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What are the Objectives of the Rosetta Mission
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The Rosetta mission was decided as part of the European Space Agency’s (ESA) Horizon 2000 programme as a planetary cornerstone mission. Approved in November 1993 it builds upon the success of its predecessor mission GIOTTO which provided data from flybys of two comets 1P/Halley and 26P/Grigg-Skjellerup. Rosetta draws its name from the Rosetta stone, the key in unravelling the mysteries of the civilization of ancient Egypt. It is hoped that the Rosetta spacecraft will do the same for the origin of the solar system by studying the origin of comets. It is believed that the composition of comets is close to that of the proto-solar nebula from which comets and planets in the solar system were formed, therefore results obtained could help in not only understanding the formation and evolution of comets but also of the solar system itself. Previous missions have shed some light on the misunderstood subject of cometary science and Rosetta helps to build on these successes[1]
The measurement goals of Rosetta as described by Schwem and Schulz include:
Global characterisation of the nucleus, determination of dynamic properties, surface morphology and composition Determination of chemical, mineralogical and isotopic compositions of volatiles and refractories in a cometary nucleus Determination of the physical properties and interrelation of volatiles and refractories in a cometary nucleus Study of the development of cometary activity and the processes in the surface layer of the nucleus and inner coma (dust/gas interaction)[2]
To achieve these goals Rosetta will implement a much wider range of instruments than previous cometary missions. Although originally planned as a sample return, it has since been revised. The mission now contains an orbiter; the Rosetta probe, and a lander; Philae. Scientific instrumentation is split into two sections, 12 different instruments are present on the orbiter for measuring and examining the cometary nucleus whilst orbiting it and 10 instruments within the surface science package on the Philae lander.
The original mission target was comet 46P/Wirtanen in 2011 but due to concerns about the reliability of the Ariane 5 launcher following a catastrophic failure in December 2002 the launch was postponed and a new mission plan devised. The new choice of comet, 67P/Churyumov-Gerasimenko has significant consequences for the Philae lander. The nucleus of the new target is estimated to be far larger than that of the previous target (Roughly 4km instead of 1.2km) resulting in an increased landing risk due to higher projected impact velocities. Previous landing velocities were optimised for a .5m/s decent with an upper limit of 1m/s, since the alternative mission plans came into force rigorous testing and technical adjustments have allowed a new upper limit of 1.5m/s to counter increased impact velocities.[3]
Rosetta was eventually launched on March 2nd 2004 due to arrive at its new target the periodic comet 67P/Churyumov-Gerasimenko in 2014. Discovered in 1969 it is a short periodic comet believed to be of the Jupiter comet family with a perihelion distance of 1.29 AU[4]
During the years prior to its rendezvous, Rosetta will employ four gravity assist manoeuvres to gain enough energy to reach the comet, in between which it will fly by two main belt asteroids, 2867 Steins and 21 Lutetia. The asteroid flybys were carefully selected from the observations of potential candidates. 21 Lutetia was deemed interesting as it was the only one which would allow mass determination and density estimation by radio science experiments. Its primitive composition allows it to fit in neatly with the scientific objectives of investigating the early solar system. Secondly, 2867 Steins was chosen as it has relatively unusual spectral properties and could be possibly classified as an E-type asteroid, a rare type of asteroid with a surface most consistent with pyroxene[5]
After Rosetta has completed all its gravity assist manoeuvres and has come out of hibernation, ‘rendezvous manoeuvre 2’ will be performed on May 22, 2014 at roughly 4.5 AU from the sun which should put Rosetta into a relative velocity of 25m/s of that of the comet, this will continue until it is about 10,000km away. At this point ground based astrometric observations will be used to guide the spacecraft until the onboard cameras can be used to resolve the comet and dictate further movements. The final stage will be reached at a distance from the sun of less than 4AU, from which point the solar arrays will be able to provide sufficient power to allow the craft to acquire adequate images from the on board navigational camera. After around 30 days the relative velocity should have decreased to 1.5m/s with a distance of roughly 300 comet radii. From this distance point landmarks and radiometric measurements can be used to guide the spacecraft closer and the orbit insertion process can begin. Global mapping of the comet surface will then take place with orbit radii of 5-25 cometary nuclei distance before reducing the distance to around 1 radii for close observation, at which point all the orbiters instruments should be collecting data[6].
With observations completed the landing site for the Philae lander will be determined based on the collected data, the orbiter will then eject the lander from a low altitude eccentric nearest the pericentre of the landing site at a maximum relative velocity of 1m/s in such a direction as to minimise vertical and horizontal velocities to the local surface. The orbiter will move back into a position to optimise data reception from the Philae lander so as to transmit it back to Earth. After this the orbiter will spend most of its time in a close orbit to the comet in order to analyse gas, dust and plasma in the inner coma from the onset until peak activity closer to the sun.
The lander itself is a rectangular box of roughly 8 cubic metres. It has a High Gain Antenna (HGA) on one side with a diameter of 2.2m and two degrees of freedom allowing it to point independently of the spacecraft body. Its solar panels span over 32m and can rotate +270 degrees and -90 degrees driven by the Solar Array Drive Mechanism (SADM).
The majority of instruments are orientated such that they can point more or less anywhere in the sky whilst the HGA can continue to point to Earth. This is however limited by some thermodynamical constraints, the Philae lander and some of the instruments such as the UV spectrometer ALICE cannot be pointed within 11 degrees of the sun without risking damage and the thrusters which are thermally decoupled from the craft cannot be exposed to the sun at all when closer than 1.8 AU. Another constraint is communication; the HGA uses X and S band radio waves and typically transmit to the ESA deep space antenna in New Norcia, Australia. The typical bitrate for science is between 41-22kbps with pass durations of 8-10 hours during the comet phase. Power is typically provided by the solar panels which are optimal between 3.2-1.4AU of the sun, too far and there is not enough power, too close and power has to be reduced to avoid overheating. All these aforementioned factors conspire for the need of detailed timelining and priority setting in instrumentation operations[7]
As previously mentioned the orbiters instrumental payload contains 12 experiments:
ALICE: A UV imaging spectrometer whose scientific objectives are to ‘Search for and determine the evolved rare gas content of the nucleus to provide information on the temperature of formation and thermal history of the comet since formation’[8].
CONSERT: A comet nucleus sounding experiment the purpose of which is to determine from the measurement of the propagation delay the mean dielectric properties of the cometary nucleus[9]
COSIMA: A secondary ion mass analyser to determine the characteristics of dust grains emitted by the comet, including composition and whether they are organic or inorganic.
GIADA: A grain impact analyser and dust accumulator to give a broader view of the dust grains, i.e. measuring the number, mass, momentum and velocity distribution of dust grains
MIDAS: A micro-imaging dust analysis system will study the dust environment around the comet and provide information on particle population, size, volume and shape
OSIRIS: An optical, spectroscopic and IR imaging system, equipped with both a wide angle and narrow angle camera to obtain high resolution images.
ROSINA: A spectrometer for ion and neutral species to determine the composition of the comets atmosphere and ionosphere
RPC: Five instruments designed to examine how the comet is affected by its approach toward the Sun in particular with the solar wind, it will also examine the physical properties of the nucleus.
RSI: Radio science investigator will use Doppler shifts to measure the mass density and gravity of the cometary nucleus
VITRIS: Visible and IR mapping spectrometer used to study the surface of the nucleus, but can also identify gases and physical conditions to help pick a suitable landing area
Along with these scientific experiments the orbiter also contains SREM a radiation environment monitor, designed to measure the ionising particle levels the spacecraft encounters.
The lander Philae contains 10 scientific instruments to allow it to land on and subsequently analyse the comet. ROLIS the descent camera and CIVA, the panoramic camera system will be used to image and control descent they will continue imaging along with the other instruments, which after touchdown will be powered by an on-board battery for 5 days. SESAME, the acoustic sounding probe will monitor the surface and dust impacts from cometary activity. CONSERT has a part on the orbiter but also contains some equipment on the landing allowing both large scale and localised results. ROMAP a magnetometer will be used to explore the magnetic and plasma interactions within the landing site and its interaction with the solar wind. Surface and sub-surface measurements will be taken by the APXS spectrometer and MUPUS the multipurpose sensor; these will be assisted by the drill and sampling unit SD-2 and by the mass spectrometers and gas chromatographs PTOLEMY/COSAC which will determine isotopic/molecular composition and chirality after being imaged by the IR microscope on CIVA. Results from these experiments will be relayed via the orbiter to earth. Once the primary Batteries run out, a secondary solar rechargeable battery takes over and a long-term exploration program is adopted for as long as the lander survives which is expected to be a few months[10]
The Rosetta Mission will provide a unique insight into cometary science and the implications it has on solar system evolution. Most strikingly the Philae lander will be the first controlled touchdown of a robotic lander on a cometary nucleus providing the first images from a cometary surface and in situ analysis of cometary composition.
[1] The Rosetta Mission: Flying Towards the Origin of the Solar System, Karl-Heinz Glassmeier, Hermann Boehnhardt, Detlef Koschny, Ekkehard Kuhrt and Ingo Richter, 2007, Space Sci Rev Vol. 28, Iss. 1-4, p1-21
[2] Rosetta goes to Comet Wirtanen, 1999, G. Schwehm and R.Schulz, Space Sci. Rev Vol. 90 Iss. 1-2, p313-319
[3] Rosetta Lander – Philae: Implications of an alternative mission, S. Ulamec, S. Espinasse, B. Feuerbacher, M. Hilchenbach, D. Moura, H. Rosenbauer, H Scheuerle, R. Willnecker, Acta Astronautica 58 (2006) p435-441
[5] Asteroid target selection for the new Rosetta Mission baseline: 21 Lutetia and 2867 Steins, M.A. Barucci, M. Fulchignoni, S. Fornasier, E. Dotto, P. Vernazza, M. Birlan, J. Carvao, F. Merlin, C. Barbieri, I. Belskaya, Astron. Astrophys. 430, p33-317
[7] Scientific Planning and Commanding of the Rosetta Payload, 2007, D. Koschy, V. Dhiri, K. Wirth, J. Zender, R. Solaz, R. Hoofs, R. Laureijs, T. M. Ho, B. Davidsson and G. Schwehm, Space Sci. Rev Vol. 90, Iss 1-2, P167-188
[8] Alice: The Rosetta UltraViolet Imaging Spectrograph, 2007, S.A. Stern, D.C. Slater, J. Scherrer, J. Stone, M. Vertseef, M. F. A’hearn, J. L. Bertaux, P.D. Feldman, M.C. Festou, Joel Wm. Parker and O. H. W. Siegmund, Space Sci. Rev Vol. 90, Iss. 1-2 P507-527
[9] The Comet Nucleus Sounding Experiment by Radiowave Transmission (CONSERT): A short description of the instrument and of the commissioning stages, 2007, W. Kofman, A. Herique, J. P. Goutail, T. Hagfors, I.P. Williams, E. Nielsen, J. P. Barriot, Y. Barbin, C. Elachi, P. Edenhofer, A. C Levasseur-Regourd, D. Plettemeier, G. Picardi, R. Seu and V. Svedhem, Space Sci. Rev Vol 90 Iss 1-2 P413-432
More about this author: Paul Gravestock
From Around the Web
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Oct 15, 2018
Top 50 Brands Gen Z Kids Like
I often talk about how children's ministry leaders are like a missionary. A missionary learns the language, cultural preferences, music, foods, etc. of the people he/she is trying to reach. This helps the missionary create connection points.
We are missionaries to kids. And if we are going to connect with them, then we need to do the same thing a missionary to another country does. Learn about what they like. Learn about what they play. Learn about what video games they like. You get the point.
To help with this, here are the top 50 brands that Gen Z (today's kids) kids like. I want to encourage you to look thru this list, better yet, look through this list with your team. Ask yourselves questions like...
Why do kids like this?
What can we learn from this?
What ideas from this can we incorporate into our children's ministry?
What changes should we make to stay relevant for today's kids?
Here are the top 50 brands Gen Z kids like...
1. YouTube
2. Netflix
3. Iphone
4. McDonalds
5. Oreo
6. MM's
7. Doritto's
8. iPod
9. Xbox
10. Google
11. Fortnite
12. Hershey's
13. Nike
14. Crayola
15. Playstation
16, Cheetos
17. Lays
18. Reeses
19. Disney
20. Skittles
21. Nintendo Switch
22. Lego
23. Chips Ahoy
24. Avengers
25. Kit Kats
26. Pop Tarts
27. Instagram
28. Snap Chat
29. Kraft
30. Cartoon Network
31. Black Panther
32. Nick
33. Coke
34. Snickers
35. Halo's
36. Sour Patch
37. Game Stop
38. Minecraft
39. Starburst
40. Amazon
41. Elmer's
42. hulu
43. Pepsi
44. Goldfish Crackers
45.YouTube for kids
46. Roblox
47. Taco Bell
48. Lunchables
49. Under Armor
50. Bing
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Ashdrive Ltd - ACCOUNTANT in Windsor - Slough, England
Call us: 01753 626802 | Email :
Customs controls from 1 January 2022
A number of easements to help ensure a smooth transition for goods coming from the EU after Brexit, ended on 31 December 2021. This means that since 1 January 2022, businesses are no longer able to delay making import customs declarations under the Staged Customs Controls rules that applied during 2021.
The changes that came into force on 1 January 2022 include:
• A requirement for full customs import declarations for all goods at the time businesses or their courier/freight forwarder bring them into Great Britain, except if they are non-controlled goods imported from Ireland to Great Britain
• customs controls at all ports and other border locations
• commodity codes, which are used to classify goods for customs declarations, are changing
There are different rules in place for the movement of goods into, out of or through Northern Ireland.
Affected businesses should ensure that they consider as a matter of urgency how they are going to submit customs declarations and pay any duties that are due. Businesses can appoint an intermediary, such as a customs agent, to deal with their declarations or can submit them directly although this can be complex for businesses unused to the process.
There is a ‘Simplified Declarations’ authorisation from HMRC that allows some goods to be released directly to a specified customs procedure without having to provide a full customs declaration at the point of release. However, this needs specific authorisation from HMRC and there are also other requirements that must be met.
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Memory Research
Alan Baddeley (1982, 11) states “Memory is the capacity for storing and retrieving information. Without it we would be unable to see, hear or think. ” Memory is a fundamental component of daily life. We rely on it so heavily, that it is not a stretch to say that life without memory would be close to impossible. Baddeley explains that with no memory we as individuals would be vegetables, and classifies this as being intellectually dead. Baddeley (1982, 11) states that individuals do not have a memory but have many memories.
Therefore someone who has lost their memory is in fact someone who has a malfunction in one or more of these complex memory systems. Baddeley (1982) explains that had all of these systems been lost the outcome of the person could result in unconsciousness or possible death. Memory is not a single, simple function. As Baddely explains it is an extraordinarily complex system of diverse components and processes. There are at least three, and very likely more, memory processes.
The most important and best documented by scientific research are sensory information storage (SIS), short-term memory (STM), and long-term memory (LTM). Each differs with respect to function, the form of information held, the length of time information is retained, and the amount of information-handling capacity. This study will examine memory, specifically comparing the recall of a narrative and a descriptive passage. There is a long tradition of research into the differences between descriptive and narrative texts.
Generally, it has been suggested that descriptive texts are harder to process than narrative texts, perhaps because of the greater variety of relationships among text units, or possibly due to greater variety of content types (Alderson, 2000). The most familiar and most studied (Graesser et al. , 1991) text structure is narrative text or stories. “Although there is no prevailing consensus on the definition of narrative text and some debate over the features of a story, narrative text depicts events, actions, emotions, or situations that people in a culture experience” (Graesser et al. 1991).
A story is written to excite, inform, or entertain readers (Pearson & Fielding, 1991) and may report actual or fictitious experiences (Graesser et al. , 1991). While there are no clear boundaries between categories, narratives include myths, epics, fables, folktales, short stories, novels, tragedy, and comedy. The depictions of events are organized so that the audience can eventually anticipate them (Dennis, 1982). That is, readers must be able to infer motives of characters and the causal relations among events.
A large number of empirical studies have demonstrated that narratives typically have a hierarchical structure that readers are sensitive to such structure, and when the structure is used to guide comprehension and recall, both are facilitated (Glenn, 1978; Mandler, 1978; Carroll, 1985). In addition, narrative texts are more likely to induce visualization in the reader as part of the reading process than descriptive texts (Dennis, 1982). Just as there is no consensus on the definition of narrative text, there is no consensus on how stories are constructed (Graesser et al. 1991).
There are various theories about the components, levels, dimensions, and perspectives of narrative text; however each theory falls short of capturing all of the potential intricacies of stories or the ways in which stories involve the reader’s emotions (Pearson & Fielding, 1991, p. 821). One theory, story grammar, is the oldest theory of narrative structure and the one most used in research during the last 10 years. Just as there are many theories of narrative text structure, there are many story grammars (Graesser et al. , 1991) .
A story grammar refers to “abstract linguistic representation of the idea, events, and personal motivations that comprise the flow of a story” (Pearson & Fielding, 1991, p. 821). A story grammar captures the important properties of a story and guides comprehension of stories that have “a single main protagonist who encounters a problem-solving situation, a goal that the protagonist attempts to achieve, a plot that unravels how the protagonist attempts to achieve the goal, and an outcome regarding whether the goal was achieved” (Graesser et al. 1991, p. 179).
Further, story grammars specify the major components of a story (Graesser et al. , 1991); hierarchical relations between story grammar components; and rules that govern what information is included or deleted within the story, order of information, relations between story components, and embedding of episodes within story components such as the beginning, outcome, or ending. More complex stories normally have multiple episodes and follow rules that allow changes and deletions of story grammar components (Graesser et al. , 1991).
The assumption behind story grammar theory is that story grammar components and their hierarchical relations represent frames or patterns that readers can use to store information in long-term memory. Pearson and Fielding (1991) cited five references that support the validity of story grammars as models of comprehension by providing evidence that adults’ and children’s story retellings matched the sequential order of story grammar components and that the frequency of recalled information correlated with the hierarchical position of the information in the story grammar framework.
Story grammars generate predictions about patterns of passage recall, passage summarization, importance ratings of statement, passage statement clusters, and reading time, but there has been controversy over whether story grammars or other representations of knowledge (e. g. , knowledge about planning, social action, and motives) can explain these predictions (Graesser et al. , 1991). Despite these controversies, Graesser et al. (1991) concluded that story grammars unite dozens of empirical trends into one theory of story construction.
While narrative text structure primarily entertains, expository (descriptive) text primarily communicates information (Weaver & Kintsch, 1991). Textbooks, essays, and most magazine articles are examples of expository text (Pearson & Fielding, 1991). While narrative text structures have largely focused on story grammars, research on expository text has spanned a much broader range of organizational patterns. Common expository text structures include compare/contrast, classification, illustration, procedural description (Weaver & Kintsch, 1991), sequence, enumeration or collection, problem-solution, and description (Meyer & Rice, 1984).
Each type of expository text structure is represented by an organizational pattern that includes differing types of relations between important information in the text. Kintsch (cited in Weaver & Kintsch, 1991) described three types of relationships between ideas in expository text: general-to-particular, as in identification, definition, classification, or illustration; object-to-object, as in comparison/contrast; and object-to-part, as in structural analysis to tell how to put something together, functional analysis to tell how something works, or causal analysis to tell a cause or consequence.
Research evidence suggests that well-structured expository text facilitates comprehension of main ideas or topics, rather than facts. For example, Kintsch and Yarbrough (cited in Weaver & Kintsch, 1991) found that students who read well-structured essays that showed clear relations between ideas, performed better on a measure of global comprehension (macroprocesses; e. g. , topic and main-point questions) than did students who read essays on the same content in which the order of paragraphs did not follow principles of organization and in which cues to text structure were deleted.
Performance was equal on a measure of local comprehension (microprocesses), measured using cloze procedures (i. e. , a measure in which students fill in the missing words deleted from a passage they have read). Narrative and descriptive texts have been found to have differential effects upon readers, with narrative appearing easier to comprehend and monitor than expository text. Zabrucky and Ratner (1992) examined the effects of eight narrative and eight expository passages on the comprehension monitoring and recall of 16 good and 16 poor sixth-grade readers.
Some passages contained a sentence that was inconsistent with the rest of the passage, while other passages did not. Text was presented on a computer screen, one sentence at a time. Reading times and students’ verbal reports were used to examine students’ evaluation of their comprehension and look-backs to inconsistencies during reading. For both good and poor readers, text type affected recall and comprehension monitoring. Students recalled significantly more idea units from narrative than expository passages.
When comparing texts with inconsistencies to texts without inconsistencies, students looked back more frequently for inconsistent narrative than inconsistent expository text, suggesting that inconsistencies were more apparent in narrative than in expository text. Students were also better able to verbally report on passage consistency after reading narrative than expository passages. Students reread expository passages more frequently than narrative passages when the passages did not contain inconsistent information, indicating that students found expository text more problematic than narrative text.
Additionally, students reread more frequently when inconsistent text was adjacent to the correct sentence than when it was far from the correct sentence. Taking into account previous research on recalling narrative and descriptive passages the following hypothesis was constructed: – An individual will recall a narrative passage with more accuracy and consistency compared to recalling a descriptive (expository) passage of the same length.
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21-20. Special Education Position Funding
The Board shall provide centralized funding for special education teacher positions. The Board shall develop a process to evaluate and adjust funding allocations for special education teacher and paraprofessional positions. The Joint Committee will develop a timeline and provide input into the process to evaluate and adjust funding allocation for special education positions.
21-20.1. Data Access
A Special Education teacher shall have access to the assessment data, grade book, grades, student roster and attendance data for all students served by the Special Education teacher, including any general education students in that teacher’s co-teaching classroom.
21-20.2. Reserved
21-20.3. Teaching Location Assignment Changes
When a Special Education Teacher is required to change teaching location and/or room assignment during the school year, the teacher may submit a request to the Principal to have specialized furniture, equipment, and specialized supplies to be moved. If such a request is made, the Principal shall arrange for the equipment and supplies to be moved.
21-20.4. Lesson Preparations
Where administratively possible, the number of lesson preparations for Special Education inclusion and co-teachers in high school shall not exceed three, and every effort shall be made to keep the number at two.
21-20.5. Common Preparation Periods
Where administratively possible, Principals shall make every effort to program special and general education teachers so that co-teachers have common preparation periods. Principals may also use Principal-directed preparation periods to provide for preparation time for co-teachers.
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| 0.988144 |
Chanukah: How To LIVE IT
How does the story of Chanukah relate to me? We are not fighting the ancient Greeks anymore. If the destruction of the temple, the contaminated oil and the whole battle that they went through is all part of the Jewish Story, then how do connect to that? In Judaism Holidays are not just meant to commemorate, but we’re meant to somehow relive it.
Rabbi Yitzchak Botton shares an insight into how we can relate to the story of Chanuka even today.
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Chanukah: Finding Light In The Darkness
A true story that happened on the Chanukah Holiday in a concentration camp during the Holocaust. The Grand Rabbi, the Bobover Rebbe risked his life to light the Chanukah candles for the Jews in his camp. On the first night, as he was about to say the 3rd blessing of ‘Shehechiyanu’, he hesitated. Later the people asked him what was this hesitation all about? Rabbi Aaron Pessin shares the story and lesson that we can learn from it
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Don’t Underestimate Your Role as a Parent
In the Torah portion of Shemot, we read about the Jewish midwives. One of their names was Shifra and the other one was Puah. Yet we know that Shifra and Puah were actually Yocheved and Miram – the mother and sister or Moses. These are women who were also leaders of the Jewish people, why did the Torah give them names that represent seemingly menial tasks?
Rabb Ari Enkin shares…
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Chanukah: When You Do THIS, Miracles Can Happen
Sometimes in life we may feel that “we’re not enough” – and that plays out by limiting our dreams, we feel like we are putting ourselves in a box, or we feel like we need to dress or speak a certain way so other people understand you. The truth is that with proper perspective, we are able to break through that feeling and tap into something much greater. Jacob Rupp brings out one of the concepts behind Chanukah
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Chanukah: 500 Answers Why We Celebrate 8 Days
A famous question is asked – Why do we celebrate 8 days of Chanukah, when the miracle was only 7 days? They found oil that would last 1 day and a miracle occurred and it lasted for 8 – so in theory we should only be celebrating 7 days of miracle, Why then do we celebrate 8 days? A book was written called “Yemei Shmonah” with 500 answers to this questions – Rabbi Pessin shares an important lesson for the Jewish people in their ongoing battle to uphold the Torah and the Jewish heritage.
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How do you write a personal diversity statement?
How do you write a personal diversity statement?
Here are seven additional suggestions to consider as you write your diversity statement.Tell your story. Focus on commonly accepted understandings of diversity and equity. Avoid false parallels. Write about specific things you have done to help students from underrepresented backgrounds succeed.
What are 5 key areas of diversity?
What are the types of diversity?Cultural diversity.Racial diversity.Religious diversity.Age diversity.Sex / Gender diversity.Sexual orientation.Disability.
How do you show diversity?
8 Ways to Show Young Children that Diversity is a StrengthChoose classroom themes that celebrate diversity. Celebrate similarities and differences with charts and artwork. Help children verbally share the things that make them special. Teach children it’s okay to ask questions. Have open conversations about stereotypes and biases. Express positive interest in diverse cultures.
What are diversity goals?
Why is it important to value equality and diversity?
Good equality and diversity practices make sure that the services provided to people are fair and accessible to everyone. They ensure that people are treated as equals, that people get the dignity and respect they deserve and that their differences are celebrated.
How does diversity enrich our life?
Answer. Diversity enriches our life as it represents an amalgamation of various cultures, habits, beliefs that are acquired over ages. Diversity helps the people to communicate and learn from one other people of diverse races, ethnic origins, beliefs and social groups. Diversity also makes an individual tolerant.
What can you learn from diversity?
The positive effects of diversity enable students to work with people from other races, ethnicities, and cultural backgrounds and challenges the views they are accustomed to. This leads to greater awareness, understanding, and acceptance of differing beliefs and customs.
Why is it important to support equality and diversity in the workplace?
By creating a diverse and equal workplace you are able to draw on a wide range of ideas from a workforce full of different skills, experiences, resources, talents and energies; all of which will give your business a competitive edge against the rest.
Why is it important to acknowledge and embrace diversity?
It helps dispel negative stereotypes and personal biases about different groups. In addition, cultural diversity helps us recognize and respect “ways of being” that are not necessarily our own. So that as we interact with others we can build bridges to trust, respect, and understanding across cultures.
Why is diversity in healthcare important?
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"John Jacob Jingleheimer Schmidt" is a kid's song that goes like this:
John Jacob Jingleheimer Schmidt
His name is my name, too
Whenever we go out
The people always shout
There goes John Jacob Jingleheimer Schmidt
Da-da-da-da la-la-la-la
This verse then repeats several times.
Why is his name "my name, too"? I don't know what the origin of the song is, but for a very short song, this line strikes me as rather odd.
The Wikipedia article traces a likely origin to songs by American immigrants about the difficulty of getting people to recognize and properly pronounce their native names.
While the origins of the song are obscure, some evidence places its roots with vaudeville and theatre acts of the late 19th century and early 20th century popular in immigrant communities. Some vaudeville acts during the era, such as the work of Joe Weber and Lew Fields, often gave voice to shared frustrations of German-American immigrants and heavily leaned on malapropisms and difficulties with the English language as a vehicle for their humor. "John Jacob Jingleheimer Schmidt" shares many characteristics with "My Name Is Jan Jansen", a song that can trace its origin to Swedish vaudeville in the late 19th century.
