atmosphere and oceans.
How does the carbon cycle affect the environment?
The carbon cycle plays a key role in regulating Earth’s global temperature and climate by controlling the amount of carbon dioxide in the atmosphere. Carbon dioxide is an important greenhouse gas, because it helps Earth’s atmosphere to retain heat generated from the Sun.
How does carbon affect the climate?
Carbon dioxide causes about 20 percent of Earth’s greenhouse effect; water vapor accounts for about 50 percent; and clouds account for 25 percent. Likewise, when carbon dioxide concentrations rise, air temperatures go up, and more water vapor evaporates into the atmosphere—which then amplifies greenhouse heating.
How do humans affect the amount of carbon dioxide in the environment?
Burning fossil fuels, releasing chemicals into the atmosphere, reducing the amount of forest cover, and the rapid expansion of farming, development, and industrial activities are releasing carbon dioxide into the atmosphere and changing the balance of the climate system.
What is the effect of co2 in the atmosphere?
Carbon dioxide contributes to air pollution in its role in the greenhouse effect. Carbon dioxide traps radiation at ground level, creating ground-level ozone. This atmospheric layer prevents the earth from cooling at night. One result is a warming of ocean waters.
What percentage of CO2 in the atmosphere is natural?
In fact, carbon dioxide, which is blamed for climate warming, has only a volume share of 0.04 percent in the atmosphere. And of these 0.04 percent CO2, 95 percent come from natural sources, such as volcanoes or decomposition processes in nature. The human CO2 content in the air is thus only 0.0016 percent.
Why is CO2 bad for the environment?
The major threat from increased CO2 is the greenhouse effect. As a greenhouse gas, excessive CO2 creates a cover that traps the sun’s heat energy in the atmospheric bubble, warming the planet and the oceans. An increase in CO2 plays havoc with the Earth’s climates by causing changes in weather patterns.
What is the biggest cause of global warming?
Humans are increasingly influencing the climate and the earth’s temperature by burning fossil fuels, cutting down rainforests and farming livestock. This adds enormous amounts of greenhouse gases to those naturally occurring in the atmosphere, increasing the greenhouse effect and global warming.
How much does CO2 contribute to global warming?
Increases in atmospheric carbon dioxide are responsible for about two-thirds of the total energy imbalance that is causing Earth’s temperature to rise.
How much does meat contribute to global warming?
For example, for every person on the planet, there are approximately three chickens. Meat and dairy specifically accounts for around 14.5% of global greenhouse gas emissions, according to the UN’s Food and Agricultural Organization (FAO).
How much does cars contribute to global warming?
Our personal vehicles are a major cause of global warming. Collectively, cars and trucks account for nearly one-fifth of all US emissions, emitting around 24 pounds of carbon dioxide and other global-warming gases for every gallon of gas.
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python list vs array vs Numpy Array
In this blog post, let’s understand the difference between Python lists and NumPy Array.
There are four types of data formats in Python, Including List, Set, Tuple, and Dictionary. Each has a different quality and application.
We’ll focus specifically on the List and compare it with the Array function to see how they are not the same, and which is better in which case.
Here is the difference between Python List and Array
The very clear difference is that the List is a default Python function.
Everyone can use it using [] and store heterogeneous data, can’t be applied arithmetic operations on it.
Whereas, The array is a function from the NumPy library, or you need to install a module (array) to use it- especially to store only the same data type.
All Mathematical operations can easily be applied
When to use Python List?
The Python list is a collection of elements that can be numeric, character, logical, etc. As such, a list can contain elements of different data types.
It Supports duplicate items with the same values, and the order of the items can be changed by using built-in Python operations.
Also, there are built-in Python functions that make merging and copying list items easier.
You can create a list of data values using [] that will have a negative index and supports ordering.
Normally, the list indexing starts with 0, which means every first member in a list will have an indexing value of 0, procedurally, the second number will have an index number of 1.
When to use NumPy Arrays?
An array is a set of homogeneous elements, which can be modified by adding, deleting, or accessing the elements.
All of which are allocated with contiguous memory locations- which means, easier to track out an item’s position.
To use Arrays, either you need to import the array module or the NumPy library.
Basically, most of its use is to list out large data sets which all must be the same type.
Ideally, the function comes in handy performing arithmetic operations on similar data types with different index values. Which cannot be done in the Python list.
Importantly, the items in an array are ordered the same as the Python list. Also, enclosed in [] brackets.
Python list vs NumPy Arrays- Comparison
Element typesContains elements of different data typesContains only elements of one data type.
DeclarationFor declaration, no module needs to be imported explicitly.For module declaration, it must import explicitly.
Performing arithmetic operationsMathematical operations cannot be performedMathematical operations can be performed.
MergingSeveral different types of elements can be nested within each otherAll the nested elements must be equal in size.
When to usePython lists are the best way for listing out duplicate elements in a shorter sequenceArrays are recommended when working with longer sequences of homogenous data
ModificationIt is easier to modify (add, remove) data when it is more flexible.Due to the element-based approach, there is less flexibility.
Running a loopThere is no need to loop through the list explicitly.In order to print a list of components in an array, a loop must be formed.
Memory usageFor easier element addition, it takes up more memory.Memory size is relatively smaller than the Python list
Also read: Solution for indexerror: list index out of range in python
What the Python List feature can do?
Python provides lists, which are basic data structures that contain a collection of different items.
Below are some important list characteristics:
Creating a List
Simply enclosed elements in large brackets.
List_example = ["blog", "internet", "device"]
print (List_example)
List creating
Allows duplicate Elements
List_example = ["blog", "internet", "device", "blog", "internet"]
print (List_example)
Allows duplicate Elements
Support Different data types
List_example= ["blog", "2", "internet", "device", "blog", "internet", "1"]
print (List_example)
Support Different data types
Elements have negative indexing
Elements have negative indexing
What the Array Feature can do?
By the definition, we know that Arrays can only contain homogenous data types.
However, there’s a difference between Python’s built-in Array module and NumPy array.
Rounding up- Numpy arrays are used for performing advanced arithmetic operations on homogeneous Items, e,g the Matrix operations can be applied.
Whereas, Built-in arrays are good if you want to use basic arithmetic operations on a list of elements.
Creating a 2D NumPy list
import numpy as np
arr = np.array([[1, 2, 3], [4, 5, 6]])
Creating a 2D NumPy list
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Versant™ enables you to assess all the levels of the English communication skills of a candidate.
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Confirm that staff and students understand what they are reading, whether its emails from customers or co-workers, lecture notes, or assignments.
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Evaluate how clearly and effectively an employee can write emails or provide real-time chat support to customers.
Versant saves time and improves the hiring process
Use the fully automated Versant Tests to screen any number of candidates and make sure that you interview only those with sufficient communication skills when interviewing time is limited. The tests are simple and intuitive for native speakers and proficient non-native speakers of English. Items have been reviewed for fairness and bias-free usage.
How does it work?
This image how Versant test works. Candidate access the test, then respond to questions and Versant record the score of candidate.
Variations of the Versant test
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Tag Archives: Japanese Internment
Digital Gallery Walk as a Teaching Tool
During a virtual gallery walk, students explore multiple texts or images that are placed in an interactive slideshow, Google Slide, or Padlet. Teachers can use this strategy to offer students a way to share their work with each other and build class community, or use it to introduce students to texts that they can analyze.
The traditional gallery walk allows students to explore multiple texts or images that are placed around the room. Teachers use this strategy for students to share their work with peers, examine multiple historical documents, or respond to a collection of quotations. This strategy requires students to physically move around the room and can can be especially engaging to kinesthetic learners.
In a blended learning environment, students can use their own devices to explore multiple texts in one curated space. Teachers share the digital gallery with students during a synchronous session or ask them to look through the gallery asynchronously. Viewing instructions will depend on the goals for the activity. If the purpose of the virtual gallery is to introduce students to new material, taking notes as they view the sources is beneficial. For example, with the Russian Revolution Digital Gallery for George Orwell’s Animal Farm, students took notes on an interactive foldable in their Reader’s Notebook.
Similarly, students can complete a graphic organizer as they view the digital gallery, or compile a list of questions for them to answer based on the texts on display. Sometimes teachers ask students to identify similarities and differences among texts. If using an interactive application, such as Google Jamboard or Padlet, you can also ask students to leave comments on the sources.
Once students have finished viewing the sources, debrief the activity together. You can ask students to share their impressions or what they learned in small group breakout rooms or with the whole class.
How to Create A Digital Gallery
1. Choose the platform for the digital gallery – Google Slides, Padlet, or Jamboard. I prefer to use Google Slides to create a customized art gallery look for backgrounds, frames, and layout.
2. Determine the viewing purpose and then select the images, student work, or texts that will be on display on the Digital Gallery. Once you have your ideas go hunting for pictures, political cartoons, short primary source documents for each topic.
3. Customize the text, layout and display of the images or texts on the document so they are easily visible and accessible for students. SlidesMania has many great interactive templates that can be a starting off point for creating a Digital Gallery.
4. Hyperlink the images or text on the Digital Gallery. For example, on the Japanese Internment Digital Gallery above each image is hyperlinked to specific web link to provide historical information about Japanese Internment during World War II. The images are placed similar to the experience of visiting a museum or gallery. Each image has a boarder or frame around them and are numbered to correlate with additional information. Include few to no words. This is a gallery walk; students learn through visuals, not blocks of text. You might also include audio segments your virtual gallery walk if you choose. Add an appropriate song, interviews, radio shows, audio speeches, videos. To embed, simply click on insert and choose audio.
5. Write out and post instructions for students on the digital gallery.
6. Create a graphic organizer where students will capture their responses as they circulate (this is optional, but it is an effective way to hold students accountable for their participation and critical thinking). For the Japanese Internment Digital Gallery students completed a “Who, What, Where, When, Why” graphic organizer or students can complete a “See Think Wonder Graphic Organizer.” Another ideas for evaluation is to create a Google Form for students to reflect and synthesize their viewing and understanding.
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Japanese Internment Lessons & Resources
For the past two weeks I have been teaching Japanese Internment as an entry for my students to understand World War II. The essential question that guides this unit of study asks:
What lessons from Japanese Internment, the Holocaust, and WW2 can we learn in order to stop the hate and violence that is dominating our current cultural climate?
I wanted to provide all the resources here for teachers who have requested these documents and lessons that I created in one place. Here you can find assignments, hyperdocs, and additional resources for teaching this time period.
Japanese Internment Hyperdoc
Japanese Internment Digital Gallery
Japanese Internment Active Learning Station Rotation
World War II & The Holocaust Hexagonal Thinking
Additional Resources:
The New York Times
The Library of Congress
Zinn Education Project
Facing History and Ourselves
National World War II Museum New Orleans
PBS Learning Media
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Teaching Vocabulary in Context
In the picture book The Boy Who Loved Words by Roni Schotter, a boy named Selig collects interesting words, and I want students to become as excited about discovering new words as Selig becomes.
“An avid word-hoarder, Selig delights in discovering new terms, recording them on paper scraps, and stowing them in pockets…”
The Boy Who Loved Words by Roni Schotter
I am often asked how I teach vocabulary. Do I give students weekly word lists or front load challenging vocabulary from readings? Do I have students use any vocabulary building apps or games online?
Research shows that proficient readers use different strategies to help define words they do not know and determine whether the definition is pertinent to understanding the text. As word detectives, students use context clues, SPROOTs (Suffixes, Prefixes, and Roots), Connotation, and even outside connections to help them determine the meaning of words within a text. Additionally, teaching students how to use the dictionary and thesaurus, and showing them the range of information it provides is crucial to vocabulary development.
Rather than teaching students to be word collectors and word wizards with vocabulary lists, I believe that reading is what helps develop vocabulary. Vocabulary instruction needs to go beyond basic definitions and students must be able to apply the words in context.
What that looks like in my classroom depends on the reading and writing unit that students are working on. When studying the Japanese Internment there are key vocabulary words needs need to know to understand the complexities of this time in our history. I use active learning stations help to build background knowledge and word knowledge.
When designing vocabulary “lessons,” keep in mind the following:
1. Avoid presenting a long list of vocabulary words to be learned before students are able to read the text.
2. Choose only those words that are important to the meaning and/or will be likely to actually enter your students’ vocabulary.
3. Consider a way of involving students in identifying their own vocabulary words.
4. Try to give your students experiences in figuring out words in context, rather than simply memorizing them.
5. If possible, devise a way for students to locate and define their own words, rather than relying on your choices and definitions.
6. Consider alternatives to students’ learning definitions of words individually. Think about creating collaborative learning experiences, if possible.
7. Find a way to evaluate what your students have learned without relying on a traditional vocabulary test (multiple choice or fill in the blank).
Considering ENLs, ELLs, and students with IEPs, word banks are helpful to front load important academic vocabulary. Students can use any of the Quizlet activities (Learn, Flashcards, Live) to learn new vocabulary words. Go beyond the traditional word wall posting definitions by creating walls displaying Wordart.com or sketch noting vocabulary words.
Looking for more ideas, check out these additional resources:
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Urmston WW2
George Edward Platt
Rank:Petty OfficerNumber:D/JX 162271
Ship/Rgn/Sqn No:Royal Navy
Name of Rgt or Ship:H.M.S. Coventry
Country of burial:Lost at Sea
Cemetery or Memorial:Plymouth Naval Memorial
Town Memorial:Not Listed
Extra Information:
Its possible that this is:- Sergeant George Edward Platt - 1388228 -
W.Op/Air Gnr. - 38 Sqn RAFVR - died 28/07/44 - Buried at Phaleron Cemetery,
Greece - Coll. Grave 4. C. 4.
Memorials found on:
St. Michael's (Flixton)
Similar Names
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WE ARE OPEN - CALL 0141 570 0090
Golfers Elbow
The condition known as golfers elbow is similar to tennis elbow in that it is the result of injury to the tendons around the elbow joint. The main difference is that it occurs on the inner portion of the elbow where tennis elbow occurs on the outer portion. The condition is known clinically as medial epicondylitis, and is characterised by pain and inflammation to the tendon holding the muscles to the inner part of the elbow.
Golfer’s elbow is usually caused by overusing the muscles in the forearm that allow you to grip, rotate your arm, and flex your wrist. Repetitive flexing, gripping, or swinging can cause pulls or tiny tears in the tendons.
Golfers frequently exhibit the condition, hence it’s name. However, any repetitive motion that puts undue stress on the muscle group can cause the condition. This includes DIY, bowling and basketball.
Symptoms of golfers elbow include swelling, tenderness, and local pain that may run down the forearm and into the wrist. The pain might prevent you from doing simple things like holding a glass to your mouth, lifting shopping bags or opening a door.
As well as treating your elbow, a chiropractor will always check your neck for any dysfunction, as a loss of spinal movement can lead to a weakness in the arm muscles. This is often an underlying cause as you stand a greater risk of incurring golfers elbow if you have weak forearm muscles and then engage in some sort of activity that puts a lot of strain on your elbows.
