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I selected the three individuals, dr martin luther king, henry david thoreau, and mohandas karamchand gandhi, because they dealt directly with nonviolent means to accomplish favorable settlements either through writing or demonstrations the major concepts of this unit will include dr martin luther king's views on. These are the questions explored in the following unit, pairing thoreau's seminal texts “resistance to a civil government” and “a plea for captain john brown” with dr martin luther king, jr's “letter from birmingham jail” and malcolm x's “ ballot or the bullet” essential questions: ○ is civil disobedience a morally. Preparation instructions review the excerpts from henry david thoreau, mahatma gandhi, martin luther king, jr, and daniel berrigan about civil disobedience and dissent in america lesson activities activity 1: defining unjust and just laws - class discussion 1 ask students to define what makes a law unjust or just a. Point out that many people today are inspired by martin luther king, jr but he, too, was inspired by others according to the article, one of his greatest inspirations was civil disobedience, an essay written by henry david thoreau nearly 200 years ago instruct students to conduct research to find a famous.
Martin luther king, jr did you think of henry david thoreau his is not a name currently associated with the idea of civil disobedience but in the 1840s, he literally wrote the book on the topicwell actually, he wrote the essay thoreau's essay civil disobedience or resistance to civil government, published in 1849, is a. Compare and contrast: letter from birmingham jail and civil disobedience henry david thoreau and martin luther king jr both attempt to argue for the rights to disobey authority if there is social injustice thoreau analyzes the duty and responsibility of citizens to protest and take action against corrupt. Henry david thoreau, a philosopher, naturalist, social reformer and author, is best known for walden, or life in the woods, his account of two years in the wilderness in his hometown of this is a draft of the sermon dr king wrote comparing a story from the bible in st luke to the struggle to obtain equality and civil rights. Martin luther king and henry david thoreau both believed that one should stand up for what he believes in, as wells as accepting the consequences for his actions even though they also had different views about what makes law just or unjust first of all, martin luther king believed that a law that is just should be square.
Henry david thoreau's writings influenced both martin luther king and mahatma gandhi in 1931, gandhi told american he urged hindus and muslims to treat one another kindly “remembering that the same divine spirit inhabits whether it is the hindu body or muslim body” on hindu-muslim conflict. Three men who were dedicated to justice and equality in america were thomas jefferson, henry david thoreau, and martin luther king, jr each of these lived to in his time, this most logically meant all white men, and not women, blacks, or other minorities all three men may be compared in their pursuit of rebellion.
No one energized the idea of civil disobedience in the united states more than martin luther king jr he was a student of philosophy and religion and was very aware of thoreau and gandhi no doubt their powerful ideas reinforced his own thinking but it was the reality of racial segregation that led him. Get in-depth analysis of letter from birmingham jail, with this section on compare and contrast. In his letter from birmingham city jail, martin luther king jr compares himself to a number of historical and religious figures here are when martin luther king, jr was in jail in birmingham in april 1963, he wrote a letter to his fellow ministers also, king clearly borrows from henry david thoreau when he writes.
Free essay: comparing marting luther king jr and henry david thoreau martin luther king jr and henry david thoreau were both people who were sent to he also believes that one person's vote or participation can make a difference thoreau holds that majority and nothing can change that both men were put in jail.
The great marches king and his followers organized built a movement not only by following in the footsteps of the great american forefathers who demanded freedom and equality for all his call to conscience also borrowed from henry david thoreau, the great american essayist and author of “walden” who wrote on civil. Comparing and contrasting thoreau and mlk if there was a law that the public felt to be unjust, who would stand up and call it into question henry david.
The term 'civil disobedience' was coined by henry david thoreau in his 1848 essay to describe his refusal to pay the state poll tax implemented by the the resistance to british rule in india led by gandhi, the us civil rights movement led by martin luther king jr, rosa parks and others, the resistance to. Read this full essay on comparing civil disobedience by henry david thoreau and martin luther king's letter from birmingham jail a little rebellion no in other words, if a law denies the right of the minority or is inflicted upon the minority by force, then it is not a just law similar opinions are shared by thoreau, when. Dr martin luther king giving his i have a dream speech during the march on washington in washington, dc, on 28 august 1963 on march 31, 1968, just no other person has been more eloquent and passionate in getting this idea across than henry david thoreau, king wrote in his autobiography. Students examine the role of policies and law(s) versus personal responsibility to promote social justice in classrooms, schools and communities “civil disobedience,” by henry david thoreau “letter from birmingham jail,” by rev martin luther king, jr discussion points should address the following questions: • what is. | <urn:uuid:e7378ac1-24dc-480a-9a2b-65ef5fec8afb> | {
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This video discusses how the populous areas west of the Andes are largely desert and rely on glacial meltwater as an important source of fresh water. Because the Peruvian glaciers high in the Andes are in rapid retreat, scientists are monitoring the steadily shrinking glaciers and the impact of their reduction on local populations.
This video discusses the differences between climate and weather by defining and presenting examples of each. When presenting examples of weather, the video focuses on severe events and how meteorologists predict and study the weather using measurement, satellites, and radar. The climate focus is primarily on an overview of climate zones.
This lesson focuses on the importance of ocean exploration as a way to learn how to capture, control, and distribute renewable ocean energy resources. Students begin by identifying ways the ocean can generate energy and then research one ocean energy source using the Internet. Finally, students build a Micro-Hydro Electric Generator.
In this activity, learners observe the effects of the layering of warm and cold water and water that is more or less saline than regular water. They will discover how the effects of salinity and temperature are the root cause of thermohaline layering in the ocean.
This activity develops student understanding of the relationship of weather and climate. Students use interview techniques to explore perceptions about local climate change among long-time residents of their community. Students then compare the results of their interviews to long term local temperature and precipitation records.
In this classroom activity, students analyze visualizations and graphs that show the annual cycle of plant growth and decline. They explore patterns of annual change for the globe and several regions in each hemisphere that have different land cover and will match graphs that show annual green-up and green-down patterns with a specific land cover type.
In this lesson, students complete a Myers-Briggs Type Inventory of their personality type as an introductory step to understanding what green jobs might suit their personal styles. From the information on this online tool, they look at different Green Jobs to explore possible careers.
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Fish is vital in any healthy diet. They are a lean, low-calorie source of protein and are normally recommended by health experts around the world. However, scientists have discovered that some species of fish contain methylmercury or other chemicals that are harmful to the body at higher concentrations. The levels of these chemicals in specific species of fish vary from one region to another and for this reason, federal and local governments have issued fish consumption advisories on the kinds of fish identified to contain these chemicals. Even though fish consumption advisories are issued by various governments around the world, it is important to note that consumption limits are implemented for some fish in some places and not in others.
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The aim of the paper is investigate why there are disparities in consumption limits in different regions. The paper will also investigate why consumption limits are enforced on certain species of fish but not others, and finally, the paper will present the dangers of exceeding these consumption limits.
Consumption Limit Areas & Types of Fish
Fish consumption limits have been enforced by various governments around the world. For instance, the Canadian government has issued advisories on the consumption of tuna, shark, swordfish, marlin and escolar while the US federal government has issued advisories on fish species such as shark, swordfish, tilefish and King mackerel (FDA, 2010). While these fish are found to contain higher levels of mercury in form of methylmercury in the specific countries, escolar belongs to a special category as it contains an indigestible type of fat. When ingested, this oil may go through the digestive tract undigested, and this may cause temporary effects such as nausea, diarrhea and cramps.
It is important to note that fish consumption regulations vary in a country or state, manily depending on the quantity of methylmercury in the water bodies. For instance, the state of Oregon advises persons living around Bonneville dam to limit their consumption of smallmouth bass to one meal a month due to fairly high levels of methylmercury and polychlorinated biphenyls (PCB), however, persons living around the Columbia River and Cooper Creek Reservoir are advised to limit their consumption of all types of fish caught in these waters. Still in Oregon, persons living around East Lake are advised to avoid eating brown trout 16″ or longer due to very high mercury levels in the lake. Generally, each area has its own legislation regarding fish consumption limits.
Consumption limits on Tuna
The consumption of tuna is regulated in most areas of the world due to high concentrations of methylmercury in the muscle tissues of the fish. This occurs because tuna is a predatory fish and piscivorous and is very high on the food chain due to its massive size. This fish species belongs to the family Scombridae, and genus Thunnus. There are a number of tuna species and all of then vary in the level of methylmercury in their muscle tissues, for instance, Yellowfin tuna, Thunnus albacores, contains lower amounts of methylmercury while Albacore (White tuna), Thunnus alalunga contains higher levels of the chemical (Burger and Gochfield, 2004). Albacore has been found to have a methylmercury concentration of 0.407 ppm while Yellowfin tuna has a concentration of 0.118 ppm. Although these concentrations are below the recommended total mercury concentration of 0.5 ppm, regular intake of canned albacore could lead to exposure to dangerously high levels of the chemical. Other fish species that contain high methyl mercury levels include swordfish, Xiphias gladius, (Family: Xiphiidae, genus Xiphias and genus: gladius, black marlin, Makaira indica (Family: Istiophoridae, Genus: Makaira, and species: indica), and King mackerel, Scomberomorus cavalla (Family: Scombridae, Genus: Scomberomorus, Species: cavalla). These three fish species have methylmercury levels of 0.995 ppm, 0.485 ppm, and 0.730 respectively. The Canadian advises its citizens to avoid the consumption of fish products with MeHg levels that are greater than 0.5 ppm.