So it's not so much a matter of "we have the same name" so much as their shared experience. While not directly referenced in the Wikipedia article, I suspect that there's a factor of frequent repetition of the unfamiliar name from an experiencing of the exotic by the speaker, a reaffirmation because they're having trouble remembering it properly, or because they're worried that if they don't include the whole name, they'll quote the wrong part. E.g., someone might repeatedly reference a new Japanese coworker as "Takahashi Rumiko" because they find the whole name poetic sounding, because they want to reinforce in their head that it is "Rumiko" and not some similar name in their head, and because they at one point accidentally referred to her as "Takahashi" and had to be reminded that that is her family name.
Your Answer
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What drives labor share change? Evidence from Korean industries
Research output: Contribution to journalArticleResearchpeer-review
Using aggregate- and industry-level data, this study shows the role of factor substitution and technological progress in labor share change in Korea over the past 30 years. Aggregate labor share shows a declining trend while masking the divergence in labor share at the industry level. The industry-level analysis provides evidence that in major capital-intensive industries with high substitutability between capital and labor such as electronics, an increase in the capital-to-labor ratio tends to be associated with a fall in the labor share. Given their rapid growth in value-added, these industries play a key role in the declining aggregate labor share. Service industries such as finance, with rapid labor-augmenting technological progress and low substitutability, have also contributed to the declining aggregate labor share.
Original languageEnglish
Pages (from-to)370-385
Number of pages16
JournalEconomic Modelling
Publication statusPublished - Jan 2021
Externally publishedYes
• Factor substitution
• Korea
• Labor share
• Labor-augmenting technological change
Cite this
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Hunter S. Thompson
Hunter Stockton Thompson (July 18, 1937 – February 20, 2005) was an American writer.
He was known for a unique style of writing which he called Gonzo journalism, where the writer writes about himself trying to write about what was happening around him. He was born and raised in Louisville, Kentucky and spent most of his adult life on his ranch in Colorado. He committed suicide in Woody Creek, Colorado by shooting himself in the head. His main topic was the health of the American Dream.
His books include:
Other websites
1. REDIRECT Template:IMDb name
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Snow and ice warning in aftermath of Storm Arwen
Sunday, 28th November 2021, 11:27 am
A yellow warning for snow and ice remains in place until mid-morning on Sunday in the north of England and Scotland.
The Met Office has warned of a risk of "wintry showers and icy stretches".
Temperatures were expected to struggle to get above freezing in some parts, with -1C forecast in some parts of Lancashire and Greater Manchester.
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Snow and ice warning
It added that there is a risk of "icy stretches", with snow showers becoming more extensive over parts of Scotland and the north-west of England early on Sunday.
Summing up the damage caused by the first named storm of the season, the Met Office said the strong winds and a mixture of rain, sleet and snow led to "powercuts, transport disruption, trees fell, there were large coastal waves and blizzards affected some hills."
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Quick Answer: What The Bible Says About Ear Piercing?
Is it a sin to pierce your ears?
What the Bible says about piercings?
What is the meaning of ear piercing?
Definition of ‘ear piercing
1. the making of a hole in the lobe of an ear, using a sterilized needle, so that an earring may be worn fastened in the hole. adjective earpiercing. 2. another word for ear-splitting.
You might be interested: What The Bible Says About Wives Submitting To Husbands?
Does piercing one ear mean something?
However, there is a prevailing consensus in some circles nowadays that if you want to show your straight, you get your left ear pierced. If you pierce the right, then you’re communicating that you are gay. Those in the rap world, along with bikers and pirates, took on the left ear to show that they are straight.
Is having a tattoo a sin?
What does the Bible say about tattoos?
What is the most attractive piercing?
Why do people get piercings?
Why don t ears bleed when pierced?
Typically, piercings located in cartilage will bleed more than piercings in soft tissue, like eyebrows. Cartilage does not have its own blood supply, so the tissue surrounding the cartilage helps the initial healing process by providing blood flow to the area.
You might be interested: What The Bible Says About Letting Go?
What does wearing a left earring mean?
Dear Abby: According to an ancient Chinese belief, the wearing of an earring in the left ear symbolizes that that person`s life has been endangered, and to prevent a recurrence, an earring is worn. It is supposedly protection against bad luck.
What side should a girl pierce her ear?
When a girl’s ears are pierced, the left ear is pierced first. On the other hand, when a boy’s ear is pierced, the right ear is pierced first.
What is the most painful part of the ear to get pierced?
The industrial piercing is by far the most painful of the various ear piercings. This is because it’s not just one, but two piercings in two different parts of sensitive cartilage.
Do girls like guys with earrings?
There are many reasons why women find men with earrings attractive. One of the main reasons is that the earrings help men look confident. Some women believe that a man who wears an earring feels confident in his masculinity (because he has other ways to prove it than just a rejection of the jewelry).
What does a left ear piercing on a guy mean?
The ear most homosexuals get pierce more often than not is the left ear, hence its reputation as the Gay ear. It, therefore, suffices to say that when someone who is a heterosexual is piercing their left ear, it simply means that they are getting their gay ear pierced.
Which side do straight guys wear earrings?
In the early 21st century, a man’s choice of wearing an earring on either ear is a personal choice, regardless of sexuality. During the 1980s and early 1990s, a pierced right ear was associated with male homosexuality, while the left ear indicated heterosexuality. there was a time when men wore earrings on both ears.
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American Football Database
Vancouver Grizzlies was a Canadian football team that played a single season in 1941 in the Western Interprovincial Football Union, the fore-runner of the Canadian Football League West Division.[1] League play was suspended in 1942 due to the Second World War and the team did not return when WIFU resumed in 1946.[1][2][3]
1. 1.0 1.1 "TIMELINE: 1940s". History. Canadian Football League. Retrieved 2008-06-14.
2. "British Columbia Lions History". Soudog's CFL History Fan Site. Ted Soutar. Archived from the original on 2007-08-07. Retrieved 2008-06-14.
3. "1941". History of Metropolitan Vancouver. Chuck Davis. Retrieved 2008-06-14.
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Dainolite Semi-Flush Mount Dainolite 1015-16FH-AGB-WH 3Lt Incandescent Semi-Flush, AGB w/ WH shade 1015-16FH-AGB-WH
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Tips to get likes and avoid dislikes on your Chegg answers
Getting likes or a positive rating on your answers on Chegg is very important if you want to work for a long time in Chegg. But most of the time, the newly joined people face treble in getting positive ratings on Chegg. Also, they make some mistakes which make them get dislikes. Today you will learn some tips to get likes and avoid dislikes on your Chegg answers?
To get likes and positive ratings on your Chegg answers, you must write answers without any plagiarism, mention step by step process of solving answers, give explanations on true or false and MCQ questions, and keep your answers to the point that will surely get you like.
But why don’t you follow Chegg as a QnA expert and get dislikes in their answers? Well, just read the below information. I have shared my own personal trick that I followed on Chegg to avoid getting dislikes on my answers.
Tips to follow to avoid getting dislikes on you Chegg answers.
Don’t copy anything from internet.
To write answers, you can take references from internet sources such as websites, blogs, or any book, but do not copy anything word to word because that totally violates the Chegg answering policy.
Doing so can get you a dislike from the Chegg COMIS team that checks your answers randomly each month.
Give an explanation for your answer.
Answers without giving explanations and reasons make you look dumb if you are an expert. Students who ask questions expect that they would have a well-explained answer from a Chegg expert.
Whatever answer, you always right an explanation with it even if it is a small or one-word question. From my own personal experience, you will get a dislike if you write short answers.
Don’t choose answers that contains the word “urgent”.
Most of the time, students are in a hurry, and they want answers as quickly as possible but if you attempt the question, make sure to read the question carefully and look for words such as “quick answer,” “urgent,” “ASAP.”
Attempting such questions can get you a dislike because if you don’t submit the answers in time, students won’t hesitate to do so.
Making Wrong calculations.
Be careful while solving the numerical and math questions because one small mistake can be a downvote for you.
In Chegg guidelines, it is mentioned that if you are an expert and solving questions related to math’s make sure to write a step-by-step process and write equations and substitute the values carefully to avoid getting negative votes.
Typing Mathematical equations in text.
I made these mistakes in one of my answers and got 3.5/5.0 in my COMIS review in the first month as I made one silly mistake.
I made the mistake of writing mathematical equations directly on the answer space rather than writing it on the WordPad using the equation options.
Chegg recommends using math type tool for writing mathematics equations. If you don’t have math type installed, you can from here.
Bad handwriting.
Experts who submit their answers by writing on a sheet of paper should not hurry while solving the question. I personally feel solving questions on paper takes much less time than typing them on the computer.
Make sure to use a blank sheet and black pen to write you answer also don’t repeat step while solving the question and make your answer look good. To make it more presentable. You can use a highlighter to highlight answers.
Read This:- Chegg Experts Earnings Revealed With Proof!
Tips to get likes on your Chegg answers.
Solving answers in less than 30 mins.
Solving questions, especially during peak hours from 1.00 am to 7.00 am (India Standard Time), can get you an upvote in your answers.
Because during this time, most of the students are using the website and expect the answer quickly from the expert. Also, the volume of questions between these hours is very high compared to the rest of the day.
Writing without plagiarism.
When I recommended one of my friends, Chegg, to work as a QNA expert, he doesn’t know about plagiarism and gives few answers just by copy-pasting it from a website.
However, this was the first time he did this, but as the Chegg team reviewed his answer, he got a warning that they also downvoted his answer.
So whenever you write answers, make sure you do not copy anything from any website or book. You can use the information as a reference and write in your words.
Giving Proper Explanation.
For each answer, you have to give a proper explanation for it. But most time, people get confused in questions such as true or false; fill in the blanks and MCQ type to explain those answers.
For the true and false questions, if any of the options are correct, write at least 100 words about why the answer is correct.
In MCQ type question, you have explained each option no matter if it is correct or incorrect. You can write 25-30 words about each option.
In the fill, the blanks answers can be summited as it is by filling the black space.
Things to do as a QnA expert.
Now, if you are new to this platform, here are some of the basic things you know about Chegg as an expert.
• To get more questions, log in between 1.00 am – 7.00 am (Indian Time Standard).
• Skipping for 5-10 mins can get you an easy question.
• Don’t solve if there are more than 4 questions per request.
• Solve numerical on the sheet and write theoretical answers on text.
Manish Pandey
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Crypto News
When it comes to gaming, certain genres are always in vogue. Shooter RPGs. Survival games. Immersive action-adventure odysseys focused on exploration and discovery. And, of course, battle-based games that revolve around towering fighting machines known as mecha.
This isn’t a surprise, of course. Talking robotics with cannons for arms have broad appeal, as evidenced by the success of the Transformers franchise, a series that has generated $4.86 billion at the global box office. Making it the 13th-highest-grossing movie franchise of all time.
But what happens when mecha enters the metaverse? That’s a question a new blockchain-based gaming project wants to answer.
Mecha-verse Massacre
An adrenaline-pumping ARPG (Action Role-Playing Game) that leverages digital currency and NFTs to furnish players with endless earning opportunities, Mecha Morphing is set in a vast virtual world that represents Earth circa 2107.
The climate doomsayers have been vindicated: the world is deluged by biblical floods, brutal snowstorms and searing heat waves. In this unforgiving milieu, a tyrant named Sarin has ascended to the throne. A sort of futuristic Leopold, Sarin has amassed precious resources (metals, fossil fuel, etc) for himself and his feudal lords while waging a cruel campaign against the general populace. Just to underscore his villainy, ol’ Sarin has an army of mass-produced cyborgs to do his bidding too.
Luckily, a cast of cyberpunk rebels are fronting up to Sarin’s despotic regime, sourcing and trading natural resources and the mecha they create. Players in this nightmarish metaverse, then, have a glimmer of hope: the more materials they can accrue, the more skills, armour and weapons they can find, the stronger their characters will become. Play-to-earn (P2E) opportunities abound, with gamers able to earn financial rewards for their exploits under Sarin’s callous dictatorship.
Battles, of course, constitute a major part of the game – and players improve their characters’ stamina with every victory over opposing mobs and cyborgs. Skirmishes are AI-generated based on the combatants’ stats and health (as verified by Chainlink), as well as the random attributes of the environment in which the fighting takes place. Mecha Morphing’s developers have also intuited that PvP (player vs player) will be implemented in the future, whereupon gamers can challenge other rebels to duels.
In the initial roll-out though, the main action will consist of PvE (player vs environment), arena battles, bounty mode (complete tasks to earn prizes) and looting, where characters launch raids on regions that contain valuable resources. It’s also possible to “forge” weapons and armour by assembling the necessary materials to produce a powerful weapon that can then be wielded on the battleground. With virtually all items tokenized as NFTs (including land), players are free to trade them on the marketplace.
Thus, a talented and enterprising player could create a mini-economy based purely on upgrading characters, winning battles, and selling coveted assets and mecha in the marketplace for profit. If a player is lucky enough to acquire a land NFT – and the terrain is rich in resources – the token-holder might alternatively elect to trade materials while retaining the land itself as a long-term investment. You see, land NFT token-holders get to collect the resources the land produces regularly. That said, the terrain can lose value if plunderers successfully loot its valuable materials – which can, in turn, be used to forge better weapons.
Mecha Market
Projects like Mecha Morphing seek to combine appealing graphics and engaging gameplay with the profit-generating potential of DeFi protocols – principally trading, in this case.
Thus, away from the scorched-earth landscape and skyscraper-tall cyborgs, an internal market facilitates purchases using the in-game currency, $MMC. With $MMC, players can purchase gacha boxes, mystery chests that hold materials, tokens, mighty mecha, and potions. As mentioned, they can also score valuable materials from other players.
Another nifty element of the game is its achievement system, which tracks how much the player has earned during his lifetime and how many levels they have reached. When a certain threshold is crossed, the player is rewarded with a status that confers bragging rights and unlocks improved earning calculations.
Mecha Morphing is set to launch its testnet on December 27, with an IDO and mainnet launch expected in Q1 of 2022. Having received investment from a slew of high-profile blockchain VCs (Rarestone Capital, Innovion and Shima Capital to name a few), the ARPG is looking like a strong bet to become a major player in the fast-growing mecha-verse ecosystem.
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Pine Script Tutorial – User input variable and hline()
pine script tutorials
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The inputs that a user can change later from the setting panel of indicators are referred to as user inputs in the pine script. These inputs are stored in variables called user input variables.
User input variable types are following
• Input.integer
• Input.bool
• Input.string
• Input.symbol
• Input.resolution
• Input.session
• Input.source
User input variables
In the input function, many other parameters are also available like title, default value, input type, etc. Boolean variable only accepts one input value either true or false. In the input bool type, a box will appear in the setting panel. We can check (means true) or uncheck (means false) the box. We can assign a default value either false or true.
Input integer type will accept only integer value and minval here refers to the minimum value and maxval represents the maximum value. The input float type is also the same just it will accept a float value (value with a decimal place).
Options parameter will pop up a drop-down list to select desired value from pre-defined values only.
The input symbol type is used to add a symbol to the code. For example, EURUSD, GBPUSD, etc. you can change the symbol later from the setting panel of the indicator by saving another currency symbol.
Input resolution type is used to set the timeframe of the chart. The default value can also be set. A value of 15 means a 15-minute timeframe. In the setting panel, a drop-down list of timeframes will appear automatically so a timeframe can be changed easily from the setting panel. Input source type will give access to OHLC values (open, high, low, close).
type_integer = input(defval=5, title= "number", type=input.integer, minval=5, maxval= 100, confirm=true , step = 5)
type_bool = input(defval=true, title="true/false", type=input.bool, confirm=true)
type_float = input(defval=5.0, title= "number", type=input.float, minval=5, maxval= 100, confirm=true , step = 5)
type_string = input(defval="100", title="input value", type=input.string , options=["100","200","300"] , confirm=true)
tpe_symbol = input(defval="EURUSD", title="currency symbol", type=input.symbol, confirm=true)
type_timeframe = input(defval="1", title="timeframe", type=input.resolution , confirm=true)
pine script tutorial
How to draw a horizontal line in pine script?
To draw a horizontal line in the pine script programming language, hline() function is used. Add a constant value in the input of hline() function. There are also many other parameters in hline function like title, line style, line width, and color.
hline(1750, title="support level", linewidth=2, linestyle=hline.style_solid, editable=true)
The above code will draw a horizontal line at 1750 (support level in Gold).
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1200 words and three scholarly references
1. Describe Mendel’s P, F1, and F2 generations in his experiments with pea plants.
2. Two heterozygote tongue rollers (dominant trait) have a child. What percentage of individuals would be predicted to be heterozygotes, homozygous dominant and homozygous recessive? What is the only genotype of two parents that would ensure that their offspring could not roll their tongue (recessive trait)? Explain your reasoning.
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3. A man with AB blood and a woman with O blood have a child. What is the genotype and phenotype of both the man and woman? Is it possible for them to have a child with O blood? Explain. Also, explain what type of inheritance the ABO blood system demonstrates.
4. Cystic fibrosis is an autosomal recessive disease characterized by two copies of a mutated CFTR gene. If one in 100 people in the United States have cystic fibrosis and one in 5.0505050505 people are carriers for cystic fibrosis, calculate the number of individuals that are homozygous dominant. In other words, how many people would have two copies of the normal (non-mutated) CFTR gene. Use the Hardy-Weinberg equation and explain how you determined this.
5. Red-green colorblindness is a recessive trait that is located on the X chromosome. A woman who is not colorblind but whose father is colorblind has a child with a man who is not colorblind. Predict the probability of their daughter having colorblindness, their daughter having normal vision, their son being colorblind, and their son having normal vision. Explain your reasoning.
6. One strand of a single DNA helix is labeled red while the other strand of the same DNA helix is labeled blue. This double helix DNA is replicated through the process of semi-conservative replication. Note that a completely newly synthesized strand of DNA will be white. Predict what the colors of the newly replicated DNAs (both strands) would be, explaining your prediction based on your understanding of semi-conservative replication.
7. Transcribe and translate the following sequence of DNA: TTAACGCCA. There is a mutation that resulted in AAA being inserted after G. Predict how this mutation would impact the product of translation.
8. Which of the following sequences cannot exist for a mRNA. Explain your answer.
a. ATTGCC
c. AAAAAA
d. CCCCC
9. Some antibiotics are used to kill bacteria by stopping the ribosome from functioning. Based on the central dogma of biology, why is this deadly for bacteria?
10. A cell has lost its ability to produce tRNA. Explain the consequences of this loss to the cell. Would this cell be able to divide? Explain.
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Journal articles
How Does a Memory Find Its Neurons?
Christoph Schmidt-Hieber 1, *
* Corresponding author
Abstract : How does the brain store and recall memories? We have long known that a brain region called the hippocampus is critical for processing episodic memories. More recently, targeted manipulation of the activity of specific hippocampal neurons in rodents has suggested that memories are encoded by the firing of defined groups of hippocampal neurons, so-called cellular engrams. In the current issue of BioEssays, FranS ca and Monserrat discuss a key question that has puzzled the field for a while: Among the millions of neurons in the mammalian hippocam-pus, how is a subset recruited into a memory engram? [1] Basic neurophysiology teaches us that two factors largely determine whether a neuron is active: On the one hand, each neuron is excited or inhibited by thousands of synaptic inputs that convey information both about the outside world, and about ongoing processing of information in the brain. On the other hand, how these synaptic inputs will affect the activity of a neuron depends on its excitability, which in turn is determined by factors such as its morphological and biophysical properties. A straightforward prediction, then, is that an engram is uniquely associated with a specific memory: A given set of sensory stimuli, let's say the odors, colors, and sounds experienced during memory formation, should recruit a given set of neurons-an engram-that is largely predetermined by synaptic connectivity and excitability. Similarly, activating an engram should recall its associated memory, but not others. Recent experiments in rodents have challenged these straightforward predictions: manipulating the excitability of neurons suggests that there is some redundancy in the hippocampal code, as inhibiting putative future engram cells during memory formation does not inhibit learning of a new memory. [2] Instead, it appears as if the memory could simply be stored in a different population of neurons. From these experiments, one might conclude that hippocampal neurons are stochastically recruited into engrams, and that their initial synaptic wiring plays only a minor role in their selection. [3] How can the straightforward predictions from basic neuro-physiology be reconciled with the seemingly stochastic composition of engrams? FranS ca and Monserrat invoke insights into C. elegans circuits to argue that individual neurons can represent multiple dimensions of both external and internal variables, most of which escape our observation. While we typically test the purely spatial aspect of memories in rodents, we have relatively little experimental control over variables other than physical space, such as an animal's current goal, attention, or more fundamental sensations such as hunger or thirst. Furthermore, the authors argue that once there is some synaptic distance between the primary sensory inputs and the neurons of interest, these dimensions will be increasingly abstract. Finally, they propose that the apparent redundancy of the code can be explained by the insight that while stimulating two non-overlapping populations of engram neurons may have the same behavioral effect, that does not necessarily mean that the same memory was recalled, as recalling even very different memories may evoke the same behavioral output. Thus, they conclude that the wiring and excitability of hippocampal neurons provides a template for memory allocation, and that the seemingly stochastic nature of engrams can be explained by the notion that hippocampal neurons represent multiple, abstract dimensions. This is a timely review on a highly interesting topic, and the authors make some novel and creative points about memory allocation. Further work will be required to show whether the striking temporal dynamics of hippocampal representations, [4] which appears to be at odds with engrams determined by hard wiring, are indeed a consequence of varying attentional levels, or whether additional mechanisms such as synaptic turnover may contribute to engram formation. An important conclusion from their work is that we need better behavioral tasks for animals used in hippocampal research, which are typically rodents. A simple behavior, as tested by a dichotomic go/no-go task, may be the end point of widely different cognitive processes. This redundancy could be reduced if more complex behaviors including multiple choices were tested. More sophisticated behavioral tasks, together with improved control and monitoring of external stimuli and behavioral variables, may therefore disambiguate the effects of stimulating different engrams, and help understand how hippocampal neurons are recruited into memory circuits.
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Journal articles
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Contributor : Christoph Schmidt-Hieber Connect in order to contact the contributor
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Distributed under a Creative Commons Attribution 4.0 International License
Christoph Schmidt-Hieber. How Does a Memory Find Its Neurons?. BioEssays, Wiley-VCH Verlag, 2018, 40 (11), pp.1800189. ⟨10.1002/bies.201800189⟩. ⟨pasteur-02142611⟩
Les métriques sont temporairement indisponibles
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The Journey Within
Exploring the Path of Bhakti
Written By: Radhanath Swami
The mysteries of the soul have evaded mystics, sages, and gurus for centuries. Humanity has long yearned to discover the answer to our existence, and many spiritual traditions have evolved to provide those answers through sacred texts that facilitate journeys of transformation and discovery. Yet, never before have all of the spiritual traditions been distilled so simply into one easy-to-follow path—a path of love and devotion.
In this long-awaited follow-up to The Journey Home, The Journey Within guides readers through the essential teachings of bhakti yoga. World-renowned spiritual leader Radhanath Swami draws from his personal experiences to demystify the ancient devotional path of bhakti, capturing its essence and explaining its simple principles for balancing our lives.
His down-to-earth writing simplifies spiritual concepts and answers timeless questions in a heartfelt narrative that brings this sacred philosophy beautifully to life. What is love? What is the soul? Who is God? How can we live in the physical world without losing touch with the spiritual?
In concise and approachable language, Radhanath Swami sheds light on how to answer these vital questions and offers solutions to life’s challenges with the simplest of resources. Reach beyond the material world and journey within to discover the beauty of the true self.
Format: Hardbound
Publication Date: 5/17/2016
ISBN: 9781608871575
Pages: 320
Trim Size: 6 x 9
• About the Author
• Press
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Hoi Polloi
In Ancient Greek, hoi polloi means ‘the many’, or ‘the majority’. In English, it means the masses or common people in a derogatory sense.
“When red-headed people are above a certain social grade their hair is auburn.” – Mark Twain
In the Ancient World however, it was not a derogatory term. It was used by Thucydides in his History of the Peloponnesian War. The term was used to praise the Athenian democracy, contrasting it with hoi oligoi, meaning ‘the few’; from which we get the word oligarchy.
Hoi polloi is sometimes used incorrectly to mean ‘upper class’, i.e. the exact opposite of its normal meaning. It seems likely that the confusion arose by association with the similar-sounding but otherwise unrelated word hoity-toity.
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Now and Not Yet
I recently read Kim Riddlebarger’s A Case for Amillennialism. In it, he surveys ways Christians understand (or misunderstand) end times prophesy. I recommend the book for those interested in working through what they believe about the end.
He treats the subject fairly, in my opinion, although he does have a vested interest in Amillennialism. Throughout the text, he explores the concept of multiple fulfillments over time of individual Bible prophesies termed: ‘the now and not yet.’
While reading, it occurred to me that everyone you meet has their own ‘now and not yet.’ Perhaps the following statement seems alien to you:
Though you have not seen Him, you love him. Though you do not now see Him, you believe in Him and rejoice with joy that is inexpressible and filled with glory, obtaining the outcome of your faith, the salvation of your souls. 1 Peter 1:8-9 English Standard Version (ESV)
Certainly, it’s true that those alive today have not seen the Lord Jesus Christ. This is ‘a now and not yet’ for those who trust Him for salvation.
However, what struck me is that many do not love or even believe in Him. Consider this: perhaps it is not yet your time to believe and be saved from God’s wrath. But it could be, soon; perhaps even today.
Of course, you will be saved not because of anything you have done, but according to His mercy and purpose for you:
Though they were not yet born and had done nothing either good or bad—in order that God’s purpose of election might continue, not because of works but because of him who calls— Romans 9:11 (ESV)
What am I trying to get at? Let’s approach it this way. The Apostle Paul writes in his letter to the church at Rome:
And those whom He predestined, He also called, and those whom He called He also justified [i.e., made righteous], and those whom He justified he also glorified.
Romans 8:28-30 (ESV)
Paul speaks of a progressive reveal of those who become His children: from time in eternity past, through our lives, and to eternity future. One commentator points out (see note 270) how Paul describes this process in the past tense to show the certainty of its accomplishment because, by God’s decree, it is as good as already done. There is an element of ‘the now and a not yet’ for each of us as we journey through our lives.
To embark on the next step of your journey, you must believe that God exists and He rewards those that seek Him.
Then, consider:
“Today, if you hear his voice,
Do not harden your hearts.”
Hebrews 4:7 (ESV)
And He calls to us from heaven:
Please receive Him today and make your ‘not yet’ into ‘now.’ Come out of the darkness and into the light, for it has not yet appeared what we shall become.
The Now and the Not Yet, Amy Grant, YouTube
I Don’t Know Clouds At All
A while back, I was asked if I could write something light and fluffy; something buoyant and uplifted. So I got to thinking. I always wondered how clouds, those 500 ton shape shifting behemoths that patrol our skies, float in the air. Or do they hover? I guess I really don’t know clouds at all…
Clouds – taken from a plane flying over China by Axel Rouvin
That led me to remember the Joni Mitchell song off the album Clouds called “Both Sides, Now.” As recounted in Rolling Stone magazine, when Joni Mitchell read Saul Bellow‘s Henderson the Rain King, Henderson, like Mitchell, was looking at clouds from a plane. Her lyric: “I’ve looked at clouds from both sides now,” was a symbol of the ambiguities and mysteries of life.
In a 1967 radio interview, she related a quote from the book: “I dreamed down at the clouds, and thought that when I was a kid I had dreamed up at them, and having dreamed at the clouds from both sides as no other generation of men has done, one should be able to accept his death very easily.”
We disagree vehemently with Bellow’s sentiment. Death was never meant to be accepted so blithely. But I digress. There is more than enough on this blog to explain our position. That insight into her intended meaning proved to be a disappointment. I like the song otherwise. I guess you have to pay attention to the lyrics. Where were we? Light and fluffy…
Getting back to our premise for this entry, do clouds float or hover? By float, I mean like a rubber duck in a bath tub. By hover, I mean something like what a helicopter does (but possibly in reverse like an umbrella blowing away). Turns out it’s a little of both. Wikipedia has very detailed articles on water vapor and clouds that I hope to summarize below.