© 2011-2018 Bearsden Chiropractic Clinic Ltd. All Rights Reserved
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[ nuhl ]
/ nʌl /
Save This Word!
without value, effect, consequence, or significance.
being or amounting to nothing; nil; lacking; nonexistent.
Mathematics. (of a set)
1. empty.
2. of measure zero.
being or amounting to zero.
Electronics. a point of minimum signal reception, as on a radio direction finder or other electronic meter.
verb (used with object)
to cancel; make null.
Question 1 of 7
Meet Grammar CoachImprove Your Writing
Idioms about null
null and void, without legal force or effect; not valid: This contract is null and void.
Origin of null
1555–65; <Latin nūllus, equivalent to n(e) not + ūllus any
How to use null in a sentence
British Dictionary definitions for null
/ (nʌl) /
without legal force; invalid; (esp in the phrase null and void)
without value or consequence; useless
lacking distinction; characterlessa null expression
nonexistent; amounting to nothing
1. quantitatively zero
2. relating to zero
3. (of a set) having no members
4. (of a sequence) having zero as a limit
physics involving measurement in which an instrument has a zero reading, as with a Wheatstone bridge
Word Origin for null
C16: from Latin nullus none, from ne not + ullus any
Scientific definitions for null
[ nŭl ]
Of or relating to a set having no members or to zero magnitude.
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Fancy Circle Monogram Embroidery Font
Embroidery Boutique
• $10.99
Add to Wishlist
Fancy Circle Monogram Embroidery Font
NINE sizes of each letter are included including a left, center and right position for each (1.5 inches, 2 inches, 2.5 inches, 3 inches, 3.5 inches, 4 inches, 4.5 inches, 5 inches, 5.5 inches and 6 inches)
Also includes 4 sizes of the rose laurel wreath.
Zip file includes formats: BX, DST, EXP, HUS, JEF, PES, SEW, VIP, VP3, XXX
You must have a program to unzip the download. You must have embroidery editing software to merge the letters. Due to the various embroidery software programs available, we are unable to offer technical support for software questions. We have mapped our BX fonts so they can be typed using the free version of Embrilliance.
We Also Recommend
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TY - JOUR AU - Garvey, Aisling A. AU - Kooi, Elisabeth M. W. AU - Dempsey, Eugene M. PY - 2018 M3 - Mini Review TI - Inotropes for Preterm Infants: 50 Years on Are We Any Wiser? JO - Frontiers in Pediatrics UR - https://www.frontiersin.org/article/10.3389/fped.2018.00088 VL - 6 SN - 2296-2360 N2 - For almost half a century, inotropes have been administered to preterm infants with the ultimate goal of increasing their blood pressure. A number of trials, the majority of which focused on dopamine administration, have demonstrated increased blood pressure following inotrope administration in preterm infants and have led to continued use of inotropes in our neonatal units. We have also seen an increase in the number of potential agents available to the clinician. However, we now know that hypotension is a much broader concept than blood pressure alone, and our aim should instead be focused on improving end organ perfusion, specifically cerebral perfusion. Only a limited number of studies have incorporated the organ-relevant hemodynamic changes and long-term outcomes when assessing inotropic effects in neonates, the majority of which are observational studies or have a small sample size. In addition, important considerations, including the developing/maturing adrenergic receptors, polymorphisms of these receptors, and other differences in the pharmacokinetics and pharmacodynamics of preterm infants, are only recently being recognized. Certainly, there remains huge variation in practice. The lack of well-conducted randomized controlled trials addressing these relevant outcomes, along with the difficulty executing such RCTs, leaves us with more questions than answers. This review provides an overview of the various inotropic agents currently being used in the care of preterm infants, with a particular focus on their organ/cerebral hemodynamic effects both during and after transition. ER -
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Eve of Election A Fractured Ukraine, United in Uncertainty
As the Ukrainian election approaches, citizens are both hopeful and skeptical about their country's future. But their biggest concern isn't the war in the east or Russian interference -- it's the country's need for a working state.
Translated from the German by Paul Cohen
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Angelin is native to the Antilles, Central America, South America, and tropical Africa. It reaches a height of 120 feet, with a trunk 5 feet in diameter. The leaves are up to 16 inches long and have up to 13 pairs of leaflets, the largest up to 5 inches long. Flowers are about half an inch long and are grouped in lateral or terminal inflorescences. Fruits are up to 1.5 inches long and always remain green. It flowers during summer and winter, and fruits are produced during the second half of the year. Bats eat the pulp of the fruit and disperse the seeds. The generic name derives from a Brazilian name for the tree. The species name means unarmed, apparently in reference to the abscence of spines.
The photographed tree is one of two specimens planted between the Celis and Sánchez buildings. There are other trees near the walkway leading to the entrance across from the Cervecera de Puerto Rico Brewery, northwest and southwest of the Chemical Engineering Building, near the entrance to the Building B parking lot, and southwest of Building C.
Andira inermis (Fabaceae)
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• Shenzhen GL Lighting Technology Co, Ltd
led lights, display, moving sign, spotlights, panel tubes, bulbs, rgb tubes/bulbs, flexible strips, induction lamp,LED Panel Lights,LED Ceiling Spotlights,LED Tubes,LED Bulbs,LED Flexible Strips,LED Strips,Induction Lamp,LED High Bay, ….
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Oasis Energy Technology Co., Ltd
led lights, switchs, led street light, led flood light, led spot lights, led downlights, led trips, led tube, led ceiling lights,Lights.
Address:Jintang economic&technological development zone, Ganzhou, Jiangxi, China
Meiyasi Lighting Factory.
Ceiling Lights,Ceiling Lamp,Wall Light,Resin Ceiling Light,Resin Ceiling Lamp,pendant lamp & chandelier,Table lamp,Ceiling Lights.
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t5 t8 t10 led tubes, strips, bulbs e27/e26/e40/b22/ g24/gu10/mr16/mr11, down lights, panel wall spot ceiling grille par light/par30/par38,LED Tube,LED Strip,LED Bulbs,LED Down Lights,LED Panel Ceiling Wall Lamps,LED Spot Part Grille Lights, ….
Address:Shiyan, shenzhen, Guangdong, China
Jiangmen City Lighting Company Limited
import and export of technologies,import goods,management lighting projects,supply the indoors outdoors advertisement signboard,LED technologies,LED Residential Lighting,LED Low Bay lighting,LED energy saving bulbs,LED Downlights,LED Pendant Lights,LED Spotlights,LED Track Bulbs,LED ….
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Address:U jezera, Prague, Czech Republic
CDM Supply
Cdm-r111, lighting fixture, cdm-t, gear box, t5 energy saving fluorescent lamp,Metal Halide Lamps,Ballasts,Ceiling Spotlights,Ceiling Lights.
Address:4/F Cnt Comm Building,302 Queen's Road, Central, Hk
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Address:Building E, Shangpai Industrial Zone, Beihuan Road, Shiyan Town, Baoan District, Shenzhen, Guangdong, Shenzhen, Guangdong, China
Dongguan Lam Fung Metal Co.,Ltd
LED Spotlights, LED Globe Bulbs, LED Dimmable Lights, LED Downlights, LED Tubes, LED Par Lights, LED Panel Light, LED Ceiling Lights.
Address:Room4078, Dongbian Business Building, Minzhi Road,Baoan District Shenzhen Guangdong 518048 China
Dongguan Fullamps Lighting Technology Limited
LED Down Lights,LED Track Grille Lights,Fire-rated Ceiling Lights,SMD Light,TUV&RoHS down light,LED Light,COB Downlight,Fire rated light,Led grille light,Office light,Commercial lighting,Architechture lighting,Interior lighting,Office Lighting,LED housing and accessory, ….
led light bar, led strip, led tube, led bulb, led spotlight, led ceiling light, led module, led power supply,LED Tubes,LED Bulbs,LED Light Bars,Flexible LED Strips,LED Spotlights,LED Ceiling Lights,LED Modules,LED Power Supply,LED Controller,LED Connecter.
Address:Ruihua street, Guangzhou, Guangdong, China
Freeasy Hub (formerly known as ncf plastic industry)
cosmetic pouch,cosmetic bag,Retail Packaging,premium packaging,zip lock bag,silk screen printing,zipper pouch,premium bag,pouch bag,pvc,transparent box,pp box,pvc box,name tag,plastic cover,cosmetic packaging,clear pouch,clear bag,zipper bag,bag,Printing Plate,Auto ….
Address:5, Jln Metro Perdana Barat 11, Tmn Sri Edaran,
Shenzhen Zda Lighting Co., Ltd.
flexible led strips, rgb led wall washer, led down light, led ceiling lights led flood lights, led high bay lights, led power supplies, led drivers, led transformers, led adapters,Led Panel.
Address:longhua, Shenzhen, Guangdong, China
Shenzhen Sunryeled Co., Ltd.
LED Floodlights, LED Bulb, LED Spotlight, LED Ceiling lights, LED High Bay, LED Strip, LED Tube.
Address:Fifth Building, No. 1 Dakang Hill Under Road(Futian Industrial), Henggang Town, Longgang District, S Shenzhen Guangdong 518115 China
Induction Lighting,High Bay Lights,Street Lights,Ceiling Lights,Flood Lights,Induction Street Light,Induction Tunnel Light,Induction Ceiling Light,Induction High Bay,Induction Flood Light,Induction Lighting.
Address:Factory 4/35-37 Jesica Road
Bright Star Lighting Technology Co., Ltd.
led strip lights, led tube, led panel lights, led bulb, led ceiling lights, led flood lights,LED Strip Lights Series,LED Tube Series,LED Panel Lights Series,LED Bulb Series,LED Ceiling Light Series,LED Flood Light Series.
Address:Jiangyuan, Dongguan, Guangdong, China
VASTINO LED Lighting Co., Ltd
high power led lighys, including but mot limite to tubes, bays, flood lights, street wall washer bulbs, spot par ceiling lights and so on,LED High Bay,LED Wall Washer,LED Flood Light,LED Tunnel Street Tubes,LED PAR Light, ….
Address:Building 9, Baoyuan Industrial Park, Hi-tech Zone, Jiangmen, China
Tendtronic Corporation Limited
LED lamps, LED tubes, LED ceiling lights, LED bulbs.
Address:6018Room6/F,XingZhongBao Businessmansion,80-88#, Fuyongavenue,Fuyongtown,Bao?anDistrict,ShenZhen,Gua Shenzhen Guangdong China
ShenZhen LED2 Optoelectronics Co., Ltd
led panel lights, led tube lights, led bulb light, led ceiling lights......,Led Tube,Led Panel Light,Led Bulb Light.
Address:1-2F,Building A4,Quanbao Industry Zone,Guangming Road No.36,Shiyan Town,Baoan District, Shenzhen, Guangdong, China
Zhongshan Mingxing Lighting Co., Ltd.
modern handmade pendant lamp,low power decoration light,art table lamp,aluminium pendant lamp,morden floor lamp,Chandeliers,Pendant lamps,Ceiling lights,Floor lamps,Table lamps,Wall lamps,LED spot lights.
Address:No.26,Qingfu Road,Henglan Town
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Organic Red Quinoa- 500 g
GoGo Quinoa
$7.55 $11.99
Available for pre-order
Red quinoa’s unique colour brings your favourite dishes to life, while providing the same health benefits as white quinoa. This superfood, called the mother of all grains in quechua, is known for its nutritional richness and as a complete plant-based protein! – Good source of iron, Source of fiber and its also Cholesterol free
Cooking instructions:
Rinse with cold water. Toast the grains in a bit of olive oil for 1 to 2 minutes. For 1 cup of quinoa, add 1.5 cups of water. Bring to a boil, reduce heat and simmer uncovered for 12 to 15 minutes (or until all water is absorbed).
Do I need to rinse the quinoa?
The quinoa possesses a natural protective coating, called the saponin, that has a bitter taste. We do our best to ensure that effective methods are used to prewash the quinoa. However, the level of this bitter taste differs from one harvest to the other, and so we highly recommend to always rinse the quinoa thoroughly before cooking it.
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| 0.912789 |
If you have a tabby cat, you’ve probably marveled at his beautiful fur and unique coat pattern. A tabby cat is like a snowflake—every coat pattern is different. This might cause you to wonder, “How many types of tabby cats are there? And are they all orange?” Despite all the variations, there are six basic tabby coat patterns ranging from tiger-like stripes to a more marbled look. And tabbies come in a variety of colors other than orange too.
Tabby Refers to a Coat Marking and not a Breed
The concept of a “tabby cat” refers to a cat’s coat markings and not a specific breed of cat. This means you may see different breeds of cats with tabby patterns, like Maine Coon, American Bobtail, or Ocicat.
Tabby cats, no matter what their other markings, typically have what looks like an “M” on their foreheads.1 Sometimes the M is distinct, and other times it can be quite subtle. Tabbies’ other markings may include stripes by their eyes and across their cheeks, along with stripes, spots, or swirls along their backs, legs, and tails. Tabby cats fall into one of six coat-pattern categories: striped (mackerel), classic (blotched), spotted, ticked,2 torbies, and calibies.
6 Types of Tabby Cats
1. Striped or Mackerel Tabbies
The most common type of tabby you may see is the striped or mackerel tabby. These cats have gentle, distinct stripes on their bodies that might be segmented or continuous. The forehead “M” tends to be more prominent, and their stripes can typically be seen on their shoulders, sides, backs, legs, and tails.
Some people refer to these cats as little tigers because of their markings. They come in all different colors. Grey-striped tabbies might have darker stripes that are black, while orange-striped tabbies might have stripes that are darker orange.
2. Classic Tabbies
Classic tabbies are sometimes known as blotched or marbled. They have a distinct “M” on their forehead too, but the classic cats’ stripes tend to be thicker and swirl around their coat. Some might say their fur coloring resembles a marbled cake or even a bulls-eye.3 Although you’re more likely to see classic tabby markings in Europe or the Middle East, these tabbies can be found anywhere. They come in different colors too, just like the striped tabby.
3. Ticked (Agouti) Tabbies
Agouti fur is a type of hair that has two or more pigment bands, giving an overall gray or brown appearance. This is often a band of yellow on a dark hair shaft.These cats have typical tabby markings on their faces, but they might have diffused stripes or no stripes at all on the rest of their body.
4. Spotted Tabbies
Spotted tabbies have different-sized spots all over their coat. The spots sometimes blend together to look a little like stripes. Bengal cats have larger, more distinct spots, while other spotted tabbies might have smaller, lighter spots.
5. Torbies
Torbies are tortoiseshell (tortie) cats with a tabby pattern.5 They have the mottled fur of a tortie with the stripes of a tabby. This means their fur has two colors mixed together. White is not one of their primary colors, although some may have a tiny bit of white here and there.
These cats might also have patches of red-orange or black fur, so they sometimes are called patched tabbies. Most are female, and the primary color is often black. These cats are rarer than other tabby types.