Consumption limits are not enforced on all species of fish. Some fishes, especially those that are low in the food chain have insignificant methylmercury levels and pose no health risks even if consumed on a daily basis. These species include several species of catfish, such as Channel catfish, Ictalurus punctatus (Family: Ictaluridae, Genus: Ictalurus and Species: punctatus), European sardines, Sardina pilchardus (Family: Clupeidae, Genus: Sardina and Species: pilchardus), and the Atlantic Mackerel, Scomber scombrus, (Family: Scombridae, Genus: Scomber and Species: scombrus). These three species of fish have methylmercury concentrations of 0.025 ppm, 0.013 ppm, 0.050 respectively.
Health Risks of Methylmercury (MeHg)
Methylmercury is an organic form of mercury and is very poisonous at very high concentrations in the human body. It is the most common form of mercury in fish. When it enters the body through ingestion, methylmercury is easily absorbed into the bloodstream where it moves into all parts of the body including the brain (Crompton, 2007).
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Methylmercury is found in almost all fish species, however, the levels are higher in some fish than in others. An explanation for this anomaly is that fish bioaccumulate methyl mercury in their body mainly by feeding on plants and other aquatic organisms that contain the chemical. Methylmercury then bioaccumulates when predators, feed on other organisms (and other fish) that already have some methylmercury in their body tissues (Health Canada, 2011). After a number of years, the fish predators will have greater levels of methylmercury in their body tissues (Pirrone and Mahaffey, 2005). Tuna is a known piscivorous fish (feed on other fish) that is high in the food chain and hence has higher levels of MeHg, and for this reason an advisory on its consumption is enforced in the US, Canada, and many other countries.
The presence of MeHg in our body at high levels can be very harmful, these include impairment of the central and peripheral nervous system which can lead to low cognitive and physical development and lack of coordination of body organs. In adults, exposure to excessive levels methylmercury can cause memory loss, loss of sight and hearing, intellectual impairment, and in severe instances, death.
Why are consumption limits enforced on some fish in some places and not in others
Fish consumption advisories differ from one country, or federal state, to another because fish consumption practices and the fish species consumed may differ between these areas. Consumption advisories take into consideration other regulatory mechanisms aimed at protecting citizens, such as the institution of maximum levels of exposure to harmful chemicals. These advisories also differ from region to region because methylmercury levels in different water ecosystems differ from place to place and this directly affects the methylmercury levels in fish. Besides, each state or country has its own regulatory mechanisms regarding the maximum exposure to harmful chemicals. There are consumption limits for some fish in some places and not in others because of the various levels of methylmercury that are found in different amounts from one place to another. In one area, there may be low exposures to methylmercury and therefore no consumption level warnings are required. In other areas the complete opposite may be in effect and cause a warning for the consumers.
Although consumption limits differ for different species of fish, these advisories are consistent with the levels of methylmercury present in certain fish species and in water ecosystems. For instance, the Canadian government advices its citizens to eat a maximum of 0.150 kg of weekly of one or a combination of the following species of fish: fresh/frozen tuna, shark, swordfish, escolar, marlin, and orange. However, expectant women are advised to have a maximum of 0.150 kg of these fish species monthly. Additionally, children between 5 and 11 years are allowed to eat a maximum of 0.125 kg per month while those between 1 to 4 years should eat not more that 0.075 kg. The US government, on the other hand, warns its citizens against eating Shark, Swordfish, King Mackerel, or Tilefish as they contain very high levels of methylmercury. It further advises citizens to consume a maximum of 0.340 kg, or two meals a week, of fish with low methylmercury levels per week such as catfish, shrimp, canned ‘light’ tuna and Pollock (Crompton, 2007). However, Albacore should be consumed up to a maximum of 0.170 kg a week, or a single meal per week. The consumption advisories in the two countries are almost similar.
Separate consumption limits for pregnant women and children are important because a developing fetus and young children are more vulnerable than adults to the harmful effects of methylmercury. However, this should not deter these two groups from eating fish since there are many more fish species that contain lower methylmercury levels such as salmon, pollock, and catfish. Besides, fish provide vital nutrients to the fetus and children that are vital to maintaining a healthy heart function. Fish also reduces the risk of a heart attacks, helps in fetal development, and a valuable source of vitamin D and other important trace minerals (Health Canada, 2011).
Despite the huge importance of nutrients present in fish, we must take absolute precaution while enjoying a meal consisting of canned or fresh fish due to the presence of methylmercury. Individuals are advised to check with government agencies regarding the level of methylmercury in fish. If such information cannot be obtained, the safest way to avoid exposure to high levels of the chemical is to limit fish consumption to one meal per week, which totals to 160 g of fish per week/ however, pregnant women and children between the ages of 1-11 should eat very little fish.
Burger, J., and Gochfield, M. (2004). Mercury in Canned Tuna: white versus light and temporal variation. Environmental Research, 96, 239-249.
Crompton, T. R. (2007). Toxicants in aqueous ecosystems. NY: Springer.
FDA (U S Food and Drug Administration). (2010). Mercury Levels in Commercial Fish and Shellfish (1990-2010). Web.
Health Canada. (2011). Mercury in Fish – Questions and Answers. Web.
Pirrone, N., and Mahaffey, K. R. (2005).Dynamics of mercury pollution on regional and global scales. NY: Springer Science. | <urn:uuid:bff84297-bc6a-44e4-ae33-9b3ffa31a35e> | {
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- 1 What is prose and poetry?
- 2 What is the difference between a poem and a poetry?
- 3 What is a difference between poetry and prose Brainpop?
- 4 What is an example of a prose?
- 5 What are the 6 elements of prose?
- 6 What are the three characteristics of prose?
- 7 What are the similarities and differences between prose and poetry?
- 8 Why is prose better than poetry?
- 9 What are elements of a poem?
- 10 What is ABAB rhyme scheme called?
- 11 What should we look at when we study a poem?
- 12 What is a free verse in literature?
- 13 How do you describe prose?
- 14 What are the 4 types of discourse?
- 15 Which comes first prose or poetry?
What is prose and poetry?
Prose includes pieces of writing like novels, short stories, novellas, and scripts. These kinds of writing contain the kind of ordinary language heard in everyday speech. Poetry includes song lyrics, various poetry forms, and theatrical dialogue containing poetic qualities, like iambic pentameter.
What is the difference between a poem and a poetry?
A poem can be rhyming and non-rhyming, simple, or complex. A poetry is classical flow of words that explain and encrypt what’s on the mind of the poet and make it feel the reader, in the same way, the poet images. Poetry is the use of words and language to evoke a writer’s feelings and thoughts.
What is a difference between poetry and prose Brainpop?
What is the major difference between poetry and prose? Poetry uses words for their sounds and rhythm; prose usually does not. Prose pieces contain facts; poems do not.
What is an example of a prose?
This definition of prose is an example of prose writing, as is most human conversation, textbooks, lectures, novels, short stories, fairy tales, newspaper articles, and essays. Sermons, political speeches, and modernist writing are good examples of poetic fiction.
What are the 6 elements of prose?
The elements of prose include characters, setting, plot, point of view, theme and mood. Taken together, these components create a complete literary work, whether a novel or a short story. Not all elements must be present in a piece of prose.
What are the three characteristics of prose?
- Follows natural patterns of speech and communication.
- Has a grammatical structure with sentences and paragraphs.
- Uses everyday language.
- Sentences and thoughts continue across lines.
What are the similarities and differences between prose and poetry?
Difference Between Prose and Poetry
|Written in sentences and paragraphs||Written in lines and stanzas|
|Normal language patterns||Artistic language to express thoughts and emotions|
|No limit on words||Word limits|
|Doesn’t use a rhyme scheme or rhythm||Can include rhyme and rhythm|
Why is prose better than poetry?
Poetry tends to be more expressive than prose withy rhythm, rhyme and comparisons contributing to a different sound and feel. Prose is generally more straightforward, without much decoration. Contained in lines which may or may not be in sentences.
What are elements of a poem?
As with narrative, there are “elements” of poetry that we can focus on to enrich our understanding of a particular poem or group of poems. These elements may include, voice, diction, imagery, figures of speech, symbolism and allegory, syntax, sound, rhythm and meter, and structure.
What is ABAB rhyme scheme called?
Types of Rhyme Scheme
Alternate rhyme: It is also known as ABAB rhyme scheme, it rhymes as “ABAB CDCD EFEF GHGH.” Ballade: It contains three stanzas with the rhyme scheme of “ABABBCBC” followed by “BCBC.” Monorhyme: It is a poem in which every line uses the same rhyme scheme.
What should we look at when we study a poem?
When studying poems in-depth, look at these individual elements: Theme: Poetry often conveys a message through figurative language. The central idea and the subject matter can reveal the underlying theme of a poem. Language: From word choice to imagery, language creates the mood and tone of a poem.
What is a free verse in literature?
Free verse is verse in lines of irregular length, rhyming (if at all) very irregularly. Note: nowadays some poets and critics reject the term ‘free verse‘ and prefer to speak of ‘open form’ poetry or ‘mixed form’ poetry.
How do you describe prose?
Prose is a form of language that has no formal metrical structure. It applies a natural flow of speech, and ordinary grammatical structure, rather than rhythmic structure, such as in the case of traditional poetry. Normal everyday speech is spoken in prose, and most people think and write in prose form.
What are the 4 types of discourse?
The Traditional Modes of Discourse is a fancy way of saying writers and speakers rely on four overarching modes: Description, Narration, Exposition, and Argumentation.
Which comes first prose or poetry?
The word ‘prose‘ first appears in English in the 14th century and comes from the Old French prose. As Samuel Taylor Coleridge defined the two, prose is ‘words in their best order; poetry – the best words in their best order. | <urn:uuid:db742c04-c16f-4cb5-92f4-dfdf4f49f988> | {
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Transformations in Europe, 1500-1750
Culture and Ideas
Theological controversy broke the religious unity of the Latin Church and contributed to violent wars.