It turns out that water vapor is less dense than dry air. At the same temperature, water vapor floats in dry air like a rubber duck in water. The article on water vapor crunches the numbers. But it’s even better. Since both are gases, a volume of moisture laden air will rise or be buoyant if placed in a larger volume of dry air.
As the temperature rises, the proportion of water vapor in the air increases and its buoyancy will increase along with the added vapor. In air without particulates, water vapor density can reach 300% before condensation occurs under normal conditions (a principle used in cloud chambers).
The increase in buoyancy gives rise to strong, moisture rich, upward air currents when the air and sea temperatures reach 25 °C or above. This is the driving force behind tornadoes and hurricanes. In fact, under the right conditions, water vapor can lift a “steam balloon” with approximately 60% the lift of helium and twice that of hot air.
Clouds form when one or more sources of vertical lift causes air containing invisible water vapor to rise and cool to the temperature at which water vapor starts condensing. Atmospheric pressure decreases with altitude, so the rising air expands in a process that expends energy without heat loss to the surrounding air and causes the rising air to cool. If the air is cooled enough, the vapor condenses into a cloud.
Water vapor in saturated air is attracted to condensation nuclei such as salt particles, dust, or even bacteria that are small enough to be held aloft by air circulation alone. If condensation occurs below the freezing level, the average size of a newly formed droplet is around 0.02 mm (0.0008 in). Clouds that form just above the freezing level are composed of supercooled liquid droplets, while those that condense out at higher altitudes where the air is much colder generally form of ice crystals.
There are three main sources of vertical lift. The first is a combination of frontal and cyclonic lift. It occurs when stable or slightly unstable air, exposed to little or no surface heating, is forced aloft at weather fronts and around centers of low pressure. Cloud droplets form when the air is lifted beyond the condensation level where water vapor condenses on nuclei and droplets grow to a size of typically 0.025 mm (.001 in). In a cloud the droplets collide to form larger droplets. These larger droplets remain aloft as long as the atmospheric drag force of the air below them is larger than the gravitational force on them.
If the cloud droplets continue to grow past this size, they become too heavy to be held aloft and fall as rain. When this process takes place just above the freezing level, with additional lifting and growth in size, droplets can turn into freezing rain. At temperatures well below freezing, the vapor turns into ice crystals that average about 0.25 mm in length. With continuing lift, ice crystals combine with the vapor and each other until they are too heavy to be supported by the vertical air currents and fall out as snow.
The second source of vertical lifting, buoyant convection, is caused by daytime solar heating at surface level, or by relatively high absolute humidity. Air warmed in this way becomes increasingly unstable and it rises and cools until its temperature equals that of the surrounding air aloft. If air near the surface becomes extremely warm and unstable, it can result in rapidly rising clouds that cause severe weather. Strong convection updrafts enable droplets to grow to nearly .075 mm (.003 in) before precipitating as heavy rain from active thunderclouds. Occasionally, very warm unstable air is present around fronts and low-pressure centers. As with non-frontal convective lift, increasing instability promotes upward vertical cloud growth and raises the potential for severe weather.
A third source of lift is wind circulation forcing air over a physical barrier such as a mountain. This is called orographic lift. If the air is generally stable, nothing more than lenticular cap clouds will form. However, if the air becomes sufficiently moisture laden and unstable, orographic showers or thunderstorms may appear.
Storm – Rolling thunderstorm (Cumulonimbus Arcus) by John Kerstholt (Creative Commons license)
Additionally, there are three other mechanisms for lowering the air temperature to the point where water vapor condenses. All of these occur near surface level and do not require lifting of the air. Cooling by conduction, radiation, and evaporation can cause condensation at surface level resulting in the formation of fog.
Conduction cooling takes place when air from a relatively mild source area comes into contact with a colder surface, such as when mild marine air moves across a colder land area. Radiation cooling occurs due to the emission of infrared radiation, either by the air or by the surface underneath. This type of cooling commonly occurs at night when the sky is clear. Evaporative cooling happens when moisture is added to the air through evaporation, which forces the air temperature to cool to its wet-bulb temperature, or sometimes to the point of saturation.
So clouds float and hover. Who would have guessed? Aren’t they pretty?
Sunrise – The Twilight Sky just before Sunrise by Jessie Eastland (Creative Commons license)
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Python String Tutorial with Examples
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1- Python String
String is the most common type in Python, and you often have to work with them. Note that there is no character type in Python, a simple character is called as a string of length 1.
There are two ways to declare a string written on a line by using single quotes or double quotes.
str1 = "Hello Python"
str2 = 'Hello Python'
str3 = "I'm from Vietnam"
str4 = 'This is a "Cat"! '
If you want to write string on multiple lines using a pair of 3 single quotes.
str = """Hello World
Hello Python"""
2- Access values in string
Python does not support character type, the character is considered as a string of length 1. The characters in string are indexed by starting index 0. You can access substrings via index.
mystr = "This is text"
# --> h
print ("mystr[1] = ", mystr[1])
# --> is is t
print ("mystr[2,9] = ", mystr[2:9])
# --> s is text
print ("mystr[3:] = ", mystr[3:])
3- String is immutable
String is a special data type in Python, and it is immutable. Each string has an address stored on memory. All operations on strings create another object. For example, if you want to concatenate a string with another string, this action creates another string on memory.
== and is operator
Python uses the == operator to compare the values of two objects. And use the "is" operator to compare locations on memory.
class Person(object):
def __init__(self, name, age):
self.name = name
self.age = age
# Override __eq__ method
def __eq__(self, other):
return self.name == other.name and self.age == other.age
jack1 = Person('Jack', 23)
jack2 = Person('Jack', 23)
# Call to __eq__ method
print ("jack1 == jack2 ?", jack1 == jack2) # True
print ("jack1 is jack2 ?", jack1 is jack2) # False
See more:
• TODO Link?
String is a special data type and is frequently used in Python applications. And so it has some features below:
• If you declare two string type variable with the same value, they all will point to the actual string in memory.
Operators with strings will create new strings in memory.
str1 = "Hello Python"
str2 = "Hello Python"
str3 = "Hello " + "Python"
print ("str1 == str2? ", str1 == str2) # --> True
print ("str1 is str2? ", str1 is str2) # --> True
print ("str1 == str3? ", str1 == str3) # --> True
print ("str1 is str3? ", str1 is str3) # --> False
4- Escape Characters
Escape characters are special characters in Python. It is non-printable characters. However if you want it to appear in your string, you need a notation to notify to Python. For example, "\n" is a newline character.
# Two "tab" characters between "Hello World" and "Hello Python".
mystr = "Hello World\t\tHello Python"
print (mystr)
# Two "newline" characters between "Hello World" and "Hello Python".
mystr = "Hello World\n\nHello Python"
print (mystr)
Hello World Hello Python
Hello World
Hello Python
\a 0x07 Bell or alert
\b 0x08 Backspace
\cx Control-x
\C-x Control-x
\e 0x1b Escape
\f 0x0c Formfeed
\M-\C-x Meta-Control-x
\n 0x0a Newline
\nnn Octal notation, where n is in the range 0.7
\r 0x0d Carriage return
\s 0x20 Space
\t 0x09 Tab
\v 0x0b Vertical tab
\x Character x
\xnn Hexadecimal notation, where n is in the range 0.9, a.f, or A.F
5- String operators
In Python, there are some special operators below:
Operator Description Example
+ Concatenation - Adds values on either side of the operator "Hello" +"Python" ==> "Hello Python"
* Repetition - Creates new strings, concatenating multiple copies of the same string "Hello"*2 ==> "HelloHello"
[] Slice - Gives the character from the given index a = "Hello"
a[1] ==> "e"
[ : ] Range Slice - Gives the characters from the given range a = "Hello"
a[1:4] ==> "ell"
a[1: ] ==> "ello"
in Membership - Returns true if a character exists in the given string a = "Hello"
'H' in a ==> True
not in Membership - Returns true if a character does not exist in the given string a = "Hello"
'M' not in a ==> True
r/R Raw String - Suppresses actual meaning of Escape characters. The syntax for raw strings is exactly the same as for normal strings with the exception of the "raw string operator", the letter "r," which precedes the quotation marks. The "r" can be lowercase (r) or uppercase (R) and must be placed immediately preceding the first quote mark. print (r'\n\t') ==> \n\t
print (R'\n\t') ==> \n\t
% Format - Performs String formatting See at next section
6- Methods
• TODO
View more Tutorials:
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Storms may stall launch of twin spacecraft to moon
(AP) -- NASA may have to wait a few days before launching a set of twins to the moon.
The two spacecraft - Grail-A and Grail-B - are due to blast off aboard an Thursday morning. Forecasters say there's a 60 percent chance that storms will delay the flight. The weather should improve this weekend.
NASA is sending the probes on a long, roundabout trip to the moon. The spacecraft will orbit the moon, chasing one another in circles so researchers can measure the gap and the gravity below.
It will be the first devoted to studying the insides of the moon. By measuring the entire of the moon, scientists hope to learn what the moon is made of all the way to its core.
Explore further
NASA launching twin moon probes to measure gravity
Citation: Storms may stall launch of twin spacecraft to moon (2011, September 7) retrieved 26 January 2022 from https://phys.org/news/2011-09-storms-stall-twin-spacecraft-moon.html
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Bacterial Flagellum: Definition, Types and Composition of These Unique Structures
It is a filamentous structure that serves to drive the bacterial cell.
A flagellum is an eyelash-like appendage that protrudes from the cell body of certain bacterial and eukaryotic cells.
The main role of the flagellum is locomotion, but it often functions as a sensory organelle as well, being sensitive to chemicals and temperatures outside the cell.
The similar structure in archaea works in the same way, but it is structurally different and has been named archaellum .
Flagella are organelles defined by function rather than structure. The flagella vary greatly.
Both prokaryotic and eukaryotic flagella can be used for swimming, but they differ greatly in protein composition, structure, and mechanism of propulsion. The Latin word scourge means whip.
An example of a flagellated bacterium is the ulcer-causing Helicobacter pylori, which uses multiple flagella to propel itself through the mucous lining and reach the stomach lining.
Eukaryotic flagella are structurally identical to eukaryotic cilia, although distinctions are sometimes made according to function or length.
The fimbriae and pili are also thin appendages, but they have different functions and are generally smaller.
So far three types of flagella have been distinguished: bacterial, archaeal and eukaryotic.
The main differences between these three types are:
Bacterial flagella are helical filaments, each with a rotating motor at its base that can rotate clockwise or counterclockwise. They provide two of several types of bacterial motility.
Archaeal (archaella) flagella are superficially similar to bacterial flagella, but are different in many details and are considered non-homologous.
Eukaryotic flagella (those of animal, plant, and protist cells) are complex cellular projections that move from side to side.
Eukaryotic flagella are classified along with eukaryotic motile cilia as undulipodia to emphasize their distinctive wavy appendix role in cell function or motility.
The primary cilia are immobile, and are not undulipodia; they have a structurally different 9 + 0 axoneme in place of the 9 + 2 axoneme found in both flagella and ciliary undulipodia.
Structure and composition
The bacterial flagellum is composed of the flagellin protein . Its shape is a hollow tube 20 nanometers thick.
It is helical and has a sharp curve just outside the outer membrane; this “hook” allows the propeller shaft to point directly from the cell.
A shaft runs between the hook and the basal body, passing through protein rings in the cell membrane that act as bearings.
Gram-positive organisms have two of these basal body rings, one in the peptidoglycan layer and one in the plasma membrane.
Gram-negative organisms have four such rings: the L ring associates with lipopolysaccharides, the P ring associates with the peptidoglycan layer, the M ring is embedded in the plasma membrane, and the S ring is directly attached to the membrane. plasmatic.
The filament ends with a protective protein.
The flagellar filament is the long helical screw that powers the bacteria when the motor rotates through the hook.
In most of the bacteria that have been studied, including Gram-negative Escherichia coli, Salmonella typhimurium, Caulobacter crescentus, and Vibrio alginolyticus, the filament is composed of 11 protofilaments approximately parallel to the axis of the filament.
Each protofilament is a series of tandem protein chains. However, Campylobacter jejuni has seven protofilaments.
The basal body has several features in common with some types of secretory pores, such as the hollow rod-like “plug” at its centers that extends through the plasma membrane.
Given the structural similarities between bacterial flagella and bacterial secretory systems, bacterial flagella may have evolved from the type 3 secretion system.
However, it is not known for sure whether these pores are derived from bacterial flagella or the bacterial secretory system.
The bacterial flagellum is driven by a rotary motor (Mot complex) composed of protein, located at the anchor point of the flagellum on the inner cell membrane.
The motor is driven by the motive force of the proton, that is, by the flow of protons (hydrogen ions) through the bacterial cell membrane due to a concentration gradient created by the metabolism of the cell (Vibrio species have two flagella types, lateral and polar.
Some are powered by a sodium ion pump rather than a proton pump). The rotor carries protons through the membrane and spins in the process.
The rotor can only operate at 6,000 to 17,000 rpm, but with the flagellar filament attached it generally only reaches 200 to 1000 rpm.
The direction of rotation can be changed by the flagellar motor switch almost instantly, caused by a slight change in the position of a protein, FliG, on the rotor.
The scourge consumes a lot of energy and uses very little energy. The exact mechanism for generating torque is still poorly understood.
Because the flagellar motor has no on-off switch, the epsE protein is used as a mechanical clutch to disconnect the motor from the rotor, thereby stopping the flagella and allowing bacteria to remain in one place.
The cylindrical shape of the flagella is suitable for the locomotion of microscopic organisms; These organisms operate at a low Reynolds number, where the viscosity of the surrounding water is much more important than its mass or inertia.
The speed of rotation of the flagella varies in response to the intensity of the proton’s motive force.
This allows certain forms of speed control, and also allows some types of bacteria to reach remarkable speeds in proportion to their size; some reach approximately 60 cell lengths per second.
At such speed, a bacterium would take around 245 days to cover 1 km; Although it seems slow, the perspective changes when the concept of scale is introduced.
Compared to macroscopic life forms, it is very fast when expressed in terms of the number of bodies per second. A cheetah, for example, only achieves about 25 body lengths per second.
By using its flagella, E. coli is able to move rapidly toward attractants and away from repellants, using a random skewed walk.
With ‘corridas’ and ‘tumbos’ provoked by turning his scourge counterclockwise and clockwise, respectively.
The two directions of rotation are not identical (with respect to the movement of the flagellum) and are selected by a molecular switch.
During flagellar assembly, components of the flagellum pass through the hollow nuclei of the basal body and the nascent filament. During assembly, protein components are added at the flagellar tip rather than at the base.
In vitro, flagellar filaments spontaneously assemble in a solution containing purified flagellin as the only protein.
At least 10 protein components of the bacterial flagellum share homologous proteins with the type three secretion system (TTSS), therefore one likely evolved from the other.
Because the type three secretion system has a similar number of components as a flagellar apparatus (approximately 25 proteins), which one developed first is difficult to determine.
However, the flagellar system appears to involve more proteins overall, including various regulators and chaperones, so it has been argued that flagella evolved from a type three secretion system.
However, it has also been suggested that the flagellum may have evolved first or the two structures evolved in parallel.
The need for motility (mobility) of early single-celled organisms helps the more mobile flagella to be selected by evolution first, but the type 3 secretion system evolving from the flagellum can be viewed as a ‘reductive evolution’ and is not supported topological phylogenetic trees.
The hypothesis that the two structures evolved separately from a common ancestor explains the protein similarities between the two structures, as well as their functional diversity.
Flagella and the debate on intelligent design
Some authors have argued that flagella cannot have evolved because they can only function properly when all proteins are in place.
In other words, the flagellar apparatus is “irreducibly complex.” This has long been discredited, because many proteins can be deleted or mutated and the scourge still works, albeit sometimes with reduced efficacy.
For example, several mutations have been found that increase the motility of E. coli. Additional evidence for the evolution of bacterial flagella includes:
The existence of vestigial flagella, intermediate flagella forms, and patterns of similarities between flagellar protein sequences, including the observation that almost all core flagellar proteins have known homologies to non-flagellar proteins.
In addition, several processes have been identified that play important roles in flagellar evolution, including self-assembly of simple repetitive subunits, duplication of genes with subsequent divergence, recruitment of elements from other systems (“molecular tinkering”), and recombination.
Flagellar Arrangement Schemes
Different species of bacteria have different numbers and arrangements of flagella. Monotonous bacteria have only one flagellum (eg, Vibrio cholerae).
Photophrenic bacteria have multiple flagella located in the same place on bacterial surfaces that work together to drive bacteria in only one direction.
In certain large forms of Selenomonas, more than 30 individual flagella are arranged outside the cell body, forming a thick structure (easily visible under the light microscope) called a fasciculus.
Spirochetes, in contrast, have flagella that arise from opposite poles of the cell, and are located within the periplasmic space as shown by rupturing the outer membrane and more recently by electron cryography microscopy.
The rotation of the filaments relative to the cell body causes all bacteria to move forward with a corkscrew-like motion, even through material viscous enough to prevent the normally flagellated bacteria from passing through.
The counterclockwise rotation of a monotonous polar flagellum pushes the cell forward with the flagellum behind, like a corkscrew moving inside the cork.
In fact, water on the microscopic scale is highly viscous, very different from our daily experience of water.
The flagella are left-handed helices, and they cluster and rotate only when turned counterclockwise.
When some of the rotors reverse direction, the flagella unwind and the cell begins to “fall over.”
Even if all the flagella rotated clockwise, it is likely that they will not form a bundle, due to geometric and hydrodynamic reasons.
Such a “drop” can occasionally occur, leading to the cell seemingly shifting into place, resulting in reorientation of the cell.
The clockwise rotation of a flagellum is suppressed by cell-friendly chemicals (eg, food), but the motor is very adaptable to this.
Therefore, when moving in a favorable direction, the concentration of the chemical attractant increases and the “drops” are continually suppressed.
However, when the direction of cell movement is unfavorable (such as away from a chemical attractant), the turns are no longer suppressed and occur much more frequently, with the possibility of the cell reorienting in the direction correct.
Polar flagella are constitutively expressed and provide mobility in bulk fluid, whereas lateral flagella are expressed when polar flagella encounter too much resistance to rotate.
These provide swarming motility on surfaces or in viscous fluids.
The archaellum possessed by some archeae is superficially similar to the bacterial flagellum; In the 1980s, they were thought to be homologous on the basis of morphology and general behavior.
Both the flagellum and archaella consist of filaments that extend outside the cell and rotate to power the cell. Archaeal flagella have a unique structure that lacks a central channel.
Similar to bacterial type IV pilins, archeal flagellins (archaellins) are made with class 3 signal peptides and are processed by an enzyme similar to type IV prepilin peptidase.
Archaellins are typically modified by the addition of N-linked glucans, which are necessary for proper assembly or function.
In order to emphasize the distinction between the bacterial flagella and eukaryotic cilia and flagella, some authors attempted to replace the name of these two eukaryotic structures with “undulipodia.”
For example, all Margulis articles since the 1970s, or “cilia” for both, eg, Hülsmann, 1992; Adl et al., 2012; most of Cavalier-Smith’s work, preserving “flagella” for bacterial structure.
However, the discriminative use of the terms “cilia” and “flagella” for eukaryotes adopted in this article remains common (eg, Andersen et al., 1991; Leadbeater et al., 2000).
Internal structure
In addition to the axoneme and the basal body, which are relatively constant in morphology, other internal structures of the flagellar apparatus are: the transition zone, where the axoneme and the basal body join.
And the root system (microtubular or fibrillar structures that extend from the basal bodies to the cytoplasm), more variable and useful as indicators of the phylogenetic relationships of eukaryotes.
Other, rarer structures are the paraflagular (or paraxial, paraxonemal) rod, the R fiber and the S fiber: 63-84 For superficial structures, see below.
Flagella vs cilia
The regular beat patterns of eukaryotic cilia and flagella generate movement at the cellular level.
Examples range from the propulsion of individual cells, such as sperm swimming, to the transport of fluid along a stationary layer of cells, such as in the respiratory tract.
Although eukaryotic flagella and motile cilia are ultrastructurally identical, the beat pattern of the two organelles may be different.
In the case of flagella, the movement is often flat and wavy, while motile cilia often perform a more complicated three-dimensional movement with a power stroke and recovery.
Intraflagellar transport
Intraphylalic transport, the process by which axonemal subunits, transmembrane receptors, and other proteins move up and down along the flagellum, is essential for the proper functioning of the flagellum, both in motility and transduction of signs.
Evolution and occurrence
Eukaryotic flagella or cilia, probably an ancestral feature, have become widespread in almost all groups of eukaryotes, as a relatively perennial condition, or as a stage of the flagellate life cycle (e.g., Zoids, gametes, zoospores, which can be produced continuously or not).
The former is found in specialized cells of multicellular organisms (eg, the choanocytes of sponges or the ciliated epithelium of metazoans), as in ciliates and many eukaryotes with a “flagellate condition” (or “monadoid level of organization”).
The stages of the flagellate life cycle are found in many groups, for example, many green algae (male gametes and zoospores), bryophytes (male gametes), pteridophytes (male gametes).
Some gymnosperms (cycads and Ginkgo, as male gametes), centric diatoms (male gametes), brown algae (zoospores and gametes), oomycetes (asexual zoospores and gametes), hypokites (zoospores), labyrinthulomycetes (zoospores).
Some apicomplexes (gametes), some radiolaria (probably gametes), foraminifera (gametes), plasmodiophoromycetes (zoospores and gametes), myxoases (zoospores), metazoa (male gametes), and chytrid fungi (zoospores and gametes).
Flagella or cilia are completely absent in some groups, probably due to a loss rather than being a primitive condition.
Loss of cilia occurred in red algae, some green algae (Zygnematophyceae), gymnosperms except cycads and ginkgo, angiosperms, pennate diatoms, some apicomplexians, some amoebozoans, in the sperm of some metazoans and in fungi (except chytrid).
Various terms related to flagella or cilia are used to characterize eukaryotes. Depending on the surface structures present, the flagella can be:
Whiplash flagella (= smooth acronematic flagella) : hairless, for example in Opisthokonta.
Hairy flagella (= foam, flimmer, pleuronematic flagella) : with hairs (= mastigonemas sensu lato), divided into:
With fine hairs (= non-tubular, or simple hairs) : occurs in Euglenophyceae, Dinoflagellata, some Haptophyceae (Pavlovales).
With stiff hairs (= tubular hairs, retronemas, mastigonemes sensu stricto), divided into:
Bipartite hairs : with two regions. It occurs in Cryptophyceae, Prasinophyceae, and some Heterokonta.
Tripartite hairs (= straminipilous) : with three regions (a base, a tubular axis and one or more terminal hairs). It occurs in most of Heterokonta.
Pantonematic flagella : with a single row of hairs.
Pantonematic flagella : with two rows of hairs.
Acronematics : flagella with a single terminal mastigonema or flagellar hair (eg bodonids); some authors use the term as a synonym for whiplash.
With scales : for example, Prasinophyceae.
With thorns : for example, some brown algae.
With wavy membrane : for example, some kinetoplastids, some parabasalids.
With proboscis (protrusion of the cell in the form of a trunk) : such as apusomonas, some bodonides.
Depending on the number of flagella, the cells may be (remembering that some authors use “ciliates” instead of “flagellates”:
Uniflagellate : for example, most Opisthokonta.
Biflagellates : for example, all Dinoflagellata, the gametes of Charophyceae, most bryophytes, and some metazoans.
Triflagellate : for example, the gametes of some foraminifera.
Quadriflagellates : such as some prasinophyceae, collodictyonidae.
Octoflagellates : for example, some diplomonada, some prasinophyceae.
Multiflagellate : for example, opalinata, ciliophora, stephanopogon, parabasalida, hemimastigophora, caryoblastea, multicilia, the gametes (or zoids) of oedogoniales (chlorophyta), some pteridophytes and some gymnosperms.
According to the place of insertion of the flagellum:
Opisthokonta : cells with flagella inserted posteriorly, for example in Opisthokonta (Vischer, 1945). In Haptophyceae, flagella insert lateral to terminal, but are directed posteriorly during rapid swimming.
Akrokont : cells with apically inserted flagella.
Subakrokont : cells with flagella inserted subapically.
Pleurokont : cells with laterally inserted flagella.
According to the pattern of strokes:
Slip : a scourge that crawls on the substrate.
Heterodynamic : flagella with different beat patterns (usually with one flagellum working in catching food and the other working in planning, anchoring, propulsion, or “steering”).
Isodynamic : flagella striking with the same patterns.
Other terms related to the flagellar type:
Isokont : cells with flagella of equal length. It was also previously used to refer to the Chlorophyta.
Anisokont – cells with flagella of unequal length, for example some Euglenophyceae and Prasinophyceae.
Heterokont : term introduced by Luther (1899) to refer to the Xanthophyceae, due to the pair of flagella of unequal length.
It has acquired a specific meaning when referring to cells with an anterior straminipilous flagellum (with tripartite mastigonemes, in one or two rows) and a generally smooth posterior flagellum. It is also used to refer to the taxon Heterokonta.
Stephanokont – cells with a crown of flagella near their anterior end, for example, the gametes and spores of Oedogoniales, the spores of some Bryopsidales. Term introduced by Blackman & Tansley (1902) to refer to the Oedogoniales.
Akont : cells without flagella. It was also used to refer to taxonomic groups, such as Aconta or Akonta: the Zygnematophyceae and Bacillariophyceae (Oltmanns, 1904), or the Rhodophyceae (Christensen, 1962).
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How do I monetize IoT?
December 19, 2021
Posted by
How do I monetize IoT?
An example of how you can monetize IoT data is if your company (or you) sells a smart device for a specific application and has it monitor useful information, such as energy efficiency or causes of malfunction, it can then turn that IoT data that was gathered through multiple devices in multiple situations and package …
How is IoT being used today?
Answer: IoT based technologies have a lot of different applications. The technologies are used in process automation, home automation, smart cars, decision analytics, and smart grids. The list of IoT applications will grow as the technology evolves in the years ahead.
What is special about the Internet of things?
What is the impact of Internet of things?
It could also lead to the emergence of ancillary or supporting industries such as manufacturing of smart and connected devices, monitoring and measurement systems, decision control and analytics systems and security solutions to ensure safe use and address privacy concerns when it comes to usage of IOT.
What is sensor in IoT?
Sensors play an important role in creating solutions using IoT. Sensors are devices that detect external information, replacing it with a signal that humans and machines can distinguish.
Why is Internet of things important?
Internet of Things can create information about the connected objects, analyze it, and make decisions; in other words, one can tell that the Internet of Things is smarter than the Internet. Security cameras, sensors, vehicles, buildings, and software are examples of things that can exchange data among each other.
What is Internet of Things IoT and how is it used?
How does Amazon use IoT?
AWS IoT helps customers by providing edged based software including Amazon FreeRTOS and Amazon Greengrass that allows customers to securely connect their assets, gather data and take intelligent actions locally even when the internet connectivity is down. Customers only pay for what they use.
What is IoT with example?
In short, the Internet of Things refers to the rapidly growing network of connected objects that are able to collect and exchange data in real time using embedded sensors. Thermostats, cars, lights, refrigerators, and more appliances can all be connected to the IoT.
Is Alexa an IoT device?
The term “Internet of Things” applies to any nonstandard computing device that connects to wifi and can transmit data. Well-known examples of IoT devices include smart speakers like Amazon Alexa or Google Home, smartwatches like the Apple Watch, internet-connected baby monitors, video doorbells, and even toys.
Is IoT The Next Big Thing?
According to a study by Accenture, the number of connected devices is expected to rise beyond 40 billion by 2024. This rapid growth is set to enable a plethora of new IoT use cases in media and entertainment and open major new opportunities for media companies to explore.
What is IoT in Java?
IoT is an advanced automation and analytics system which deals with artificial intelligence, sensor, networking, electronic, cloud messaging etc. to deliver complete systems for the product or services. The system created by IoT has greater transparency, control, and performance.