6. Calibies
A caliby is a calico cat with tabby striping.6 They typically have large patches of orange, white, and black fur. Sometimes these are called diluted calicos if their stripes tend to be more grey than black.
Tabbies Come in All Different Colors
Tabbies come in all colors. These colors can be black, grey (silver), orange (sometimes called ginger or red), chocolate, and many other shades. Some tabbies have dark stripes and others have muted stripes that blend in with the rest of their fur. Some may seem more solid in color, while others will have large patches of white on their fur.
Whatever the color or pattern, it’s important to support a healthy coat with a nutritious diet. AvoDerm’s Grain Free Tuna & Crab Entree with Gravy is a tasty and nutritious option. It’s made with omega-rich avocados which can help support a shiny, healthy skin and coat.
There are many different types of tabby coats, but all tabby cats are special and uniquely beautiful. Tell us about your unique tabby on Instagram by posting a picture and tagging @AvoDermNaturalPet. We want to see your beautiful tabbies!
1. Primm, Kathryn. “Ask a Vet: Why Does My Tabby Cat Have an ‘M’ on Her Forehead?” I Heart Cats, https://iheartcats.com/ask-a-vet-why-does-my-tabby-cat-have-m-on-her-forehead/.
2. Syufy, Franny. “All About Tabby Cats and Their Color Patterns.” The Spruce Pets, 14 August 2019, https://www.thesprucepets.com/all-about-tabby-cats-552489.
3. Catster HQ. “The 5 Tabby Patterns.” Catster.com, 18 December 2019, https://www.catster.com/cats-101/tabby-cat.
4. NCBI. “Gen Interaction in Coat Color of Mammals.” Ncbi.nlm.nih.gov, https://www.ncbi.nlm.nih.gov/books/NBK21804/.
5. International Cat Association Southeast Region. “Torties and Torbies.” SERegionTICA.org, http://www.seregiontica.org/Colors/tortietorbie/tortietorbie.htm.
6. Cole and Marmalade. “How to Tell the Difference Between Torbie, Tortie, Calico, and Tabby Coat Color.” ColeAndMarmalade.com, https://coleandmarmalade.com/2019/05/14/how-to-tell-the-difference-between-torbies-torties-calicos-and-tabby-coat-color/.
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St. Louis medical school used as prison during the Civil War
Throughout the duration of the Civil War, 1861-1865, the city of St. Louis avoided battles and significant violent conflicts. Due to its strategic location on the Mississippi River, it was considered a vital city to the Union for its steamboat ports and shipping commerce.
St. Louis riverfront, as seen from the Mississippi River from Plate 1 of Richard Compton and Camille Dry’s Pictorial St. Louis, 1876.
Some of the city’s noteworthy imports during the war included Confederate sympathizers, spies, and soldiers captured and sent north via steamboat as prisoners of the Union Army. To accommodate these new arrivals, the Union Army seized control of the Missouri Medical College in 1861 (just 5 weeks after the war began) so that it could be remodeled to serve as a military prison. The school had closed at the outset of the war, and its dean, Dr. Joseph Nash McDowell, had fled the city to serve as the Surgeon General of the Confederate Army of the West.
The Missouri Medical College building, more commonly known at the time as McDowell’s College, stood at the corner of Eighth and Gratiot streets in downtown St. Louis. The Union Army renamed the massive building with its distinctive octagonal dome the “Gratiot Street Military Prison,” although locals sometimes referred to it as “McDowell’s Prison.” The building no longer stands today, and currently, this location now serves as the Nestle Purina corporate headquarters.
These drawings of Missouri Medical College show it after it had been converted to a military prison in the 1860s.
Ongoing renovations to McDowell’s building were needed throughout the war to accommodate the 1200 to 2000 inmates that could be kept there at any one time. Each time the building was remodeled, new skeletons and anatomical specimens were discovered that had been used for dissection and class instruction for medical students.
Dr. McDowell was a notorious grave robber who frequently removed corpses from local cemeteries to provide cadavers to his students for dissection. Of course, this practice was illegal, so he took measures to bury and hide cadavers throughout his building once they were no longer useful for instruction. Inmates often described the prison as dark and creepy, and its reputation for being haunted grew with each discovery of human remains.
Dr. Joseph Nash McDowell
Most of the Confederate soldiers who were held at the Gratiot Street Prison were only detained there temporarily as they awaited transfer to prisoner of war camps. The prison was primarily used to confine Southern sympathizers accused of acts that supported the Confederacy (such as providing weapons and food supplies to southern states), political prisoners and Union Army soldiers who had deserted their regiments or disobeyed orders.
At the conclusion of the war in 1865, McDowell returned to St. Louis where he resumed his position as dean of the Missouri Medical College. Classes resumed the following year, even as the building underwent significant repairs and renovations to convert it back into use for medical instruction.
Dr. McDowell remained a stalwart defender of the Confederacy even after the war. According to legend, one new addition to his school included an eerie room know as “Hell,” which included snakes, alligators and an effigy of Abraham Lincoln hanging from the ceiling. In 1868, Dr. McDowell died suddenly at the age of 63, but his school continued to operate for 31 years after his death when it was absorbed into Washington University’s medical department in 1899.
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Theater ArtsTHEA23 Voice for the Actor
Introduces using the spoken voice effectively and powerfully on stage and off. Physical release, alignment, breath, resonance, and articulation are explored. Students gain an understanding of how the voice relates to the self, the body, and breath and become more aware of tensions and habits that may impede vocal and speech use.
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Single diploid eukaryotic cell formed by a fertilization event between two gametes
A zygote (from Ancient Greek ζυγωτός (zygōtós) 'joined, yoked', from ζυγοῦν (zygoun) 'to join, to yoke')[1] is a eukaryotic cell formed by a fertilization event between two gametes. The zygote's genome is a combination of the DNA in each gamete, and contains all of the genetic information necessary to form a new individual organism.
In multicellular organisms, the zygote is the earliest developmental stage. In humans and most other anisogamous organisms, a zygote is formed when an egg cell is fertilized by a sperm cell. In single-celled organisms, the zygote can divide asexually by mitosis to produce identical offspring.
German zoologists Oscar and Richard Hertwig made some of the first discoveries on animal zygote formation in the late 19th century.
In fungi, the sexual fusion of haploid cells is called karyogamy. The result of karyogamy is the formation of a diploid cell called the zygote or zygospore. This cell may then enter meiosis or mitosis depending on the life cycle of the species.
In plants, the zygote may be polyploid if fertilization occurs between meiotically unreduced gametes.
In land plants, the zygote is formed within a chamber called the archegonium. In seedless plants, the archegonium is usually flask-shaped, with a long hollow neck through which the sperm cell enters. As the zygote divides and grows, it does so inside the archegonium.
In human fertilization, a released ovum (a haploid secondary oocyte with replicate chromosome copies) and a haploid sperm cell (male gamete)—combine to form a single 2n diploid cell called the zygote. Once the single sperm fuses with the oocyte, the latter completes the division of the second meiosis forming a haploid daughter with only 23 chromosomes, almost all of the cytoplasm, and the male pronucleus. The other product of meiosis is the second polar body with only chromosomes but no ability to replicate or survive. In the fertilized daughter, DNA is then replicated in the two separate pronuclei derived from the sperm and ovum, making the zygote's chromosome number temporarily 4n diploid. After approximately 30 hours from the time of fertilization, a fusion of the pronuclei and immediate mitotic division produce two 2n diploid daughter cells called blastomeres.[2]
Between the stages of fertilization and implantation, the developing human is a preimplantation conceptus. There is some dispute about whether this conceptus should no longer be referred to as an embryo, but should now be referred to as a proembryo, which is the terminology that traditionally has been used to refer to plant life. Some ethicists and legal scholars make the argument that it is incorrect to call the conceptus an embryo because it will later differentiate into both intraembryonic and extraembryonic tissues,[3] and can even split to produce multiple embryos (identical twins). Others have pointed out that so-called extraembryonic tissues are really part of the embryo's body that are no longer used after birth (much as milk teeth fall out after childhood). Further, as the embryo splits to form identical twins – leaving the original tissues intact – new embryos are generated, in a process similar to that of cloning an adult human.[4] In the US the National Institutes of Health has determined that the traditional classification of pre-implantation embryo is still correct.[5]
After fertilization, the conceptus travels down the oviduct towards the uterus while continuing to divide[6] mitotically without actually increasing in size, in a process called cleavage.[7] After four divisions, the conceptus consists of 16 blastomeres, and it is known as the morula.[8] Through the processes of compaction, cell division, and blastulation, the conceptus takes the form of the blastocyst by the fifth day of development, just as it approaches the site of implantation.[9] When the blastocyst hatches from the zona pellucida, it can implant in the endometrial lining of the uterus and begin the embryonic stage of development.
The human zygote has been genetically edited in experiments designed to cure inherited diseases.[10]
The formation of a totipotent zygote with the potential to produce a whole organism depends on epigenetic reprogramming. DNA demethylation of the paternal genome in the zygote appears to be an important part of epigenetic reprogramming.[11] In the paternal genome of the mouse, demethylation of DNA, particularly at sites of methylated cytosines, is likely a key process in establishing totipotency. Demethylation involves the processes of base excision repair and possibly other DNA- repair- based mechanisms.[11]
A Chlamydomonas zygote contains chloroplast DNA (cpDNA) from both parents; such cells are generally rare, since normally cpDNA is inherited uniparentally from the mt+ mating type parent. These rare biparental zygotes allowed mapping of chloroplast genes by recombination.
In the amoeba, reproduction occurs by cell division of the parent cell: first the nucleus of the parent divides into two and then the cell membrane also cleaves, becoming two "daughter" Amoebae.
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What is the cloud formation in this video? I don't know where this footage was taken.
Snapshot from linked video. Unknown source
Here's the link to the video again.
• $\begingroup$ Could be somewhere in the mid-western United States. $\endgroup$
– gerrit
Jul 21 '15 at 14:50
This a type of arcus cloud called a shelf cloud and is caused by moist air rising over cool thunderstorm outflow. These clouds can look quite dramatic but do not pose any threats themselves. However, they can signal the presence of strong winds behind the gust front.
These clouds can often be associated with strong convection -- squall lines, supercells, etc. These storms often have strong inflow coming from ahead of the storm supplying the storm with moisture. The storm is producing rain-cooled air and this dense air wants to spread out along the ground. If the outflow becomes too cool (relative) or the inflow weakens, the storm outflow can race ahead of the storm. This will produce strong winds as the gust front surges ahead and if the inflow is moist enough it will produce a cloud as it rises up and over the cool outflow. This cloud marking the gust front as it the rises up and over is a shelf cloud.
These definitions are taken from a NWS storm spotter glossary:
Shelf Cloud - A low, horizontal wedge-shaped arcus cloud, associated with a thunderstorm gust front (or occasionally with a cold front, even in the absence of thunderstorms). Unlike the roll cloud, the shelf cloud is attached to the base of the parent cloud above it (usually a thunderstorm). Rising cloud motion often can be seen in the leading (outer) part of the shelf cloud, while the underside often appears turbulent, boiling, and wind-torn.
Your Answer
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Data Wrangling in R
Collecting and preparing data for analysis is the primary job of a data scientist. This experience is called data wrangling. In this post, we will look at an example of data wrangling using a simple artificial data set. You can create the table below in r or excel. If you created it in excel just save it as a csv and load it into r. Below is the initial code
apple <- read_csv("~/Desktop/apple.csv")
## # A tibble: 10 × 2
## weight location
## 1 3.2 Europe
## 2 4.2kg europee
## 3 1.3 kg U.S.
## 4 7200 grams USA
## 5 42 United States
## 6 2.3 europee
## 7 2.1kg Europe
## 8 3.1kg USA
## 9 2700 grams U.S.
## 10 24 United States
This a small dataset with the columns of “weight” and “location”. Here are some of the problems
• Weights are in different units
• Weights are written in different ways
• Location is not consistent
In order to have any success with data wrangling, you need to state specifically what it is you want to do. Here are our goals for this project
• Convert the “Weight variable” to a numerical variable instead of character
• Remove the text and have only numbers in the “weight variable”
• Change weights in grams to kilograms
• Convert the “location” variable to a factor variable instead of character
• Have consistent spelling for Europe and United States in the “location” variable
We will begin with the “weight” variable. We want to convert it to a numerical variable and remove any non-numerical text. Below is the code for this
corrected.weight<-as.numeric(gsub(pattern = "[[:alpha:]]","",apple$weight))
## [1] 3.2 4.2 1.3 7200.0 42.0 2.3 2.1 3.1 2700.0 24.0
Here is what we did.
1. We created a variable called “corrected.weight”
2. We use the function “as.numeric” this makes whatever results inside it to be a numerical variable
3. Inside “as.numeric” we used the “gsub” function which allows us to substitute one value for another.
4. Inside “gsub” we used the argument pattern and set it to “[[alpha:]]” and “” this told r to look for any lower or uppercase letters and replace with nothing or remove it. This all pertains to the “weight” variable in the apple dataframe.
We now need to convert the weights into grams to kilograms so that everything is the same unit. Below is the code
gram.error<-grep(pattern = "[[:digit:]]{4}",apple$weight)
## [1] 3.2 4.2 1.3 7.2 42.0 2.3 2.1 3.1 2.7 24.0
Here is what we did
1. We created a variable called “gram.error”
2. We used the grep function to search are the “weight” variable in the apple data frame for input that is a digit and is 4 digits in length this is what the “[[:digit:]]{4}” argument means. We do not change any values yet we just store them in “gram.error”
3. Once this information is stored in “gram.error” we use it as a subset for the “corrected.weight” variable.
4. We tell r to save into the “corrected.weight” variable any value that is changeable according to the criteria set in “gram.error” and to divide it by 1000. Dividing it by 1000 converts the value from grams to kilograms.
We have completed the transformation of the “weight” and will move to dealing with the problems with the “location” variable in the “apple” dataframe. To do this we will first deal with the issues related to the values that relate to Europe and then we will deal with values related to the United States. Below is the code.
europe<-agrep(pattern = "europe",apple$location, = T,max.distance = list(insertion=c(1),deletions=c(2)))
america<-agrep(pattern = "us",apple$location, = T,max.distance = list(insertion=c(0),deletions=c(2),substitutions=0))
corrected.location<-gsub(pattern = "United States","US",corrected.location)
## [1] "europe" "europe" "US" "US" "US" "europe" "europe"
## [8] "US" "US" "US"
The code is a little complicated to explain but in short We used the “agrep” function to tell r to search the “location” to look for values similar to our term “europe”. The other arguments provide some exceptions that r should change because the exceptions are close to the term europe. This process is repeated for the term “us”. We then store are the location variable from the “apple” dataframe in a new variable called “corrected.location” We then apply the two objects we made called “europe” and “america” to the “corrected.location” variable. Next, we have to make some code to deal with “United States” and apply this using the “gsub” function.