Observations of conflict and continuity during this time:
- Witch Scares
- Classical ideas from Greco-Roman antiquity grow
- Challenges to traditional social and political systems
Printing Press: In the mid-1400s, the German Johannes Gutenberg cast the letters of the alphabet into metal plates and locked those plates into a wooden press. The moveable type, which had its roots in China and Korea, resulted in one of the most dramatic upheavals the world has ever known. With moveable type, text could be quickly printed on both sides of a sheet of paper. Until this time, the only way to reproduced writing was by hand. Moveable type made producing books and other printed material faster and cheaper, making them available to more people. Printed books provided more rapid access to new ideas. With easier access to books, more people learned to read and more book were printed. The explosion of printed material quickly spread religious and Renaissance ideas.
In 1500 the papacy (authority of the pope) was the central government of Latin Christianity and was gaining in importance as well as suffering from corruption and disagreement.
Popes were funding ambitious construction projects in Rome through large donations and tax receipts (example: St. Peter's Basilica)
Indulgence: Forgiveness of punishment due for past sins, granted by church authorities as a reward for a pious act such as making a pilgrimage, saying a particular prayer, or making a donation to a religious cause.
Martin Luther: German monk and professor of sacred scripture who protests against the Catholic Church in 1517 (95 Theses) led to calls for reform and to the movement known as the Reformation. Also is credited for translating the Bible into German allowing many people to read the Bible without the aide of the clergy.
95 Theses: To Luther the selling of indulgences was sinful. In his theses, Luther flatly denied that indulgences had any power to remit sin. He also criticized the power of the pope and the wealth of the church. The theses were not intended for the common people but for church leaders. Nailing them to the church door was a common practice for the time. The theses simulated discussion and with the use of the printing press the ideas quickly spread.
Luther's Message: Contradicted basic Catholic beliefs when he insisted that God's grace cannot be won by good works. Faith alone was needed. In Leipzig in 1519, Luther declared that the only head of the Christian Church was Jesus himself, not the pope. He also insisted that individual Christians should make their own interpretations of scripture and that Christian practices should come only from the Bible. Advocated Christian marriage for all adults, including clergy.
Reactions to Luther: In 1520 Pope Leo X excommunicated Luther. In 1521 Luther was summoned to appear before the newly crowed Holy Roman emperor, Charles V, and the German Diet (assembly) at the city of Worms. Luther refused to change his opinion. Charles V handed down the Edict of Worms (decree) that declared Martin Luther to be an outlaw and condemned his writings. However, the decree did not stop the spread of Luther's ideas. Luther did not intend to begin new religion, by 1530, Lutheranism was a formally recognized branch of Christianity.
John Calvin: Well-educated Frenchman who turned from the study of law to theology after experiencing a religious conversion, became a highly influential protestant reformer. Calvin published The Institutes of the Christian Religion (synthesis of Christian teachings) in 1535.
Calvin's Teachings: While agreeing with Luther's emphasis on faith over works, Calvin denied that even human faith could merit salvation. Salvation was a gift of God gave to those He "predestined" for salvation. Calvin curtailed the power of the clerical hierarchy and simplified religious rituals. Calvinist congregations elected their own governing committees and in time created regional and national synods (councils) to regulate doctrinal issues.
*Predestination- God knows who will be saved, even before people are born, and therefore guides the lives of the destined for salvation. Thus, nothing humans can do, either good or bad, will change their predestinated end.
Calvinism: Took root in Geneva, Switzerland. Calvinists viewed people as sinful by nature, and strict laws were enacted that regulated people's behavior. Displayed simplicity in dress (black clothes), life, and worship. Strictness was at the heart of Calvinism's appeal. It gave followers a sense of mission and discipline. They felt like they were setting an example and making the world fit for the "elect", those who had been chosen for salvation. Advocated Christian marriage for all adults, including clergy.
Shaken by the intensity of the Protestant Reformers' appeal, the Catholic Church undertook its own reforms.
Council of Trent: A council (church leaders) met at the city of Trent, in northern Italy, in three sessions between 1545 and 1563 whose purpose was to clearly define Catholic doctrines. Its delegates examined the criticisms made by Protestants about Catholic practices. The council reaffirmed the supremacy of the pope and called for a number of reforms, including requiring each bishop to reside in his diocese and each diocese to have a theological seminary to train priests. The sale of indulgences was abolished. Above all, the Council of Trent rejected the Protestants' emphasis on self-discipline and individual faith. The council argued that the church could help believers achieve salvation through ceremonies to inspire faith.
The Society of Jesus, or Jesuits, that Ignatius of Loyola (Spanish nobleman) were a new religious order founded in 1540 that were important to the Catholic Reformation. Well-education Jesuits helped stem the Protestant tide and win back some adherents by their teaching and preaching. Other Jesuits became important missionaries overseas.
Traditional Thinking and Witch-Hunts
Religious differences between Protestants and Catholics continued for many generations, but from a global perspective European Christians still had much in common both in their theology and in the local folk customs and pre-Christian beliefs.
Widespread witch-hunts that Protestant and Catholics undertook in early modern Europe are a illustration of those common beliefs and cultural heritage.
Prevailing European ideas about the natural world blended two distinct traditions:
- Folklore about magic and forest spirits passed down orally from pre-Christian times
- Biblical teachings of the Christian and Jewish scriptures
* For most people, Christian teachings about miracles, saints, and devils mixed with folklore.
Most early modern Europeans believed that natural events could have supernatural causes. Successes and failures were attributed to supernatural causes.
The extraordinary fear of the power of witches that swept across northern Europe in the late 16th and 17th centuries was powerful testimony to belief in the spiritual causes of natural events.
Secular and church authorities tried 100,000+ (3/4 of the accused were women) for practicing witchcraft and more than half were executed.
The Reformation's focus on the Devil as the source of evil that made such malevolence so serious a crime and may have helped revive older fears of witch craft.
Widows and independent-minded women drew on the widespread belief that women not directly under the control of fathers or husbands were likely to turn to evil. Women's social roles (tending to animals, childbirth, tending to the sick, etc.) made them more suspect because of occurrences of death.
Scientific Revolution demonstrated that the workings of the universe could be explained by natural cause.
Among the educated, the writings of Greco-Roman antiquity and the Bible were more trusted guides to the natural world than was folklore.
Important Figures of Influence:
Pioneers of the Scientific Revolution:
- Nicholas Copernicus
- Tycho Brahe
- Johannes Kepler
- Galileo Galilei
- Isaac Newton
Most religious and intellectual leaders viewed the new science with suspicion or outright hostility because of the unwanted challenge its posed to established ways of thought. Yet all the principal pioneers of the Scientific Revolution were convinced that scientific discoveries and religion were not in conflict. These pioneers opened the door to others who used reason to challenge a broader range of unquestioned traditions and superstitions.
The belief that human reason could discover the laws that governed social behavior and were just as scientific as the laws that governed physics energized a movement know as the Enlightenment.
Influences of Enlightenment:
- Scientific Revolution- inspired a few brave individuals to question the reasonableness of everything
- Reformation- doubt the superiority of any theological position
- Witch Hunts- killing of suspected witches
- Other cultures- led some European thinkers to question assumptions about superiority of European political institutions, moral standards, and religious beliefs
The Enlightenment was more a frame of mind than a coherent movement. Individuals were inspired by different sources and promoted different agendas.
Enlightened thinkers held the belief that progress and this belief would help foster political and social revolutions after 1750
Enlightenment ideas were unpopular with many absolutist rulers and with most clergymen
Social and Economic Life
To look at the social hierarchy from a distance it is very simple:
- Merchants and Professionals
- Rural Peasants and Landless Laborers
Women continue to be subordinate to men
Some social mobility did occur, particular in the middle. The main way of social mobility was through the economy and it occurred most in cities. A second means of social change came through education.
Europe's grow cities were the products of a changing economy.
The wealth of cities came from manufacturing and finance, but especially from trade, both within Europe and overseas.
The Netherlands provided many good examples of bourgeois enterprise in the 17th century.
Dutch textile industry concentrated on the profitable weaving, finishing, and printing of cloth. Other factories in Holland refined West Indian sugar, brewed beer, cut Virginia tobacco, and made imitation Chinese ceramics.
Holland's printers (free from censorship) published books in many language, including manuals with the latest advances in machinery, metallurgy, agriculture, and other technical areas.
- Europe's major port
- Developed huge commercial fleets that dominated sea trade in Europe and overseas
- Europe's financial center
Dutch Banks: Reputation of security thus wealthy individuals as well as western European governments entrusted them with their money. The banks in turn invested in real estate, loaned money to factory owners and governments, and provided capital for big business operations overseas.
The expansion of maritime trade led to new design for merchant ships.
- The fluit, or "flyboat", a large-capacity cargo ship was very successful. It was inexpensive to build and required only a small crew.
- "East Indiaman" was heavily armed merchant ship
The Jewish communities expanded out of eastern Europe into German states as well as Amsterdam. Armenian merchants from Iran moved into Russia during the 17th century.
The Bourgeoisie sought mutually beneficial alliances with European monarchs! Monarchs desired economic growth as means of increasing state revenue.
Joint-Stock Companies: Gave the Dutch East and West India Companies monopolies over trade to the East and West Indies. France and England chartered companies of their own. The companies sold shares to individuals to raise large sums for overseas enterprises while spreading the risks (and profits) among many investors.
Stock Exchange: Investors could buy and sell shares in specialized financial markets. This was an Italian innovation that spread to northwestern Europe in the 16th century. Amsterdam had the largest stock exchange in the 17th and 18th centuries.
Large Insurance Companies: Emerge during this period and insured long voyages against loss.