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Federal Supremacy or State Sovereignty
by | Jul 20, 2021 |
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Terms like “State Sovereignty” and “Nullification” are treated like bywords by those who believe in federal supremacy. The question is, are states sovereign? Did the federal government create the states or the other way around? Does the federal government tell the states what they can do, or do the states order the federal government around? We start with just that discussion. Once we understand the roles and relative powers between the states and the federal government, we can correctly answer the question, are States Sovereign?
Then, we need to discuss the idea of nullification. Again, the term “nullification” is used as a boogie man, claiming that it is a violation of the Supremacy Clause, in order to scare people into compliance. But much of what is termed “nullification” isn’t nullification at all, but the states refusing to comply with federal directives that are void. Once we have a working understand of both state sovereignty and nullification, we can look at some recent actions from the states and understand not only what they are doing, but whether or not it is legal. Join Paul Engel on The Constitution Study...
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Paul Engel
Author and speaker Paul Engel has spent more than 20 years studying and teaching about both the Bible and the U.S. Constitution. That experience helps Paul explain difficult concepts in a way most people can understand. As one manager described, “Paul can take the most complex idea and explain it in a way my grandmother can understand.” Freely admitting that he “learned more about our Constitution from School House Rock (a Saturday morning cartoon) than in 12 years of school,” he says that anyone can be a constitutional scholar. Since 2014 I have been helping everyday Americans read and study the Constitution of their country and teaching the rising generation to be free. Using news and current events as a springboard, I explain the Constitution and encourage others to stand up and secure the blessings of liberty for themselves, their children, and the nation.
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? Protecting Our K9’s
? Protecting Our K9’s
K9 Sergeant creates national organization to assist retired K9’s with medical problems. Sgt Tom Sweeney’s K9 partner “Boss” served for years but when he got cancer there was nothing to help with medical expenses. So he created a charity to help. He shares his story...
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Estimate cost
The detailed pricelist is available here
You can use the form below to estimate the price of each session according to the level of the difficulty. For more than one student the price refers to the whole group. The group may distribute the cost as they like (suggested method is to divide to all equally).
The duration of each session is approximatelly 105 min.
Please note that the prices are an estimate.
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Share your story
Sharing your story can help others and their families.
We know that a diagnosis of cardiomyopathy can feel overwhelming and frightening. We often hear from our community that hearing the experiences of others and their families can be a lifeline, helping them to feel reassured, informed and less isolated.
We're looking for individuals who are happy to share their own story as part of our ongoing media work, to feature on our website and across our social media channels.
share your story
Your Name
What's your connection to cardiomyopathy?
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New Athletics Facilities!
Chapin's new floors and repurposed spaces, which opened for use in May 2021, include a regulation-size gym, suspended running track, play roof, fitness studio, athletic training center, dance studio and more. Our Athletic Center serves as a multi-purpose space where Chapin can host games, tournaments and various school events.
Physical Education
Upper School
Students in Classes 8 and 9 will be trained in all aspects of physical fitness using our new Fitness Studio and indoor track, and will be taught the myriad benefits of physical activity and fitness. They will also be introduced to a variety of sport, fitness, and wellness activities, and engage in Green vs. Gold competitions to build team-spirit, teach teamwork and provide leadership opportunities.
Students in Classes 10-12 may fulfill all of their P.E. credits during a term by playing on Chapin sports teams or participating in a sport or dance activity outside of school that is the equivalent, in terms of time commitment and skill level, to being on a Chapin varsity sports team.
Middle School
In Middle School, students are exposed to numerous sports and activities and taught more complex and specialized skills to reach a more advanced level of play. These skills include moving into open space to create pathways, and understanding how time, force and flow affect how the body moves. Units currently include: soccer, volleyball, basketball, field hockey, lacrosse, badminton, track, swimming, fencing, handball, floor hockey, pickleball, and ultimate Frisbee. Teachers may also have their students use the fitness studio to build upon the MS wellness curriculum.
Throughout Middle School, the emphasis in PE is on instilling a passion for play, and building confidence and competence to pursue physical activities and athletic team opportunities.
Lower School
The Lower School physical education program is developed around the belief that students' physical, intellectual, and emotional lives are interconnected. The curriculum is specifically designed to foster the enjoyment of movement, develop physical and cognitive abilities, understand the importance of health and wellness, guide social and emotional growth, and cultivate character through decision-making and teamwork activities.
In Kindergarten and Class 1, locomotor, gross-motor, and manipulative skills are emphasized on a regular basis. Students begin to explore sportsmanship through cooperative play. In Classes 2 and 3, these critical foundational skills are a key component for more specialized learning and greater individual skill acquisition. Inside of our "Sky Gym" (nickname coined by our youngest students) and rooftop play turf, students are given opportunities to demonstrate leadership, risk-taking and success.
By the time students leave Lower School, they have a basic skill foundation (jumping, throwing, striking, catching, kicking, balancing, etc.), an age-appropriate understanding of rules and strategies, a respect for and an appreciation of others, and a healthy spirit toward all aspects of movement and play.
Rooftop Play Turf
Fitness Studio
Suspended Running Track
Athletic Center (Gym)
Athletic Training Center
Dance Studio
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The Greatest African Leaders: Oliver Tambo
By Joburg Post
Oliver Reginald Tambo (27 October 1917 – 24 April 1993) was a South African anti-apartheid politician and revolutionary who served as President of the African National Congress (ANC) from 1967 to 1991. His father was Mzimeni and his mother was called Julia. He was born in the village of Nkantolo in Bizana in eastern Pondoland in what is now Eastern Cape. He attended a school at Holy Cross Mission School, and then transferred to St. Peters in Johannesburg.
Tambo matriculated in 1938 as one of the top students, and he was qualified for a University degree at the University of Fort Hare. In 1940 he, along with several others including Nelson Mandela, was expelled from Fort Hare University for participating in a student strike. In 1942 Tambo returned to his former high school in Johannesburg to teach science and mathematics.
Political achievements
Tambo, along with Mandela and Walter Sisulu, were the founding members of the ANC Youth League in 1943, becoming its first National Secretary and a member of the National Executive in 1948. In 1955, Tambo became Secretary General of the ANC after Walter Sisulu was banned by the South African government under the Suppression of Communism Act. In 1958 he became Deputy President of the ANC and in 1959 was served with a five-year banning order by the government. In response, Tambo was sent abroad by the ANC to mobilise opposition to apartheid. He settled with his family in Muswell Hill, north London, where he lived until 1990. He was involved in the formation of the South African Democratic Front. In 1967, Tambo became Acting President of the ANC, following the death of Chief Albert Lutuli, then National Chairperson until his death, in 1993.
Oliver Reginald Tambo, leader of the African National Congress in exile for thirty years, died on 23 April 1993. Yet his legacy lives on. He left a significant and enduring heritage, one, which enhanced our new constitution, contributed to the inclusive and equitable policies of democratically elected government in South Africa, and affirmed the abiding vision of the ANC itself. While the ANC has consistently produced leaders of the highest calibre, Oliver Tambo, thoughtful, wise and warm-hearted, was perhaps the most loved. For example his simplicity, his nurturing style, his genuine respect for all people seemed bring out the best in them. His life was remarkable for the profound influence he had on the ANC during the difficult years of uncertainty, loneliness and homesickness in exile. During his fifty years of political activity in the ANC, He affectionately came to be known, played a significant role in every key moment in the history of the movement, until his death.
One can ask, what shaped the life of Oliver Tambo, and what values and life skills enabled him to make such an important and enduring impact on the history of the ANC and democracy in South Africa? The answer can be found in the two major processes that defined his early life: “his traditional rural roots; and the expertise he acquired through education”. This moulded his style in politics and leadership, and each experience was very different; yet he combined them creatively to develop an approach, which was able to reach and empower a broad mass of the people, both nationally and internationally.
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Address Discrimination
Reframe Mental Health Issues During the Coronavirus Pandemic
to Address Discrimination!
Reframe Stigma as Discrimination
We need to reframe stigma as discrimination so more people understand what it's like for people with mental health conditions.
People with mental health conditions are stereotyped as behaving undesirably, causing other people to act in a fearful or prejudicial manner toward them. Due to discrimination, many who have mental health conditions try to hide it from family, friends or the community. Discriminatory attitudes surrounding mental health can cause barriers to treatment. In some of its manifestations, discrimination against people with mental health conditions involves a violation of civil or human rights.
People with mental health conditions are often depicted as being incapable of having a "normal" life and are often addressed using derogatory terms. Self-discrimination is the shame experienced by persons labeled as mentally ill. Social exclusion results from a belief that people with mental health conditions have control over themselves when they are in the midst of a relapse. How often have people urged to "pull themselves together"?
Source: Wikipedia
Highlight Contributions that People with Mental Health Conditions Make to Communities
Our peers work at local employers; serve on non-profit boards; recover through artwork and crafts; etc.
Throughout history, prominent artists and writers experienced mental health conditions: Michelangelo, Wolfgang Amadeus Mozart, Ludwig van Beethoven, Franz Liszt, Vincent Van Gogh, Ernest Hemingway, Virginia Woolf, Robert Schumann, Patty Duke Astin, Fisher, Demi Lovato, Kanye West, Stephen Fry, etc.
Source: Wikipedia
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History at Paulet
What do students learn in history in Key Stage 3?
History provides young people with the chance to learn about the significant events and individuals who have shaped our past, created the world of today and continue to influence the world of tomorrow. Studying history enables students to reach their own informed opinions that will in turn enable them to more fully play a role in positively shaping the history of the future.
Throughout the course we focus on the impact of key groups of people who settled in England. We start this by considering the impact of the Romans, Saxons, Vikings and Normans before later finding out about the story of West Indian and Asian immigrants. We also look at the impact that religion has had on English society in the Middle Ages and the subsequent Break with Rome under Henry VIII.
We consider the power of the monarchy through the Middle Ages and Renaissance before investigating the reduction in royal power as a result of the English Civil War.
We investigate the changing roles for both men and women within society from the medieval feudal system to the Industrial Revolution, the campaign for universal suffrage and beyond.
We look at a range of historical examples for both democracies and dictatorships. In conjunction with this we investigate the impact that conflict has had in shaping British society from the Norman Conquest to the World Wars and other more recent conflicts, considering the lessons which need to be learnt from these to make the world a better place.
Throughout the Key Stage 3 course we develop the historical skills required for study at GCSE level.
How do students learn in KS3?
Students are increasingly encouraged to learn through paired and whole class discussion to draw on the knowledge and understanding of their peers. The use of historical case studies will engage students in decision making exercises where they must reach make justified decisions using a range of sources. The skills developed in Year 7 are further developed in Year 8 and Year 9 is focused on preparing students for GCSE history. This includes an investigative study on the impact of ‘Factors for Change’ in history which reflects on what they have learnt across the whole of key stage 3 history, whilst simultaneously refining the skills needed for key stage 4. All assessments in key stage 3 are designed to reflect the style of questioning used in GCSE history so that students will be thoroughly prepared for such future assessment.
What topics are covered and when in each year group? What is the sequence of teaching?
Our topics of learning are listed below. The sequence of learning is designed to develop students understanding across key periods of time.
Year 7
Year 8 Year 9
Autumn 1 The Norman Conquest
Post Tudor British Monarchs What causes conflict in the twentieth century?
Autumn 2 Medieval Monarchs
The British Empire and its legacy
What causes conflict in the twentieth century?
Spring 1 Life and Religion in Medieval England
Slavery and its legacy Did life improve for everyone in Nazi Germany?
Spring 2 The Tudors and Challenges to the Catholic Church
The Industrial Revolution and its legacy Post WWII migration and 1960s
Summer 1 Challenges to the Crown and The English Civil War
The Struggle for Female Suffrage What is the best way to bring about change?
Summer 2 Early Migration to Britain
The First World War What is the best way to bring about change?
How are students assessed in KS3 history?
Students are assessed twice each half term through a combination of mid topic and end of topic tests. Assessments are largely written but presentation tasks are also included at times.
Home learning (homework)
The homework tasks which are set are integral to the learning taking place in the classroom and as such is increasingly referred to as home learning. Students are set one piece of home learning a fortnight in line with our two-week timetable. Students will usually be given a week to complete their work. Tasks will be set via the Go4 Schools app, but are also explained in class and usually a paper copy of the task is given out along with whatever other resources are needed for students to complete the task.
Extra-curricular opportunities include visiting
Cultural capital
The value of independent home learning is emphasised to instil in the students a sense of ownership and responsibility for their learning. Naturally, appreciation of the world’s diverse history and differing cultural experiences are developed throughout the learning journey that is presented in the study of history.
Students develop a wide range of skills during key stage 3 history which transfer to a wide range of career paths. History grounds young people in the skills of research, analysis and evaluation. The study of history enables you to formulate, test, debate, defend and refine hypotheses.
History is a well-respected and longstanding subject and those who go on to study it at higher levels will find that it provides many different and varied options for exciting careers in the future.
Careers for historians
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Key Performance Indicators KPIs
Definition of KPI
Key performance indicators are tools that firms use to determine the level of progress towards achieving a given goal over a specified period. Samsonova (41) defines key performance indicators as “Metrics used to help a business define and measure progress towards achieving its objectives or critical success factors.” When setting goals and objectives, it is always important for a firm to monitor the progress that it is making to know whether it is on the right track. In the current competitive business environment, firms are finding it necessary to use key performance indicators to determine how effectively different departments are implementing various policies meant to enhance the competitiveness of their firm. In this paper, the researcher seeks to determine how a firm can apply key performance indicators in various departments to determine their progress towards set objectives.
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How to Differentiate KPIs from Other Non-KPI
According to Baroudi, key performance indicators are unique ways of measuring the progress towards a specific goal or objectives (38). It has fundamental differences from other non-key performance indicators that have been used in the past. One factor that makes key performance indicators unique is that it uses specific metrics when determining the progress. This means that it may not be enough to state that the progress is good or bad when using key performance indicators as indicators. That will be considered a general term that is almost meaningless. This tool demands that one must use a specific metric. For instance, one can state that a department has achieved 95% of the set objectives within three months. It is important to note that in such an explanation, the level of performance has been given in a specific quantity over a given period. This will enable the relevant stakeholders to determine whether the department can meet the set objectives by the end of a specified period.
Griffin says that key performance indicators may use a baseline, something that is not common with other non-key performance indicators (72). For instance, the sales department may set an objective of selling goods worth $ 500,000 in two months. Using key performance indicators, the department can measure the performance after one month to determine the progress. If the target was $ 500,000 in two months, then the sales will be expected to be about $ 250,000 in the first half of the period. If this has been achieved or exceeded, then it will be an indication that the department is performing as per the expectations. If this is not met, then it will be a sign that something needs to be corrected to achieve the set objectives. Baroudi warns that it is important to be very specific when using key performance indicators because it is unique (42). For instance, sales managers posit a higher number of people within their stores as a key performance indicator. However, this may be misleading because some of the people may come for window-shopping. Unlike other indicators, key performance indicators require that there must be a direct relationship between the indicator used and the actual performance of a firm or a department.
How to Create and Write KPI
Key performance indicators may be created by the managers or employees at different levels based on the intended function. According to Sihler, this tool can be used at an individual, group, departmental, or organizational level (87). The level of its application always defines who and how this tool is created. The following are specific steps that should be followed when creating key performance indicators within a department.
Step 1: Identifying a problem
Managers or employees should engage in identifying a problem, which can be a situation or an objective that requires attention (Baroudi 38). This step aims to find a problem that should be addressed or a goal that should be achieved within a given period.
Step 2: Developing a viewpoint
In this stage, managers and the involved workers engage in developing a view on how the implementation teams or the department would want the ultimate results to look. The metrics should be stated in clear terms.
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Step 3: Developing a KPIs process
According to Baroudi (38), the third stage involves a KPIs plan on how to achieve the specified targets presented in a situation or objective. For instance, a strategy may be developed to increase the number of customers visiting the retail stores.
Step 4: Developing effective KPIs
In this stage, managers and employees will design KPIs that are effective, before creating efficient KPIs. This process acts as a benchmark to the desired plans (Velimirovic et al. 69).
Step 5: The Stakeholder and the financial KPIs
The process in the fifth step involves developing the stakeholder and the financial KPIs while sorting out available options to help create strategic objectives. Sorting out KPIs in a categorical manner often helps to create the logical systems for the KPIs (Baroudi 39).
Step 6: Determining output
The sixth step of creating the KPIs entails determining the output KPIs before estimating the input KPIs. This is because the managers and concerned workers must first determine the output that would define the needed input.
Step 7: Selecting suitable KIP
According to Baroudi (39), the last step of creating the KPIs involves making the ultimate decisions by selecting the most suitable KPIs, sharing data, approving, and then writing the KPIs.
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Basis of Choosing the KPI
It is important to define the basis of choosing KPIs. Sawang notes that an organization or a department should have a clear basis for choosing a given key performance indicator to justify the approach (24). The following are clear steps of how the KPI should be chosen in an organization or within a given department.
Step 1: Defining what should be achieved
The first step when choosing the most appropriate KPI is to define what should be achieved. For instance, the sales department may way to increase sales volume by 40% in one year. This will define the indicator that will be used.
Step 2: Stakeholders involved
It is also necessary to define stakeholders involved in achieving a given objective. Their opinion should be taken into consideration when choosing an appropriate indicator.
Step 3: Ability to achieve results within the set period
The manager and relevant employees must determine whether the chosen indicator may help achieve results within the desired timeline.
Step 4: Availability of relevant tools
When choosing KPI, Iveta says that it is important to ensure that there are relevant tools that can be used in measurements and that the relevant stakeholders can use these tools without any complications (121).
How to Measure KPIs
According to Baker, the approach that a firm uses to measure key performance indicators may vary from one firm to another based on factors such as industry, tools available within a firm, and the level of knowledge of the stakeholders (112). The following are conventional steps on how to measure KPIs.
Step 1: Choosing the target
In the first step, a manager and his stakeholders will need to choose the target. This involves defining the objectives to be measured and how they should be achieved.
Step 2: Set timeline for measuring KPI
When the objective has been defined, the next step is to set the time within which the objective should be achieved. This can be one week, one month, or a whole financial year.
Step 3: Assigning of numerical values
The next step will be to assign numerical values to different levels of performance. A common way of doing this is to develop a scale of 1 to 5, where 1 is extremely poor while 5 is excellent performance.
How to Manage KPIs
Managing key performance indicators is very important, especially when a firm or a department has very strict objectives that should be achieved within a given timeline. The figure below shows factors that should be considered when managing a winning KPI.
Managing a wining KPI
Figure 1: Managing a wining KPI
Step 1: Make it informative
Key performance indicators should be made as informative as possible for to stakeholders understand what is expected of them. According to Iveta, when stakeholders know what is expected of them, it becomes easy for them to make a concerted effort towards achieving the set goals and objectives (119).
Step 2: Make it measurable
To manage KPIs, they should be defined in measurable terms. For instance, the production department will need to specify that it needs to increase its output by 35% within one year. This way, the firm will be able to quantitatively monitor and manage the progress of the department towards achieving this goal.
Step 3: Make it simple
Finally, Griffin says that KPIs should be simple and clear (73). All the stakeholders must understand what they should achieve and how this performance will affect the current position of their firm in the market.
How to Monitor and Continuously Improve KPI
Monitoring and improvement of KPI is a continuous process that needs to be given proper attention. The diagram below shows specific steps that should be followed in monitoring and continuous improvement of KPI.
Monitoring and improvement of KPI
Figure 2: Monitoring and improvement of KPI
Step 1: KPI identification and selection
As shown in the figure above, the first step is to identify and select the most appropriate key performance indicator using some of the strategies suggested in the previous sections of this paper.
Step 2: KPI documentation and alignment
Once KPI has been identified, the next step is to document this information in preparation for the implementation process. The manager will also need to align the objectives with the skills and knowledge of employees. This means that employees will be assigned tasks that they can handle.
Step 3: KPI interpretation
Once the documentation has been done, the team will then interpret the principles defined in KPI. Every stakeholder will be assigned their roles and informed about the target they have to meet within a given period.
Step 4: KPI reporting and visualization
The fourth step is reporting and visualization. After a regular interval, the teams will report their performance to their team leaders. The team leader will visualize the performance against the set targets to determine the current position of his team. The team leader will then write a report to the superiors informing them of the current position of his team in fulfilling a given objective.
Step 5: KPI feedback and re-alignment
After visualization, the final step is feedback and realignment. The superiors will give feedback to the team leader about their view towards the performance of the team. The feedback may include the identification of some weaknesses or some recommendations on how the performance can be improved. The leader will be expected to use the information to make re-alignment within the team for better performance.
How to Measure Effectiveness of KPI
Measuring the effectiveness of KPI is critical, especially for a firm that is trying to gain a competitive edge over its market rivals. The figure below shows four areas of measuring the effectiveness of KPI
Measuring effectiveness of KPI
Figure 3: Measuring effectiveness of KPI
Step 1: Determine the cost
According to Cronin, the first step in determining the effectiveness of KPI is to find the cost of the project (30). The indicator can only be considered effective if the project cost is within the set allocations.
Step 2: Completeness
The project should be complete as per the defined aims and objectives for it to be considered effective. The team leader should, therefore, determine the completeness of the project.
Step 3: Speed
To determine the effectiveness of KPI, one should find out whether the project was completed within a specified duration.
Step 4: Accuracy
The final step is to determine the accuracy with which the set objectives were achieved. This can be done using a scale of 1 to 5 as was stated in the section above.
Actual Process Example of How to Choose KPIs
In this section, the researcher will give an actual process example of how the Sales Department can choose KPI.
Step 1: Defining what should be achieved
The sales department would want to increase the sales volume of personal computers. This should be done in the current market.
Step 2: Stakeholders involved
The stakeholders involved include the sales manager and all the employees working in the sales department.
Step 3: Ability to achieve results within the set period
With the current financial resources within the firm and the ability of the employees working within the department, we can achieve a 40% increase in sales volume. This means that the set objective is realistic.
Step 4: Availability of relevant tools
We have the relevant retailing equipment that will help in the realization of the set objectives. We intend to use social media to boost our sales.
Step 5: Choose the metrics
Based on the above factors, we believe that we can increase the sales volume of personal computers in the current market by 40% within one year.
Works Cited
Baker, Trischa. Key Performance Indicators Manual: A Practical Guide for the Best Practice Development, Implementation and Use of Kpis. Crows Nest: Allen & Unwin, 2002. Print.
Baroudi, Rachad. “Key performance indicators Winning tips and common challenges.” Performance Journal 6.2 (2014): 36-42. Print.
Cronin, Graham. “Measuring strategic progress: Choosing and using KPIs.” Accountancy Ireland 39.4 (2007): 30-31. Print.
Griffin, John. “Developing strategic KPIs for your BPM system.” Data Mining Review 14.10 (2004): 70-73. Print.
Iveta, Gabčanová. “Human Resources Key Performance Indicators.” Journal of Competitiveness 4.1 (2012): 117-128. Print.
Marr, Bernard. Key Performance Indicators: The 75 Measures Every Manager Needs to Know. Harlow: Pearson Education, 2012. Print.
Samsonowa, Tatjana. Industrial Research Performance Management: Key Performance Indicators in the Ict Industry. Heidelberg: Physica-Verlag, 2011. Print.
Sawang, Sukanlaya. “Key Performance Indicators for Innovation Implementation: Perception vs. Actual Usage.” Asia Pacific Management Review 16.1 (2011): 23-29. Print.
Sihler, Patrick. Key Performance Indicators Aus Controlling-Sicht. München: GRIN Verlag GmbH, 2009. Print.
Key Performance Indicators KPIs
The following paper on Key Performance Indicators KPIs was written by a student and can be used for your research or references. Make sure to cite it accordingly if you wish to use it.
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Question: What is an LTR in dating?
Long term relationship is a term which defines an intimate, committed what between human beings. Long term relationship is sometimes shortened what the acronym LTR especially in personal advertisements. Most everyone agrees that a long term relationship must involve emotional intimacy and a long-term commitment.
Whats does LTR mean?
long-term relationship LTR. abbreviation for. long-term relationship: used in lonely hearts columns and personal advertisements.
What is the meaning of LTR in texting?
Since they are casually texting, its perfectly appropriate for Dani to use a text slag abbreviation like LTR to refer to her long term relationship. Overall, the abbreviation LTR most often stands for long term relationship.
What does LTR mean Grindr?
Its clear how superficial some people are as there are those blatantly looking for good looking partners. Acronyms like NSA (no strings attached), FUN, NOW, TOP and BTM indicate that the person is simply looking for a one-night stand, while LTR (long term relationship) means the opposite (obviously).
What does LRT stand for?
Light Rail Transit (LRT) is a transportation system based on electrically powered light rail vehicles (LRV) that operates on a track in a segregated, right of way. Multiple LRVs, or cars, can be coupled together to form a train. They are designed to deliver rapid, reliable and safe transportation services.
What does LRT mean on Instagram?
Last ReTweet is the most common definition for LRT on Snapchat, WhatsApp, Facebook, Twitter, Instagram, and TikTok.
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Find us at the office
Isma- Pazienza street no. 21, 67381 Ngerulmud, Palau
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A variable is used to store information.
Variables in PHP
Variables are used for storing values, like text strings, numbers or arrays.
When a variable is declared, it can be used over and over again in your script.
All variables in PHP start with a $ sign symbol.
The correct way of declaring a variable in PHP:
$var_name = value;
Let's try creating a variable containing a string, and a variable containing a number:
$txt="Hello World!";
PHP is a Loosely Typed Language
In PHP, a variable does not need to be declared before adding a value to it.
In the example above, you see that you do not have to tell PHP which data type the variable is.
In a strongly typed programming language, you have to declare (define) the type and name of the variable before using it.
In PHP, the variable is declared automatically when you use it.
Naming Rules for Variables
• A variable name must start with a letter or an underscore "_"
• A variable name should not contain spaces. If a variable name is more than one word, it should be separated with an underscore ($my_string), or with capitalization ($myString)
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Contextualizing cross-national patterns in household climate change adaptation
• Contextualizing cross-national patterns in household climate change adaptation
• Nature Climate Change, 2021
• Brayton Noll, Tatiana Filatova, Ariana Need & Alessandro Taberna
As you are likely aware, we are in the midst of a growing climate crisis – with risks compounding faster than governments can contend with on their own. Floods are the most widespread and costliest climate-induced hazard worldwide and threaten millions of people annually. Household adaptation to floods has been shown to reduce damages and is a critical complement to government level action.
How then, can governments, NGOs, and risk managers motivate households to take protective action?
First, a fundamental understanding of what drives and hinders household behavior is critical. Data on household level climate adaptation are typically solicited and studied via surveys; the large majority of which have been conducted in Europe and the United States. Yet, while it is the people living in the Global South that are disproportionally affected by climate-induced hazards, the empirical evidence on the drivers of behavioral adaptation is limited. The question remains: to what degree do behavioral and social drivers of households’ adaptation to floods vary across countries?
Understanding this will permit researchers and policymakers to extrapolate knowledge and data from existing household adaptation research to data-scarce regions when formulating new adaptation policies and risk management strategies.
To address this gap in knowledge, our ERC lab launched a longitudinal survey in four diverse countries across the globe: the United States, China, Indonesia, and the Netherlands (N>6000). In our analysis we compare 16 different factors commonly utilized to motivate and estimate household adaptation intention across the four countries. We distinguish between two types of adaptation: High Effort measures (8) involve structural, usually irreversible modifications to one’s home, and Low Effort measures (10) less intensive non-permanent protection and communication actions.
The larger the circle is, the more likely the variable has a greater influence on individuals’ decision to intend to take adaptive action. Positive effects motivate, while negative effects diminish the likelihood of taking adaptive action.
*Circle size is proportional to the statistical effects that each of the 16 variables have on influencing adaptation intention (calculated from a Bayesian beta regression model).