We are almost done, now we combine are two variables “corrected.weight” and “corrected.location” into a new data.frame. The code is below<-data.frame(corrected.weight,corrected.location)
## weight location
## 1 3.2 europe
## 2 4.2 europe
## 3 1.3 US
## 4 7.2 US
## 5 42.0 US
## 6 2.3 europe
## 7 2.1 europe
## 8 3.1 US
## 9 2.7 US
## 10 24.0 US
If you use the “str” function on the “” dataframe you will see that “location” was automatically converted to a factor.
This looks much better especially if you compare it to the original dataframe that is printed at the top of this post.
Leave a Reply
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How do I make a "wait until" statement?
I would like to “wait until” a certain variable equals some value then run some code.
I can use the “repeat until” block with an empty body, but other programming languages severely frown upon doing this.
Is there any better alternative?
I think this can help you. @24dlau
I do not think that will work. The code is a “wait until x = y” thing, not a “wait until X is clicked”.
For example, when the key is clicked, wait until X = 5 (which could happen at any point in time), then do something.
Hi @24dlau, look at this: you forever control if the variable “i” has certain value (5 for example)…
Hope this helps,
Hmm, I guess such solution will have to do for me. Thank you anyways.
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HS 333: The Vietnam Era: Websites/Primary Sources
Use Reputable Sites!
Or the angels will weep for you....
MU and the Vietnam Era
Useful Links
As is so often the case with cultural phenomena, celebrities, and recent history, there is much information on the internet. Unfortunately, much of it is not authoritative. Look for .edu domains.
Search WorldCat/Interlibrary Loan Request Form
Unsure about a Given Web Site?
Cultivate an attitude of skepticism when it comes to web-based content. If you have any doubt whatsoever about the reliability of any given website, clear it with your instructor or check with a librarian before you use it in your paper.
What are primary sources?
A primary source is a document or other historical evidence written or created during or near the period under study. Because of their close relation to the subject, primary sources usually offer special insight about their topic. The person, organization, or body under study often generates them. There are many examples of primary sources; each varies according to the nature of your topic. Primary
sources generally are:
• Original Documents: Diaries, manuscripts, speeches, letters, minutes, interviews, news or film footage, autobiographies, and official records and documents Note: Translations and excerpts are acceptable.
• Creative Works: Poetry, drama, novels, short stories, music, and art
• Relics or Artifacts: Jewelry, pottery, furniture, clothing, and buildings
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#5: how progressive was the progressive era? half page due nov 11
The Progressive era stands out as a time when reformers sought to address social ills brought about by a rapidly changing society. Debates surrounded issues such as political corruption, the regulation of business practices, racial equality, women’s suffrage and the living conditions of impoverished immigrants overcrowded into urban slums.
In order to prepare for this discussion forum:
1. Compare and contrast the ideas of Booker T. Washington and W.E.B. Du Bois. In your opinion, which of these two men had a better plan? Explain why.
2. When it came to the issue of suffrage, did all women agree? Explain.
3. Which social problem was Jacob Riis addressing through his work? How did he communicate the
Click Here to Make an Order Click Here to Hire a Writer
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Fast Facts: Black-Spot Goatfish
Also known by other names, such as Blacksaddle Goatfish A species of Goatfish and an inhabitant of coral reefs, it can be found at depths from 10 to 80 meters. This species can reach a length of 50 centimetres. They have two barbels extending from the chin, which are used to probe the sand forContinue reading “Fast Facts: Black-Spot Goatfish”
Fast Facts: Pineapplefish
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Rock crystals from the deep give microscopic clues to earthquake ground movements
Rock crystals from the deep give microscopic clues to earthquake ground movements
Chunks of exotic green rocks from the mantle erupted from the San Carlos Volcanic Field, Arizona. Credit: James St John
Microscopic imperfections in rock crystals deep beneath Earth's surface play a deciding factor in how the ground slowly moves and resets in the aftermath of major earthquakes, says new research involving the University of Cambridge.
The stresses resulting from these defects—which are small enough to disrupt the atomic building blocks of a crystal—can transform how hot rocks beneath Earth's crust move and in turn transfer stress back to Earth's surface, starting the countdown to the next .
The new study, published in Nature Communications, is the first to map out the crystal defects and surrounding force fields in detail. "They're so tiny that we've only been able to observe them with the latest microscopy techniques," said lead author Dr. David Wallis from Cambridge's Department of Earth Sciences, "But it's clear that they can significantly influence how deep rocks move, and even govern when and where the next earthquake will happen."
By understanding how these crystal defects influence rocks in the Earth's upper mantle, scientists can better interpret measurements of ground motions following earthquakes, which give vital information on where stress is building up—and in turn where future earthquakes may occur.
Earthquakes happen when pieces of Earth's crust suddenly slip past each other along , releasing stored-up energy which propagates through the Earth and causes it to shake. This movement is generally a response to the build-up of tectonic forces in the Earth's crust, causing the surface to buckle and eventually rupture in the form of an earthquake.
Their work reveals that the way Earth's surface settles after an earthquake, and stores stress prior to a repeat event, can ultimately be traced to tiny defects in crystals from the deep.
"If you can understand how fast these deep rocks can flow, and how long it will take to transfer stress between different areas across a fault zone, then we might be able to get better predictions of when and where the next earthquake will strike," said Wallis.
The team subjected olivine crystals—the most common component of the upper mantle—to a range of pressures and temperatures in order to replicate conditions of up to 100 km beneath Earth's surface, where the rocks are so hot (roughly 1250oC) they move like syrup.
Wallis likens their experiments to a blacksmith working with hot metal—at the highest temperatures, their samples were glowing white-hot and pliable.
They observed the distorted crystal structures using a high-resolution form of electron microscopy, called electron backscatter diffraction, which Wallis has pioneered on geological materials.
Their results shed light on how hot rocks in the upper mantle can mysteriously morph from flowing almost like syrup immediately after an earthquake to becoming thick and sluggish as time passes.
This change in thickness—or viscosity—transfers stress back to the cold and brittle rocks in the crust above, where it builds up—until the next earthquake strikes.
The reason for this switch in behavior has remained an open question, "We've known that microscale processes are a key factor controlling earthquakes for a while, but it's been difficult to observe these tiny features in enough detail," said Wallis. "Thanks to a state-of-the-art microscopy technique, we've been able to look into the crystal framework of hot, deep rocks and track down how important these miniscule defects really are."
Wallis and co-authors show that irregularities in the crystals become increasingly tangled over time; jostling for space due to their competing force fields—and it's this process that causes the rocks to become more viscous.
Until now it had been thought that this increase in viscosity was because of the competing push and pull of crystals against each other, rather than being caused by microscopic defects and their stress fields inside the crystals themselves.
The team hope to apply their work to improving seismic hazard maps, which are often used in tectonically active areas like southern California to estimate where the next earthquake will occur. Current models, which are usually based on where earthquakes have struck in the past, and where stress must therefore be building up, only take into account the more immediate changes across a and do not consider gradual changes in rocks flowing deep within the Earth.
Working with colleagues at Utrecht University, Wallis also plans to apply their new lab constraints to models of ground movements following the hazardous 2004 earthquake which struck Indonesia, and the 2011 Japan quake—both of which triggered tsunamis and lead to the loss of tens of thousands of lives.
Explore further
A dessert-like desert: Californian lithosphere resembles crème brûlée
More information: David Wallis et al, Dislocation interactions in olivine control postseismic creep of the upper mantle, Nature Communications (2021). DOI: 10.1038/s41467-021-23633-8
Journal information: Nature Communications
Citation: Rock crystals from the deep give microscopic clues to earthquake ground movements (2021, June 24) retrieved 21 January 2022 from https://phys.org/news/2021-06-crystals-deep-microscopic-clues-earthquake.html
Feedback to editors
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API Monitoring for the JAMStack
Originally published at https://www.checklyhq.com/guides/api-monitoring.
Application Programming Interfaces (APIs) are used throughout software to define interactions between different software applications. In this article we focus on web APIs specifically, taking a look at how they fit in the JAMStack architecture and how we can set up API monitoring in order to make sure they don’t break and respond fast.
diagram of jamstack web application
APIs and the JAMStack
The API calls might be aimed at internal services or at third-parties handling complex flows such as content management, authentication, merchant services and more. An example of third-party API could be Stripe, which acts as payment infrastructure for a multitude of businesses.
Given their importance in this new kind of web application, APIs both internal and external need to be tightly monitored, as failures and performance degradations will immediately be felt by the end-user.
API failures
1. The endpoint is unresponsive/unreachable.
2. The response is incorrect.
3. The response time is too high.
All of the above can result in the application becoming broken for the end-user. This applies to internal APIs and, especially in the case of JAMStack applications, to third parties as well. API checks allow us to monitor both by mimicking the end-user’s own behaviour.
API checks
1. An HTTP request.
2. One or more assertions, used to specify exactly what the response should look like, and fail the check if the criteria are not met.
3. A threshold indicating the maximum acceptable response time.
The more customisable the HTTP request is, the more cases can be covered, for example with authentication, headers and payloads.
It is worth noting that in real-world scenarios, requests do not happen in a vacuum: they are often handling data retrieved previously, possibly by earlier API calls. Therefore, some mechanism to gather this data and inject it into the request is often needed.
Let’s dive in deeper into each point.
Configurable HTTP request
1. Method, like GET, PUT, POST, DELETE, etc
2. Headers, like Accept, Authorization, Content-Type, Cookie, User-Agent, etc
3. Query parameters
swagger api documentation screenshot
Essentially, we are trying to craft a complete request for exact endpoint. Not only that, but we might want to have multiple requests set up to cover specific options or negative cases, too.
One such case can be where user-specified parameters such as pagination and timeframes might largely change the response. This is exemplified by the List Customers method in Stripe's Customer API, which we can use to query elements in very different ways, such as by just specifying a limit of results or asking for all results linked to a specific creation date. In this case, both of the following cases are worth monitoring:
curl https://api.stripe.com/v1/customers \
-u sk_test_4eC39HqLyjWDarjtT1zdp7dc: \
-d created = 1616519668 \
curl https://api.stripe.com/v1/customers \
-u sk_test_4eC39HqLyjWDarjtT1zdp7dc: \
-d created=1616519668 \
If we chose to set up a call using Javascript, for example, we could achieve the same call as in the first case above using axios:
1. Status code
2. Headers
3. Body
Let’s look at an example: creating a customer via the Stripe Customer API. Since we are not the API’s developers, we are assuming the result we get running call right now is correct and can be used to model our assertions. Let’s run the following curl command in verbose mode:
curl -v https://api.stripe.com/v1/customers \
-u sk_test_4eC39HqLyjWDarjtT1zdp7dc: \
-d description = "My First Test Customer (created for API docs)"
Within the lengthy output we find the respose (in curl denoted by the ‘<’ symbol), and in it all the important details we need for our assertions.
First, we notice the successful status code:
< HTTP/2 200
After that, we can see the headers, which we might want to check for:
< content-type: application/json
< content-length: 1190
< access-control-allow-credentials: true
< access-control-allow-methods: GET, POST, HEAD, OPTIONS, DELETE
< access-control-allow-origin: *
< access-control-expose-headers: Request-Id, Stripe-Manage-Version, X-Stripe-External-Auth-Required, X-Stripe-Privileged-Session-Required
< access-control-max-age: 300
< cache-control: no-cache, no-store
< request-id: req_S9P5NqvZXzvvS0
< stripe-version: 2019-02-19
< x-stripe-c-cost: 0
< strict-transport-security: max-age=31556926; includeSubDomains; preload
And finally the response body, which we might want to inspect to ensure the right data is being sent back:
"id": "cus_JAp37QquOLWbRs",
"object": "customer",
"account_balance": 0,
"address": null,
"balance": 0,
"created": 1616579618,
We could expand on our previous code example by add adding an assertion library, such as chai’s or Jest expect:
We are now asserting against all three point mentioned above. We could of course go on and add additional assertions against both headers and body.
Response time thresholds
The easiest way to handle this requirement would be to assert that the specific response time be lower than a certain value, or even just set a timeout for our axios request by adding the timeout: 7500 property in the previously shown request config.
Instead of simply asserting against a specific response, we might want to set different thresholds: based on the nature of our service, a 2x slowdown might still leave it in what we define as an operational state, while a 10x one might not.
API monitoring best practices
Monitor every endpoint
1. GET /user/:id
2. PUT /user/:id
The above count as two separate endpoints, even though the URL is the same.
Cover key API parameters
Keep checks focused & independent
Scheduled global API checks
checkly dashboard with API checks
A Checkly API check is comprised of the following components.
Main HTTP request
checkly api creation screen
checkly assertion creation screen
In this example, we are checking against:
1. The status code, expected to be 200.
2. The id of one of the customers returned as part of the response’s JSON body. Here we could assert a specific value, but in this case we are happy with just verifying that the field is not empty.
3. The value of the Content-Encoding header, expected to equal gzip.
Response time limits
checkly response time limit slider
Setup and teardown scripts
setup and teardown methods on checkly
Setup scripts run before our check and give us access to properties like the URL, headers and query parameters, enabling us to set up all the prerequisites for a successful request. Some examples could be:
1. Fetching a token from a different API endpoint.
2. Setting up test data on the target system.
3. Formatting data to be sent as part of the request.
Teardown scripts run after the request has executed, bur right before the assertions. They are useful for manipulating the response (for example to remove sensitive information) or removing any test data on the target system.
Improving our monitoring
1. Importing existing Swagger/OpenAPI specs or even cURL commands using built-in functionality.
2. Defining our API checks as code to scale our setup while lowering maintenance needs.
3. Combining our API checks with E2E monitoring for any website or web app service whose API we might be monitoring.
Banner image: “rover 200 framing line” by spencer_cooper is licensed under CC BY-ND 2.0
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Techno-Economic Assessment of Calcium Looping for Thermochemical Energy Storage with CO2 Capture
Artikel i vetenskaplig tidskrift, 2021
The cyclic carbonation-calcination of CaCO3 in fluidized bed reactors not only offers a possibility for CO2 capture but can at the same time be implemented for thermochemical energy storage (TCES), a feature which will play an important role in a future that has an increasing share of non-dispatchable variable electricity generation (e.g., from wind and solar power). This paper provides a techno-economic assessment of an industrial-scale calcium looping (CaL) process with simultaneous TCES and CO2 capture. The process is assumed to make profit by selling dispatchable electricity and by providing CO2 capture services to a certain nearby emitter (i.e., transport and storage of CO2 are not accounted). Thus, the process is connected to two other facilities located nearby: a renewable non-dispatchable energy source that charges the storage and a plant from which the CO2 in its flue gas flow is captured while discharging the storage and producing dispatchable electricity. The process, which offers the possibility of long-term storage at ambient temperature without any significant energy loss, is herein sized for a given daily energy input under certain boundary conditions, which mandate that the charging section runs steadily for one 12-h period per day and that the discharging section can provide a steady output during 24 h per day. Intercoupled mass and energy balances of the process are computed for the different process elements, followed by the sizing of the main process equipment, after which the economics of the process are computed through cost functions widely used and validated in literature. The economic viability of the process is assessed through the breakeven electricity price (BESP), payback period (PBP), and as cost per ton of CO2 captured. The cost of the renewable energy is excluded from the study, although its potential impact on the process costs if included in the system is assessed. The sensitivities of the computed costs to the main process and economic parameters are also assessed. The results show that for the most realistic economic projections, the BESP ranges from 141 to −20 $/MWh for different plant sizes and a lifetime of 20 years. When the same process is assessed as a carbon capture facility, it yields a cost that ranges from 45 to −27 $/tCO2-captured. The cost of investment in the fluidized bed reactors accounts for most of the computed capital expenses, while an increase in the degree of conversion in the carbonator is identified as a technical goal of major importance for reducing the global cost.
solids cycles
heat to power
energy storage
Guillermo Martinez Castilla
Chalmers, Rymd-, geo- och miljövetenskap, Energiteknik, Energiteknik 2
Diana Carolina Guío-Pérez
Stavros Papadokonstantakis
Chalmers, Rymd-, geo- och miljövetenskap, Energiteknik
David Pallarès
Chalmers, Rymd-, geo- och miljövetenskap, Energiteknik
Filip Johnsson
Chalmers, Rymd-, geo- och miljövetenskap, Energiteknik
1996-1073 (ISSN)
Vol. 14 11 3211
Kemiska processer
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Tuesday, September 7, 2021
Working hours
The common perception is that teachers are overworked and underpaid. There are times when this is still true. The first three years as a graduate teacher is a slog. Exam marking. Designing investigations. Managing 30 adolescents is hard.