Governments undertook large projects to improve water transport. Many new canals were constructed. The most important was the Canal du Midi in France linking the Atlantic to the Mediterranean.
COMPETITION: The Dutch faced growing competition from the English. English merchant fleets doubled, foreign trade rose by 50%, and state revenue from customs tripled. In a series of wars (1654-1678) the English government used its naval power to break Dutch dominance in overseas trade and extend England's colonial empire.
Gentry: Some successful members of the bourgeoisie in England and France used their wealth to raise their social status. By retiring from their businesses and buying country estates, they could become members of the gentry. These landowners affected the lifestyle of the old aristocracy. The gentry loaned money to impoverished peasants and to members of the nobility and in time increased their ownership of land.
Peasants and Labors
Serfdom is on the decline since the great plague of the mid-14th century and did not return to western Europe as the population recovered. However, competition for work caused a pressure on wages. In eastern Europe there was a rise in serfdom due to growing large estates.
Slavery was declining in Europe. However, after 1600, Europeans shipped nearly all African slave to the Americas.
Average Living Conditions: Legal freedom did little to make a peasant's life safer and more secure. The condition of the average person in western Europe may have worsened between 1500 and 1750 as the result of prolonged warfare, environmental problems, and adverse economic conditions. By 1700 new crops from Americas were helping the rural people avoid starvation. Potatoes and maize became staple foods. Although the major export was wheat most people could not afford to eat it ironically. Besides farming rural men made a living as miners, lumberjacks, and charcoal makers.
Expanding Iron Industry: Provided work for rural men. The consumption of wood led to serious deforestation. Eventually England had to import timber and charcoal due to shortages. Eventually, the high price of wood and charcoal encouraged smelters to use coal as an alternative fuel. England's coal mining increased twelvefold. From 1709 coke (coal refined to remove impurities) gradually replaced charcoal. New laws in France and England designed to protect the forests were largely inspired by fears of shortages for naval vessels. Rural poor felt the depletion of the forests most strongly because they depended on woodlands for wild berries and nuts, firewood and building material, and wild game.
Migration to Cities: Many rural poor migrated to the towns and cities in hopes of better jobs, but only some were successful. About half of the population lived in poverty. The urban poor were divided into two classes, the "deserving poor" and "unworthy poor". Many young women were forced into prostitution to survive. There were also many criminals, usually organized in gangs.
Misery provoked many rebellions in early modern Europe. Rebellions multiplied as rural conditions worsened. Set off by food shortages and tax increases. The exemption of the wealthy from taxation was a frequent source of complaint.
Women and the Family
Women's status and work were closely tied to their husband's and families. Class and wealth defined a woman's position in life more than her sex. There were lands in which women could inherit the throne.
- Common People: Young men and women most often chose their own spouses.
- Privileged Families: Good marriage was of great importance to further the family status. Bourgeois parents were less likely arrange marriages for their children but they promoted marriages that furthered their business alliances.
Europeans married later than people in other lands. The common people waited until they could afford to live on their own. Many young men had to finish their apprenticeship or education (Bourgeois) and young women had to work to save up for their dowry (money and household goods). Men were typically in their late 20's and women early to mid 20's. Later marriage decreased birthrate and family size but increased the number of public brothels.
Bourgeois parents were very concern that their children have the education and training necessary for success. Legal training was seen as being highly beneficial for young men. Daughters were less likely to be groomed for business careers, but wives often helped their husbands as bookkeepers and sometimes inherited businesses. Only women in wealthier families might have a good education.
Monarchs in early modern Europe held the highest social position, were the officials of the intellectual and religious conflicts, and had economic influence.
Monarchs achieved political centralization within their separate kingdoms but failed to have a unified European empire.
Leadership and success passed from Spain to the Netherlands and then to England and France.
Political diversity characterized Europe
In western Europe the strong monarchies began to establish national identities
Charles V: Holy Roman emperor (1519-1556) from the Habsburg family of Austria. Charles hoped to centralize his imperial power and lead a Christian coalition to stop the advancement of the Ottoman Empire into southeastern Europe. Charles and his Christian allies were successful in halting the Ottomans but his efforts to create a strong unified Europe failed. The princes of the Holy Roman Empire's many member states were able to use Luther's religious Reformation to frustrate Charles's efforts to reduce autonomy. German princes opposed Charles's defense of Catholic doctrine. Charles V finally gave up his efforts at unification, gave up his ruling power in some areas to different heirs, and retired to a monastery about the German Wars of Religion began in 1546.
Peace of Augsburg (1552): Charles V recognized the princes' right to choose whether Catholicism or Lutheranism would prevail in their particular states, and he allowed them to keep the church lands they had seized before 1552.
MEANWHILE... rulers in Spain, France, and England were building a more successful program of political unification based on political centralization and religious unity. Monarchs created a unified national structure where they were at the top (even over the church!)
Rulers of Spain and France successfully defended the Catholic tradition against Protestant challenges.
Philip II used his ecclesiastical court, the Spanish Inquisition, to bring into line those who resisted his authority. Suspected Protestants as well as critics of the king found themselves accused of heresy (punishable by death).
France monarchs from King Henry IV through Louis XIV (revoked the Edict of Nantes) were supportive of the Catholic Church.
King Henry VIII initially defended the Catholic Church until they would not grant him a papal annulment of his marriage to Catherine of Aragon. Henry had the archbishop of Canterbury annul the marriage in 1533. In 1534 Parliament made the English monarch head of the Church of England (very little change in practice or theology from Catholic Church). Henry used his authority to disband monasteries and convents and seize their lands. He gave the lands to his powerful allies and sold some to pay for his new navy.
Monarchies in England and France
French and Spanish monarchs went through some intense conflicts with their leading subjects over the limits of royal authority. Religion was never absent as an issue in these struggles. King Charles I of England ruled for 11 years without summoning Parliament which the members of Parliament and when Charles summoned Parliament in 1640 (rebellion in Scotland) to approve new taxes to support an army Parliament required Charles to meet some conditions. Parliament insisted on strict guarantees that the king would never again ignore the body's rights (must be called at least every 3 years & King could no longer dismiss Parliament).
- House of Lords- Noblemen and churchmen
- House of Commons- Representatives from the towns and countries
English Civil War: Royalists (loyalist) vs. Roundheads (Parliament, merchants, Puritans). Conflict continued between the King who believed in absolute monarchy and a Parliament that saw itself as independent of the king. When a radical Puritan (strict Calvinist) in Parliament moved to abolish the appointment of bishops in the Anglican Church, the king (power connected to the church) was outraged. For this insult, Charles decided to arrest the Puritan leaders for treason. He led the troops into the House of Commons to make the arrests but those members had already fled. This act showed that Charles had intentions to take back power granted to Parliament and members of Parliament decided to rise against him. Charles called on the support of the English people and by 1624 a civil war began. Charles did not have power to tax so he relied on on contributions to fund his army while the Parliament could vote to acquire funds for its army.Oliver Cromwell was the leader for the Roundheads and successfully defeated Charles and his troops. Members of Parliament put Charles on trial for treason and found him guilty. Charles was beheaded in front of his palace- the first monarch to be formally tried and sentenced to death in a court of law.
English Civil War Aftermath: For the next 11 years, England's government changed completely. The House of Commons abolished the House of Lords and outlawed the monarchy. England became a commonwealth, republican government based on the common good of all the people. In 1653 Cromwell was given the title Lord Protector of England, Scotland, and Ireland.
Restoration of the English Monarchy: After Cromwell's rise to power he quickly began to assume a dictatorship role. Attitudes changed in England that many wanted the monarchy to return. When Cromwell died in 1658, his son took his place but lacked leadership and his government collapsed. Parliament reconvened (dismissed by Cromwell) and voted to bring back the monarchy. Charles II (Charles I son) was named king. Charles II was a very cautious leader gave into Parliament. James II, Charles II brother, took the throne after Charles II died in 1685. James was unpopular ( Catholic and strongly believed in absolute monarchy).
Glorious Revolution: In 1688 a group of nobles invited James's daughter Mary and her husband William to become king and queen of England. William and Mary were Protestants, living in the Netherlands. James knew there was no point in fighting and fled to France. Mary and William assumed the throne as joint rulers. William and Mary, upon taking the throne, signed the English Bill of Rights which is central to England's growth as a constitutional monarchy.
Most European rulers admired and imitated the centralized powers and absolutist claims of the French.
John Locke: English political philosopher disputed monarchical claims to absolute authority by divine right. He argued rulers derived their authority from the consent of the governed and were subject to the law. If monarchs overstepped the law citizens had not only the right but also the duty to rebel.
Warfare and Diplomacy
Warfare was almost constant in early modern Europe
Monarchs, in their pursuit of power, expended vast sums of money and caused widespread devastation and death. The Thirty Years War was the worst of the international conflicts causing long-lasting depopulation and economic decline. However, the wars also produced dramatic improvements in the skill and number of European armed forces and in their weaponry.
Military Improvements: Due to large armies requiring more effective command structures new techniques were developed and implemented.
- New signaling techniques improved control of battlefield maneuvers
- Growth of comradeship among troops
- New fortifications... able to withstand cannon bombardments
- Victory increasingly depended on naval superiority
Balance of Powers: In international relations the major European states formed temporary alliances to prevent any one state from becoming too powerful. During the next two centuries the great powers of Europe- Catholic France, Anglican Britain, Catholic Austria, Lutheran Prussia, and Orthodox Russia- maintained an effective balance of power in Europe by shifting their alliances for geopolitical rather than religious reasons. This was the first successful efforts at international peacekeeping :)
England's Navy: England's rise to sea power had begun under King Henry VIII, who spent heavily on ships and promoted a domestic iron-smelting industry to supply cannon. The Royal Navy also copied innovative ship designs from the Dutch. By 18th century the Royal Navy is larger than the French Navy.