We study the patterns in the effects of these 16 factors on household adaptation intention in the context of the social, political, and cultural context of each country. We find that while many factors have relatively consistent effects across countries, there are distinct differences in several variables (i.e. in households’ ability to adapt (Coping Appraisal), the influence of media (External Influence), and past flood experience (Preceding Flood Engagement)).
For example, differences in social media censorship between the two Global North Countries (the USA and Netherlands) and Global South (Indonesia and China), likely contribute to the differences in effect that ‘Information from Social Media’ has on adaptation. Other variations and, in some instances, contrasting effects are found with the influence of ‘Response Efficacy’ (how effective one believes a measure will be in minimizing damage) and in ‘Prior Hazard Experience’ (has the household experienced a flood in the past). We attribute the dissimilarities in effects to cultural and situational differences across the countries which we outline in our article.
While observed similarities offer promise in promoting adaptation in new, data-scarce contexts; salient disparities in effects indicate that unique social, institutional, and cultural contexts manifest meaningful variation among the factors influencing household adaptation behavior and intentions.
These differences indicate that strategies should be extrapolated from other contexts critically, as context-specific socio-behavioral drivers could discourage or even reverse individual adaptation motivation. In many contexts, adaptation at the household level is an essential complement to larger government actions to combat future flood risks. To promote household level action governments, researchers, and organizations can leverage these findings to construct messages and policies that facilitate household adaptation in a variety of contexts and provide the necessary incentives to spur action and construct a more flood resilient society.
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Where To Buy Udon Maker Machine In Japan?
How can I buy udon in Japan?
How to Order
1. Choose a Type of Udon. Pick up a tray, and then place your order to the staff over the counter.
2. Choose Toppings. Now you choose the toppings that you want to put on your udon noodles.
3. Pay at the Cashier. When you are ready, go to the cashier.
4. Add Condiments.
5. Itadakimasu!
6. Return Your Tray.
How much does Udon cost in Japan?
A regular udon dish at an average restaurant typically costs between 500 yen and 1000 yen, but low- cost udon chains often sell meals for under 500 yen. At more upmarket eateries or for more elaborate udon dishes, expect to pay from 1000 yen to 1500 yen per person.
Where can you buy udon noodles?
More likely than not, you need frozen udon noodles. They’re relatively ubiquitous in the freezer section at Asian grocery stores (shoutout to H-Mart, which is in several cities, and Sunrise Mart, which is where we get ours).
You might be interested: Often asked: What Is Udon Japanese Translate?
What is a ramen machine?
Ramen. RICHMEN Series. Richmen Ramen noodle machine is the most versatile of all Yamato Noodle Machines. It is capable of producing all types of noodles of the highest quality. This machine is especially good at producing noodles that are low in water content, which makes noodle texture firm and hard.
Which Udon is best?
Best Sellers in Udon Noodles
1. #1. Hime Dried Udon Noodles, 28.21-Ounce.
2. #2. Ka-Me Stir Fry Noodles, Hokkien, 14.2 Ounce (Pack of 6)
3. #3. Myojo Jumbo Udon Noodles, No Soup, 19.89 Ounce.
4. #4. Twin Pack Hime Dried Udon Noodles, 28.21-Ounce (Pack of 2)
5. #5. Hime Dried Somen Noodles, 28.21-Ounce.
6. #6.
7. #7.
8. #8.
Is Udon Chinese or Japanese?
Udon are chewy Japanese noodles made from wheat flour, water, and salt, typically served in a simple dashi-based broth. They’re thicker than buckwheat soba noodles—typically two to four millimeters—and can be either flat or rounded.
How much is a cup of coffee in Japan?
A typical cup of coffee at a coffeehouse chain averages around 300 yen, while prices at boutique cafes tend to be slightly higher.
How much money do I need per day in Japan?
Sample daily budgets
Single Traveler Two Travelers
Low Budget 3,500 – 7,800 yen 7,000 – 15,600 yen
Medium Budget 8,800 – 18,500 yen 13,600 – 28,000 yen
High Budget over 18,500 yen over 28,000 yen
How much is a Coke in Japan?
Does Costco sell Udon?
Nongshim Udon Noodle Soup Bowl, 9.73 oz, 6-count | Costco.
Does Trader Joe’s sell Udon?
Trader Joe’s – Product detail page If you know udon (those hearty, wheat-flour noodles made famous in Japanese cuisine), you probably know udon in the context of soup. Trader Joe’s Peanut Udon Noodle Salad brings this particular pasta to a chilled application, rich in texture and robust in flavor.
You might be interested: How To Make Udon Noodles With Eggs?
Do udon noodles need to be refrigerated?
They’ll be fine as long as you store them properly in a cool, dark place. They don’t need to be refrigerated, though. see less It will depend upon when they were manufactured, but generally you should have several months before the “best by” date comes around.
How do you order ramen in Tokyo?
How to order ramen in Japan: The 4 Steps to Get a Food Ticket!
1. Step 1: Insert Money.
2. Step 2: Choose Your Dish!
3. Step 3: Take Both Your Ticket and Change.
4. Step 4: Give Your Ticket to the Staff.
Is Ramen a Korean food?
There are two types of Ramen in Korea. One is called Ramen, which is a Japanese style Ramen, the other is called Ramyun, which refers to the Korean style instant noodles. We will first discuss the Ramen in Korea. Ramen is known as Japanese dish in Korea and influenced a significant part of Korea’s food industry.
What is a noodle maker called?
+ Larger Image. A kitchen utensil, also referred to as a Pasta Rolling Machine, that is used to roll pasta dough into thin sheets of pasta. The Pasta Machine may be a motor driven machine or a hand-cranked machine that rolls out the dough, stretches it and then cuts it to size.
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Does the electric potential increase or decrease along?
Along the electric line of force, electric potential decreases.
Does the electric potential increase or decrease along the electric field?
This tells us that electric potential decreases in the direction of the electric field lines. A positive charge, if free to move in an electric field, will move from a high potential point to a low potential point.
Does electric potential increase in a circuit?
When work is done on a positive test charge to move it from one location to another, potential energy increases and electric potential increases.
Does the electric potential increase or decrease as we move toward a negative charge?
Physics 100. Q28 Does the electric potential increase or decrease as we move toward a negative charge? … Potential energy of a positive test charge decreases as it approaches a negative charge because these are attracted to one another, hence the electric potential decreases.
Does potential decrease in the direction of electric field?
Therefore the electric field at a point is equal to the negative gradient of the electric potential at that point. The negative sign indicates that the direction of E is always in the direction of decreased potential. Hence, we can say that, In the direction of electric field, the electric potential decreases.
IT\'S FUNNING: How do plants use heat energy?
How can electric potential be high when electric potential energy is relatively low?
Electric potential can be high when electrical potential energy is relatively low if the charge is low as well. … It is correct to say that an object with twice the electric potential of another has twice the electrical potential energy only if the charges are the same.
What is higher potential and lower potential?
The higher potential is the point of higher concentration of charges and lower potential is the point with a lesser concentration of charges. … Hence considered the point which is more positive as a higher potential point (Conventional current flow)
Does potential energy increase with distance?
Gravitational potential energy at large distances is directly proportional to the masses and inversely proportional to the distance between them. The gravitational potential energy increases as r increases.
Which action will increase the electric potential energy of the system?
If you have to do positive work on the system (actually push the charges closer), then the energy of the system should increase. If you bring two positive charges or two negative charges closer, you have to do positive work on the system, which raises their potential energy.
Why does negative charge decrease potential?
Increasing the -ve charge makes the potential energy increase in magnitude (the force becomes stronger) but decrease in sign (the force becomes more attractive).
Why do electrons move from lower to higher potential?
Answer: (b) Low potential to high potential.
In a way, the higher potential terminal has a larger number of positive charges and a lesser number of negative charges. … The negative charges, or electrons, are mobile, as a result, electrons from low-potential terminals migrate to higher-potential terminals.
IT\'S FUNNING: Your question: Does hydropower pollute water?
What is electrical potential and potential difference?
Electric Potential is the work done per unit charge in order to bring the charge from infinity to a point in electric field while Electric potential difference is the Potential developed while moving a charge from one point to another in the field itself.
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What is an example of energy transfer by heat?
The transfer or flow due to the difference in temperature between the two objects is called heat. For example, an ice cube has heat energy and so does a glass of lemonade. If you put the ice in the lemonade, the lemonade (which is warmer) will transfer some of its heat energy to the ice.
What are 5 examples of energy transfer?
Energy transfers
• A swinging pirate ship ride at a theme park. Kinetic energy is transferred into gravitational potential energy.
• A boat being accelerated by the force of the engine. The boat pushes through the water as chemical energy is transferred into kinetic energy.
• Bringing water to the boil in an electric kettle.
What are 5 examples of heat?
What are some examples of thermal energy?
• The warmth from the sun.
• A cup of hot chocolate*
• Baking in an oven.
• The heat from a heater.
What are examples of heat energy transfer in the home?
When ice is placed into a glass of water, the heat energy from the water eventually melts the ice, meaning the water itself is a source of heat energy. A radiator or heating system in a home provides radiant heat energy to warm a house during those long, cold winter months.
IT\'S FUNNING: Are electric bikes self propelled?
How is heat energy transferred?
Heat can be transferred in three ways: by conduction, by convection, and by radiation. Conduction is the transfer of energy from one molecule to another by direct contact. … Conduction takes place in solids, liquids, and gases, but works best in materials that have simple molecules that are located close to each other.
What is the heat energy?
Heat energy is the result of the movement of tiny particles called atoms, molecules or ions in solids, liquids and gases. … Heat energy can be transferred from one object to another. The transfer or flow due to the difference in temperature between the two objects is called heat.
What are the 4 types of heat transfer?
Various heat transfer mechanisms exist, including convection, conduction, thermal radiation, and evaporative cooling.
What is energy transformed?
Energy transformation, also known as energy conversion, is the process of changing energy from one form to another. In physics, energy is a quantity that provides the capacity to perform work (e.g. Lifting an object) or provides heat.
How do you find heat energy?
To calculate the amount of heat released in a chemical reaction, use the equation Q = mc ΔT, where Q is the heat energy transferred (in joules), m is the mass of the liquid being heated (in kilograms), c is the specific heat capacity of the liquid (joule per kilogram degrees Celsius), and ΔT is the change in …
What is heat transfer by radiation examples?
Here are some examples of different types of radiation:
• ultraviolet light from the sun.
• heat from a stove burner.
• visible light from a candle.
• x-rays from an x-ray machine.
• alpha particles emitted from the radioactive decay of uranium.
• sound waves from your stereo.
• microwaves from a microwave oven.
IT\'S FUNNING: Best answer: How much does it cost to buy a solar powered car?
How is heat transfer used in everyday life?
If you leave a metal spoon propped up in a pot, it will become hot from the boiling water inside the pot. Chocolate candy in your hand will eventually melt as heat is conducted from your hand to the chocolate. When ironing a piece of clothing, the iron is hot and the heat is transferred to the clothing.
Which is an example of heating through conduction?
Here are some examples of the process of heat conduction. A cold cast iron skillet is placed onto a stovetop. When the stove is turned on, the skillet becomes very hot due to the conduction of heat from the burner to the skillet. … Over time, heat conducted from the man’s hand to the ice cube will cause the ice to melt.
Which of the following examples involves heat transfer by conduction?
Is conduction a heat transfer?
Conduction is one of the three main ways that heat energy moves from place to place. The other two ways heat moves around are radiation and convection. Conduction is the process by which heat energy is transmitted through collisions between neighboring atoms or molecules.
What happens to heat energy?
IT\'S FUNNING: How many locations does energy transfer have?
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Often asked: What Is C In Physics?
What does c mean in physics?
“As for c, that is the speed of light in vacuum, and if you ask why c, the answer is that it is the initial letter of celeritas, the Latin word meaning speed.”
What is c value?
The speed of light is defined as the speed with which a light photon travels in the vacuum. It is denoted by alphabet c and measure using SI unit m/s. The value of velocity of light or value of c is a constant at any part of the universe.
What does U mean in physics velocity?
What is U in physics class 9?
Why C-value is called Paradox?
The so-called C-Value Paradox refers to the observation that genome size does not uniformly increase with respect to perceived complexity of organisms, for example vertebrate with respect to invertebrate animals, or “lower” versus “higher” vertebrate animals (red box).
You might be interested: What Is Instantaneous Speed In Physics?
What is the R in physics?
r = radius. R = resistance. R = molar gas constant.
What is C value in DNA?
How fast is the speed of dark?
Darkness travels at the speed of light. More accurately, darkness does not exist by itself as a unique physical entity, but is simply the absence of light.
What is V and U in physics light?
Where v is the image distance and u is the object distance.
What does μ stand for?
Micro (Greek letter μ (U+03BC) or the legacy symbol µ (U+00B5)) is a unit prefix in the metric system denoting a factor of 106 (one millionth). Confirmed in 1960, the prefix comes from the Greek μικρός (mikrós), meaning “small”.
What does U mean in physics formula?
In classical mechanics, U is often used to represent potential energy. In particular, it is used as a symbol of gravitational potential energy and elastic potential energy. In electrodynamics, U is used to represent electrical potential energy.
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3 Total Quotes
Adrian Bejan Quotes
The similarities among animals that are on the surface very different are no coincidence. In fact, animal locomotion is no different than other flows, animate and inanimate: they all develop in space and in time such that they optimize the flow of material.
Adrian Bejan
Running, swimming and flying occur in vastly different physical environments and, likewise, involve quite different body mechanics. Nonetheless, there are strong convergences in certain functional characteristics of runners, swimmers and fliers.
Adrian Bejan
The Earth with its solar heat input, heat rejection, and wheels of atmospheric and oceanic circulation, is a heat engine without [a] shaft. Its maximized mechanical power cannot be delivered, but is instead destined to dissipate through air and water friction and other forms of heat loss. It produces maximum power, which it then dissipates at a maximum rate.
Adrian Bejan
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Table 1 Two-way ANOVA to test the effects of temporal (F1), spatial (F2 for the open ocean) and diel (F2 for the inlet) factors and their interaction on the abundance of larvae of G. grapsus sampled at night in both the open ocean and inlet, showing F values
From: Distribution of decapod larvae in the surface layer of an isolated equatorial oceanic archipelago: the cases of benthic Grapsus grapsus (Brachyura: Grapsidae) and pelagic Sergestes edwardsi (Dendrobranchiata: Sergestidae)
Degrees of freedom Temporal
F1 × F2
Error degrees of freedom
G. grapsus—open ocean (only night) 3.1* 9.9** 1.5ns 32
G. grapsus—inlet 2.8* 163.8** 1.3ns 28
1. For spatial variation, we assessed D1 and ≥D3. D2 was not considered since the number of replicates was not equivalent to the remaining distances, and D4 was included in the category ≥D3
2. * p < 0.05, ** p < 0.01, ns nonsignificant
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Browse Cases
Showing 1-1 of 1 results
Southern Yemenis protest Yemeni central government, 2007-2009
Time period
May, 2007 to April, 2009
Economic Justice
National/Ethnic Identity
Total points
4 out of 10 points
Yemen is a country of over 20 million people located in West Asia, at the intersection of the Red Sea and the Gulf of Aden. After a history of being one country it experienced three centuries of separation into North and South, most recently divided between the Ottoman and British empires early in the 20th century.
The country finally united again in 1990, when the north and south merged and became the Republic of Yemen. The parliament of each former nation elected the new president, Ali Abdullah Saleh, as it formed the new government.
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Cyberpedia Your Source for Understanding Cybersecurity
Cyberpedia includes articles that provide a foundational understanding for multiple components of cybersecurity
Attackers are utilizing more sophisticated methods and tools to successfully breach organizations and extract data. Cybersecurity efforts must keep up.
Network Security
Based on the frequency of successful cyberattacks against today's enterprises, it's clear that traditional, perimeter-centric network security is ineffective.
Cloud Security
Protect applications and data in multi-cloud architectures that span software-defined data centers and public clouds with a consistent cloud security policy.
Attackers employ a variety of threats with the goal of deliberately infiltrating, disrupting, exposing, damaging, or stealing from their intended target.
SecOps and Endpoint Security
Endpoint protection is the crucial process of ensuring the individual access points to a corporate network are secured; meaning all internet enabled devices such as laptops, tablets, and smartphones.
Maintaining compliance as requirements increase and expand in scope can be challenging. Understanding the regulations that affect your industry is critical for ensuring complete and compliant security.
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23 Ways to Help Learners With Expressive Language Disorder
Are you looking for ways to help students with expressive language disorder? If so, keep reading.
1. Give the student sentence starters (e.g., Go ___. Run ___. Today! ___ . Anyone can ___. etc.) and have them write finished sentences.
2. Record the student’s speech and point out unfinished statements and common terminology. With each successive recording, reinforce the student as their use of finished sentences and specific vocabulary improves.
3. Following a field trip or special event, have the student retell the learning activities that occurred with all emphasis on using descriptive vocabulary and finished sentences.
4. Select a peer to model speaking in finished sentences for the student. Designate the students to work together, perform tasks together, etc.
5. Get the student to role-play several situations in which speaking well is essential (e.g., during a job interview).
6. Get the student to correct a sequence of phrases by making each a finished sentence.
7. Provide the student several short sentences and have them combine them to produce one longer sentence (e.g.,” The dog is big.” “The dog is brown.” “The dog is mine.” becomes “The big, brown dog is mine.”).
8. On occasions where the student uses unfinished sentences or nondescriptive terminology, give the student models of growth and specific vocabulary using their statements as a foundation.
9. Get the student to finish “fill-in-the blank” sentences with appropriate words (e.g., objects, persons, places, etc.).
10. Video the student and classmates performing several actions. Play back the video without sound and have the student narrate observations in finished sentences with descriptive vocabulary. (This learning experience could be altered by using a prerecorded videotape.)
11. Select a topic for a paragraph or story and alternate making up sentences with the student to give a model of the components of a finished sentence.
12. Ask questions that encourage language. Refrain from those that can be answered by yes/no or a nod of the head (e.g.,” What did you do at recess?” instead of “Did you play on the slide?” or “Tell me about your vacation.” instead of “Did you remain home over the holidays?”).
13. Present the student an object or an image of an object for a few seconds. Ask the student to recall specific attributes of the object (e.g., color, size, shape, etc.).
14. Provide the student a sequence of words (e.g., objects, persons, places, etc.) and have the student list all the words they can think of with similar meanings (i.e., synonyms).
15. Provide the student a sequence of words or images and have them name as many things as possible within that category (e.g., objects, persons, places, things that are hot, etc.).
16. Provide the student a sequence of words describing objects, persons, places, etc., and have them find the opposite of each term.
17. Provide the student a sequence of finished and unfinished sentences, both written and oral, and ask them to find the ones that are correct and incorrect and make appropriate modifications.
18. Provide the student a group of related words (e.g., baseball, fans, glove, strikeout, etc.) and have them write a paragraph that includes each term.
19. Provide the student a list of transition words (e.g., therefore, although, because, etc.) and have them write sentences using each term.
20. Get the student to make notes, lists, etc., of vocabulary that is needed to be recalled and have the student carry these reminders for reference.
21. Get the student to keep a list of times and/or situations in which they are nervous, anxious, etc., and have more trouble than usual with speech. Assist the student in finding ways to feel more successful in those situations.
22. Consider using a language development app. Click here to view a list of apps that we recommend.
23. Consider using an assistive technology designed to support students with articulation disorder.
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rose quartz crystal hexagon
Sale price Price $6.00 Regular price Unit price per
Shipping calculated at checkout.
if you're looking for an empowering stone, this rose quartz crystal hexagon is for you! it combines rose quartz's enlightening frequency of unconditional love with the hexagon's power of creation. carry this special ally to help you lovingly embrace your whole Self so you see that you are limitless!
• each rose quartz crystal hexagon is approximately 1".
• due to the nature of crystals, each piece varies.
rose quartz. your heart is the strongest generator of light energy in the body. the principal stone of unconditional love, rose quartz opens the heart to give, receive + share love. it bathes the body in a healing, enlightening frequency. rose quartz supports connection + bonds with one’s romantic lover, family, friends, community, the earth, the universe, + the divine.
a hexagon has six equal sides + a star shape of two tessellated triangles (one pointing up and one pointing down) in the center, therefore uses no wasted space or energy. it is seen often in nature, most notably in the beehive, + is even in the structure of dna. the hexagon is one of the most significant shapes of creation, representative of balance + harmony. just as protons + electrons join together to form creation, the opposite triangles show the unity of masculine + feminine + the harmony of positive + negative energy to form all of creation.
crystals are for love and well-being and not to be used in lieu of medical treatment or professional counseling. click here for full disclaimer and a link to our sources.
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C-Level Executives: A Brief Introduction To Corporate Executives
The c-level executives, also known as c-suite executives, are the most powerful people in a company. They lead and guide companies through economic hardships and successes. What is often overlooked about these executives is that they all have different titles and responsibilities depending on the size of the company. In this article, we will talk about these roles and responsibilities at various size companies so you can better understand how your company’s c-suite structure may differ from another!
There are three main types of c-suite roles: operational, strategic, and support. Let’s take a closer look at each one:
Operational c-level executives roles: they are responsible for the day-to-day operations of the company. This includes things like ensuring that the company is meeting its financial goals, developing and implementing policies and procedures, and overseeing all aspects of the company’s operations.
Strategic c-suite roles: they are responsible for setting long-term strategic direction for the company. They develop plans and strategies to help the company achieve its goals, and they also oversee initiatives that fall outside of the day-to-day operations of the business.
Support c-suite roles: Finally, these roles are responsible for developing and implementing the company’s long-term strategies. C-suite executives in this role work closely with c-level executives who have more day-to-day responsibilities to ensure they are working towards the same goals.
A small company, it typically includes the CEO and COO. The CEO is responsible for the overall vision and strategy of the company while the COO oversees all day-to-day operations.
In a medium-sized company, c-suite roles may also include a CTO (chief technology officer) and/or a CHRO (chief human resources officer). The CTO is in charge of developing and implementing technology strategies while the CHRO is responsible for leading all HR initiatives.
At a large corporation, c-level titles can be much more complex. In addition to the CEO, COO, CTO, and CHRO roles described above, there may be positions such as Chief Marketing Officer and CFO.
These executives are essential to any large corporation, as they are responsible for making important decisions that can impact the entire company.
As you can see from our brief introduction above, c-level titles are often dependent on the size of the company! However, regardless of your company’s structure, there should be someone responsible for each function outlined here. If you’re unsure of who fills these roles in your company, be sure to ask your boss or do some research online.
We hope this information has been useful to you.
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Double Reds Resilience Award
Double Reds Resilience Award
The Double Reds Resilience Award is an initiative of Andrew Hastie MP, Federal Member for Canning, with the endorsement of the 2/2 Commando Association of Australia. The award recognises students who have displayed a high degree of character and resilience in the face of adversity during the school year.
The Award takes its name from the insignia of the 2nd Independent Company, who fought in the face of overwhelming odds during the Second World War.
In early 1942 the Japanese were rapidly advancing south through South-East Asia. On the evening of 19 February—the same day as the bombing of Darwin—several thousand Japanese troops landed on the island of Timor, north of Australia.
On 23 February more than 1000 allied troops based on the western side of Timor surrendered, including the Australian 2/40 Battalion. This left the 270-strong 2nd Independent Company, stationed near Dili in eastern Timor, as the last remaining ground unit in Timor to oppose the Japanese forces.
The 2nd Independent Company—also called the 2/2 Commando Squadron and often referred to simply as the 2/2 or the Double Reds—were part of a new Australian force trained to fight behind enemy lines. Formed in 1941 by a special mission of the British Special Operations Executive (SOE), the commandos were chosen for their mental and physical toughness. The 2/2 were 81% West Australians and identified by their distinctive double-red diamond patch.
Having escaped the initial invasion of Dili, the 2/2 retreated into Timor’s tropical mountain terrain to fight a guerrilla campaign. They did so with vital assistance from many East Timorese. Throughout the campaign the East Timorese provided the 2/2 with food, shelter, labour, friendship and intelligence. Timorese boys an average age of 13—known as criados—would adopt a soldier and deep friendships ensued. The soldiers owed their lives to their criados and many dedicated their post-war years to repaying this ‘debt of honour’.
The 2/2’s survival and resistance was not initially known by Allied command, as the unit’s radio communications were destroyed during the initial Japanese invasion. 2/2 signallers managed to rebuild a radio with scavenged parts, nicknaming it ‘Winnie the War Winner’. This was used to contact Darwin for urgent supplies, including boots, ammunition and malaria medication. Dangerous supply runs were made throughout the year by the Royal Australian Navy, including 700 reinforcements from the 2/4 Independent Company in September.
By November the Australian commandos were sick, exhausted and depleted of supplies. Japanese forces in Timor would soon exceed 10,000, making it exceedingly difficult for the Australians operate effectively. The decision was made to withdraw allied forces from Timor, which occurred between December 1942 and January 1943.
While not a main theatre of the Pacific War, the 2/2’s campaign throughout 1942 nonetheless made a significant contribution to the eventual Allied victory. Their staunch resistance in incredibly difficult conditions diverted thousands of Japanese troops that would have otherwise been sent to critical places like Kokoda and Guadalcanal. They inflicted over 1,000 casualties on the Japanese for the loss of 30 Australian lives.
The 2/2 were later redeployed to fight in New Guinea and New Britain. By the end of the war they had recorded the longest active service in contact with the enemy of any Allied unit.
The Double Reds Resistance Award is given to a student who, by their personal conduct, exemplifies the character of these Australian heroes.
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FAQ: When And Where Was The First Christian Church Built?
When was the first Christian church established?
What was the first Christian church on earth?
Where was the first Christian church built in America?
San Juan Bautista Cathedral or the Cathedral of St. John the Baptist is the oldest church building in the US. It was the first cathedral church in San Juan, then known as the city of Puerto Rico.
You might be interested: Quick Answer: What Do Christian See The Church As?
Was the Catholic Church the First Christian Church?
AD 30); the Catholic tradition considers that the Catholic Church is a continuation of the early Christian community established by the Disciples of Jesus. Christianity spread throughout the early Roman Empire, with all persecutions due to conflicts with the pagan state religion.
Where did Christianity begin?
What came first Christianity or Catholicism?
Is Roman Catholic the first church in the world?
The Catholic Church is the oldest institution in the western world. It can trace its history back almost 2000 years. Catholics believe that the Pope, based in Rome, is the successor to Saint Peter whom Christ appointed as the first head of His church.
What was the first Catholic church in the US?
The Cathedral of St. Augustine, the center of America’s oldest Catholic parish, is located in the heart of the nation’s oldest continuously occupied European-established city. Spanish explorer Don Pedro Menéndez de Avilés founded and established the city of St. Augustine in 1565.
When was the first Catholic church built in the United States?
San Miguel Mission, in Santa Fe, New Mexico, established in 1610, is the oldest church in the United States.
You might be interested: Readers ask: What Is The Difference Between Christian And Lutheran Church?
Where did Catholicism originate?
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FAQ: Why Is A Special Education Teacher A Good Resource To Help Deal With Student Behavior Problems?
How can teachers help students with behavior problems?
While every student’s needs are different, there are some simple steps teachers can take to help prevent problems as a group.
• Increase the amount of supervision present during high-risk periods.
• Make tasks manageable.
• Offer choices whenever possible.
• Ensure children reach out for help.
How do you manage challenging behaviors of learners with special needs?
If you need some help with classroom behavior management, read on for some tips and strategies you can use in your special education classroom.
1. Establish Relationships With Students.
2. Positive Learning Environment.
3. Set Expectations.
4. Organize Your Lessons.
5. Focus on Strengths.
6. Behavior Specific Praise.
7. Greet Students at the Door.
What to do if a child is being disruptive in class?
The following tips can help.