.. but.. are teachers actually doing the quoted average 60 hours per week? Possible reasons for working these hours are lack of organisation, failure to collaborate, capacity building, reinventing the wheel, "recovery time", carrying unproductive staff, behaviour management and allocation of duties beyond the classroom. At face value it appears to be a misconception that isn't really happening and is based on historical/aged evidence.
Today we buy exams, work across schools to share assessments, mark formally less frequently, have programmes that describe what to teach, when to assess and what to assess that are trialled and tested over multiple years (the last full syllabus refresh was 2016ish), have IT to assist reusing of resources, have significant item banks to draw assessment from. It is not clear what the majority of teachers are doing that takes increased working hours beyond the 37.5 normal working week.
Teachers have 20ish hours of contact time - that leaves an additional 40 hours (according to the average) of time doing DOTT tasks (of which traditionally 20 hours are unpaid, recompensed through additional holidays and flexible time outside of school hours). The lack of auditing of what teachers are doing to ensure that time is being efficiently used talks to systemic management inefficency and appears to be an area that can be investigated for more productive use of public monies.
Yet the perception is that teachers are overworked and underpaid. This perception shift needs to occur towards that we are in a priviledged situation and have a profession that is well staffed, conditioned, paid and catered to. It is an unpopular postulate that we are not overworked/underpaid but one that needs to be considered and marketed.
Saturday, August 28, 2021
Streaming - not as simple as moving a student.
I spend considerable time each term dealing with streaming issues. The issues in each stream are significant and relate to the perceptions of how streams should work by stakeholders. Some of the issues faced below occur each term and relate to students wishing to move streams.
1. Stream sniping: A disengaging student in the bottom third of a class seeks access to a lower stream to find success and claims demotivation/anxiety as primary reason for lack of success. Where a large gap exists between streams, by allowing a high ability student into a lower ability class, it has the potential to demotivate current students finding success in the lower stream. The preferred solution is to use engagement strategies to again make the student competitive in the higher stream.
2. Teacher pedagogy: A student is struggling to adapt to teaching methods of a teacher compared to a teacher in a previous year. This is most evident when moving from an inexperienced teacher that teaches a narrow directed course to a more experienced teacher that drives a conceptual course in middle secondary years. Issues can also relate to over or under expectation of students, particularly late maturing boys or over emotional girls. The preferred solution is recognise the issue and to develop the capacity for independent learning whilst providing additional support for students struggling in transition.
3. Performance Anxiety: A student who has experienced significant failure over time may be unable to function optimally under assessment conditions. The preferred solution is to focus on what has been learned from each assessment and provide alternate assessment feedback to the student to indicate their learning.
4. Restreaming resistance: Teachers can provide significant resistance to restreaming students as it can cause considerable disruption to stable environments to continue to have students introduced to a class. Popular teachers able to cater with difficult students can often have classes swell in size if not observed carefully. Where restreaming has been successful, the temptation is to introduce more students that are also struggling to see if a similar result can be obtained. The solution here in most cases is to resist re-streaming outside of defined streaming times during the year in all but extreme cases and limit transition issues to defined periods during the year to maximise learning for all students in each class.
5. Parent nag: A student can nag their parent into continuous follow up with the school where no evidence exists that a student warrants moving. This can often follow when a student is allowed to move for legitimate reasons and friends or students with lower results see it as a path to lower work expectations. The solution for this is a clear understanding of the evidence base for the student (current ranking, standardised testing, prior grades) and re-presenting this nicely back to the parent. Often this is as simple as replying with their ranking and indicating that others would be considered first.
6. Disengagement: Where students disengage on mass, as issue exists for the teacher to re-engage the class. The solution requires examining pedagogy, engagement strategies, expectations, content and audience to identify strategies that may work. This can require questioning teaching philosophies and compromising principles to get students to a position where learning recommences.
7. Isolation: This is a hard one. Where a student is an isolate in a class and friendship groups are elsewhere, especially students with limited social skills, the requirement to move class can be legitimate. The performance of a student in this situation where a student is on their own or where a class has turned on them (girls in particular can be mean in this situation), moving the student can be required. This should be done in conjunction with student services to ensure that the teacher isn't then nagged by a wider range of students.
8. Transition: A student transitioning from a lower to a higher pathway needs time to transition as there will be considerable gaps in understanding, particularly closer to Year 10. Students in this situation need constant care and encouragement to find success. To promote success, students should be primed as to the expected behaviours of the new class and be preloaded with material prior to movement to support their success in the new class.
Streaming is not a simple solution to drive learning - it is a blunt instrument that is used at specific times of the year to ability group students. After it is done, time is needed to assess the requirements for the next streaming point - constant change will result in making it difficult to settle the streams and get them right - it is better to use differentiation between streaming points and make better streams than to use streams as diagnostic tools to provide students opportunities and disrupt the learning of many, constantly. Those involved with streaming know this intuitively, as they have to deal constantly with the demands of restreaming otherwise.
Wednesday, August 18, 2021
Approaches to teaching
There are many common approaches to teaching and they tend to develop as teachers gain experience.
When teachers start out, especially in Maths, a text is your best friend. It helps with sequencing, pacing, depth and the hidden elements/assumed knowledge of a syllabus. There is a lot to do. By reading a few texts treatment of a topic, the main elements can be drawn out and students are given sufficient practice to get by. Link it together with some worksheets and the occassional activity that is broadly linked to the topic (Kahoots are the current tool of choice) and a class won't get too bored with the approach. Teaching is predominantly aimed bottom/middle with some end of chapter extension work. Teachers are generally time poor, trying to cope with a variety of demands on their time whilst trying to demonstrate their enthusiasm and confidence.
As time passes, dependence on the text becomes less, the teacher evaluates where the class is at the start of a topic via some form of formative assessment, teaches the content that the syllabus indicates and provides practice to the class, balanced by the capacity of the class - developing its work ethic, revision strategies, collaborative skills and appreciation for learning. The focus is reasonably narrow to ensure that the main ideas are cemented in for the next topic, making teaching a bit stop/start. The difficulty level may shift from topic to topic based on the strength of students but the content taught is basically the same across the class. Teachers are still time poor, but time spent is more effectively on the tasks chosen, the ability to collaborate is significantly higher and the search for efficient partnerships with other teachers begin, typically for resource sharing and assessment writing.
Ultimately the teacher can teach each topic without the text, gains a feel for where the class is at (usually based on time to complete initial tasks) and a lesson becomes a journey through the topics bridging from one idea to the next, creating a picture in the mind of the student of mathematics and establishing the elegance and wonder of mathematical process and solutions. The text is used only as an example of how increasingly abstract concepts taught can be applied widely, providing opportunities to explore and journey in ever wider circles bridging between different branches of mathematics. Focus is given to the individual needs of each student and the method of teaching is adapted as required. The skill of the teacher is ensuring that main concepts are well understood, changing the order of learning if required, but ensuring flow/engagement is maintained during learning. Collaboration becomes more effective, reflecting on effectiveness of learning in different contexts, not just looking at resource sharing.
Many times when a student complains about a teacher, it is that they are familiar with a particular style of teaching, have adapted to it, were doing better and are finding it difficult to evolve to a new style. All three styles above can support high and low achieving students within acceptable parameters, but the responses of students will be different.
Understanding where a teacher is in their own learning journey assists with setting fair expectations and areas for reflection. Judgement by others should be suspended with understanding taking its place, being patient as each teacher moves through their current level of learning towards teaching competency.
Thursday, August 5, 2021
Deficit Based Approach
A deficit based model from a quick Google search could be defined as:
"The deficit model of teaching, in which the teacher provides the learning to make good a deficit, stands in direct contrast to the belief that the teacher's role is to draw out learners' tacit knowledge and understanding through questioning and facilitation." Oxford Reference, 2020.
It's a model that has been prevalent in teaching from inception. We teach, we tell kids what they can't do. It's in contrast to a model where the focus is for the teacher to assist students understand the required information, develop a skill to complete a task or how to assimilate a concept within their existing conceptual framework and where it is not understood, diagnose and work with them to rectify the ommission.
When working with teachers with disgruntled parents, I am most interested in how well a teacher knows the student. If they know their friendship group, can tell where they sit in the class, can describe their demeanour, provide an accurate guide of their recent performance, talk about the positives of the child, it's a fair indicator that the student may not be telling the full story to their parents. In these cases the solutions required tend to be quite simple, are behaviour management related and easily remedied.
If a teacher is unaware of these things and can only describe what the student is not doing, it rings immediate alarm bells that this situation may need further investigation. These tend to be the cases of high ability or at least capable, underperforming students where a disconnection has occurred between the teacher, family and student (my specific area of interest). It can also be an indication that the teacher has defaulted to a deficit model and needs assistance to reconnect with their student.
In these cases it is important to let the air out of the situation, let everyone be heard and then gently guide the conversation back to what can be done to assist the student find success. It is not sufficient to say they are underperforming and set a goal of, "student will improve their grade by 10% by Term 3" unless it also says how they should achieve the goal. Goals set should be guided by the teacher with measures that are likely to reach an achievable outcome together with an aspirational goal. These measures should observable; processes, techniques, habits or revision that will be checked that they have been done and then measured for success against the goal.
If the student does what the teacher indicates and does not achieve success, they will lose confidence in the ability of the teacher. It is very important that whatever measure is set, that the probability of success is high. Often the measures initially set by a teacher are not specific, not measureable and have no way to ensure that the student is doing it correctly. In these cases they are very likely to fail with blame deflected to the student.
A recent case I was working on:
Problem: The student was writing a persuasive text rather than the required informational text.
Deficit Feedback to student: Student is not specific when stating her solution. Language used is not appropriate.
Alternate Response: Understanding of an informational text requires additional attention. Revisit an informational text with the student and contrast it with a persuasive text. Student to construct an informational text as a formative assessment, to be discussed and annotated with the teacher.
Problem: Level of detail is insufficient in written response.
Deficit Feedback to student: Response is full of waffle and preparation is insufficient.
Alternate response: Student would benefit from further developing her mind mapping techniques. Student to construct a mind map for next task and compare her response with a student that is highly capable in this skill. Student to submit next mind map created before constructing next written article. Student to construct a glossary of terms before next essay and review with teacher before next task.
and so on.. It is a different way of thinking and requires the responsibility of teaching to be firmly with the teacher working with the parent and student. With a reflective, timid, hardworking student in particular, asking them to self reflect and inform the teacher what they need to do is an intimidating, frightening and pointless task only likely to raise anxiety and lower performance further. This may in some cases remove the student from the care of the teacher (thus allowing the teacher to focus on other things) but is not in line with department policy on high care, high expectations.
Thursday, July 22, 2021
New Term blues
I try not to take a term for granted. Teaching children is a privilege I may not always be capable of delivering to the level required. 13 years of each term - am I going to make it to the next term - am I good enough to do this well? Should I hand it over to someone more capable? At the end of each term, a sense of relief, but we can feel tired and a bit jaded. The first week of a break is recovery and recharging the battery during the second week starts the readiness process for the following term.
Ego usually kicks in and says "yes I am more than good enough/ready", but not always. It only takes a bad result or a poorly handled situation to start that internal conversation of have I been promoted beyond my ability and I should I step aside for someone that has more natural ability and doesn't have to work as hard to get similar results.
It's a rare term when I return after a break and think - I'm ready and let's get into it. It's usually a mix of trepidation, knowledge of what needs to be done and concern about what could arise as we enter the door. This can reduce the enthusiasm that needs to be present at the start of each term after a break. I'm mindful of the blues as it can infect a team with negativity and reduce it's ability to be flexible and agile but this anxiety is also what leads to high performance!
Term 3 is a pressure cooker and week 8 is the most difficult week of the year - a time when the pressure is at its worst - ATAR, grumpy kids, assessment due. Teachers start thinking that being promoted or seeking greener pastures is preferable to increasing demands and behavioural concerns. The silly season starts with a merry go round of teachers changing between roles and schools. With these changes comes more pressure on leaders to keep teachers in front of classrooms and maintaining delivery standards. It's no wonder that leaders at the start of the term can have a few more wrinkles than before the holidays.
The main message here is that even the most outwardly confident leaders have doubts about the direction they are taking, can lack confidence and are constantly reviewing how they should deliver. As much as they are trying to support you, they need to know that you believe in what they are trying to achieve and require this belief to make things happen. This is true from mentoring a peer all the way up to the Principal.
Any change a leader does is bound to upset someone - getting everyone to agree is a difficult/pointless task as it often leads to "good enough solutions" rather than optimal ones, the compromises required to make everyone happy negate the benefits sought (and the change is often better abandoned than pursued). The pursuit of a goal can stress the belief in a leader when the status quo requires less work than the improvement sought, a status quo likely gained as it made life easier for teachers but is not in the best interest of students.
Thank goodness that HOLAs still teach - without the positive feedback from students it is sometimes a thankless task.
Friday, July 2, 2021
Screencasting, blended and flipped classrooms
Blended classrooms and flipped classrooms were quite the fad for a time. I've had a bash at both and find blended classrooms to be vastly superior to flipped classrooms, with neither more effective than standard classroom teaching with a whiteboard and text. My interest has always been in underperforming students and ICT is one of the tools I use with them, typically not exclusively but as a part of a bigger solution and generally not for initial instruction.
Where technology replaces a teacher, it usually fails abysmally to overcome engagement, gaps in learning and pastoral care issues that are the bread and butter of today's classroom.