By the 18th century Great Britain is formed, England merged with Scotland, annexed Ireland and built a North American empire!
War of Spanish Succession: War fought over the Spanish throne; Louis XIV wanted it for his son and fought a war against the Dutch, English, and the Holy Roman Empire to gain the throne for France.
Paying the Piper
Paying For War: To pay the extremely heavy military costs of their wars, European rulers had to increase their revenues. The most successful raising of funds was after 1600 that promoted mutually beneficial alliances with the rising commercial elite. All understood that trade thrived where government taxation and regulation were not excessive, where courts enforced contracts and collected debt, and where military power stood ready to protect overseas expansion by force when necessary.
Spain's Decline: Financial drains of an aggressive military policy and the failure to promote economic development lead to decline. Also Spanish rulers' concerns for religious uniformity and traditional aristocratic privilege further undermined the country's economy. In the name of religious uniformity Spain expelled Jewish merchants, persecuted Protestants, and forced tens of thousands of skilled farmers and artisans into exile because of their Muslim ancestry. The privileged, 3% of population, controlled 97% of the land and was exempt from taxation while high sales taxes discouraged manufacturing.
Rise of the Netherlands: King Philip II's decision to impose Spain's heavy sales tax and enforce Catholic orthodoxy drove the Dutch to revolt in 1566 and in 1572. Dutch fought with skill and by 1609 Spain was forced to agree to a truce that recognized the autonomy of the northern part of the Netherlands (not until 1648 did the independence of these seven United Provinces of the Free Netherlands become final) under the command of William of Orange. The Netherlands emerged as the dominant commercial power in Europe and the world's greatest trading nation! Its economic success was owed to its decentralized government.
England's Rise to the Top: In a series of wars (1652-1678) England used its naval power to break Dutch dominance in overseas trade and to extend its own colonial empire. The "financial revolution" (increase governments role in managing the economy) increased revenues by taxing the formerly exempt landed estates of the aristocrats and by collecting taxes directly. England also created a central bank allowing the government to get low rate loans.
Don't Call it a Come Back: France began to develop its national economy under Jean-Baptiste Colbert. He streamlined tax collection, promoted French manufacturing and shipping by imposing taxes on foreign goods, and improved transportation within France. However, the power of the wealthy aristocrats kept the French government from following England's lead in taxing wealthy landowners, collecting taxes directly, and securing low-cost loans.
Jean-Baptiste Colbert: French politician who served as Controller General of Finance (from 1665 to 1683) and Secretary of State for the Navy (from 1668) under King Louis XIV of France. He carried out the program of economic reconstruction that helped make France the dominant power in Europe. | <urn:uuid:b1fbe364-e2b0-49d2-967a-36191488a8ab> | {
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From Myo... and the Greek méros, part.
A myomer is a separate muscle segment of the trunk musculature that looks like a transverse band curved in a W shape at an acute angle. The number of myomeres usually corresponds to the number of vertebrae.
Myoseptum is a connective tissue layer separating one myomer from another.
In fish, the number of myomeres usually coincides with the number of vertebrae. Myomeres are innervated initially by the motor branch of a single spinal nerve. The orientation of muscle fibers in the myomeres of fish is not unidirectional, but varies depending on the depth in the myomeres.
Myomeres - segments of trunk musculature of lanceolate, sequentially located along the longitudinal axis of the body. The lanceolate musculature has a metameric (segmental) structure. Each muscle segment (myomer or myotome) is bent at an angle and its apex is directed forward. Neighboring myomeres are separated from each other by gelatinous connective tissue septa - myosepts. Due to the curvature of myomeres, several myomeres and myosepts are visible on transverse sections. Myomeres of one side are displaced by half a segment in relation to myomeres of the other side (asymmetry of musculature). A distinct layer of transverse muscles runs along the ventral side of the body anterior to the atriopore. | <urn:uuid:39e0730d-d534-443d-a8d1-b91c9364b202> | {
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This test measures IgG antibodies to the measles virus which will tell you whether or not you are immune to measles. A result above a certain level will be reported as positive which means that you are immune to measles. Your result can also be reported as equivocal (which means that antibodies have been detected but they are not at a level where immunity is certain) or negative, which means that you are not immune to measles.
Measles is a contagious disease which is spread through coughing and sneezing. Measles causes symptoms such as a runny nose, cough and fever, red, light-sensitive eyes and small whitish spots on the inside of the cheeks. After a few days, a rash will develop. Measles often passes without incident, but in some cases serious complications such as pneumonia and encephalitis (swelling of the brain) can develop.
Immunity to measles is acquired through being vaccinated or as a result of having recovered from a previous infection. Once you are immune you are unlikely to catch measles again or pass measles onto another person. Health care workers may be required to prove immunity to measles by their employer. | <urn:uuid:c1710b0f-3f5a-481f-99d6-9a58c18efdf1> | {
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|The common misconception among most people is that the green in the leaves 'turns' yellow and orange. But the reality is that the yellow and orange were there all along. Once the leaf is cut off from the water provided by the tree the production of chlorophyll ceases. As the green chlorophyll already present in the leaf degrades the yellow xanthophyll and orange carotene that were always there will slowly start to show through.
As the process progresses there is another color that may or may not show up in the leaves. That color is red. The red is anthocyanin. Unlike the yellow and orange carotenoids that have been there all along the anthocyanin is produced after the leaf is cut off from the tree and the glucose is trapped in the leaf. It is the glucose that may eventually turn red. In order for the glucose to change to anthocyanin there must be bright sunny days and cool, but not freezing nights.
If youre viewing the colors on the Markagunt Plateau above Cedar City in Utah you may notice that there seems to be a kind of patchwork of colors in the forest. Its not your imagination. In the picture below youll notice that there are stands of Aspens that all seem to be the same color, and that next to them will be another stand with a different color. The reason for that phenomenon is because the stands are in fact clones of one tree. The trees in the stand all have the same genetic makeup, and therefore all have the same coloration.
Close this window to return to the previous page | <urn:uuid:c90a4655-b3dc-4be1-8282-07da42f25afe> | {
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Selma to Montgomery
Demonstrators walk down a street during the civil rights march from Selma to Montgomery, Alabama in 1965.
(Peter Pettus. 1965. Library of Congress Prints and Photographs Division. Lot 13514, no. 25.
John Lewis (on right in trench coat) and Hosea Williams (on the left) lead marchers across the Edmund Pettus Bridge.
On Sunday March 7, 1965, about six hundred people began a fifty-four mile march from Selma, Alabama to the state capitol in Montgomery. They were demonstrating for African American voting rights and to commemorate the death of Jimmie Lee Jackson, shot three weeks earlier by an state trooper while trying to protect his mother at a civil rights demonstration. On the outskirts of Selma, after they crossed the Edmund Pettus Bridge, the marchers, in plain sight of photographers and journalists, were brutally assaulted by heavily armed state troopers and deputies.
One hundred years after the Civil War, in many parts of the nation, the 15th Amendment had been nullified by discriminatory laws, ordinances, intimidation, violence, and fear which kept a majority of African Americans from the polls. The situation was particularly egregious in the city of Selma, in Dallas County, Alabama, where African Americans made up more than half the population yet comprised only about 2 percent of the registered voters. As far back as 1896, when the U.S. House of Representatives adjudicated the contested results of a congressional election held in Dallas County, it was stated on the floor of Congress:
…I need only appeal to the memory of members who have served in this House for years and who have witnessed the contests that time and time again have come up from the black belt of Alabama—since 1880 there has not been an honest election in the county of Dallas… | <urn:uuid:98cddb31-d86b-4a18-8519-caf2d365eeee> | {
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10 Characteristics Of Solar System
What is the solar system?
The objects of the Universe are related to each other, according to forces and dynamics that keep them cohesive, but in movement. This system of forces and dynamics are known as planetary systems, and among them is our Solar System.
The Solar System is our planetary system, where eight planets are in constant orbit around a single star: the Sun.
Other objects are also constituted in our Solar System, like the asteroid belt between Mars and Jupiter, where the dwarf planet Ceres is located; or the so-called Transneptunian Objects, such as the Kuiper Belt, the Dispersed Disk or the Oort Cloud, the latter still of hypothetical existence. There are also four dwarf planets: Haumea, Makemake, Eris and Pluto, the latter considered until recently as a ninth planet.
Characteristics Of Solar System
It is estimated that the origin of the Solar System took place 4568 million years ago, due to the collapse of a molecular cloud in our galaxy, the Milky Way.
This collapse gave rise to a circumstellar or protoplanetary disk, in which a disordered set of matter surrounded the Sun in the form of rings, and thus the different planets formed. It is estimated that the objects of the asteroid belt or the Kuiper Belt are residual elements of this process.
The Solar System is located in the Local Interstellar Cloud, in the Local Bubble of the Orion arm, about 28,000 light years from the center of our galaxy.
At the center of the solar system is the only body that emits its own light of the whole: the Sun. It is a G-type star of the main sequence and brightness class V (a yellow dwarf), constituted for the most part by hydrogen, in a constant state of nuclear fusion, with the presence of other heavier elements such as oxygen, carbon, neon and helium. It is the brightest object of our firmament, so much so that its brightness prevents perceiving any other.
With a total diameter of 1,392,000 kilometers, it contains 99.86% of the total mass of the Solar System, which is why all the rest of the contents revolve in orbits around it. It is estimated that the Sun will remain unchanged some 5 billion years more.
3. The planets
There are eight main planets in the solar system, divided into two groups according to their constitution:
The inner planets, closer to the sun and smaller in size, which are Mercury, Venus, Earth and Mars. They are known as terrestrial or telluric planets because they have a solid surface, similar in density and constitution. The last three have an atmosphere.