2. Take Another Look at Your Child’s Friends.
3. Ensure Appropriate Consequences at Home.
4. Look at Home Settings.
5. Discuss Behavior With Child.
You might be interested: FAQ: What Does Early Childhood Education Mean?
How do you deal with discipline problems in the classroom?
5 Ways To Management Classroom Discipline
1. Create Consistency. Students of all ages will react positively to a consistent approach to discipline.
2. Make Sure Punishments and Rewards Are Clear.
3. Don’t Reward Disruption With Attention.
4. Keep Things Exciting.
5. Wipe The Slate Clean.
What are some challenging behaviors?
Examples of challenging behaviour include:
• Withdrawn behaviours such as shyness, rocking, staring, anxiety, school phobia, truancy, social isolation or hand flapping.
• Disruptive behaviours such as being out-of-seat, calling out in class, tantrums, swearing, screaming or refusing to follow instructions.
The following strategies help school staff successfully handle the behavior challenges exhibited by children with autism in the classroom.
• Follow A Behavior Plan.
• Incorporate Strengths & Interests.
• Increase Structure.
• Set & Explain Realistic Expectations.
• Time Transitions.
• Address Sensory Sensitivities.
• Offer Quiet Space.
How can I help my child with challenging behavior?
When children are engaging in challenging behavior, interrupt, and redirect the child to the appropriate alternative behavior using minimal attention, discussion, and emotion. Your redirect should focus on stating what the child should or might do.
What causes a child to be disruptive in the classroom?
There are many reasons why children may become disruptive including personal issues such as anxiety, depression, eating disorders and other emotional problems, or learning or behavioural issues.
How does disruptive behavior affect a classroom?
Disruptive students interfere with the teacher’s ability to teach effectively. The behaviors require large amounts of the teacher’s time and attention. If the disruptive behavior is threatening, it may challenge the teacher’s authority and can create tension in the classroom, which pushes learning to the background.
You might be interested: FAQ: When Did Education Become Mandatory In The Us?
What are the 3 types of discipline?
How would you handle a disruptive student who refuses to listen?
Stay calm and listen to student concerns – identifying the catalyst for disruption can help you address the situation in the moment or in a later meeting. Be steady, consistent and firm. Acknowledge the feelings of the individual. Remember that disruptive behavior is often caused by stress or frustration.
How do you handle a difficult student?
The 7 Rules Of Handling Difficult Students
1. Rule #1: Don’t question.
2. Rule #2: Don’t argue.
3. Rule #4: Don’t give false praise.
4. Rule #5: Don’t hold a grudge.
5. Rule #6: Don’t lose your cool.
6. Rule #7: Don’t ignore misbehavior.
7. It’s About Relationships.
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Informative Israeli Mapping of the Holocaust.
The map presents a host of information about the implementation and effects of the Holocaust. Perhaps most starkly, it lists numbers of Jews in areas throughout Europe with the pre-war numbers in red and post-war in black. A note in the lower right reads: "המספרים בשחור מציינים את גודל האוכלוסיה היהודית לפני השתלטות הנאצים , והמספרים באדום - את שארית הפליטה אחרי השואה" (The numbers in black indicate the size of the Jewish population before the Nazi takeover, and the numbers in red - the survivors after the Holocaust). In the case of Poland, the numbers read: "3,700,000 | 40,000".
The map was published by the Survey of Israel in 1972, probably in Tel Aviv.
The key differentiates between neutral territory, allied territory that never came into the hands of the Germans, territories where exterminations were carried out, areas where most of the exterminations took place, the maximum limits of Nazi expansion. It goes on to differentiate between primary extermination camps (red dots) and extermination, labor, and deportation camps (blue dots).
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Quizzes > Time Facts
Amazing Time Facts
Time has fascinated and complexed mathematicians, inventors and scientists for centuries. Enjoy these interesting facts about time and why not also visit our time trivia quiz page.
1. Did you know that the science or art of measuring time is called Horology? However, this refers mostly to the study of mechanical time-keeping devices; whilst 'chronometry' applies to modern electronic devices.
2. If you cross the Chinese - Afghanistan border you’ll need to adjust your watch by 3.5 hours!
3. There are no clocks in Las Vegas gambling casinos.
4. In 1752 Britain changed from the Julian calendar to the Gregorian. By doing so, 3 September instantly became 14 September - and as a result, 11 days were lost with nothing whatsoever happened in British history between 3 and 13 September 1752. Many people believed their lives would be shortened by 11 days.
5. A 4.4-billion-year-old zircon crystal, found in Western Australia, is the oldest known object on Earth. That's just 160 million years younger than the Earth itself.
6. If we compressed the age of our Universe (roughly 13.8 billion years) into a year then dinosaurs would have become extinct on 29 December and modern humans would appear at 11:54pm on New Year's Eve.
7. The most accurate clocks ever built are atomic clocks. Uses include global navigation satellite systems such as GPS, and controlling the wave frequencies of television broadcasts. The strontium atomic clock is the most accurate clock ever built - it's accurate to within one second over 15 billion years.
8. Just sixty-six years is the difference between the very first powered flight and man landing on the moon. In fact, if still alive, Orville Wright would have been 97 at the time of the Apollo 11 moon landing.
9. Amazingly Cleopatra lived more than 400 years closer to the Internet age than she did to the building of the pyramids.
10. In 2013, Buckingham Palace advertised for a Royal Horological Conservator – someone to wind up over 1,000 clocks and check they were always accurate. The salary was £31,200.
11. On your 50th birthday you will have been been alive for 1,577,998,583 seconds; or 26,299,976 minutes; or 438,332 hours; or 18,263 days; or (finally!) 2,609 weeks.
12. Wristwatches started to become more popular than pocket watches for the first time in the late 1920s.
13. Between 1929 and 1940, Stallin changed the length of the week three times in the Soviet Union. In 1930 weekends were abolished to fulfil work quotas. In 1931 it went to a six-day week and eventually back to a seven-day week in 1940.
14. An average person will spend 25 years of their lifetime asleep.
15. The sunlight you can see and feel has taken roughly 8 minutes and 20 seconds to reach you. And the light from Proxima Centauri (our nearest star) is 4 years old.
16. A tortoise named Tu'i Malila was allegedly a gift to the royal family of Tonga by Captain James Cook. It was the longest-lived tortoise (whose age has been verifiedied) and died aged 188 years in May 1965.
17. The longest possible eclipse of the sun is 7 minutes and 19 seconds. The longest total eclipse for thousands of years will be in July 16, 2186; it will last 4 minutes.
18. A French lady called Jeanne Calment (1875-1997) is the oldest verified living person ever; she died at the age of 122 years 164 days. Charlotte Hughes (1877–1993) is the longest-lived (documented) person in the UK at 115 years 228 days. Britian's last living Victorian was Ethel Lang, who died in January 2015.
19. A hummingbird's wings flap around 50 times per second.
20. Anyone in the UK who reaches 100 receives a personal message of congratulation from the Queen. Then a second congratluatory message at 105, and every birthday after that.
21. Time passes slower the faster you move. If a space traveller was travelling at 99.999% the speed of light, only 1 year would pass on his space journey for every 223 years back on Earth.
22. Apollo missions took approximately three days to reach the moon. A manned mission to Mars would take about seven months to get there.
23. If you could drive to the sun at 100 miles per hour it would take over 106 years to get there.
24. The speaking clock was first introduced in Britain on July 24, 1936. As of 2016, there has been four permanent voices for the speaking clock - the first was that of London telephonist Ethel Cain.
25. A Great Basin bristlecone pine tree, given the name Methuselah, is 4,847-year-old! It can be found in the White Mountains, California.
26. In 46BC Julius Caesar's gave the orders for two new months to be introduced: July named after himself, and August after his successor Augustus.
27. Ronnie Ray Smith, Jim Hines and Charles Green were the first three sprinters to break the 10-second barrier for the 100 metres - it happened all in the same race on 20 June 1968, coined the 'Night of Speed'.
28. Until the early 19th century, British towns set their clocks by local noon time. This meant, for example, Bristol was 11 minutes behind London. With the new invention of railways people kept missing their trains. As a result, in 1840, the Great Western Railway introduced a London-based UK time system. Hence, having the same time across whole countries was purely started to make train timetables easier to run.
29. The first worn timepieces were large 'clock-watches' worn on a pendant around the neck or fastened to clothing. When Charles II introduced waistcoats in the 17th century, men began to wear watches in pockets instead of as pendants (however, women wore watches on pendants into the 20th century).
30. In a North Wales churchyard, Llangernyw Yew is probably the oldest individual tree in Europe and second or third oldest individual tree in the world. It is believed to be between 4,000 years and 5,000 years old.
31. In 1836, John Belville created a business selling time. He worked at the Greenwich Observatory and afer setting his watch to Greenwich Mean Time he travelled locally to set the clocks correctly for clients subscribed to the service.
32. Pulsar produced the first digital electronic watch with an LED display in 1972.
33. The Moon orbits Earth approximately every 27.322 days.
34. The Earth takes slightly longer than 365 days to go around the Sun so we add a day in February every four years to keep calendars and seasons aligned.
35. Creme Puff was an American cat who died three days after her 38th birthday on August 6, 2005.
36. It takes Mercury 88 days to orbit the sun. The furthest planet from the sun is Neptune, and this takes 164.8 years to make one orbit of the sun.
37. When displayed in catalogues and shops, watches are mostly set to show the time 10:10. At this settingas the hands don't obscure the manufacturer's logo and rumour has it that this setting was also chosen to represent a postive smilie face. This default time has been carried over to digital watches.
38. John Harrison (1693– 1776), a self-educated English carpenter and clockmaker, invented the marine chronometer. This timepiece was accurate enough to solve the problem of calculating longitude while at sea. His timepiece revolutionized navigation and safety of long-distance sea travel.
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(Article/content is below...)
Rhyme Generator
Words that rhyme with llewellyn
3 syllable words that rhyme with llewellyn
lewellyn medellin
2 syllable words that rhyme with llewellyn
beilin belin bellin crellin ellyn elyn fellin helin kaelin melin mellin schelin selin sellin stehlin tellin' thelin yellin yellin'
Here are a few rhyme generator examples:
czartoryski, implements, jaros, outdoor, hern, counting, coffers, brezinski, mow, sublet, bemoans, nein, inadequately, perry, placebos, debartolo, aurora, ensuing, lags, bere, dog.
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Swanton Bomb
When you launch pad, bounce or rift onto someone and shot gun them. TFUE classic
See also: Sink or Float | Number Neighbour | Kamber | Pegging | Y U NO
explainza.com | 🔎
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Juana a los 12 (2014)
- Juana a los 12 (Juana a los 12)
Twelve year old Juana goes to a British school in the outskirts of Buenos Aires, where she fails both socially and academically. A week away from the exams that will determine her future in the institution, she is surrounded by the same routine; going to class and trying to pull her social life back together, with useless attempts in between. Juana goes through these strange days apparently feeling indifferent towards the situation.
Nerede(n) izlenir ?
Kirala - Satın Al
Juana a los 12 ( Juana a los 12 )
İzleme listeme ekle
imdb logo6.6tmdb logo48
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16 Strategies for Teaching Learners to Use Punctuation
Are you looking for strategies for teaching students to use punctuation? If so, keep reading.
1. After checking the student’s work, require them to make all appropriate corrections in punctuation.
2. Inspect the student’s work at several points throughout a task to make sure the student is using punctuation when appropriate.
3. Display a chart of punctuation rules in front of the classroom.
4. Provide the student a list of sentences in which the punctuation has been omitted. Get the student to supply the correct punctuation with colored pencils.
5. Examine with the student common punctuation rules before starting a creative writing learning experience.
6. Provide the student a sequence of sentences representing all the punctuation rules. Get the student to find the rules for each punctuation. Remove each sentence from the task when the student can explain the rules for punctuation in the sentence.
7. Give the student apps that gives practice and reinforcement in punctuating sentences and other creative writing tasks (e.g., addresses, letters, etc.).
8. Provide the student sentences requiring them to fill in specific punctuation they are learning to use (e.g., periods, commas, question marks, etc.).
9. Make sure the student receives instruction in the rules of punctuation (e.g., periods belong at the end of sentences, question marks are used when a question is asked, etc.).
10. Get the student to take part in writing learning activities that should cause them to do as well as possible on punctuation and other writing skills (e.g., writing letters to a friend, rock star, famous athlete, etc.).
11. Teach the student what all punctuation marks look like and their uses.
12. Get the student to keep a list of basic rules of punctuation at their desk to use as a reference when writing (e.g., use a period at the end of a sentence, etc.).
13. Provide the student a set of three cards: one with a period, one with a question mark, and one with an exclamation point. As you read a sentence to the student, have them hold up the appropriate punctuation card.
14. Get the student to practice correct punctuation on the smartboard by providing the student with several sentences with errors. The student is then expected to correct the punctuation errors and discuss them with the teacher.
15. Draft an agreement with the student stipulating what behavior is required (e.g., using punctuation correctly) and which reinforcement will be implemented when the agreement has been met.
16. Consider using one of the apps on one of our best writing apps lists:
Ten Apps to Help Learners Develop Writing Skills
10 of the Best Grammar and Writing Apps for Elementary School Learners
11 of the Best Grammar and Writing Apps for High School Learners
10 of the Best Grammar and Writing Apps for Middle School Learners
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Why is taboo language used?
December 19, 2021
Posted by
Why is taboo language used?
The use of taboo expressions suggests that speakers have, or wish to have, a close personal relationship with others. We also use taboo expressions and swear words when we express strong feelings, or when we wish to threaten or to be unpleasant to others.6 วันที่ผ่านมา
Why do we cuss?
The reason swearwords attract so much attention is that they involve taboos, those aspects of our society that make us uncomfortable. These include the usual suspects – private parts, bodily functions, sex, anger, dishonesty, drunkenness, madness, disease, death, dangerous animals, fear, religion and so on.
What is the formal term for the death awareness movement?
Thanatology stems from the Greek word thanatos, meaning death, and ology meaning a science or organized body of knowledge. A specialist in this field is referred to as a thanatologist. Death education refers to the experiences and activities of death that one deals with.
What is the most taboo word in the English language?
C Word
What are the three taboo subjects?
10 taboo topics for work
• Politics. “For my money, __ is the best candidate.
• Religion. “Well, I believe __ is a sin.”
• Money.
• Personal relationship issues.
• Physical/mental health concerns.
• Personnel issues.
• Opinions.
Does cursing violate freedom of speech?
At times, profanity is a non-protected speech category Profanity can be regulated, however, under certain circumstances consistent with the First Amendment. Profane rants that cross the line into direct face-to-face personal insults or fighting words are not protected by the First Amendment.
Why is death taboo?
death taboo ( death tabu ) the belief that death is so dangerous and disturbing a subject that one should not only avoid contact with the dead, the dying, and the recently bereaved but also refrain from talking or even thinking about it.
What are the rules to taboo?
What are common taboos?
What is taboo in English?
Word taboo, also called taboo language, language taboo or linguistic taboo is a kind of taboo that involves restricting the use of words or other parts of language due to social constraints. Taboo words are commonly avoided with euphemisms, such as the English euphemism pass away, meaning “die”.
What happens at a death Cafe?
Are swear words interjections?
Curse words (vulgar or offensive words; also called swear words) are also considered interjections when they are not linked grammatically with another part of a sentence.
What is taboo example?
What is the stupidest word in the English language?
What is it called when you put a swear word in the middle of a word?
What is considered taboo?
A taboo is an activity or behavior that is forbidden, prohibited or otherwise outside of what is considered acceptable in society. Taboos are grounded in morality, and can also be linked to a culture or religion. An act may be taboo in one culture and not in another.
Is a curse word an adjective?
Swear Words as Parts of Speech Most swear words can act as nouns, verbs, and of course, interjections. In their modified forms, they can even act as adjectives. Take a look at these examples. Noun: The attic was full of shit.
What is considered a curse word?
A swear word is a word or phrase that’s generally considered blasphemous, obscene, vulgar, or otherwise offensive. These are also called bad words, obscenities, expletives, dirty words, profanities, and four-letter words. “Swear words serve many different functions in different social contexts,” notes Janet Holmes.
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Right of Way: The Highwaymen
When a group of young and promising African American artists was confronted with a race-based social system during the Civil Rights Era, they devised a way to negotiate the segregated color lines designed to limit their opportunities – they bypassed them by taking their art on the road. By selling their works not in a traditional gallery but from the trunk of a car, these vivid and bold paintings found eager customers up and down the Atlantic Coast of Florida. Their path to success broke through barriers, and is a story of intuitive talents, dramatic paintings, and resourceful practices that would earn state and national recognition, and continues to inspire today.
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June 8, 2021
Balance and Boundaries as Self-Care
Expectations and commitments can exert both positive and negative influences on your life and health.
You’ve heard the phrase “rise to expectations.” Stretching and growing to meet a bar set by yourself or others—whether it’s a personal or professional accomplishment—can be powerful and positive motivation. But it can be demoralizing if you lack the tools or resources necessary—or are being measured against unrealistic parameters.
Likewise, commitments to organizations and individuals—work or school, family or authority figures—can bring a sense of fulfillment or exhaustion. When commitment is a two-way street, you can be energized and replenished, but if you’re repeatedly taken advantage of, you can end up drained and physically and mentally unwell.
Balance comes when you learn to set personal boundaries and use them as self-care techniques.
The Importance of Setting Boundaries
The boundaries you set can be physical and emotional; they’re meant to establish how you want to be treated by the people around you. Boundaries can also be the guidelines you set for your actions, helping you regulate how you react to specific people and situations.
If there are people in your life whose actions and behavior make you uncomfortable, establishing boundaries can help protect you from those problematic relationships. Saying no to people close to you may initially make you feel guilty; however, always saying yes can enable their unacceptable or unhealthy behavior. Your boundaries are crucial to preventing abuse and manipulation and supporting your health and vitality.
Setting parameters for yourself can help moderate or change how you react in certain situations: You may be in a toxic relationship with a person who provokes you into emotional outbursts or risky behavior. Or maybe you lean too often on others to make decisions for you when stressed. By setting clear boundaries, you define how you will act—you will not respond to their provocations, or you will not rely on someone else to figure out that financial concern—to protect your happiness and health.
Boundaries as Self-Care Techniques
Self-care is the practice of improving your physical, emotional and mental well-being. Because, as we said earlier, boundaries can be physical or emotional, they also protect your mental health.
Boundaries don’t only refer to your relationships with the people close to you. They can also help you align with your values and prioritize your own needs. These boundaries can tell you when you’re not acting in your self-interest or keeping yourself safe from physical or emotional harm.
Boundaries can bring balance by increasing self-awareness and helping you define your identity. Seeking balance in your life will guide your reactions in a way that protects your holistic well-being. Think of boundaries as personal rules that help you regulate your actions to avoid physical and emotional burnout. They may even be reminders to slow down when you’ve gone beyond your physical limit. Or they may help discipline you when you start to feel inconsistent or disorganized.
By practicing self-care in the form of boundaries, you avoid codependency on others and define physical and mental health for yourself. If you’d like to talk more about setting realistic boundaries for your mental health, Communicare is here to help. Please take a look at our services and don’t hesitate to contact us! You can call our 24-hourCrisis Line at any time for mental health emergencies.
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May 6, 2021
What Suicide Survivors Wish You Knew
In 2019 47,511 individuals died by suicide in the United States—and there were approximately 1.38 million suicide attempts.
Here’s what survivors of attempted suicide wish you knew:
Attempting suicide is not a selfish act.
Suicide is not always a decision made by a person only thinking of themselves, but rather a decision they act on because they believe themselves to be a burden on those they love.
The idea that suicide is a coward’s way out or a thought entertained by the weak-minded is a type of prejudice that created the stigma around suicide. Hearing these kinds of statements about their struggles or thoughts makes it hard for people to open up about their pain and despair.
Suicide—or an attempt—is not an impulsive decision.
Many suicide survivors admit to having had suicidal thoughts for a long time before acting on them. Each day was a struggle as they tried to function normally and hide their suffering.
For many, their suicide plans required advanced preparation—and they spent considerable effort masking their plans, which explains why many survivors’ family and friends feel shocked and blindsided.
Warning signs aren’t always obvious.
From expressing a desire to die to extreme mood swings or withdrawing into isolation, there are various warning signs of suicidal thoughts. However, survivors often worked very hard to conceal their pain.
This highlights the importance of maintaining strong connections and open channels of communication with the people dear to you.
Survivors struggle with guilt.
Many suicide survivors cope with the remorse of “letting family and friends down.” Not only had their despair led them to try to take their own lives, but they feel their failed suicide attempt adds to the burden their loved ones bear.
The worst isn’t necessarily over because someone has survived a suicide attempt; their journey still requires compassion, support and professional help.
Suicide shouldn’t be swept under the rug.
Talking about the signs of depression and suicidal tendencies makes people uncomfortable. The stigma surrounding these topics is to blame. However, this attitude puts more people at risk as it tells individuals considering suicide and suicide survivors that their feelings are shameful.
If mental health, the need for mental health services and suicide prevention were talked about more openly, we could help lift the stigma and correct the myths surrounding suicide.
At Communicare, we offer multiple treatment options for mental health and co-occurring disorders (substance use disorders and mental health disorders). If you or someone you know has a mental health emergency, please call 911, go to your nearest emergency room or call 1-866-837-7521 to be connected to our mobile crisis team.
You can also get help 24/7 at the National Suicide Prevention Lifeline by calling 800-273-TALK (8255). If you prefer to text, the Crisis Text Line is available at 741741.
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The United States does not declare war any more. Our Congress has handed our Presidents a blank check to pursue vaguely defined goals with no way for us to tell when the “war” is over. What are we doing in Iraq? What are we doing in Afghanistan?
The federal legislation that gave President George Bush the authority to remove weapons of mass destruction that, it turns out, were not in Iraq. Nevertheless, it is still on the books and subsequent presidents have used it and an earlier AUMF to engage in military action throughout the globe. The AUMF’s have been used to justify actions far removed from Congress’s original intent and the laws avoid the U. S. Constitutional responsibility for declaring war with Congress.
To his credit, President Biden has pledged to work with Congress to ensure that existing open-ended use of force resolutions (AUMF’s) are “replaced with a narrow and specific framework that will ensure we can protect Americans from terrorist threats while ending the forever wars”.
A good first step is the joint resolution Senators Tim Kaine (D-VA) and Todd Young (R-IN) have introduced repealing both the Iraq AUMFs mentioned above. Join me in urging Senators Bob Casey and Pat Toomey to add their names to the list of co-sponsors.
Barbara Lee has introduced similar legislation (HR 456) in the House. Our representative, Chrissy Houlahan has voted for 2002 AUMF repeal in the past. Here’s hoping she steps forward as a cosponsor and persuades others to join her.
Marjorie Herbert
Kennett Square
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the English seven-teen). PHILIP Russian Animals (29 cards) 2017-05-02 2 . lesson teaches the usage of Russian cardinal numbers that designate the divided into ordinal, collective, fractional and cardinal numbers. Percentages are easy to read aloud in English. Ordinal Numbers to 1,000 (29 cards) 2017-11-14 2 . Read decimals aloud in English by pronouncing the decimal point as "point", then read each digit individually. Ask them in the Russian Questions and Answers — a place for students, teachers and native Russian speakers to discuss Russian grammar, vocabulary, pronunciation, and other aspects of the Russian language. Used to read the number by itself, in reading decimals, percentages, and phone numbers, and in some fixed expressions. New centuries are read as whole numbers of hundreds. use ordinal numbers. much?". They are You can reach me at zero one seven one, three nine zero, one zero six two. Cyrillic numerals are a numeral system derived from the Cyrillic script, developed in the First Bulgarian Empire in the late 10th century. They are used to describe position or order. RSS Unfortunately, usage varies between different English-speaking countries. Find out how to say ordinal numbers from "first" to "billionth" in Russian. By 1725, Russian Imperial coins had transitioned to Arabic numerals. To read a sum of money, first read the whole number, then add the currency name. Note that normal decimals are not read in this way. Fractional Numbers [4] By 1725, Russian Imperial coins had transitioned to Arabic numerals. List of Russian Ordinal Numbers Find out how to say ordinal numbers from "first" to "billionth" in Russian. [8] The numbers are written as pronounced in Slavonic,[9] generally from the high value position to the low value position, with the exception of 11 through 19, which are written and pronounced with the ones unit before the tens; for example, ЗІ (17) is "семнадсять" (literally seven-on-ten, cf. Ordinal Numbers In general, when the year is a four digit number, read the first two digits as a whole number, then the second two digits as another whole number. Reading years in English is relatively complicated. My Yahoo! [1] The system was used in Russia as late as the early 18th century, when Peter the Great replaced it with Arabic numerals as part of his civil script reform initiative. Russian: Кристально чистая водаEnglish: Crystally clear water. Millennia are always read as whole numbers because they would be difficult to pronounce otherwise. List of Russian Ordinal Numbers. In general, when the year is a four digit number, read the first two digits as a whole number, then the second two digits as another whole number. For example, the phrases "the 5th day" and "the 8th word" [5] The Cyrillic numerals may still be found in books written in the Church Slavonic language. This lesson teaches collective numerals which are used to talk about a group of people or animals as a whole. Russian Flashcards. What is the difference between о and пÑо? Like in English, Russian ordinal numbers are There are several ways to pronounce the number 0, used in different contexts. It was used in the First Bulgarian Empire and by South and East Slavic peoples. For example, the French PEUGEOT is actually pronounced as PEZHO. Find more Russian words at! Three point zero four plus two point zero two makes five point zero six. iGoogle [7], A separate letter is assigned to each unit (1, 2, ... 9), each multiple of ten (10, 20, ... 90), and each multiple of one hundred (100, 200, ... 900). Cardinal Numbers Numerals (numbers) designate quantity or order in counting. Years before the year 0 are followed by BC, pronounced as two letters of the alphabet. [2], To evaluate a Cyrillic number, the values of all the figures are added up: for example, ѰЗ is 700 + 7, making 707. are adjectives referring to quantity, and the ordinal numbers (first, second, third, etc.) The starting place to learn the Russian language on the Internet. | There are a few exceptions to this rule. Yandex.Translate works with words, texts, and webpages. Cardinal Numbers Numbers 1-10 (10 cards) 2017-10-20 2 . Years that are a two digit number are read as a whole number. [6], The system is a quasi-decimal alphabetic numeral system, equivalent to the Ionian numeral system but written with the corresponding graphemes of the Cyrillic script. U = YOU = OO Besides, in Russian, as in many other languages, words are pronounced differently than they are spelled. formed from cardinal numbers. | Copyright 2001-2020 | Privacy These rules only apply to currency. refer to distribution. To produce larger numbers, a modifying sign is used to encircle the number being multiplied. one thousand five hundred, or fifteen hundred, forty-three dollars and twenty-five cents (shortened to "forty-three twenty-five" in everyday speech), eight hundred sixty-six or eight sixty-six. However there are more endings you must Whether you are going up to your hotel room on the tenth floor, ordering tickets for the third basketball game in the season or watching a movie for the first time, ordinal numbers are good to know about.. Just say the number and then add the word "percent".
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K-2 Music
Welcome to the K-2 Music page! I am so excited to continue our music learning following the teachings of Dr. John Feierabend and his early elementary curriculum, First Steps in Music.
Description of First Steps in Music from FAME:
Children who learn to be tuneful, beatful and artful before they leave elementary school will grow to be adults who can benefit from what music can offer. Those that go on to sing in choirs or play an instrument will do so in a more musical manner. Those that do not choose to later sing in choirs or play an instrument will still be enriched by being able to share music in their daily lives.
The First Steps in Music curriculum is a musical workout that grows tuneful, beatful and artful individuals There are eight different activities in each workout.
Following are the 8 musical workout activities.