Despite this, I have produced over 200 5 to 10 minute videos over the last two years for students. Each might get watched 8-10 times per year. Speaking with a local publisher that came to visit, he asked why bother? There are hundreds of teachers producing resources and few being utilised, where is the return for effort? I didn't argue, but did smile. I think, on this, I have cracked how this IT malarky is useful in the classroom. It's not rocket science but has taken 13 years to realise.
Let me make this clear. As the main teaching tool, first point of introduction to a topic, generally speaking, a video is a poor teaching tool. For disengaged or students that lack the ability to learn independently, it is useless. In both of these cases, intervention is required by the teacher to engage students before any meaningful learning can occur.
What ICT can do is address many of the secondary issues faced in a classroom and promote higher levels of success.
- Students that are absent due to illness have access to the learning for the day
- Students can use ICT as a revision tool prior to assessment
- Students can use ICT to revisit the material taught and gain depth to their understanding by re-examining difficult parts
- ICT can extend the reach of a classroom by providing assistance outside of class time
- ICT improves my teaching as I have to think prior to presenting to the class how I wish to introduce the topic
- ICT can assist me recall from year to year how to best teach a topic
- ICT provides feedback on parts of the course students are finding difficult (more students tend to watch)
- ICT provides an avenue for having a second crack at teaching a concept when I haven't connected fully during class
- ICT provides avenues for discussion about how I teach and how a topic can be taught (particularly useful for working with new teachers)
- The assistance given to students is in the form that I teach (as opposed to tools produced by others) and in the form I will later assess to the level required by the WA Syllabus.
- Parents access the videos to ensure they are teaching using the method required to the level required.
- ICT is another avenue to show that I care about my students.
- ICT is an opportunity to revisit syllabus dot points
- ICT removes student excuses for not completing or understanding work.
- ICT actively, repeatedly models how to deconstruct a text and use a worked example.
Addressing the publishers issue, if a video takes 10-15 minutes to create and only 8-10 students look at it, it is a good use of time. With 200 videos available, that's 800 individual interventions that would not have occurred otherwise. Each successful intervention raises confidence and reduces disengagement (which can be important with students on the edge of disengagement).
Intervention one on one during lunch time is a more common intervention, but much less efficient. Even every lunch, 50 per term would only be 200 interventions. If the recordings are utilised for more than one year that could double or triple their effectiveness.
It's important to realise that I say to students that they do not have to watch them (unless under covid lockdown and it is the only teaching instruction available from me) and they do not include all that is taught in class - it is a support for them, not a way for me to get out of teaching (avoiding the complaints being made about universities).
If you would like to see some of the work I have done, it's all on Youtube here and some on Prezi from the link on the right from a long time ago before my interval in admin.
Wednesday, June 30, 2021
Assessment and retention
For many years schools ran to a basic formula:
1. Set Programme based on Syllabus
2. Teach
3. Revise
4. Test
5. Correct major issues (repeat 2,3,4,5 for each topic)
6. Exam
7. Grade students to normalised performance (repeat 2,3,4,5,6,7 for each semester)
The major issue with this approach was that the level of students on entry was not evaluated, grades were based on cohort performance, delivery was more important than learning and student anxiety for high stakes testing impacted on health and student performance.
This process changed during outcomes based education to:
1. Diagnose level of students using existing grades and standardised testing
2. Set Programme based on evidence
3. Teach
4. Check level of understanding through formative assessment
5. Revise
6. Perform summative assessment using appropriate assessment technique
7. Correct major issues (repeat 1,2,3,4,5,6,7 for each topic)
8. Grade students to developmental continuum (repeat 2,3,4,5,6,7 for each semester)
The issue with this approach is that the requirement to follow the Syllabus is not clear and the overhead for meeting the needs of every student is higher. Schools can deviate significantly from the intended curriculum and grading can become difficult as what is being taught in each school is different, as is interpretation of the developmental continuum.
This process changed during the A-E standardised grading period (Australian Curriculum) to:
1. Set Programme based on Syllabus.
2. Diagnose level of students using existing grades and standardised testing
3. Set level of delivery based on evidence gathered
4. Teach
5. Check level of understanding through formative assessment
6. Revise
7. Perform summative assessment using appropriate assessment technique
8. Correct major issues (repeat 2,3,4,5,6,7,8 for each topic)
9. Grade students using on grade related descriptors based on their predicted end of year performance (repeat 2,3,4,5,6,7,8,9 for each semester)
During this iteration, teaching to the test became prevalent as the need for retention reduced without exams. Over time, without retention, the level of learning decreased resulting in increasing levels of failing students by Year 10. The standard set for each year level was unable to be achieved for large numbers of students increasing levels of anxiety as they encountered increasing levels of failure.
Tuesday, June 29, 2021
Lockdown and education
With four days of an 11 day term remaining, teachers are crawling to the finishing line. Kids and staff are ratty and tired. Parents in the northern suburbs will be keeping students home for fear of getting the Delta strain and students will be looking forward to a break from the hum drum of school.
It would be nice if teachers were given the same status as other essential workers if we are required to work together in a Covid high risk area with little ones with limited hygeine skills. Given we support those that are essential services (that can't operate without us) makes us essential services too?
With 50% of students at school, whatever is being taught has to either be retaught, create gaps or be revision. It's not really very effective learning.
Mark McGowan is the people's premier. Given the current questioning of why schools are open, it would be expected that he closes them in the next day or two. It wasn't taken well that schools were kept open purely for essential services and not because children require an education or that education is valued by society!
The pressure on some teachers at the moment is considerable and should not be underestimated. Fear of covid has clear and observable effects on teaching staff, especially those that are also caring for elderly and are not vaccinated.
The vaccine rollout is currently slow due to fears of vaccine side effects (both Pfizer and Astra Zenica) and due to availability of vaccines.
The next few days should be an interesting time again. Bring on the break to reset everything again.
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Tuesday, May 31, 2011
The Mystery of Baptism Photographed
A Serbian student by the name of Peter Restovic from Belgrade was an atheist and unbaptized until the age of 19. He found faith and was baptized in Hilandar Monastery on Mount Athos in 1980. A friend of his attended the baptism and took a photograph during the ceremony. They were later amazed and moved to find what looked like a white dove above the head of Peter.
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Cellular Biology
In Biology what is the Hayflick Limit
Jeffrey Graf's image for:
"In Biology what is the Hayflick Limit"
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The Hayflick limit proposes that somatic cells, the cells of the body, cannot divide indefinitely. The Hayflick limit remains a foundation in the theory of natural cancer defenses, as well as studies of aging.
In the case of cancer theory, cancer can be thought of a system colony of rogue cells that have begun to divide out of control. The Hayflick limit proposes that, under normal, that is healthy conditions, when control is lost, the Hayflick limit will impose a natural limit on the number of times a cell may divide.
In terms of aging theory and study, or gerontology, the Hayflick limit seems to imply that humans, as well as all organisms, have a natural lifespan, that is imposed by, among other things, the Hayflick limit. The process of life seems to require a continuous supply of new cells, and when senescent cells cannot be replaced, the organism will expire.
The underlying mechanism for imposing the Hayflick limit, or programmed senescence, was discovered in the laboratory by Elizabeth Blackburn who, in conjunction with then graduate student Carol Greider, isolated a protein complex that was responsible for extending the down stream end of chromosomal DNA after replication.[2]
The end of the chromosome is called the telomere, and the enzyme which extends the telomere is referred to as telomerase, or telomere reverse transcriptase (TERT). TERT contains a small piece of RNA which is used as a template to ad nucleotides to the telomere. The hexonucleotide, or 6 base piece of RNA, provides a template for adding bead like repeats to the end of the chromosome, thus extending the telomere. Conversely, the telomere can be defined as this section of highly repeated DNA located on the ends of each chromosome.
During the process of DNA duplication, the polymerase complex cannot completely copy the template strand to the duplicate strand. As such, with each cell division, and DNA replication, a small number of nucleotides as lost. The Hayflick can then be calculated as the length of the section of repeated DNA sequences on the end of a strand of DNA known as the telomere divided by the amount of DNA lost from the telomere on each replication. The answer is about 50.
Of course, biology never seems to offer hard and fast rules. The cell populations of organisms can be broadly divided into stem cells and somatic cells. In general terms, the cells of the body, or somatic cells are differentiated and do not express telomerase. Thus, it is to these cells that the Hayflick limit applies. Stem cells and germ line cells on the other hand, may express telomerase, and they may defeat the Hayflick limit.
In a pathological cases, somatic cells may express telomerase, and may defeat the Hayflick limit. Specifically, about 90 of all cancers express telomerase. It is most likely these immortalized cell lines, misplaced and out of control, that drive ever more detailed research into molecular nature of cancer.
More about this author: Jeffrey Graf
From Around the Web
• InfoBoxCallToAction ActionArrowhttp://www.thelancet.com/journals/lancet/article/PIIS0140-6736(11)60908-2/fulltext
• InfoBoxCallToAction ActionArrowhttp://www.ncbi.nlm.nih.gov/pubmed/2463488
• InfoBoxCallToAction ActionArrowhttp://www.nature.com/bjc/journal/v96/n7/full/6603671a.html
• InfoBoxCallToAction ActionArrowhttp://hmg.oxfordjournals.org/content/10/7/677.full
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SignNow's web-based application is specifically made to simplify the management of workflow and enhance the entire process of proficient document management. Use this step-by-step instruction to complete the ADVANCED DAYS SHIFT SWAP REQUEST Employee Initiating form swiftly and with perfect precision.
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hi this video is to show you how to access the new Chronos scheduler how to use the system this will be in addition to the net learning module that has a PowerPoint presentation with the same information so you can refer to either this video or you can refer to the PowerPoint presentation to remind you how to do the different functions there's four basic functions in here really it's accessing it it's putting your schedule in doing shift swaps and putting in availability so we'll go through basic access you sign in just like you normally would this is your regular clock in and out screen this is where you clock in and out if you want to access the scheduler you go to my calendar and it's going to look a little different than you're use to your schedule this is our current schedule period this is the week we're in a day you're what working would look like this on your schedule up here there's just different things like open shifts like if we have positions that are still available they
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Motor bearings
Time：2018.04.23 Source：Roller Bearings Suppliers
Motor bearing,is a special type of bearing specially applied to motor.The motor used motor bearing bearing is a supporting shaft part, which can guide the rotation of the shaft, also can bear the parts of the shaft, the concept of bearing is very broad.There are four types of bearings commonly used in electric motors: rolling bearings, sliding bearings, joint bearings and oil bearing bearings.The most common motor bearing is a rolling bearing, that is, a bearing with a rolling body.Sliding bearing refers to the bearing which has no rolling body, which is the bearing of sliding motion.
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Demystifying the Human Microbiome Using AI
By Gaurav Chandra | Dec 01, 2021
Demystifying the Human Microbiome Using AI
Image courtesy of and under license from
Artificial Intelligence continues to be a significant driver for advancing healthcare and understanding the microbiome will be pivotal to that transformation. Dr Gaurav Chandra discusses the crucial role the microbiome will play, enabling precision medicine that is more preventive, predictive, and personal than ever before.
DENVER, COLORADO - The father of modern Western Medicine, Hippocrates, was a firm believer in the statement, "All disease begins in the gut." Humans are superorganisms, an agglomerate of microbial and mammalian cells that have co-evolved over time. These microbes predate Earth's biodiversity, and they are the most numerous, diverse, and ubiquitous.
What is the Microbiome?
Human bodies contain about 40 trillion human cells and roughly 22,000 human genes, and as many as 100 trillion microbial cells belonging to more than 7,000 strains. Collectively, these contain 10 times the number of human cells and 100 times as many genes as our genome (the microbiota) and 2 million microbial genes.
The microbe colonization starts before birth, and humans receive further additions. At the same time, they travel through the mother's birth canal, and that microbiota has a maternal signature. So, by the first year, we have our distinct, adult-like microbial ecosystem.
These cells are found in the digestive tract, internal organs, mouth, nose, eyes, and skin. The microbiome is a living organ system that is unique in its composition to each person. There is a symbiotic bond between the human body and the organisms required for its metabolic function. The microbiome feeds more than 10 percent of people's daily calories. Human enzymes are not able to break down the calories derived from plant carbohydrates.
Additionally, a mother's milk contains glycans, which human enzymes cannot digest, but bacterial ones can. The human microbiome constantly evolves with advancing age. The appearance of unusually early microbiome aging patterns relative to chronological age could signal altered susceptibility for age-related diseases. Vitamins, notably B2, B12, and folic acid, are also made by the microbiome. It can adjust its output to its h
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Distance between Mackay and Coffs Harbour
Mackay is one of the Australia city. It is located at the longitude of 149.167655 and latitude of -21.152345. Coffs Harbour is a Australia city located at the longitude of 153.107655 and latitude of -30.312345 . The total distance between Mackay and Coffs Harbour is 1092 KM (kilometers) and 393.27 meters. The mile based measurement distance is 678.8 miles
Mackay direction from Coffs Harbour:
Mackay is located nearly north side to Coffs Harbour.
Travel time from Mackay to Coffs Harbour
Travel duration from Mackay to Coffs Harbour is around 21.85 Hours if your travel speed is 50 KM per Hour. Coffs Harbour travelers are welcome to visit our travel driving direction page for detail information with road map. Traveling from Mackay to Coffs Harbour is connected by more than one route. Soon you may expect those various travel routes to reach Coffs Harbour.
mackay travel guide provides the travel distance guide from mackay and the following cities; distance between Mackay and Tully, distance between Mackay and Winton, distance between Mackay and Yeppoon.
Mackay to Coffs Harbour fuel cost can be calculated using our fuel cost calculator. It is calculated based on the kilometer and your vehicle fuel consumption per mileage
You are welcome to use our Mackay to Coffs Harbour road map and travel planning tool to assist your travel. It shows surrounding tourist places and important places. If there is a bus route between Mackay to Coffs Harbour, you can check our bus route map. Mackay weather and Coffs Harbour weather is also vaialble at our weather map. Mackay elevation and Coffs Harbour altitude available in elevation map.
Dear travelers you can publish / write the following travel information about Mackay and Coffs Harbour if it is applicable.
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Skip to main content
Technology and 21st century tools for writing are available and modeled for students to use throughout the writing process.
At Dansville Central School District, students are practicing their writing skills digitally, independently, and collaboratively. Despite the format, the writing process is ever present as they draft, edit, revise, and prepare their work for publication.
In the example above, a group of students in a literature circle are working together to build a graphic organizer for a thematic essay on chart paper. They will be able to use the information that they gathered as a group to then write independently. This same process could occur digitally, using a variety of tools to support the collaborative process. As writers develop, providing opportunities for collaboration in person and digitally is an opportunity for practice with multiple standards.
Here, students are engaged in activities that require them to use text and images to identify details, make inferences, and gather information on a topic a scavenger hunt activity using a hyperdoc. Each student is exploring a variety of articles on a chosen topic through Newsela, ReadWorks, and a teacher curated digital library created in Google Drive. The hyperdoc leads the student through standards aligned tasks that build in complexity, all culminating in a student created video presentation. On the right, students are using non-captioned images to identify details, make inferences, and analyze how the details support their analysis of each image.