The outer planets, located after the asteroid belt that continues to Mars, are giant in proportion and basically gaseous. They are called Jupiter, Saturn, Neptune and Uranus, and the last two are known as the frozen giants, given their distance from the Sun.
Of all the planets of the Solar System, only Earth is capable of sustaining organic life, although numerous discoveries regarding the surface of Mars point to the possible presence of fossils of bacteria and other signs of life on the “red planet”.
There is also a set of lower planets, called dwarf planets, in which Pluto was included as of 2006. These are Ceres, Makemake, Eris, Haumea and Pluto. These planets have enough mass to have a spherical shape, but not to have attracted or repelled the objects that surround them. They are at an intermediate level between planets and asteroids.
Very recent studies point to the possible existence of a ninth planet, provisionally called Phattie.
4. Satellites and asteroid rings
Another set of objects that make life in the solar system are the asteroids, both in the belt that there is after Mars, and in the one that is after Neptune, and also in the rings that surround the great outer planets.
On the other hand, the big satellites, as is the case of our Moon, or Deimos and Phobos, those of Mars, are much larger entities than the asteroids, trapped in the gravitational field of some larger planet, which they orbit. The outer planets have numerous satellites: Jupiter and Saturn have 63 and 61 respectively, while Neptune and Uranus have 27 and 13. Venus and Mercury have none.
5. Transneptunian objects
The Transneptunian Objects are frozen and distant bodies that are on the far edge of the Solar System. They are difficult to study and observe, given their distance and the little impact that sunlight has on them, but they consist broadly of three sets of matter:
The Kuiper Belt, A set of comet bodies that orbit the Sun, from which short-period comets could be born. Pluto and Charon are considered the biggest objects of this group.
The Disperse Disk, Region whose internal space overlaps the Kuiper Belt and extends away from the sun to an unknown distance. It is assumed populated by an uncertain number of objects, although they are estimated around 90.
The Oort Cloud, a hypothetical spherical cloud of objects, in the confines of the solar system, almost a light-year from the Sun, a hundred times farther than the Kuiper Belt. It is supposed to carry between one and one hundred billion objects, reaching a total mass of five times the terrestrial one.
The eight planets of the Solar System gravitate around the Sun in elliptical orbits, almost circular, of different extensions and at different speeds, according to their respective proportions and natures. This is known as planetary translation movement.
While Earth, for example, takes 365 Earth days (1 year) to complete a solar orbit, other planets take less, such as Mercury (0.24 years) or Venus (0.61); and others, such as Jupiter (5.2), Saturn (9.5) and Neptune (164.7). The orbital theory states that the greater the distance from the Sun, the longer the orbit will be and the lower the speed reached.
The planets always orbit in an anti-clockwise direction.
7. Distance between planets
As it is deduced from the previous item, the planets of the Solar System are positioned in ordered orbits at increasing distances from the sun, at double the distance between each one and the previous one. For the calculation of these lengths the law of Titus-Bode was devised, a mathematical formula that allows to calculate the distance between the Sun and any planet.
Even so, the law is not 100% accurate, since it presents minor discrepancies, particularly with respect to the orbit of Neptune, closer than the formula asserts.
8. Closer celestial objects
The Solar System is located in a secluded and little traveled corner of the galaxy, hence the nearest star, Proxima Centauri, is “only” 4.22 light years from the Sun.
Similarly, the Andromeda Galaxy, the farthest object that can be seen from the Earth’s surface and the galaxy closest to ours, resides at 2.5 million light years, although it is in a direct collision course. of 300 kilometers per second.
9. Astronomical models
Since ancient times man has dreamed of glimpsing the order of the universe and has postulated numerous models to understand it. The Greek Anaximander imagined Earth as the center of the universe, around which he orbited the rest, although much later the Pythagorean school would establish the sphericity of the world.
Although there were heliocentric models proposed by oriental and western scholars, it would not be until the arrival in the 13th century of Nicolaus Copernicus that he would initiate a true astronomical revolution, arriving to predict the movements of terrestrial translation and rotation, which would cost him the distrust of the Catholic Church.
The same thing would happen with Galileo Galilei in the 17th century, who based himself on the work of Copernicus and on direct observations with the first telescopes to affirm that the celestial bodies did not orbit the earth, but the other way round: for this reason he was accused of heresy and condemned by the leaders of the Church.
The laws that regulate the orbitation would appear in 1609 from the hand of the German Johannes Kepler, who predicted the transit of Venus in front of the Earth in the year 1631. If we add the development of the concept of gravity and the celestial mechanics of Newton, it will be understood that in 1704 the term Solar System was already coined and there was already a model quite close to the current one, whose greater specificities come from the powerful contemporary instruments of observation, inside and outside the Earth.
10. Future of space exploration
The man arrived in space for the first time in 1961, at the feet of the Soviet cosmonaut Yuri Gagarin, marking the beginning of the so-called “space age” in which man would turn to the exploration of space. Together with the American Apollo missions that arrived on the Moon, they represent the farthest journeys made by any man in history.
Hand in hand with cutting-edge technologies in physics, chemistry, electronics and atomic engineering, however, the measurement of interior and exterior space is increasingly accurate.
Unmanned missions have approached the outer planets and landed on Mars, gathering important information about the origins of the universe and testing our growing understanding of its fundamental laws. | <urn:uuid:246a09a7-ba41-4d00-9534-db683f338cbd> | {
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- Non- small cell lung cancers (NSCLC) like adenocarcinoma, squamous cell carcinoma and large cell carcinoma are the most common types of lung cancers, occurring among both current or former smokers and non-smokers. Their symptoms, diagnoses and prognoses are also similar and can be diagnosed before they spread to other organs. They are more common in people of younger age groups.
- Small cell lung cancers are less commonandoccur mostly among heavy smokers only. It is usually considerably spread by the time it is detected, in over 70% cases. These types of cancers spread rapidly, and are most likely to return even after chemotherapy and radiation treatment.
Once lung cancer spread to other organs, they are usually not curable.
- Lung carcinoid tumours are less common and grow slowly.
- Other lung cancers like adenoid cystic carcinomas, lymphomas, sarcomas occur rarely.
- Benign lung tumours like hamartomas are also rare.
- Cancer that spreads from other organs to the lungs.
- Smoking: The number of cigarettes smoked daily and number of years of smoking are a huge risk factor. It has been seen that quitting smoking at any point and at any age, considerably reduces the risk of developing lung cancer. The smoke from tobacco has carcinogens which begins to damage tissues and cells of the lungs almost immediately from the day a person starts smoking.
- Long-term exposure to second-hand smoke;
- Exposure to radiation therapy for cancers in other organs of the body;
- Frequent x-rays of chest area, especially in childhood;
- Exposure to asbestos, and other carcinogens like arsenic, chromium and nickel at workplace (cement factories, coal mining fields, chemical factories, etc.);
- Exposure to Radon gas (which is a by-product of uranium used in nuclear power plant) which penetrates the air, soil and water in the surrounding areas of nuclear reactor plant sites;
- Family history of cancer and lung cancer heightens the risk.
- Hoarse voice or changes in voice;
- Shortness of breath;
- Stubborn, lingering cough;
- Coughing blood;
- Frequent lung infections like bronchitis, pneumonia and pleurisy;
- Chest pain;
- Pain in bones;
- Fatigue and weakness;
- Weight loss without effort;
- Swelling in lymph nodes of chest area;
- Fluid collection in the lungs or pleural cavity.
Diagnosis is done by:
- Blood test for measuring cancer markers;
- Sputum (mucous) test;
- Biopsy of tumorous growth and pleural effusion;
- X-ray, MRI, CT and PET scans.
Treatment depends on the stage and progression of the cancer. | <urn:uuid:de2dab64-9ed5-48e2-8b89-bbda50c813a0> | {
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SOURCE: Scientific American
DATE: February 22, 2018
SNIP: The Pacific Coast could see several feet of sea-level rise by the end of this century, and one of its most unique and valuable ecosystems—its salt marshes—may all but disappear in the process.
By the year 2110, all the existing marshland in California and Oregon could be underwater, according to new research in the journal Science Advances. And more than two-thirds of all the wetlands in Washington state could meet the same fate. That’s assuming about 4 feet of sea-level rise by the end of the century—what recent reports predict for the region under moderate to severe future climate change.
Even the marshes that remain won’t be the same as they were before. While today’s wetlands contain a mix of different ecosystems, which are adapted to different conditions, only plants that can tolerate the most frequent flooding—habitats known as “low” marshes—would remain in the future under this scenario.
In some parts of the country, marshes can adjust to sea-level rise by migrating to higher ground, the researchers note. But for most sites along the Pacific coast, it’s a slim possibility. Throughout much of California, the encroachment of cities or agricultural land has left no space for the marshes to move into. And farther north, the coastal landscape becomes too steep for much migration to occur.
“Wetlands won’t migrate up the side of a mountain,” Thorne noted.
That means most of what disappears along the Pacific Coast in the next 100 years will be lost for good. | <urn:uuid:f4ff987e-6e9e-4438-89d2-873e91453e2e> | {
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Outbreaks of crown-of-thorns starfish Acanthaster planci have been a major issue on the Great Barrier Reef and other Indo-Pacific reefs for nearly 40 years. The outbreaks have generated great concern among the community and considerable debate among scientists.
Outbreaks generally occur at regular intervals with coral cover returning to pre-outbreak levels in the intervening years. In 2003, there is an outbreak on reefs between Cairns and the Whitsundays which is costing tourism operators, and the Queensland and Commonwealth Governments about $3 million a year for control measures.