1. Pitch Exploration (Vocal Warm-ups)
2. Fragment Singing
Echo Songs
Call and Response Songs
3. Simple Songs
4. Arioso (Child created tunes)
5. Songtales
6. Movement Exploration (Movement Warm-ups)
7. Movement for Form and Expression
8. Movement with the Beat
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Keyword Analysis & Research: multiplicity definition math
Keyword Analysis
Keyword Research: People who searched multiplicity definition math also searched
Frequently Asked Questions
How do you find the multiplicity?
A zero has a multiplicity, which refers to the number of times that its associated factor appears in the polynomial. For instance, the quadratic (x + 3)(x 2) has the zeroes x = 3 and x = 2, each occuring once.
What does multiplicity 2 mean?
This means that 1 is a root of multiplicity 2, and −4 is a 'simple' root (of multiplicity 1). The multiplicity of a root is the number of occurrences of this root in the complete factorization of the polynomial, by mean of the fundamental theorem of algebra.
What is multiplicity in a polynomial?
In mathematics, the multiplicity of a member of a multiset is the number of times it appears in the multiset. For example, the number of times a given polynomial equation has a root at a given point is the multiplicity of that root.
Search Results related to multiplicity definition math on Search Engine
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Chimera Image Gallery
Superoxide Dismutase
large image
This image shows a superoxide dismutase structure with molecular surface colored according to electrostatic potential. The red and blue show positive and negative potential values, while transparent gray values are regions with potential close to zero. The coloring was done with the Delphi Viewer tool.
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Download our ABM model on risk perception and housing prices
RHEA agent-based housing market model
RHEA simulates the aggregated impacts of households’ residential location choices and their changing risk perceptions in response to flooding. One can explore the effects of climate change on urban resilience under various assumptions on how people behave when facing risks.
Real housing transaction prices and the 2018 survey data among buyers and sellers from US flood flood-prone cities strengthen the rules of agents actions and interactions, which are grounded in behavioral theories. Adaptive behavior of agents, their learning about flood risks, and the formation of price expectations are supported with Bayesian learning based on real data.
Prices in flood-prone areas do not recover after 2 consecutive floods
We find that when floods intensify affecting large urban areas, prices do not recover after a flood as they usually do currently. These pure market-driven processes can cause shifts in demographics in climate-sensitive hotspots placing low-income households further at risk. Low-income households cannot always move away due to mortgage debts and get trapped in hazard zones, suggesting increasing climate gentrification as an outcome of market sorting
Number of people living beyond the poverty line grows in flood-prone parts of the city as they are outpriced from safe areas
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Your question: How do humans get energy from photosynthesis?
Unfortunately, getting humans to photosynthesize sunlight is next to impossible. … The human digestion system breaks down food into glucose and our cells store the energy as a molecule called adenosine triphosphate (ATP). Our body’s demand for glucose is higher than photosynthesis can accommodate.
How do humans get energy from plants?
In addition to this, humans take in the sugars that are produced through photosynthesis when we eat plants such as fruits and vegetables, which allows us to use the sugars through respiration. This is why animals are known as consumers; because we are required to eat in order to be able to use energy.
Do you get energy from photosynthesis?
Why do humans need photosynthesis?
Photosynthesis is important to living organisms because it is the number one source of oxygen in the atmosphere. Without photosynthesis, the carbon cycle could not occur, oxygen-requiring life would not survive and plants would die. … The importance of photosynthesis in our life is the oxygen it produces.
IT\'S FUNNING: You asked: Where is energy released in ATP molecules during photosynthesis?
How do us humans get energy from the sun?
Humans get energy from the sun by consuming foods that contain energy that was stored through the process of photosynthesis.
How does plant get energy?
What energy is needed by photosynthetic organisms?
Photosynthetic cells contain chlorophyll and other light-sensitive pigments that capture solar energy. In the presence of carbon dioxide, such cells are able to convert this solar energy into energy-rich organic molecules, such as glucose.
What are the 7 steps of photosynthesis?
Terms in this set (7)
• Step 1-Light Dependent. CO2 and H2O enter the leaf.
• Step 2- Light Dependent. Light hits the pigment in the membrane of a thylakoid, splitting the H2O into O2.
• Step 3- Light Dependent. The electrons move down to enzymes.
• Step 4-Light Dependent. …
• Step 5-Light independent. …
• Step 6-Light independent. …
• calvin cycle.
How is energy converted and stored in the process of photosynthesis?
How is photosynthesis responsible for producing the energy we as humans need to eat?
Through photosynthesis, certain organisms convert solar energy (sunlight) into chemical energy, which is then used to build carbohydrate molecules. The energy used to hold these molecules together is released when an organism breaks down food. Cells then use this energy to perform work, such as cellular respiration.
IT\'S FUNNING: Do all new homes in California have to have solar panels?
How is photosynthesis important to humans and industries?
Photosynthesis is the conversion of light energy (solar energy) into chemical energy. … Humans are reliant on photosynthesis to produce the food that we eat, as a source of energy to create heat, light and electricity and for many of the materials that we make and use in our everyday lives.
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Select Page
← Back
Any investor who wants to make smart investments considers several factors to score the best possible deal. A company’s stock price and its PE ratio provide great insight into whether the time to purchase a given stock is appropriate.
Is a Stock’s PE Ratio Important?
The price-to-earnings ratio is important because it gives a glimpse of how much investors are ready to pay for every dollar of earnings. In simple words, a high PE ratio suggests that investors can expect higher earnings. A stock with a high PE ratio value offers better investment opportunities than one with a lower PE ratio because a high ratio indicates that the stock is overvalued. However, investors can risk losing money if the overvalued stock does not meet their high earning expectations.
On the contrary, the low PE ratio of a company indicates that the stock is undervalued. Many times, investors buy a low PE ratio because they can purchase undervalued stocks at a discount to earn profits when the stock price increases. However, investors should also remember that a low PE ratio indicates a genuine lack of growth potential in some cases. For that reason, comparing a company’s PE ratio with that of similar companies in its niche can sometimes help to evaluate whether the stock you are purchasing is undervalued or overvalued.
How to Calculate PE
To calculate the value of the PE ratio, we divide the stock’s current price by EPS or the earnings per share. Besides helping you determine whether a company’s stock price is undervalued or overvalued, the ratio also reveals how a stock’s value compares to a benchmark like the S&P 500 Index.
PE Ratio: The Downside
Just like any other metric that allows investors to make informed decisions, the PE ratio also comes with a few limitations, leading investors to misjudge a stock’s value.
Companies that are not generating significant profits have negative earnings per share. Hence, when it comes to calculating their PE, their opinions may vary on dealing with this situation. Some companies would say that they have a negative PE, while others may assign zero value for their PE ratio. Investors may also come across terms such as ‘not available’ or ‘does not exist.’
A primary limitation of using PE ratios surfaces when investors compare this metric of different companies. Growth and valuation rates of companies usually vary wildly between sectors because of the different ways through which they earn money. Another factor that affects this comparison is their differing timelines. For that reason, PE ratios are generally useful for analyzing blue chip slow-growth companies. By a blue-chip stock, we mean a stock that comes from an already established company.
Bottom Line
At IES, we develop high-return and low-risk investment systems for allowing you to increase your return on your market investments. Since we invest in ‘growth stocks,’ we ignore PE ratio stats when analyzing investment candidates. Get in touch with us to find out more about helping you generate more profits on your investments.
D.A. Campbell
Access our web site and your free trial
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TY - JOUR T1 - A neuronal social trait space for first impressions in the human amygdala and hippocampus JF - bioRxiv DO - 10.1101/2021.01.30.428973 SP - 2021.01.30.428973 AU - Cao, Runnan AU - Lin, Chujun AU - Li, Xin AU - Todorov, Alexander AU - Brandmeir, Nicholas J AU - Wang, Shuo Y1 - 2021/01/01 UR - http://biorxiv.org/content/early/2021/01/30/2021.01.30.428973.abstract N2 - People instantaneously evaluate faces with significant agreement on evaluations of social traits. However, the neural basis for such rapid spontaneous face evaluation remains largely unknown. Here, we recorded from 490 neurons in the amygdala and hippocampus in 5 neurosurgical patients and show that amygdala and hippocampal neurons encode a social trait space. We further investigated the temporal evolution and modulation on the social trait representation, and we employed encoding and decoding models to reveal the critical social traits for the trait space. We also recorded from another 259 neurons and replicated our findings using different social traits. Lastly, the neuronal social trait space may have a behavioral consequence likely involved in the abnormal processing of social information in autism. Together, our results suggest that there exists a neuronal population code for a comprehensive social trait space in the human amygdala and hippocampus that underlie spontaneous first impressions.Competing Interest StatementThe authors have declared no competing interest. ER -
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Enra Group Banner
What are common exit strategies for bridging loans?
Blue maze
Bridging loans | Enterprise Finance
A strong ‘exit strategy’ (the term used to explain how the bridging loan will be repaid at the end of the term) is vital for a successful bridging loan application. Providing your client has a credible plan for loan redemption, it’s possible to use this form of finance to solve a wide range of short-term funding problems for residential buyers, business owners and property developers alike. To help you enhance your loan conversion rate, here’s a closer look at what constitutes a strong exit strategy, together with real-life examples of how bridging loans are put to work.
< Vantage Finance joins PRIMIS panel of specialist finance distributorsBridging loans and interest rates: how do we calculate the risk? >
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Question Info
Type: Multiple-Choice
Category: Anatomy and Physiology
Level: College
Created: a month ago
View all questions by
Anatomy and Physiology Question
View this question.
College Anatomy and Physiology
When describing the anatomy of the mammalian ear, the three tiny ear bones that amplify sound waves (the ossicles) are found in the .
1. cochlea
2. semi-circular canals
3. middle ear
4. tympanic membrane ("ear drum")
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Al Sahwa Park
Park in Muscat
This perfectly manicured park offers a peaceful retreat from the city. The carefully trimmed trees offer shade, while fragrant shrubs make for a redolent stroll along the extensive walking paths. With water features and abundant flowering annuals in the cooler months, this is the place to head to for a picnic.
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Simple Actions To Enhance Your Exposition Writing Method
Simple Actions To Enhance Your Exposition Writing Method
If you want to improve your writing skills, then you have come to the right place. If you don't know 'how to write a research paper' you shouldn't stress over your research paper you should think about article writing companies and solicitation that they write my research paper. There are simple and ordered Actions to enhance your writing skills. If you are willing to write an effective Exposition, then you have to organize your thoughts first.
For that particular purpose, there are a number of academic writing techniques that can enhance your writing skills.
SBI PO Essay Writing Tips for Descriptive English - Career Anna
Even in a short period, with the help of Exposition writing practice, you can easily get good results. So here are some principle rules to follow for producing a brilliant Exposition.
Exposition Outline:
Before starting your Exposition, you have to make a rough draft. You have to write a question according to your Exposition topic such as why you chose that topic. You should keep in mind the start and end of your research. If you are confused about how to write your paper it is more brilliant to associate with a custom research paper writing service. Then you have to create a structure of your Exposition in proper order such as an introduction of your topic, the main body of your Exposition which describes the evidence, and at last, the conclusion to sum up your idea. For a good Exposition, you have to present solid evidence in support of your thesis.
Solid Command on grammar, punctuation, and style:
If you want to write a good Exposition that would be understood by all people, first you need to show a strong command of basic grammar. Proper structure and use of punctuation greatly affect your writing purpose.
Choose the Right Vocabulary:
In academic writing, your purpose of writing is to persuade others with your thoughts and your writing skills. The same idea can be represented in different ways based on your writing skills. So if you have strong vocabulary, you can effectively deliver your message to the audience. You just need to pick words more carefully. If you don't have the possibility to write your paper you should take help from the article writer and solicitation that he write my paper. Try to replace words with proper synonyms to explain your argument properly. You should confirm the meaning of a word before using it in your Exposition directly from a glossary.
Argument Understanding and Critical analysis of Evidence:
This is the most important task.
When you are writing an academic Exposition, you should clear your Exposition arguments from the beginning to the end. You should keep writing your Exposition on your topic. Otherwise, your Exposition will become irrelevant and meaningless. By providing evidence in your Exposition, you should think about its authenticity and reliability with respect to your topic.
Proper Conclusion:
One of the most important parts of your Exposition is the conclusion of your whole research. You have to quickly focus on your main Exposition idea, evidence, and result in the conclusion part.
Note: Do not copy-paste your introduction part or paragraph lines.
It seems pretty easy, right? However, If you’re still facing difficulties, then you can contact any reputable Exposition writing service to get your Exposition written. Experts are always available to assist you with your academic tasks. If you do are need someone to write your paper in a sensible total you should think about where can I find someone to write my paper for cheap
Pro tip: Stay focused and try not to provide unnecessary details in your Exposition.
Related Resources:
Managing Fiction Writing Through Creative Ideas
How To Write An Essay Outline | Guidelines & Examples
Learn How To Write An Exemplar Essay
How To Write A Perfect Guide For Narrative Writing
Last updated 2020/11/14 03:44:43 PSTHits 310
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Climate system controls
Actual temperature
עודכן 7/23/2018
The system includes a sun sensor which detects on which side the sun is shining into the passenger compartment. This means that the temperature can differ between the right and left-hand air vents despite the controls being set for the same temperature on both sides.
האם זה עזר?
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The recent emergence of Zaire ebolavirus in West Africa has come as a surprise in a region more commonly known for its endemic Lassa fever, another viral hemorrhagic fever caused by an Old World arenavirus. Yet the region has seen previous ebolavirus activity. In the mid-1990s, scientists discovered Côte d'Ivoire ebolavirus (now known as Taï Forest ebolavirus) as a cause of a single reported nonfatal case in a researcher who performed a necropsy on an infected chimpanzee.
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Question: What is the purpose of a circuit breaker in your house?
Your homes main circuit breaker controls the distribution of electricity to each room. The circuit breaker manages the connection between your home and your utility company. The utility company pumps electricity to your home through a service drop electrical line.
Why do you need circuit breakers in your home?
The sole responsibility of any given circuit breaker in your home is to protect the electrical wiring in your house and to keep you safe. That protection occurs when the wires in your house (or in a particular zone in your house) are overloaded with electrical current, causing them to heat up.
When would you use a circuit breaker?
A circuit breaker is an electrical switch designed to protect an electrical circuit from damage caused by overcurrent/overload or short circuit. Its basic function is to interrupt current flow after protective relays detect a fault.
What would happen without circuit breakers?
Is it safe to flip main breaker?
Yes, it is OK to turn off electricity at the main breaker without harming any other breakers or electrical components, however, keep in mind that abruptly shutting off the main breaker will kill power to all electrical components in the house like HVAC and computers, that may require resetting or rebooting once you
Where is the circuit breaker in my house?
The circuit breakers in your home are generally located in a gray metal service box usually in a utility area, such as a basement, laundry room, garage, or utility closet. When located in a finished room, the main breaker box may be contained in a wall cabinet.
What does SWD mean on a breaker?
Switching Duty Circuit breakers applied in 120V or 277V fluorescent lighting circuits must be marked SWD or HID. SWD stands for Switching Duty. HID signifies rated for High Intensity Discharge lighting. The UL489 Standard for MCBs states that SWD circuit breaker can be rated up to 20A, no more. HID breakers are rated up to 50A.
What are the advantages of using a circuit breaker?
Circuit-breakers offer the following advantages compared to fuses.Circuit-breakers respond quicker than fuses.Circuit-breakers are more reliable.Circuit-breakers are more sensitive.Unlike fuses which only operate once and need to be replaced a circuit-breaker can be reset.
Is it safe to flip circuit breaker?
It is safe for someone to reset a homes circuit breaker if all that needs to be done is a simple reset. In these cases, all that usually needs to be done is resetting the breaker in order to restore power. This is done by simply turning the switch from the off or neutral position back to the on position.
Can you get electrocuted if the main breaker is off?
How do you know if your main breaker is bad?
Key Indicators to Tell if You Have a Bad Circuit BreakerBreaker Doesnt Stay in “Reset” Mode. It is possible the breaker is short-circuiting, but call an electrical professional to check it out. Burning smell. Hot to the touch. Visible damage to the box or outlets. Breaker trips frequently. Old Age.Jan 15, 2021
Is a fuse box the same as a circuit breaker?
How many circuit breakers does a house have?
Understanding the Difference between Breaker Box Sizes Most homes ideally have 100 or 200-amp breaker boxes depending on the amount of electricity that the panel needs to handle and the number of circuits that are added to the main circuit breaker panel.
What is difference between switchgear and circuit breaker?
Switchgear contains fuses, switches, and other power conductors. During an electrical fault, a circuit breaker will sense the anomaly and interrupt the power flow, effectively limiting damage to the system.
What is Hacr type breaker?
HACR type –This marking indicates the circuit breaker is suitable for use with the group motor installations typically found in heating, air conditioning and refrigeration equipment. Maximum wire size –Circuit breakers are typically marked with a wire range, however that marking is not mandatory.
Which is better fuse box or circuit breaker?
In terms of circuit breaker vs fuse box, a circuit breaker is more advanced and can be used over and over again. While they dont respond as quickly as fuses, circuit breakers do not have to be replaced. The exception, of course, is replacing older or outdated circuit breakers.
Whats the difference between a fuse and a circuit breaker?
Fuses and circuit breakers are both designed to interrupt the flow of electricity. The fuse works as a piece of metal that melts down when overheated. While a circuit breaker works by operating a switching mechanism when an overflow of electricity is detected.
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What Is The Formula Of Azimuth?
What is the formula of azimuth? Most noteworthy, one must make use of the following formula for the purpose of azimuth calculation to the west: Z = 360 – d, where “Z” is the azimuth one intends to find, and “d” is the distance in the form of degrees from due north.
Moreover, What is azimuth in land surveying?
What is Azimuth in Surveying? Azimuths are defined as horizontal angles that are measured from the reference meridian in the clockwise direction. Azimuths are also called a whole circle bearing system(W.C.B). Azimuths are used in compass surveying, plane surveying, where it is generally measured from the north.
Simply so, How do you find the bearing and azimuth?
In like manner, What is azimuth and How Is It measured?
The azimuth is the angle between North, measured clockwise around the observer's horizon, and a celestial body (sun, moon). It determines the direction of the celestial body. For example, a celestial body due North has an azimuth of 0º, one due East 90º, one due South 180º and one due West 270º.
How do you plot azimuth?
Related Question for What Is The Formula Of Azimuth?
How do you calculate azimuth from coordinates in Excel?
Excel formula =atan2(x_num;y_num) would return the the “m” gradient of y=mx+b function (counterclockwise, from 0→X direction). The azimuth is actually clockwise, from 0→Y direction, so the formula should be =[PI()/2]-[atan2(x_num;y_num)] or simply with X,Y swapped =atan2(y_num;x_num).
How do you calculate azimuth for solar PV?
How do you find azimuth from latitude and departure?
How do you measure azimuth from the South?
Azimuth: Definition
Therefore, an azimuth of 90° corresponds to a quarter of the way clockwise from 0° or 360°, which is east. Similarly, 180° is south, and 270° is west. You can get azimuths corresponding to NE, SE, SW and NW by adding or subtracting 45° to the appropriate N, E, S or W azimuth.
What is bearing and azimuth and how it is computed?
Azimuth =Bearing + 180° N.W. Direction (IV Quadrant): Bearing = 360° – Azimuth. Azimuth = 360° – Bearing.
How does Google Earth calculate azimuth?
• Use the ruler tool to measure the distance between the two points.
• The ruler tool will show you the distance and the azimuth between the two points.
• Click 'Save' on the ruler tool.
• How do you find the azimuth of two coordinates?
• Determine the longitude and latitude of London - our initial point.
• Determine the longitude and latitude of Rio de Janeiro - our final point.
• Calculate Δφ = φ₂ - φ₁ = -22.97° - 51.50° = -74.47° .
• Calculate Δλ = λ₂ - λ₁ = -43.18° - 0 ° = -43.18° .
• How do you convert bearings to Azimuth in Excel?
What does the azimuth angle measure?
The azimuth angle is the compass direction from which the sunlight is coming. At solar noon, the sun is always directly south in the northern hemisphere and directly north in the southern hemisphere. The azimuth angle varies throughout the day as shown in the animation below.
How do I enter latitude and longitude in Excel?
• Select the cell you want to format for latitude or longitude.
• Press Ctrl+Shift+F or press Ctrl+1.
• Make sure the Number tab is selected.
• In the categories list, choose Custom.
• Place the insertion point in the Type box and erase whatever is there.
• Type three # signs.
• How do you find the azimuth of a home?
Open up Google Maps, find your PV system
You can find your PV system's azimuth by looking at Google Maps! Simply type in your address, and make sure that the red-arrow indicating north is pointing directly to the top of your screen, and that you have 'satellite' enabled as the map type.
What is azimuth in solar panel?
1 Methodology. The azimuth is the PV array's east–west orientation in degrees. In most solar PV energy-calculator tools, an azimuth value of zero is facing the equator in both northern and southern hemispheres; +90° degrees is facing due west and –90° degrees is facing due east.
How do you calculate forward and backward azimuth?
Back Azimuth = Forward Azimuth + 180°
For example, if a line has an azimuth of 75, its back azimuth would be 255°. If a line has an azimuth of 150, its back azimuth would be 330.
How do you calculate forward and backward bearings?
One technique is to do the math. Add or subtract 180° from you forward bearing to get your back bearing. You want the result to fall between 0° and 360°, so if the forward bearing is less than 180°, add 180° to it, and if it's greater than 180°, subtract 180°. Calculating a back bearing.
What is azimuth bearing?
Azimuth measures angle from 0 to 360 degrees, whereas Bearing measures angle from 0 to 90 degrees. Azimuth measures clockwise, but Bearing can measure in both directions, either clockwise or anticlockwise. Azimuth takes a set of measurements from North or South, whereas Bearing measures angles from North or South.
How do you calculate bearings?
Bearings of lines may be calculated if bearing of one of the lines and the included angles measured clockwise between the various lines are given. Bearing of a line = given bearing + included angle.
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Learn about new technologies!
What is the correct answer?
50 square stone slabs of equal size were needed to cover a floor area of 72 sq.m. Find the length of each stone slab.
A. 110 cm
B. 115 cm
C. 120 cm
D. 125 cm
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January 26, 2022
Multi tenancy
Multitenancy is when several different customers are accessing the same computing resources. For example consider, when several different companies are storing data on the same physical server. Multi-tenancy is an important feature of cloud computing.
What is multi-tenancy?
Multi-tenancy is an architecture in which a single instance of a software or application servers multiple customers. Here each customer is a tenant. Tenants may have the abilities to customize some parts of the application, such as UI color, logo, company name, address etc. But tenant can’t modify the application’s code.
In this architecture multiple instances of an application operate in a shared environment. Each tenant is integrated physically, but separated logically. This types of architecture is used to enable multiple users to use a single application.
Multi-tenant architecture is used most with cloud computing. It is found in both public cloud (such as Amazon Web Services, Microsoft Azure and Google Cloud) and private cloud. Also it is a key part of another cloud model, software as a service (SaaS).
Multi-tenant Database
In multi-tenant architecture database is very important matter. There are three ways we can design our database in multi-tenant system, with different complexity and cost.
Single database, shared schema
In this system one database is used to hold all the tenant’s data. Every tenant’s data is stored in the same table. Each table has a specific column that identify tenant’s row. Select operation is costly, modify schema is easy & low costly.
11John Abrar
12Mikel Adward
23Mr. Bell
Single database, separate schema
In this system one database is used to hold all the tenant’s data. Each tenant data is stored in the separate table.
1John Abrar
2Mikel Adward
1John Abrar
2Mikel Adward
Database per tenant
In this system each tenant has their own database.
Rashedul Alam
I am a software engineer/architect, technology enthusiast, technology coach, blogger, travel photographer. I like to share my knowledge and technical stuff with others.
View all posts by Rashedul Alam →
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Your question: What is the major source of energy for animals?
The primary source of energy for animals is carbohydrates, primarily glucose: the body’s fuel. The digestible carbohydrates in an animal’s diet are converted to glucose molecules and into energy through a series of catabolic chemical reactions. Adenosine triphosphate, or ATP, is the primary energy currency in cells.
What is the main source of energy for all animals and plants?
Where do animals get their energy?
All animals get their energy indirectly from the Sun. Some animals eat plants and the food that is stored in the plants are passed on to these animals. Another type of animals called carnivores eat other animals and the energy that is stored in the animals are passed on to these carnivores.
IT\'S FUNNING: What is solar cell state the uses of solar cell?
What do animals rely on for energy?
Animals get the energy they need from food they eat. Every living thing needs energy to perform the basic processes of life—such as growing, repairing, and reproducing. Plants take in light energy from the Sun and turn it into food energy that they can use when they need it. Animals cannot make their own food.
How do animals get energy without glucose?
Explanation: Most, if not all plants are producers, and they make their own food using sunlight and raw materials, through a process called “photosynthesis”. … Plants get their energy in form of starch whereas animals get it in form of glycogen.
What is our main source of energy?
What is the main source of energy for the carnivore?
Because animals cannot produce energy directly from the sun, they must eat plants or other animals that eat plants, and acquire energy, either directly or indirectly, from glucose. Animals that eat plants exclusively are called herbivores. Animals that only eat meat are called carnivores.
How do animals produce energy?
Animals obtain energy from the food they consume, using that energy to maintain body temperature and perform other metabolic functions. Glucose, found in the food animals eat, is broken down during the process of cellular respiration into an energy source called ATP.
How do animals obtain energy to grow?
Photosynthesis is the way in which plants convert the sun’s energy into their own energy. And since animals get their energy from food, when an animal eats a plant it gets its plant-based energy indirectly from the sun, because that’s how the plant itself got energy.
IT\'S FUNNING: What happens if we run out of electricity?
How do animals use sugars as sources of energy?
A primary role for the glucose molecule is to act as a source of energy; a fuel. Plants and animals use glucose as a soluble, easily distributed form of chemical energy which can be ‘burnt’ in the cytoplasm and mitochondria to release carbon dioxide, water and energy.
What is the primary source of energy for Lions?
Lions or sharks are predators and they get their energy through eating prey animals such as primary consumers e.g. buffalo. The energy thus transferred along the food chain from primary consumers to lions and sharks comes from the producers which are consumed by the primary consumers.
What is the main source of energy for the carnivore in the tundra?
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From Wikipedia, the free encyclopedia
Jump to navigation Jump to search
Evolutionism is one of the two opposing (the second is creationism) paradigms about the origin of the world, which is based on the idea of natural (vs. divine) development of being. Although the earliest roots of evolutionary thinking appeared already among ancient thinkers, later among the workers of the 17th and 18th centuries, and particularly during the Enlightment, it was Lamark who proposed in 19th century the first comprehensive theory of evolution. The modern views, accepted by majority of scholars, are based on the works of Charles Darwin, particularly on his Origin of Species, first published in 1859, were he proposed the theory of natural selection and common descent.[1] Evolutionism, as opposed to religious creationism, is based on scientific evidence.
The term is sometimes used (often derogatorily) to denote the theory of evolution. Its exact meaning has changed over time as the study of evolution has progressed. In the 19th century, it was used to describe the belief that organisms deliberately improved themselves through progressive inherited change (orthogenesis).[2][3] The teleological belief went on to include cultural evolution and social evolution.[2] In the 1970s the term Neo-Evolutionism was used to describe the idea "that human beings sought to preserve a familiar style of life unless change was forced on them by factors that were beyond their control".[4]
The term is most often used by creationists to describe adherence to the scientific consensus on evolution as equivalent to a secular religion.[5][6] The term is very seldom used within the scientific community, since the scientific position on evolution is accepted by the overwhelming majority of scientists.[7] Because evolutionary biology is the default scientific position, it is assumed that "scientists" or "biologists" are "evolutionists" unless specifically noted otherwise.[8] In the creation–evolution controversy, creationists often call those who accept the validity of the modern evolutionary synthesis "evolutionists" and the theory itself "evolutionism".