Students working together to identify unknown words, etc.
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Jonathan Dean
Pier on Twelve-Mile Bayou
From our client’s lake-side retreat the morning sun of the vernal and autumnal equinoxes rises across the waters of Twelve-Mile Bayou directly beyond the distant skyline of downtown Shreveport, Louisiana.
In celebration of the times of the year when when the plane of Earth’s equator passes through the center of the sun’s disk simultaneous to the intersection of the sola ecliptic and the celestial equator, our client requested a structure from which to observe and reflect on the earth’s path through the universe and pragmatically, provide a platform for socializing, fishing, boating, swimming, watching, and launching fireworks, etc/
Design Challenge
The primary challenge was to design a pier to sit lightly in its environment. Foundations on land are two short/simple mass footings on pilings installed next to an existing seawall. Constructing the foundations in the lake were more interesting: requiring two temporary coffer dams, pumping water out of the enclosure, excavating sediment, placing pilings, placing gravel on the bottom, placing a layer of hydraulic cement, forming and pouring the footings, constructing forms for the concrete pylon bases, installing reinforcing and pouring concrete into the forms then removing the forms and lifting the coffer dams. Installing the steel superstructure was straightforward and fast. All parts were pre-fabricated. The steel pylons erected first, the two cantilevered steel beams next, cross members attached, the bench beams attached to the pylons, the awning steel beams next, cables installed and tensioned, temporary supports removed and wood decking, seating, louvers and coatings last. On-site, an axial alignment with the equinoxes allows the pier to project seventy feet into the lake, threading between and projecting beyond the beautiful Bald-cypress trees hugging the shoreline. Subsequent phases will include an accessory dwelling unit near the pier, outdoor patios. a floating platform for swimming and sun bathing. Then, as the final phase, a new main house constructed in similar aesthetic to the pier.
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Powerball [ Australia New Zealand Powerball ]
This modul is: calculate line for New Zealand Powerball lotto/lottery game. You can easy select ball and calcute your lines total.
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Results 1 - 2 of 2 for hebrew_strict_index:Uwrt (0.001 seconds)
(1.00)Pro 4:12
(0.71)Eze 29:7
when they grasped you with their hand, you broke and tore their shoulders, and when they leaned on you, you splintered and caused their legs to be unsteady.
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What status did the shogun hold in Japanese society?
What role did the shogun play in Japanese society?
Shoguns were hereditary military leaders who were technically appointed by the emperor. However, real power rested with the shoguns themselves, who worked closely with other classes in Japanese society. Shoguns worked with civil servants, who would administer programs such as taxes and trade.
What is the shogun rule in Japan?
IT IS INTERESTING: When did Japan gain land by treaty?
What was the role of the shogun and Samurai in Japanese society?
As servants of the daimyos, or great lords, the samurai backed up the authority of the shogun and gave him power over the mikado (emperor). The samurai would dominate Japanese government and society until the Meiji Restoration of 1868 led to the abolition of the feudal system.
Who had the highest status in Japanese society?
At the very pinnacle of society was the shogun, the military ruler. He was generally the most powerful daimyo; when the Tokugawa family seized power in 1603, the shogunate became hereditary. The Tokugawa ruled for 15 generations until 1868. Although the shoguns ran the show, they ruled in the name of the emperor.
How did the shogun gain power in Japan?
The word “shogun” is a title that was granted by the Emperor to the country’s top military commander. During the Heian period (794-1185) the members of the military gradually became more powerful than the court officials, and eventually they took control of the whole government.
How did shoguns affect Japanese culture?
Why was the shogun overthrown?
The growth of money economy led to the rise of the merchant class, but as their social and political status remained low, they wanted to overthrow the government. … This weakened the government. The final collapse of the Shogunate was brought about by the alliance of Satsuma and Choshu.
IT IS INTERESTING: What kind of freshwater fish are in Japan?
How does Shogun end?
In a brief epilogue after the final Battle of Sekigahara, Ishido is captured alive and Toranaga has him buried up to his neck. The novel states that “Ishido lingered three days and died very old”.
How did the shoguns maintain their power?
The shoguns maintained stability in many ways, including regulating trade, agriculture, foreign relations, and even religion. The political structure was stronger than in centuries before because the Tokugawa shoguns tended to pass power down dynastically from father to son.
How did the shogun control Japanese society during the 12th century?
The shogun was appointed by the emperor to eliminate those who resisted the government. When the shogun developed enough power, they became the practical rulers of Japan, and controlled the actions of the emperor. An era when Japan was controlled by a shogun is called a shogunate.
Are there any samurai left?
The samurai warriors do not exist today. However, the cultural legacy of the samurai exists today. … Some samurai became farmers, some samurai became bureaucrats. The descendants of the samurai families do not say “I am a samurai.” This is because Japan is a peaceful society and it is strange to say “I am a samurai”.
Who played a major role in Japanese society?
The shogun was the most important figure in society, the daimyo served the shogun and was in charge of the samurai, the samurai were the warriors, the peasants were farmers and the artisans were crafts people. Each of these classes had their own traditions which significantly influenced Japanese society.
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What was the status of merchants and peasants in feudal Japan?
Who ranked just below the shogun in Japan’s feudal system?
During the Edo period, Japan was ruled by the Tokugawa shogunate. The levels of social hierarchy in the feudalism in order of the highest to lowest is the Emperor, Shogun, Daimyo, Samurai, Peasants, Craftsmen, and Merchants. Japan’s untouchables were called the burakumin, they were the lowest social level.
How was the power of the shogun different from that of the emperor?
In practice, the emperor became ruler in name only and the shogun, or members of powerful families ruling in the name of the shogun, held the real power through the military. This continued through three dynasties of shoguns. In the 1800s, Japan moved beyond its feudal society and began to modernize.
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French Singers
Facts & Information about French Singers
Here is a list of French Singers. Both male and female singer from France, who are popular and known for singing in the french language.
Allan Theo
Sheryfa Luna
Nedjim Mahtallah
Sofiane Boncoeur
Raphael Herrerias
Mickael Picquerey
Vincent Leoty
Cecile Couderc
Barry Johnson
Lilou Bourial
Christophe Gillard
Slimane Nebchi
Florian Giustiniani
Ana Dupont
Audrey Passani
Berenice Schleret
Marina D Amico
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The pure feel of the piano. You will forget that you are playing a digital instrument, with its AiR sound production, authentic timbre and richly detailed string resonance reproduction. The lesson function “Concert Play” allows to play the piano part with orchestra accompaniment. This pleasure with the piano for purists culminates with the option of opening the AP-460’s piano lid and just as with a grand piano enjoying a completely spatial sound experience.
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TY - JOUR ID - 1096 TI - Numerical Investigation of a Hydrogen-fuelled Planar AP-SOFC Performance with Special Focus on Safe Operation JO - Iranian Journal of Hydrogen & Fuel Cell JA - IJHFC LA - en SN - 2383-160X AU - Kamvar, Majid AU - Steinberger-Wilckens, Robert AD - Department of Mechanical Engineering, Parand Branch, Islamic Azad University, Parand, Iran AD - Center for Fuel Cell and Hydrogen Research, School of Chemical Engineering, University of Birmingham, Edgbaston, B15 2TT, UK Y1 - 2021 PY - 2021 VL - 8 IS - 2 SP - 113 EP - 125 KW - All porous KW - Solid oxide fuel cell KW - Hydrogen-fuelled KW - Safe operation KW - Porous electrolyte DO - 10.22104/ijhfc.2021.5181.1229 N2 - The All-Porous Solid Oxide Fuel Cell (AP-SOFC) is a scheme that links a dual and single chamber SOFC, combining the potential advantages of both. The AP-SOFC is a novel concept that benefits from dual-chamber SOFC technology with a porous electrolyte, which allows the tunned distribution of oxygen on the anode side that allows the controlling of air and fuel distribution that is not possible in a single chamber scheme of SOFC. Intermixing of fuel and air in AP-SOFC systems could cause the formation of explosive gas mixtures, especially when hydrogen is used as fuel due to its high flammability in air mixture. Thus, the aim of this study is to investigate the safe operation of a hydrogen-fuelled planar AP-SOFC using a two-dimensional finite element method based numerical model. To achieve this goal, different combinations of the hydrogen and oxygen inlet mole fraction are considered. Since a change in the inlet mole fraction of hydrogen and oxygen can affect the cell performance, four safe conditions for these combinations are chosen and compared. Finally, the best combination of the inlet mole fraction of hydrogen and oxygen having both safe operation and enhanced cell performance is reported. UR - https://ijhfc.irost.ir/article_1096.html L1 - https://ijhfc.irost.ir/article_1096_ad4beef21c9389b925fcb1bf8efb2822.pdf ER -
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The Israeli-Palestinian Conflict Assignment | Buy assignments online
For thousands of years, up to the 20th century, the land of Palestine was a homeland for Christians, Jews, and Muslims. In the 20th century, the British got involved in the Middle East in several ways, culminating in the attempt to make Palestine a “homeland” for European Jews.
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Before responding visit and review the ProCon.org Website about the Palestinian-Israeli conflict at http://israelipalestinian.procon.org/. It is one of the most thorough, unbiased, and detailed sites on the subject.
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Please respond to both parts of the following MAIN DISCUSSION QUESTION:
1) Hypothesize why one might feel hopeful about the future of the Palestinian-Israeli conflict. If there is no reason to feel hopeful, explain why.
2) Based on your readings in the Roskin text, and on your familiarity with current events, speculate on the probable future of the dispute. Be sure to address different points than those covered in your first response.
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Synthesizers&KeyboardsSound Module/ Tone GeneratorModular SystemsDrum Machines, Percussion SynthsOtherDJSoftware
Electric GuitarsProcessors, Effects, PedalsAmplifiersTuners&metronomes
Synthesizers - Oberheim
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Drum Machine
DX is a lighter, and therefore cheaper, DMX version. It sounds a little bit "thinner" than its older brother. DX uses the same 8-bit samples DMX does, but they’re decreased in number - 18. The drum machine doesn’t contain voice cards, and all EPROM chips...
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Fully address questions:
1. What are three different types of networks?
2. What is the ideal home network solution?
3. What causes can you identify that would cause network disruptions?
Discuss your answer in detail. Minimum requirements:
Use a cover page identifying your names Course, Date, and Assignment
Use proper sentences, paragraphs, and spell check
Minimum word count of 300
Cite all your sources
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Difference between revisions of "from Machine Learning to Machine Reasoning"
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== Conclusions ==
== Conclusions ==
The research directions outlined in this paper is intended to advance the practical and conceptual understanding of the relationship between machine learning and machine reasoning. Instead of trying to bridge the gap between machine learning and "all-purpose" inference mechanisms, we can instead algebraically enrich the set of manipulations applicable to a training system and building reasoning abilities from the ground up.
== Bibliography ==
<references />
Revision as of 22:27, 6 November 2015
Learning and reasoning are both essential abilities associated with intelligence and machine learning and machine reasoning have received considerable attention given the short history of computer science. The statistical nature of machine learning is now understood but the ideas behind machine reasoning is much more elusive. Converting ordinary data into a set of logical rules proves to be very challenging: searching the discrete space of symbolic formulas leads to combinatorial explosion <ref>Lighthill, J. "Artificial intelligence: a general survey." In Artificial intelligence: a paper symposium. Science Research Council.</ref>. Algorithms for probabilistic inference <ref>Pearl, J. "Causality: models, reasoning, and inference." Cambridge: Cambridge University Press.</ref> still suffer from unfavourable computational properties <ref>Roth, D. "On the hardness of approximate reasoning" Artificial Intelligence, 82, 273–302.</ref>. Algorithms for inference do exist but they do however, come at a price of reduced expressive capabilities in logical inference and probabilistic inference.
Humans display neither of these limitations.
Auxiliary Tasks
Reasoning Revisited
Probabilistic Models
Graphical models describe the factorization of joint probability distributions into elementary conditional distributions with specific independence assumptions. The probabilistic rules then induce an algebraic structure on the space of conditional probability distributions, describing relations in an arbitrary set of random variables.
Reasoning Systems
We are no longer fitting a simple statistical model to data and instead, we are dealing with a more complex model consisting of (1) an algebraic space of models, and (b) composition rules that establish a correspondence between the space of models and the space of questions of interest. We call such an object a "reasoning system".
Reasoning systems are unpredictable and thus vary in expressive power, predictive abilities and computational examples. A few examples include:
• First order logic reasoning - Consider a space of models composed of functions that predict the truth value of first order logic as a function of its free variables. This space is highly constrained by algebraic structure and hence, if we know some of these functions, we can apply logical inference to deduce or constrain other functions. First order logic is highly expressive because the bulk of mathematics can be formalized as first order logic statements (cite). However, this is not sufficient in expressing natural language: every first order logic formula can be expressed in natural language but the converse is not true. Finally, first order logic usually leads to computationally expensive algorithms.
• Probabilistic reasoning - Consider a space of models formed by all the conditional probability distributions associated with a set of predefined random variables. These conditional distributions are highly constrained by algebraic structure and hence, we can apply Bayesian inference to form deductions. Probability models are more computationally inexpensive but this comes at a price of lower expressive power: probability theory can be describe by first order logic but the converse is not true.
• Causal reasoning - The event "it is raining" and "people carry open umbrellas" is highly correlated and predictive: if people carry open umbrellas, then it is likely that it is raining. This does not, however, tell you the consequences of an intervention: banning umbrellas will not stop the train.
• Newtonian Mechanics - Classical mechanics is an example of the great predictive powers of causal reasoning. Newton's three laws of motion make very accurate predictions on the motion of bodies on our universe.
• Spatial reasoning - A change in visual scene with respect to one's change in viewpoint is also subjected to algebraic constraints.
• Social reasoning - Changes of viewpoints also play a very important role in social interactions.
• Non-falsifiable reasoning - Examples of non-falsifiable reasoning include mythology and astrology. Just like non-falsifiable statistical models, non-falsifiable reasoning systems are unlikely to have useful predictive capabilities.
It is desirable to map the universe of reasoning system, but unfortunately, we cannot expect such theoretical advances on schedule. We can however, nourish our intuitions by empirically exploring the capabilities of algebraic structures designed for specific applicative domains.
The replication of essential human cognitive processes such as scene analysis, language understanding, and social interactions form an important class of applications. These processes probably include a form of logical reasoning because are able to explain our conclusions with logical arguments. However, the actual processes happen without conscious involvement suggesting that the full complexity of logic reasoning is not required.
The following sections describe more specific ideas investigating reasoning systems suitable for natural language processing and vision tasks.