Despite more than 30 years of research on this very complex problem, and the commitment of millions of dollars on research over the last 17 years, the ultimate causes of the outbreaks are still not clear. However, there is now a much greater understanding of the biology of the starfish, the nature of the outbreaks, and the pattern of recovery of the reefs.
Biology of crown-of-thorns starfish
The crown-of-thorns starfish is an unusually large starfish and can grow to more than 1 m in diameter. It has up to 21 arms, with the entire upper surface of its body covered in long venomous spines. The starfish can move up to 20m in an hour.
Crown-of-thorns starfish spawn from December to April when water temperature is about 28°C. The starfish release eggs and sperm into the water through pores on the top of their central disc. When the eggs are fertilised, they develop into larvae which spend from two to four weeks drifting as plankton in ocean currents. The juveniles settle (or recruit) onto the reef when they are about 1-2 mm across. They live among rocks and rubble on the reef and are almost invisible until they are about six months old.
A crown-of-thorns starfish first breeds when it is 2-3 years old and breeds for five to seven years. Each female can produce up to 60 million eggs during a single spawning season. The starfish tend to gather together to spawn which increases the chance of fertilising the eggs. Indeed, fertilisation rates in the field for crown-of-thorns starfish were the highest measured for any invertebrate. Therefore, a small population of crown-of-thorns starfish could potentially produce a very large number of offspring.
Feeding and growth
Young crown-of-thorns starfish eat encrusting (coralline) algae which are common among rocks and rubble on the reef. At about six months of age, they start to eat coral and begin to grow more rapidly. During the next two years, the starfish grow from about 1cm to about 25cm in diameter.
Crown-of-thorns starfish spend about half their time feeding. When there are few crown-of-thorns starfish, they are very cryptic and tend to hide in the reef and under corals during the day. Larger starfish (more than 40 cm) usually feed during the day while smaller starfish (less than 20 cm) usually feed at night. Crown-of-thorns starfish feed mainly on tabular coral species particularly Acropora spp. and may only eat a portion of the entire coral colony. As a result, the reef can recover quite rapidly from low levels of predation by crown-of-thorns starfish. Some reefs seem to support small populations of crown-of-thorns starfish for many years, with only a small reduction in coral cover. Scientists estimate that a healthy coral reef with about 40-50% coral cover can support about 20-30 crown-of-thorns starfish per hectare (10,000 square metres).
But when starfish are in large numbers, there is intense competition for food and most types of corals will be eaten, including species such as Porites spp. that are not usually eaten by the starfish. During a severe outbreak, there can be many crown-of-thorns starfish per square metre, even piling on top of each other. They can eat so much that they can kill most of the living coral in that part of the reef, reducing hard coral cover from the usual 25 - 40% of the reef surface to less than 1%. Such a reef can take 10 years or more to recover its coral cover. Results from fine-scale surveys indicate that coral cover of more than 10% is needed for juvenile starfish to survive and grow. | <urn:uuid:01446f9c-3ff9-4f00-a32b-5742b2be8f50> | {
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What is a knowledge organiser?
A knowledge organiser is a unit of learning, containing key knowledge and information that children need to know to have developing understanding of a concept in a subject. We refer to the knowledge as being “Sticky knowledge” as the children are expected to remember and recall key facts in all areas of the curriculum as they continue their learning journey through school.
Our knowledge organisers will include:
- Essential knowledge about a concept, usually laid out in easily digestible chunks.
- What the children will have learnt in the previous year linked to this concept (prior learning).
- Key vocabulary or technical terms.
- An enquiry question to support the learning of Sticky knowledge.
- Cultural capital opportunities for every unit. (Identifying how this learning fits into wider opportunities). | <urn:uuid:6a4b41f3-6ff6-4bd8-ad97-606d8e6d35a0> | {
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In telecommunications and computer networks, multiplexing (sometimes
contracted to muxing) is a method by which multiple analog or digital signals are
Multiplexing (or muxing) is a way of sending multiple signals or streams of
information over a communications link at the same time in the form of a single, ...
There are three types of multiplexing, frequency division, time division, and code
division. For a given channel, for example a radio channel, one can either fix ...
The purpose of multiplexing is to provide a model where two end points can
reach open multiple full duplex connections to the other endpoint in an
Dec 28, 2001 ... Various techniques—including Frequency Division Multiplexing (FDM) ... it is
used as a singular device, a line-sharing device whose purpose is ...
Multiplexing - To combine multiple signals (analog or digital) for transmission
over a single line or media. A common type of multiplexing combines several ...
Jan 22, 2015 ... What is Multiplexer and Types of Multiplexing Techniques ... streams of data for
sending signals over a medium for communication purpose.
Multiplexing is the set of techniques that allows the simultaneous transmission of
multiple signals across a single data link. Types of Multiplexing, FDM, TDM, ...
means we have to utilize the channel capacity fully and for that purpose
multiplexing can be done. And as you know most common use of multiplexing is
in long ...
Introduction to Multiplexing in Fiber Optics. The bandwidth properties of optical
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A biological attack is the intentional release of a pathogen (diseasecausing agent) or biotoxin (poisonous substance produced by a living organism) against humans, plants, or animals. An attack against people could be used to cause illness, death, fear, societal disruption, and economic damage. An attack on agricultural plants and animals would primarily cause economic damage, loss of confidence in the food supply, and possible loss of life. It is useful to distinguish between two kinds of biological agents:
- Transmissible agents that spread from person to person (e.g., smallpox, Ebola) or animal to animal (e.g., foot and mouth disease).
- Agents that may cause adverse effects in exposed individuals but that do not make those individuals contagious to others (e.g., anthrax, botulinum toxin).
Availability of Agents
The Centers for Disease Control and Prevention (CDC) lists the biothreat agents considered to pose the highest threat. Once obtained, agents must be cultured or grown in quantity and then processed for use in an attack ("weaponized"). Agents can be:
- Isolated from sources in nature. These threat agents are either biotoxins or agents that cause zoonotic diseases (that occur in wildlife and are transmissible to humans)—except for smallpox, which is solely a human disease and has been eradicated from nature.
- Acquired from laboratories or bioweapons stockpile. Smallpox virus is officially studied in only two laboratories in the world. Anthrax is widely studied in labs. Hemorrhagic fever viruses are studied only in limited high-security locations. Most high threat agents had been studied and stockpiled in bioweapons programs outside the United States until as recently as the 1990s.
- Synthesized or genetically manipulated in a laboratory. This would require expertise and access to advanced technology.
How Biological Agents Could Be Disseminated
For an attack on people, biological agents could be disseminated in one or more of the following ways:
- Aerosol dissemination is the dispersal of an agent in air from sprayers or other devices. The agent must be cultured and processed to the proper size to maximize human infections, while maintaining its stability and pathogenicity (ability to produce illness). An aerosol attack might take place outdoors in a populated area or indoors, e.g., in the ventilation system of a building, in the subway, on planes. It takes expertise to process biological agents to maximize the effect of aerosol dissemination, but even relatively crude devices could have an impact.
- Food or water, especially ready-to-eat food (vegetables, salad bars) could be intentionally contaminated with pathogens or toxins. The water supply is less vulnerable because dilution, filtration, and the addition of chlorine can kill most disease-causing organisms.
- Human carriers could spread transmissible agents by coughing, through body fluids, or by contaminating surfaces. Most agents would make people ill or incapacitated before they become highly contagious, thereby reducing transmission of the disease.
- Infected animals can cause people to become ill through contact with the animals or contaminated animal products.
- Insects naturally spread some agents such as plague bacteria (vector-borne illnesses) and potentially could be used in an attack.
- Physically distributed through the U.S. mail or other means.
For an agricultural attack:
- A point introduction of an infected plant or animal or its fluids could spread disease through the rest of the crop or livestock. Agricultural biothreat agents (e.g., foot and mouth disease, avian influenza, soy bean rust, and karnal bunt of wheat) do not have to be aerosolized to be effectively disseminated.
Impact Following the Release of a Pathogen
Detection of a Biological Attack
Unlike a chemical or nuclear attack, a biological attack may go undetected for hours, days, or potentially weeks (depending on the agent) until people, animals, or plants show symptoms of disease. If there are no immediate signs of the attack as with the anthrax letters, a biological attack will probably first be detected by local health care workers observing a pattern of unusual illness or by early warning monitoring systems that detect airborne pathogens. Evidence of an attack may appear in animals before humans.
The Area Affected
For an aerosol release, the area affected would depend on the quantity of agent released, whether the release is indoors or outdoors, and weather conditions. Agents released outdoors would disperse roughly in the direction of the prevailing wind and could degrade with sunlight and by drying out from environmental exposure. Agents released indoors could initially have a higher concentration. Sometimes agents can be re-aerosolized by machinery, foot traffic, or other means.
Finding the Cause and Source of Illness
There may be uncertainties about crucial facts such as the exact location or extent of the initial release, the type of biological agent used, and likelihood of additional releases. Laboratory scientists will work quickly to identify the specific agent. Epidemiologists will attempt to trace the path of infections back toward a single person, vector (insect or animal), vehicle (food or water), or other point of origin. Attribution of a biological attack is typically much more difficult than attribution of a conventional terrorist attack. | <urn:uuid:562b9b09-114e-4e4a-b7b8-bbbb2361504b> | {
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Tags: aging/life course, demography/population, methodology/statistics, demographic transition, fertility, mortality, subtitles/CC, 00 to 05 mins
Summary: In an earlier video post from The Economist I introduced the population pyramid, which is a type of graph used by demographers to interpret population characteristics and project how those characteristics will change in the future. Using these pyramid graphs, it's possible to discern whether a given population is growing rapidly, growing slowly, or in decline, and whether the country has undergone a demographic transition. Few graphs are more useful than population pyramids, for they allow policymakers to establish tax structures, based on projections of the number of working-age people who will be able to pay taxes and the number of people who will be dependent on social services. Knowing characteristics of a population is also essential if one hopes to prevent food shortages, avoid ecological threats, and lesson the blow of chronic poverty. This video lesson prepared by Kim Preshoff is a nice primer on reading the graphs, as it compares the population distributions of a number of different countries, including Russia, Nigeria, Rwanda, Canada, Japan, China, and the United States. After watching the video and discussing the potential challenges each country faces, it's useful to ask students to find or create population pyramids for other countries and report on the challenges their chosen country faces based on its population characteristics.