19th-century teleological use[edit]
Before its use to describe biological evolution, the term "evolution" was originally used to refer to any orderly sequence of events with the outcome somehow contained at the start.[9] The first five editions of Darwin's in Origin of Species used the word "evolved", but the word "evolution" was only used in its sixth edition in 1872.[10] By then, Herbert Spencer had developed the concept theory that organisms strive to evolve due to an internal "driving force" (orthogenesis) in 1862.[9] Edward B. Tylor and Lewis H Morgan brought the term "evolution" to anthropology though they tended toward the older pre-Spencerian definition helping to form the concept of unilineal (social) evolution used during the later part of what Trigger calls the Antiquarianism-Imperial Synthesis period (c1770-c1900).[11] The term evolutionism subsequently came to be used for the now discredited theory that evolution contained a deliberate component, rather than the selection of beneficial traits from random variation by differential survival.
Modern use by creationists[edit]
The term evolution is widely used, but the term evolutionism is not used in the scientific community to refer to evolutionary biology as it is redundant and anachronistic.[8]
However, the term has been used by creationists in discussing the creation–evolution controversy.[8] For example, the Institute for Creation Research, in order to imply placement of evolution in the category of 'religions', including atheism, fascism, humanism and occultism, commonly uses the words evolutionism and evolutionist to describe the consensus of mainstream science and the scientists subscribing to it, thus implying through language that the issue is a matter of religious belief.[5] The BioLogos Foundation, an organization that promotes the idea of theistic evolution, uses the term "evolutionism" to describe "the atheistic worldview that so often accompanies the acceptance of biological evolution in public discourse." It views this as a subset of scientism.[12][non-primary source needed]
See also[edit]
2. ^ a b Allen, R. T.; Allen, Robert W. (1994). Chambers encyclopedic English dictionary. Edinburgh: Chambers. p. 438. ISBN 978-0-550-11000-8. a widely held 19c belief that organisms were intrinsically bound to improve themselves, that changes were progressive, and that acquired characters could be transmitted genetically. The belief was also extended to cultures and societies, and to living organisms.
3. ^ Carneiro, Robert, L. (2003). Evolutionism in cultural anthropology : a critical history. Cambridge, MA: Westview Press. pp. 2–3. ISBN 978-0-8133-3766-1.
4. ^ Trigger, Bruce (1986) A History of Archeological Thought Cambridge University Press pg 290
5. ^ a b Linke, Steven (August 28, 1992). "A Visit to the ICR Museum". TalkOrigins Archive. Retrieved 2008-12-05. In fact, true science supports the Biblical worldview... However, science does not support false religions (e.g. atheism, evolutionism, pantheism, humanism, etc.)
6. ^ Ruse, Michael (March 2003). "Perceptions in science: Is Evolution a Secular Religion? -- Ruse". Science: 299 (5612): 1523. Retrieved 2008-12-05. A major complaint of the Creationists, those who are committed to a Genesis-based story of origins, is that evolution--and Darwinism in particular--is more than just a scientific theory. They object that too often evolution operates as a kind of secular religion, pushing norms and proposals for proper (or, in their opinion, improper) action.
7. ^ "Nearly all scientists (97%) say humans and other living things have evolved over time", Public Praises Science; Scientists Fault Public, Media Archived 2009-11-08 at the Wayback Machine, Pew Research Center, 9 July 2009
8. ^ a b c Gough, J. B. (1983). "The Supposed Dichotomy between Creationism and Evolution". National Center for Science Education. Retrieved 2009-09-24. "...to say a person is a scientist encompasses the fact that he or she is an evolutionist."
9. ^ a b Carneiro, Robert L.(Léonard) (2003) Evolutionism in cultural anthropology: a critical history Westview Press pg 1-3
10. ^ Darwin, Charles (1986). Burrow, JW (ed.). The Origin of Species (reprint of 1st ed.). Harmondsworth, Middlesex, England: Penguin Classics. p. 460. ISBN 978-0-14-043205-3. ...from so simple a beginning endless forms most beautiful and most wonderful have been, and are being, evolved (italics not in original)
11. ^ Trigger, Bruce (1986) A History of Archaeological Thought Cambridge University Press pg 102
12. ^ "How is BioLogos different from Evolutionism, Intelligent Design, and Creationism". The BioLogos Foundation. Retrieved 2012-01-19. While BioLogos accepts evolution, it emphatically rejects evolutionism, the atheistic worldview that so often accompanies the acceptance of biological evolution in public discourse. Proponents of evolutionism believe every aspect of life will one day be explained with evolutionary theory. In this way it is a subset of scientism, the broader view that the only real truth is that which can be discovered by science. These positions are commonly held by materialists (also called philosophical naturalists) who deny the existence of the supernatural.
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Farmina N&D OCEAN Tuna, Cod & Shrimp Adult wet food Wet Cat Food - 2.82 oz
N&D OCEAN is the line of Farmina food with all the advantages of fish, naturally rich in Omega-3 with anti-inflammatory action.
crude protein 10.50%
crude fat 4.50%
crude fibers 0.50%
Moisture 80.00%
Salmon, cod, herring, sweet potatoes, shrimp, herring oil, fructooligosaccharide, calcium carbonate, potassium chloride, vitamin A supplement, vitamin D3 supplement, vitamin E supplement, menadione sodium bisulfite complex, choline chloride, zinc methionine hydroxy analogue chelate, manganese methionine hydroxy analogue chelate, ferrous glycine complex, copper methionine hydroxy analogue chelate, DL-methionine, taurine, L-Carnitine.
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gopaddle integrates with AWS API to provision and centrally manage multiple clusters across multiple Cloud Accounts without having to navigate across different Cloud portals.
Here is a quick video on creating an EKS with different types of nodepools.
Creating an Amazon EKS cluster, requires the associated AWS Cloud Account to be registered. In order to register an AWS Cloud Account, follow the steps here.
Steps to create an Amazon EKS cluster
1. Navigate to the Infrastructure option in the left panel and select Clusters
2. Choose Create a Cluster and select Create
3. Name the cluster, and choose AWS EKS as the Cloud Provider
4. Choose the pre-registered AWS Cloud Account and the Region where the EKS cluster needs to be created.
5. gopaddle creates the required VPC and the subnets to create the EKS cluster. Based on the region selected, it determines the number of availability zones and creates those many subnets in the VPC. Provide the VPC CIDR range and its Subnet CIDR.
6. Creating an EKS cluster requires an IAM role to be associated with the master node and to the node pools in the Cluster as well. Since the IAM policy provided during the AWS Cloud Account registration assumes permissions to create an IAM role, you need to create an IAM role manually by clicking on the Create option next to the Master Role option.
This feature to create IAM Role manually helps keep track of any changes to the IAM Roles with complete transparency.
Follow the steps here to create a master Role and provide the ARN in the Master Role ARN input box.
7. Creating an EKS cluster requires atleast 1 node pool to be created. Follow the steps here to create a node pool.
9. Add Node Pool and then click Create
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Skoči na glavni sadržaj
Izvorni znanstveni članak
The Ethnogenesis of the Slavs, the Methods and the Process
Andrej Pleterski ; Institut za arheologiju SAZU
Puni tekst: hrvatski pdf 843 Kb
str. 7-30
preuzimanja: 1.532
With texts of Žitie Konstantina (The Life of Constantine, Chapter XIV) and Žitije Metodija (The Life of Methodius, Chapters II and V) from the 9th century, it can be determined that a founda- tion of self-understanding of the Slavs was their language. Therefore, the ethnogenesis of the Slavs is to a large extent the history of their language. According to research done by linguists, is the Slavic language structurally derived from an older Baltic-Slavic linguistic stage, which was common to subsequent Balts and Slavs. This happened on the southern edge of the territory that was once inhabited by speakers of the Baltic-Slavic langua- ge. River-names indicate a youngest stage of this territory. It overlaps with a group of archaeological cultures in the third quarter of the rst Millennium BC. At the end of this period moved from Poland to Ukraine a group of people, called Venethi by their western Germanic neighbors. This process resulted in a separation of Slavic language from the Baltic- Slavic language community.
In the 4th century A.D., Goths included Slavs in their tribal confederation, which was dissolved in 375, with the arrival of the Huns. Then began the gradual expansion of the Slavs to the west and sou- th, which was following a withdrawal of Germanic tribes. A relatively uniform Slavic language began to crumble. This expansion ended only 400 years later, when the Slavs settled in the vast area from Hamburg in Germany to Peloponnese in Greece. Belief of researchers that the Slavs settled in this part of Europe very quickly and in large quantities is therefore wrong. It is quite possible that the ho- meland of the Slavs was originally a small territory. The colonisation was gradual and associated with partial assimilation of indigenous peoples, called Vlachs by the Slavs. Power of assimilation of the Slavs was in their free way of life, without taxes.
The legal framework for this assimilation was offe- red by the institution of a so-called vrv (rope) as a symbolic-social phenomenon.
The territory between the Danube and the Adriatic Sea, the Slavs began to settle in the second half of the 6th century. This is corroborated with both written sources as well as archaeological n- ds and their radiocarbon dates. An example of Bled in northwestern Slovenia demonstrates that in the 7th century, new immigrants organized space anew and gave it new names. This topographic names are Slavic, which means that the Slavs brought with them the Slavic language.
Folk narrative in a village Police (Western Slovenia) has preserved the memory of the strange newcomers who have settled in the village area, af- ter all residents, except one, died of plague. In the eyes of neighboring inhabitants in the 19th century, these immigrants were labeled as Gypsies. This is not consistent with the genesis of the village set- tlement, which shows a constant development sin- ce the Early Middle Ages. Folk narrative re ects strong social conditions either from the time of its origin or from the record time. Narrator namely al- ter a story to t his own views on life and his level of comprehension. Looking from this point of wiev, the explanation is quite simple. The name Gypsies is quite recent. In the consciousness of the people it replaced a much older term that had previously designated foreigners, newcomers, those of diffe- rent ethnic origin. These were the ones who created the division of land that has been preserved to the present. In wiev of its place names, they were of Slavic origin. It is therefore most likely that in the area of present-day Police there had been an older settlement inhabited by the Vlachs, which by the Early Middle Ages had been almost depopulated. The new, Slavic settlers had thus chanced upon the
Andrej PLETERSKI Etnogeneza Slavena – metode i proces
remaining villager and some cultivated land. In the eyes of neighboring Vlachs the Slavic settlers had certainly been viewed as newcomers.
The highly interesting notion of us as opposed to the Gypsies, which is inherent in the popular traditi- on of the region, equals to the relation of the Vlachs toward the Slavs-meaning we, the Vlachs against the Gypsies, the Slavs. It denotes that the prevai- ling notion of us, the majority, originates from the indigenous tradition of the Vlachs. This con rms an autochthonous model of Slavic ethnogenesis. Later
on these oldsettlers changed their language to the Slavic. This con rms the model of cultural assi- milation. That the folk tradition preserved explicit memory of the Slavic colonization, would not have been possible, if it would not have actually occurred in the Early Middle Ages. This con rms an allocht- honous model of Slavic ethnogenesis. Example of village Police therefore suggests that to understand the ethnogenesis of the Slavs a synthesis of three in- terpretative models–autochthonous, allochthonous, cultural assimilation-is needed.
Ključne riječi
Hrčak ID:
Podaci na drugim jezicima: hrvatski
Posjeta: 2.337 *
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Karl Landsteiner
1. United States pathologist (born in Austria) who discovered human blood groups (1868-1943)
Linguix Browser extension
Fix your writing
on millions of websites
Start Error-Free Writing Linguix pencil
How To Use Karl Landsteiner In A Sentence
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Tag Archives: corporate-government alliance
Noam Chomsky: Corporate Patents and Rising Anti-Science Rhetoric Will Prolong Pandemic
“Biden has made some effort, but the wealthy countries have not, including the United States, though not primarily the United States — they have not taken measures that are within their capacity to ensure that other countries that have the resources to produce vaccines will have access not only to the products, the vaccines, but also to the process of manufacturing them.”
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Acer ED323QUR Abidpx 31.5" 16:9 WQHD Curved LCD Monitor
SKU: sil72506
With an 1800R curvature, the ED323QUR Abidpx 31.5" 16:9 WQHD Curved LCD Monitor from Aceris designed to offer an enhanced viewing experience adapted to the curvature of the human eye. In addition to the curve of the monitor, users benefit from a WQHD 2560 x 1440 viewing experience, a 100,000,000:1 dynamic contrast ratio, a 4 ms response time, and support for up to 16.7 million colors.
Included with this monitor are Acer's own VisionCare features offering Flicker-less and Blue-light Filtering technologies. These technologies are designed to reduce the strain placed on your eyes during periods of extended viewing. To further enhance your viewing experience, the display can be tilted from -5 to 15° and it can be viewed from nearly any angle with support for 178° horizontal and vertical viewing angles.
Setup and configuration of the ED273 display is simple as it comes equipped with DVI, HDMI, and DisplayPort for compatibility with a variety of computers.
Curved Screen
The "R" is the measure of how curved a curve is. An 1800R curve, for example, means that if the curve were to make a complete circle, that circle would have a radius of 71" or 6'. Essentially, this means the lower the R number, the greater the curve.
Wide Angle Display
Conventional monitors change their color and have image distortion when viewing from different angles. WVA monitors allow the screen to be viewed from 178° and preserve image clarity and prime colors.
High-Speed Response
A rapid 4 ms response time ensures images appear clearly as they quickly move across the display.
Care for Your Vision
Flickerless technology eliminates screen flickering by providing a stable supply of power to the display.
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Recently viewed
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GPS, or Global Positioning System, is a satellite-based system that allows you to accurately determine your speed and location at sea.
Previously, mariners would determine their location and route by the stars in the sky. Now there are over 30 satellites orbiting the Earth at any one time relaying data about a users whereabouts. Each satellite is positioned at an altitude of 12,550 miles and send regular microwave signals to GPS devices back on Earth.
A minimum of 4 satellites are required to determine an accurate location and speed, working by using trilateration.
Random Fact: Satellites usually orbit the Earth twice per day, if you look up at night and see a slow-moving star - it's likely a satellite!
GPS Global Positioning System for Boats
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Your question: What was Mary Wollstonecraft’s biggest accomplishment?
How did Mary Wollstonecraft impact the world today?
In Vindication of the Rights of Women, she argued for all people, no matter their ethnicity, to “be allowed their birthright – liberty.” Here, she proved the importance of intersectional feminism; women could not achieve true equality until all women, no matter of social standing, ethnicity, religion and so on, were …
Who was the first feminist in the world?
What is Mary Wollstonecraft’s claim in her argument quizlet?
In a Vindication of the Rights of Woman, Mary Wollstonecraft denies that women are, by nature, physically weaker than men. Given the right exercise regimen, she argues, females could become every bit as strong as males.
What is Mary Wollstonecraft’s claim in her argument?
In it, Wollstonecraft argues that women ought to have an education commensurate with their position in society, and claims that women are essential to the nation because they educate its children and because they could be “companions” to their husbands, rather than just wives.
THIS IS IMPORTANT: Your question: How did World war 1 affect support for the women's voting movement?
What was Wollstonecraft’s purpose in writing a vindication of the rights of woman?
Wollstonecraft’s goal was not to undermine the role of women in the home—although at times throughout Vindication it seems she is doing just that—but, rather, her goal was to encourage society to recognize women as a valuable resource.
What is Mary Wollstonecraft’s legacy?
She was one of the first people to argue for gender equality, and is best remembered for A Vindication of the Rights of Woman (1792). Her work and life have been interpreted in various ways, depending on contemporary attitudes towards women’s rights and the personal disposition of the writers.
How did Mary Wollstonecraft try to commit suicide?
Yet so strange is fate, that Mary had to pay with her life for the life of her little girl, Mary Godwin. … She committed suicide by drowning, while Mary Wollstonecraft Godwin became the wife of the sweetest lark of liberty, Shelley.
Who Wrote Frankenstein?
What was Mary Wollstonecraft’s childhood like?
An intelligent girl, Mary Wollstonecraft saw at an early age what the prospects were like for women of her social class, and she did not like it one bit. Despite her aptitude for learning, only her brother Ned was sent to school. … In 1781, her mother fell ill and Wollstonecraft returned to London to care for her.
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Give a gift they can treasure forever. Choose individual finishing touches to create a personalised and unique present tailored to them.
Choose from two elegant fonts, then engrave your Cologne, Candle or Bath Oil with a personal message, a special date or their initials.
Gift finder
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Readers ask: How Did Immigrants Regard Public Education?
Why did African American and Mexican American students benefit less than whites from public education?
By 1910, why has public-school enrollment reached a record high? Why did African American and Mexican American students benefit less than whites from public education? inadequate funding of schools. What boosted college enrollment in the late 1800s?
What did Booker T Washington tell his students?
In 1895, Washington delivered a speech at the Atlanta Exposition. He declared that African Americans should focus on vocational education. Learning Latin and Greek served no purpose in the day-to-day realities of Southern life. African Americans should abandon their short-term hopes of social and political equality.
Why did education become more important in the late 1800s?
Education became more important in the industrial age because there was a need for more people with technical and manageable skills. People also believed that economic development depended on having this knowledge.
You might be interested: Question: What Is Basic Education?
How and why did public schools expand during the late 1800s?
Why public schools gain more students in the late 1800s? Parent began pressuring local governments to increase school funding. Limitations on child labor. Compulsory school laws that required children ages 8-14 to attend school.
Why do Latinos struggle in school?
For Hispanics in the United States, the educational experience is one of accumulated disadvantage. Many Hispanic students begin formalized schooling without the economic and social resources that many other students receive, and schools are often ill equipped to compensate for these initial disparities.
What causes education inequality?
Unequal educational outcomes are attributed to several variables, including family of origin, gender, and social class. Achievement, earnings, health status, and political participation also contribute to educational inequality within the United States and other countries.
What impact did Booker T Washington have on society?
Washington designed, developed, and guided the Tuskegee Institute. It became a powerhouse of African-American education and political influence in the United States. He used the Hampton Institute, with its emphasis on agricultural and industrial training, as his model.
What is the difference between Booker T Washington and WEB DuBois?
Booker T. Washington (1856-1915) was a political advisor and civil rights activist. W.E.B. Du Bois (1868-1963) was also a civil rights activist, as well as a public intellectual, sociologist, and educator.
Who is Booker T Washington and what did he do?
You might be interested: Question: What Is Alternative Education?
How did education change in the late 1800s?
Education underwent many changes in the late 1800s, including the widespread adoption of the German kindergarten model, the establishment of trade schools and the organization of citywide boards of education to standardize schooling. The late 1800s also saw substantial growth in schools for African-American children.
Who invented school?
Why do we need education reform?
Who invented homework?
Which is the first school in the world?
Who was the first teacher?
Of course, if we were to believe Greek mythology, it was the god Chiron who taught the first teacher, seeing as that the centaur was known for his abilities to impart knowledge.
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| 0.983838 |
Duration 2h 14m
Distance 76 km
Average price SFr 160
Nearby airports 5 found
Closest airports to Fenêtre d'Arpette
The nearest airport to Fenêtre d'Arpette is Geneva (GVA). Swiss Railways (SBB/CFF/FFS) operates a train from Genève-Aéroport to Martigny hourly. Tickets cost SFr 40 - SFr 80 and the journey takes 1h 41m. Alternatively, Blablabus operates a bus from Lyon - Saint-Exupéry Airport to Chamonix Sud - Bus station 4 times a day. Tickets cost SFr 11 - SFr 14 and the journey takes 3h 5m. FlixBus also services this route 6 times a week.
Recommended airport
Geneva (GVA)
1. Genève-Aéroport
2. Fenêtre d'Arpette
2h 14m
SFr 143 - SFr 206
Other nearby airports
Milan Malpensa (MXP)
1. Malpensa Aeroporto T1,stazione
2. Domodossola
3. Sierre/Siders
4. Fenêtre d'Arpette
3h 53m
SFr 149 - SFr 240
Lyon (LYS)
1. Lyon - Saint-Exupéry Airport
2. Fenêtre d'Arpette
4h 44m
SFr 16 - SFr 25
Turin (TRN)
1. Aeroporto Caselle
2. Aosta, Autostazione
3. Fenêtre d'Arpette
5h 31m
Basel (BSL)
1. Basel Sbb
2. Visp
3. Fenêtre d'Arpette
4h 27m
SFr 177 - SFr 284
Frequently asked questions
There is widespread community transmission globally.
Learn More.
The nearest airport to Fenêtre d'Arpette is Geneva (GVA) Airport which is 75.6 km away. Other nearby airports include Turin (TRN) (103.2 km), Milan Malpensa (MXP) (136.7 km), Lyon (LYS) (155.5 km) and Basel (BSL) (179.7 km).
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It takes 2h 14m to get from Martigny to Geneva (GVA) Airport.
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We recommend flying to Geneva (GVA) Airport, which is 75.7 km away from Martigny. The train from Geneva (GVA) to Martigny takes 2h 14m.
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There are 257+ hotels available in Fenêtre d'Arpette. Prices start at SFr 87 per night.
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| 0.889192 |
Updated: Oct. 8, 2021
The Member Wellness Program is dedicated to providing culturally competent services to all WSBA members seeking services. This requires an understanding of cultural, ethnic, racial, and other forces that influence a person's experience. Three critical factors to providing culturally competent services are:
• An openness to discussing the cultural experience of anyone who seeks services.
• A focus on understanding the unique concerns of each population that seeks treatment. This requires being mindful of how people of different backgrounds regard psychotherapy, and is sensitive to the stigma through which cultures often view treatment.
• An educational journey that involves reflection into a therapist's own cultural influences, privileges in society, and impact these factors have upon a client.
Consistent with the WSBA's mandate of embracing diversity among our members, we welcome all populations into our clinic: Asian, African-American, Latino/a, Native, and Caucasian, to name a few of what is admittedly a long list. We affirm the WSBA's commitment to promote diversity, equality, and cultural understanding in the legal community and embrace the WSBA's definition of diversity listed below. In an effort to continually improve our diversity programming, we are open to recommendations or feedback about program. If you have thoughts or questions on this topic, don't hesitate to contact us at 206-727-8268 or [email protected].
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| 0.831472 |
Also, It Is Important To Identify A Good Shopping Guide That Can Provide All Necessary Information Regarding Product List And Pricing.
Home Page Shopping Buying signature items is more fun and rewarding when you have all hardly surprising when you consider that it offers such convenience. Here are some of the more popular online stores understand the various shapes, their facets and how they are formed. These cute contact lens case boxes are sure to surprise both the person first understand what the various imperfections are and how do they affect the diamond's clarity. Why would someone want to go to one store to purchase electronics, drive across town to another store to purchase clothes and url school supplies, and
... Read more
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| 0.871428 |
1606 N 600 Rd, Baldwin City, 66006
Kalanchoe thyrsiflora 'Flapjacks'
Also called paddle plant, dog tongue or desert cabbage, this showy white-frosted succulent is native to South Africa, primarily in dry, exposed, rocky areas. Each plant features a basal rosette of large, fleshy, leaves stacked like pancakes with leaf edges extended upward in order to minimize sun exposure to the leaf surfaces. With sufficient sun exposure the leaf margins turn a showy red.
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| 0.993409 |
As part of our Biodiversity ethos, Portrun Development Association are committed to protecting and promoting the natural flora and fauna of the surrounding area. One local resident that has been spotted by a lucky few people in Portrunny in recent times is Erinaceus europaeus, more commonly known as the European Hedgehog. In decline in many countries, the hedgehog is now a protected species. Normally nocturnal, these spiky creatures tend to spend the daylight hours resting in temporary nests made in areas covered in vegetation before venturing out under cover of darkness to feed on small vertebrates. Like many of their fellow creatures of the night, they do not require good eyesight, but their sense of smell is extremely good, and this is how they locate their food. Occasionally they can be seen during the day, often after heavy rainfall when their food is in abundance.
The hedgehog is one of the very few species of mammal in Ireland that practises true hibernation, going to sleep in mid-autumn time and remaining dormant until March or April. In contrast to their temporary day-nests, their hibernation nest or hibernacula is usually a more robust structure with a tunnel leading to a larger chamber which is lined with dead leaves and other vegetation. These can be found in hedgerows, under sheds or even in large piles of vegetation like bonfire piles.
Portrun Development Association have introduced an initiative in the local area which provides suitable sites for these hibernation nests. The structures are made from wood, in the style of the traditional hibernacula with the tunnel and larger chamber for the nest. These are placed in strategic sites around the local area, away from public roads and areas likely to flood to provide our local hedgehogs with somewhere safe to sleep the winter months away.
This biodiversity initiative which is funded through Roscommon County Councils Local Agenda 21: - Environment Partnership Fund is aimed not only at contributing to the conservation of this spiky mammal, but also at educating people about the hedgehog, and how we can all contribute to providing a safe environment for them. Our boxes will be located in secluded areas which are surrounded by vegetation providing protection from predators and accidental human disturbance. There will be no use of chemical herbicides in the surrounding areas which can cause harm to the hedgehog if ingested.
If you come across one of our hedgehog boxes, please admire it from a distance, but do not approach it. Remember that it may contain a sleeping hedgehog which if disturbed may not successfully complete its hibernation.
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| 0.728856 |
Blocked IP Address due to Suspicious Activity
IP address
URL /bookshop/search/
Query string keyword=The+Tutelo+Spirit+Adoption+Ceremony:+Reclothing+the+Living+in+the+Name+of+the+Dead+and+Transcriptions+and+Analysis+of+Tutelo+Music%20George+Herzog+Frank+Gouldsmith+Speck&a_aid=thestorygraph
User agent CCBot/2.0 (
Timestamp 26-Jan-2022 16:37:28 UK time
We apologise for any inconvenience this has caused.
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| 0.959242 |
A large number of SCA papers that talk about ECDSA mention the need for blinding/randomisation of the signing process, typically with a single-sentence comment about replacing the projective coordinates (X,Y,Z) with randomised ones (lambda^2X,lambda^3Y,lambda*Z) and declaring the problem solved, but nothing really seems to provide any detail of what specific steps are required. In particular looking at the implementation in various crypto libraries like mbedTLS, BearSSL, FLECC and similar they all seem to do it differently and in each case it's very deeply tied into the internal bignum representation and implementation. Given the portion of the ECDSA process that this affects:
$$\mathtt{(x,y) = k * G}$$ $$\mathtt{r = x\mod n}$$ $$\mathtt{s = k^{-1} (h+dr\mod n)}$$
is there some explanation of what operations to perform to randomize the process against SCA in a manner that's not dependent on the internal details of a particular bignum library implementation?
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| 0.839951 |
Your question: How can problems with mitosis lead to cancer?
How do errors in mitosis cause cancer?
Mutations in genes can cause cancer by accelerating cell division rates or inhibiting normal controls on the system, such as cell cycle arrest or programmed cell death. As a mass of cancerous cells grows, it can develop into a tumor.
What is the link between cancer and mitosis?
Cells grow then divide by mitosis only when we need new ones. This is when we’re growing or need to replace old or damaged cells. When a cell becomes cancerous , it begins to grow and divide uncontrollably.
What happens if mitosis goes wrong?
Mistakes during mitosis lead to the production of daughter cells with too many or too few chromosomes, a feature known as aneuploidy. Nearly all aneuploidies that arise due to mistakes in meiosis or during early embryonic development are lethal, with the notable exception of trisomy 21 in humans.
What causes error in mitosis?
Can meiosis cause cancer?
Our results indicate that overexpression of both meiosis and kinetochore genes drives genomic instability and cancer progression.
Does mitosis proceed normally in a cancer cell?
Mitosis occurs infinitely. The cells never die in cancer, as cancer cells can utilize telomerase to add many telomeric sections to the ends of DNA during DNA replication, allowing the cells to live much longer than other somatic cells. [3] With this mechanism, cancer cells that usually die simply continue to divide.
IT IS INTERESTING: Your question: How many combinations of maternal and paternal chromosomes are there?
How is cancer caused in cells?
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| 0.858623 |
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