Association and Dissociation
We consider again a collection of trainable modules. The word embedding module W computes a continuous representation for each word of the dictionary. The association module is a trainable function that takes two vectors representation space and produces a single vector in the same space, which is suppose to represent the associate of the two inputs. Given a sentence segment composed of n words, the figure below shows how n-1 applications of the associate module reduce the sentence segment to a single vector. We would like this vector to be a representation of the meaning of this sentence and each intermediate result to represent the meaning of the corresponding sentence fragment.
(figure 6 here)
There are many ways of bracketing the same sentence to achieve a different meaning of that sentence. The figure below, for example, corresponds to the bracketing of the sentence "((the cat) (sat (on (the mat))". In order to determine which form of bracketing of the sentence splits the sentence into fragments that have the most meaning, we introduce a new scoring module R which takes in a sentence fragment and measures how meaningful is that corresponding sentence fragment.
(figure 7 here)
The idea is to apply this R module to every intermediate result and summing all of the scores to get a global score. The task then, is to find a bracketing that maximizes this score. There is also the challenge of training these modules to achieve the desired function. The figure below illustrates a model inspired by (cite). This is a stochastic gradient descent method and during each iteration, a short sentence is randomly selected from a large corpus and bracketed as shown in the figure. An arbitrary word is the then replaced by a random word from the vocabulary. The parameters of all the modules are then adjusted using a simple gradient descent step.
(figure 8 here)
In order to investigate how well the system maps words to the representation space, all two-word sequences of the 500 most common words were constructed and mapped into the representation space. The figure below shows the closest neighbors in the representation space of some of these sequences.
(figure 9 here)
The disassociation module D is the opposite of the association model, that is, a trainable function that computes two representation space vectors from a single vector. When its input is a meaningful output of the association module, its output should be the two inputs of the association module. Stacking one instance of the association module and one instance of the dissociation module is equivalent to an auto-encoder.
(figure 10)
Association and dissociation modules are not limited to just natural language processing tasks. A number of state-of-the-art systems for scene categorization and object recognition use a combination of strong local features, such as SIFT or HOG features, consolidated along a pyramidal structure. Similar pyramidal structure has been associated with the visual cortex. Pyramidal structures work poorly as image segmentation tools. Take for example, the figure below which shows that a large convolutional neural network provides good object recognition accuracies but coarse segmentation.
(figure 11)
Finally, we envision module that convert image representations into sentence representations and conversely. Given an image, we could parse the image and convert the final image representation into a sentence representation. Conversely, given a sentence, we could produce a sketch of the associated image by similar means.
Universal Parser
The figure below shows a model of short-term memory (STM) capable of two possible actions: (1) inserting a new representation vector into the short-term memory and (2) apply the association module A to two representation vectors taken from the short-term memory and replacing them by the combined representation vector. Each application of the association module is scored using the saliency scoring module R. The algorithm terminates when STM contains a single representation vector and there are no more representation vectors to insert.
(figure 12)
The algorithm design choices determine which data structure is most appropriate for implementing the STM. In the English language, sentences are created by words separated by spaces and therefore it is attractive to implement the STM as a stack and construct a shift/reduce parser.
More Modules
The previous sections discussed the association and dissociation modules. Here, we discuss a few more modules that perform predefined transformations on natural language sentences; modules that implement specific visual reasoning primitives; and modules that bridge the representations of sentences and the representations of images.
• Operator grammars (cite) provide a mathematical description of natural languages based on transformation operators.
• There is also a natural framework for such enhancements in the case of vision. Modules working on the representation vectors can model the consequences of various interventions.
Representation Space
Previous models have functions operating on low dimensional vector space but modules with similar algebraic properties could be defined on a different set of representation spaces. Such choices have a considerable impact on the computational and practice aspects of the training algorithms.
• In order to provide sufficient capabilities, the trainable functions must often be designed with linear parameterizations. The algorithms are simple extensions of the multilayer network training procedures, using back-propagation and stochastic gradient descent.
• Sparse vectors in much higher dimensional spaces are attractive because they provide the opportunity to rely more on trainable modules with linear parameterization.
• The representation space can also be a space of probability distributions defined on a vector of discrete random variables.
<references />
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| 0.982603 |
Service Learning
Service Learning Mission
Standard 1: Investigate
Learners will understand that investigating the needs of the community makes service effective.
Standard 2: Preparation and Planning
Standard 3: Action
Standard 4: Reflection (trans-disciplinary)
Learners understand that reflection is ongoing, prompting deep thinking and analysis about oneself, and one’s relationship to society.
Standard 5: Demonstration/Communication (trans-disciplinary)
Learners recognize that through demonstration and communication they solidify their understanding and evoke response from others.
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| 0.999713 |
Sustainable use of resources
The world's natural resources have conflicting demands upon them and can be difficult to manage.
Conflicting demands for resources
Sustainable resource management
There are ways to limit the damage caused by humans to the environment.
Limiting carbon emissions generated from industrial and domestic use of fuels can assist in reducing pollution levels and limit environmental problems such as global warming and acid rain.
Some nations, including the UK, signed the Kyoto Protocol to say they will try to reduce carbon emissions.
Resource substitution is another sustainable way in which resources can be managed. For example, renewable resources can be used instead of finite resources, such as electric power produced from tidal, wind or solar power instead of fossil fuels.
The UN believes it may cost between $500 billion and $600 billion every year for the next ten years to allow developing nations to grow using renewable energy resources, instead of relying on fossil fuels that worsen global warming.
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| 0.995528 |
NCERT Class 11 Physics Chapter 12 Thermodynamics CBSE Board Sample Problems (For CBSE, ICSE, IAS, NET, NRA 2022)
Get unlimited access to the best preparation resource for CBSE/Class-8 : get questions, notes, tests, video lectures and more- for all subjects of CBSE/Class-8.
Question 12:
Can a system be heated and its temperature remains constant?
If the system does work against the surroundings so that it compensates for the heat supplied, the temperature can remain constant.
Question 13:
A system goes from P to Q by two different paths in the P-V diagram as shown in Fig. 12.8. Heat given to the system in path 1 is . The work done by the system along path 1 is more than path 2 by . What is the heat exchanged by the system in path 2?
P-V Diagram
Question 14:
If a refrigerator՚s door is kept open, will the room become cool or hot? Explain.
Here heat removed is less than the heat supplied and hence the room, including the refrigerator (which is not insulated from the room) becomes hotter.
Question 15:
Is it possible to increase the temperature of a gas without adding heat to it? Explain.
Yes. When the gas undergoes adiabatic compression, its temperature increases.
In compression, work is done on the system So,
So internal energy of the gas increases, i.e.. its temperature increases.
Question 16:
Air pressure in a car tyre increases during driving. Explain.
During driving, temperature of the gas increases while its volume remains constant.
So according to Charle՚s law, at constant .
Therefore, pressure of gas increases
Developed by:
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| 0.71642 |
- Tech know how online
Rivest cipher 2 (RC2)
Rivest Cipher 2 (RC2), like RC4, RC5, DES and IDEA, is a symmetric cipher for data transmission in public networks. This block cipher method can encrypt a fixed length block of data, with a variable key length of 1 up to 1024 bits. The block length is 64 bits and it the algorithm is run 18 times. The key is generated by a random number generator. The method was developed by Ronald L. Rivest and is described in RFC 2268.
Informationen zum Artikel
Englisch: Rivest cipher 2 - RC2
Updated at: 14.04.2008
#Words: 74
Translations: DE
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| 0.839216 |
Troubleshooting Reversed Phase Chromatography (RPC)
Poor-quality eluent components can cause a phenomenon referred to as “ghosting”. Trace levels of organic impurities bind to the medium, concentrating during equilibration and sample application. When elution begins, these contaminants appear in the chromatogram as unknown, or “ghost” peaks. The size of a ghost peak will usually depend on the equilibration time and the level of organic impurities in the eluent.
Ghosting may also be caused by incomplete elution of molecules in a previous run. Run a blank gradient, with no sample, as a check, especially if subsequent runs are to be performed with highsensitivity detection.
Baseline drift: balancing eluents
During a typical run the baseline can progressively increase or decrease in an approximately linear fashion as the proportion of eluent B increases. This phenomenon may originate from an ion-pairing agent (or strong acid component) or an organic modifier that absorbs significantly at the detection wavelength. The background absorbance caused by eluent components is corrected for during column equilibration. As the proportion of organic component increases so the absorbance properties change.
Compensate for a drifting baseline by using different concentrations of UV-absorbing ion-pairing agents (or buffer acids) in eluent A and B and thereby balancing the “concentrations” with respect to UV-absorption properties to give an approximately straight baseline. Because of batch-to-batch variations in the absorption properties of eluent components and other differences between the conditions in different runs, it is not practical to give specific recommendations. The following example can assist to illustrate the principle: gradients from TFA in water to TFA in acetonitrile will usually require that the concentration of TFA in acetonitrile is 10–30% lower than in water. The balanced concentrations of UV-absorbing components should then be determined empirically. The difference in concentration of ion-pairing agent between the two eluents is generally not large enough to adversely affect the separation. A typical example would be to use 0.065% TFA in eluent A and 0.05% TFA in eluent B.
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What is the difference between Sunnis and Shias
Photo for representational purpose only.
Saudi Arabia’s execution of Shia cleric Sheikh Nimr al-Nimr could escalate tensions in the Muslim world even further. Here is a primer on the basic differences between Sunni and Shia Islam.
What caused the split?
Some believed that a new leader should be chosen by consensus; others thought that only the prophet’s descendants should become caliph. The title passed to a trusted aide, Abu Bakr, though some thought it should have gone to Ali, the Prophet’s cousin and son-in-law. Ali eventually did become caliph after Abu Bakr’s two successors were assassinated.
His martyrdom became a central tenet to those who believed that Ali should have succeeded the Prophet. (It is mourned every year during the month of Muharram). The followers became known as Shias, a contraction of the phrase Shiat Ali, or followers of Ali. The Sunnis, however, regard the first three caliphs before Ali as rightly guided and themselves as the true adherents to the Sunnah, or the Prophet’s tradition. Sunni rulers embarked on sweeping conquests that extended the caliphate into North Africa and Europe. The last caliphate ended with the fall of the Ottoman Empire after World War-I.
How do their beliefs differ?
Shias consider Ali and the leaders who came after him as Imams. Most believe in a line of 12 Imams, the last of whom, a boy, is believed to have vanished in the ninth century in Iraq after his father was murdered. Shias known as Twelvers anticipate his return as the Mahdi, or Messiah.
Sunnis emphasise God’s power in the material world, sometimes including the public and political realm, while Shias value martyrdom and sacrifice.
Which sect is larger, and where is each concentrated?
More than 85 per cent of the world’s 1.5 billion Muslims are Sunni. They live across the Arab world, as well as in countries such as Turkey, Pakistan, India, Bangladesh, Malaysia and Indonesia. Iran, Iraq and Bahrain are largely Shia. The Saudi royal family, which practices an austere and conservative strand of Sunni Islam known as Wahhabism, controls Islam’s holiest shrines, Mecca and Medina. Karbala, Kufa and Najaf in Iraq are revered shrines for the Shias. — New York Times News Service
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Hier finden Sie wissenschaftliche Publikationen aus den Fraunhofer-Instituten.
Verfahren zum Aufdampfen von SiO < -x-Schichten
Process for the vapour deposition of SiO < -x coatings
: Schiller, S.; Neumann, M.; Zeissig, G.; Morgner, H.
Frontpage ()
DE 1991-4113364 A: 19910424
DE 1991-4113364 A: 19910424
EP 1992-904217 AW: 19920204
DE 4113364 C1: 19920402
EP 581774 B1: 19941102
Patent, Elektronische Publikation
Fraunhofer FEP ()
The process is intended to permit coating rates of 100 to 1000 nm/s with good layer characteristics using an electron beam line vaporizer. Preferably, colourless transparent SiO<-x layers with a high barrier effect against gases and vapours are to be produced, and the oxygen permeability of polyester films is to be greatly reduced. SiO<-x is used as vapour deposition material. An electron beam directed in a straight line along the base material is deflected in a jump reponse in such a way that a row of vapour deposited dots of high power density occurs. The magnetic field of the magnetic trap between the substrate and the vapour deposition material is set within a range of 50 to 100 G and the total pressure during vapour deposition is 2 to 5 x 10->-2 Pa. One advantage is that the vapour deposition material moves on the vapour deposition material in a longitudinal and/or transversal direction to the beam deflection direction. The SiO<-x layers are used as barrier layers against gas and water vapour, as protective layers to increase wear resistance and corrosion resistance, as interference layers or as electrical insulation layers. They can be deposited on metal or non-metal substrates.
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Prevent The Nasty Rashes With Cloth Diapers For Babies
Prevent The Nasty Rashes With Cloth Diapers For Babies
Diaper rash is a frequent type of inflamed skin (dermatitis) that occurs on your baby's bottom as a patchwork of bright red skin.
Wet or seldom changed nappies, skin irritation, and chafing are all common causes of diaper rash. It primarily affects babies, although anyone who uses a diaper on a daily basis can get it. Diaper rash can both scare and irritate parents and babies. However, it normally goes away with easy at-home remedies like air drying, more regular diaper changes, and ointment.
Diaper rash can be caused by a variety of factors, including:
Irritation caused by faces and urine: Prolonged contact with urine or stool might irritate a baby's delicate skin. Since faces are more uncomfortable than urine, your infant may be more susceptible to nappy rash if he or she has frequent bowel movements or diarrhoea. Rashes can be caused by tight-fitting diapers or clothes that rub against the skin.
Irritation caused by a new product: Your infant's skin may be irritated by baby
wipes, a new product of disposable diapers, or a bleach, detergent, or fabric softener used to wash cloth diapers. Ingredients present in lotions, for example, can also contribute to the condition.
cotton nappies for newborns
Infection caused by bacteria or yeast (fungi): What starts as a simple skin
infection can quickly spread to the surrounding area. The area covered by a diaper –buttocks, thighs, and genitals — is particularly sensitive since it is warm and damp, creating an ideal environment for bacteria and yeast. These rashes can be discovered in the skin's wrinkles, and there may be red specks distributed around them.
New foods are being introduced: The composition of a baby's stool changes when he or she begins to ingest solid meals. Diaper rash is more likely as a result of this. Changes in your baby's nutrition might also cause an increase in the frequency of faces, which can cause diaper rash.
Preventing Rashes With Cloth Diapers:
Cleaning cloth diapers:
If you use cloth diapers for babies, cleaning them carefully can help avoid diaper rash. Washing procedures vary, and several routines are effective. The important thing is to clean, disinfect, and eliminate soap residue.
Here's one effective strategy:
Soak excessively soiled cloth diapers in cold water beforehand:
Diapers should be washed in hot water with a light detergent and bleach. Germs are killed by bleach. To reduce odors and rinse out soap residue, you might also add some vinegar to the wash cycle.
To remove traces of detergents and soap, rinse the cotton nappies for newborns twice in cold water. Fabric conditioner and dryer sheets should be avoided because they contain perfumes that may irritate your baby's skin.
With these tips, you can prevent any nasty rashes with cloth diapers!
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