Submitted By: Lester Andrist
Tags: aging/life course, demography/population, health/medicine, methodology/statistics, demographic transition, fertility, mortality, total fertility rate, subtitles/CC, 00 to 05 mins
Summary: The population pyramid is a visualization of a society's age structure and is so named because of its shape. A thick base at the bottom indicates that the largest share of the population is young, and the pyramid's steep slope, which vanishes to a point, represents the cold fact that the mortality rate increases as people age. In countries around the world, the shape of this pyramid age distribution has been observed to change, a process demographers call a demographic transition. The traditional pyramid shape is common in less industrialized societies, which is an indication that fertility and mortality rates are high and life spans are short. However, with the diffusion of medical advancements, the reach of health care services, and improvments in drinking water and sanitation mortality rates typically drop and life spans increase. And with more children surviving the first decade of life and contraception becoming more widely available, fertility rates typically plummet. The result is that the pyramid-looking age distribution begins to resemble a column. Since each successive bar represents the size of an age cohort, it follows that in a society with a stable fertility rate and a low mortality rate, the bars resist sloping inward until the older age cohorts where mortaility seems to overcome advancements in health. • As the above video from The Economist explains, demographic transitions have been observed to happen on a country-by-country basis, but if one pools data from countries around the world, it appears that the age structure of the global population is slowly undergoing one big demographic transition. In 1970, the world's population could be represented as a pyramid, but in 2015 the the pyramid more closely resembles the dome of the U.S. Capitol Building. By 2060, demographers project that the dome-like structure will give way to columns, and it may be difficult to remember why demographers ever called it a population pyramid in the first place. • It is important to keep in mind that creating these graphs is more than an exercise in data visualization, and such graphs can be useful tools for policymakers. For instance, whether the age distribution resembles a pyramid or a column has important implications for answering questions about society's tax structure and resource allocations. It is essential to know the number of people who comprise vulnerable populations, such as children and the elderly. Population pyramids and the calculations they represent can also become a catalyst for more philosophical ponderings, such as what it will mean that for the first time in human history the world will have just as many older people as children.
Submitted by: Lester Andrist
Tags: abortion/reproduction, aging/life course, demography/population, marriage/family, cohabitation, divorce, millennials, 00 to 05 mins
Summary: A report from Pew Research Center confirms a familiar trend known to sociologists of the family: marriage is in decline. While in 1960 about 7 in 10 Americans over the age of 18 were married, by 2010 that rate had slipped to about 5 in 10. To those who see this trend as evidence that families are disappearing, the evidence appears even more grim once one examines the rate of decline among different age groups. In 1960, about 6 out of every 10 Americans between the ages of 18 and 29 tied the knot. Today, people in that age bracket have been dubbed millennials and far fewer of them are married—only about 2 in 10 in 2010. Not surprisingly, the difference in cohort marriage rates seems to be echoed in the difference between what those cohorts say about marriage. For instance, 44% of millenials agree with the sentiment that marriage is becoming obsolete, while only 32% of people over the age of 65 agree with that view. • While the proportion of people aged 18 to 29 who are reluctant to ever get married appears to be growing, it's important to note that many millennials are just waiting longer than ever to to do it. That is, the median age at first marriage in 1960 was 20 for women and 23 for men, but by 2013, the respective ages had increased to 23 for women and 29 for men. Accompanying this delay is the fact that people appear to be much more inclined to have children out of wedlock. • Nevertheless, it is true that the institution of marriage, as Americans once understood it, appears to be changing, and by nearly every measure it is fair to say it is in decline. But to those who see the foregoing discussion as further evidence that the American family is also in decline, or in the grips of a crisis, take a breath and consider the following. Familes existed long before the advent of marriage, so there is no logical reason to assume that they will cease to exist if marriage disappears. To peer into the future of marriage and family, one must analytically uncouple the two concepts: family can exist without marriage, and marriage can exist without family. What seems clear is that families are simply continuing to change, just as they have always changed. Unlike the nuclear family of the 1950s, there is no dominant family type which casts a long shadow on all the others. In a sense, families are persisting in spite of marriage. For even more information about demographic trends related to the family, check out our Pinterest page devoted to the topic.
Submitted By: Lester Andrist
Tags: culture, demography/population, globalization, immigration/citizenship, methodology/statistics, multiculturalism, race/ethnicity, australia, japan, migration, multiculturalism, subtitles/CC, 00 to 05 mins
Summary: In this video, Professor Yoshikazu Shiobara of the Keio University Department of Political Science (Faculty of Law) discusses his research on multiculturalism in Japan and Australia. As noted by Dr. Shiobara, "I study various changes in societies associated with globalization, changes in industrial structures, multi-ethnic and multicultural developments in nation-states, migration of people, and growth in immigration. In particular, I specialize in the concept and policies of multiculturalism, and I investigate how they affect people in the host society which accepts ethnic minorities, in the form of immigrants, social minorities, and indigenous peoples. I research these issues in terms of both theory and evidence." His work compares multiculturalism in Australia, which was one of the first to implement a policy of multiculturalism, and Japan, which has yet to systematize policies at the national level. This approach identifies social policies of migrants in these two countries, and their impacts on dominant cultures, migrating cultures, and indigenous populations. This is a useful example of comparative research methods, cross-cultural studies, migration, and global sociology. A full transcript of the short clip is available in the video's description on YouTube.
Submitted By: Bhoomi K. Thakore
Tags: community, demography/population, marriage/family, media, methodology/statistics, prejudice/discrimination, race/ethnicity, fatherhood, larry wilmore, parenting, racism, stereotypes, subtitles/CC, 21 to 60 mins
Access: The Nightly Show
Summary: When people hear the majority of Black babies are born “out-of-wedlock,” most either feel dismay or distrust at the statistic. However, Larry Wilmore and his panel of artists, authors, and activists confront the accuracy of this statistic and Black fatherhood more generally in a roundtable discussion. In Part 1, New York Times columnist Charles M. Blow explains how context matters, and the rate of births to unmarried Black women reflects the decline in fertility for married Black women, the mass incarceration of Black men, the diminishing importance placed on the traditional nuclear family, and the embracement of more flexible parental roles in our cultural more generally. Part 2 begins with a discussion about how media figures and politicians utilize deeply embedded racial (or racist) stereotypes to explain this statistic (and many others) in prejudicial ways. Part 2 then closes with the panelists offering their own experiences with their fathers and being dads themselves, thus revealing how in the interpreting of statistics many people (perhaps sociologists even more so than others) reify and over-generalize numbers, forgetting every “case” in a sample is actually a unique person, with their own unique experiences that is not readily apparent in macro data.
Submitted By: Jason T. Eastman
Tags: demography/population, immigration/citizenship, race/ethnicity, hispanic, majority-minority relations, racial identity, white, 00 to 05 mins
Summary: As comedian Hari Kondabolu writes in the description to this stand-up routine, "According to the US census, white people will be the minority in 2042 and Hari Kondabolu doesn't give a shit." On the one hand, the numerical turning point marks an important transition point in American racial demographics: there will be more racial minorities than white people, reflecting a more racially diverse society spurred on by immigration. On the other hand, the political significance of this turning point is very limited. As Kondabolu points out, "49% doesn't make you the minority." Sociologists discuss this in terms of majority-minority relations. The group in the majority is not the numerical majority, but rather is in a superordinate position in wealth, power, and/or prestige. A minority group is in a subordinate position in wealth, power, and/or prestige. In this case, racial minorities in the US will be like black South Africans who are the numerical majority in their country--but they are the minority group in terms of power and wealth. Kondabolu continues "49% white only makes you the minority if you think the other 51% are exactly the same ... that 51% is not a united front." The issue, in part, is about racial identity and consciousness. A "Black guy" and a "Korean guy" do not necessarily see themselves as experiencing the same struggles; they do not possess the same racial identity through which they make sense of the world and engage in collective action. And while white people also do not have a collective identity (they are divided across various ethnic groups), whites are clearly positioned atop the racial hierarchy with a clear set of advantages. The clip concludes by emphasizing race as a social construction. Kondabolu states: "white isn't a thing, race isn't a thing; it's a social construct ... it's a way to separate us." In previous historical periods, the Irish, Jewish people, etc, were not white. They became white as meanings of race were contested and changed throughout history. As 2042 approaches and fades into history, meanings of whiteness, Hispanic, and other racialized groups and boundaries will continue to change. Thanks to Nathan Madonich for suggesting this clip!
Submitted By: Paul Dean
Tags: biology, bodies, class, crime/law/deviance, demography/population, disability, discourse/language, gender, health/medicine, immigration/citizenship, intersectionality, lgbtq, nationalism, prejudice/discrimination, race/ethnicity, science/technology, sex/sexuality, institutionalized discrimination, eugenics, subtitles/CC, 11 to 20 mins, 21 to 60 mins
Year: 2012; 2013
Length: 15:05; 17:25
Access: YouTube (clip 1; clip 2)
Summary: The eugenics movement has a long history in the United States. A popular misconception is that eugenic thinking and the associated practices were uniformly abandoned after the Third Reich's genocidal intentions were laid bare at the end of the Second World War. In point of fact, eugenic ideologies and practices have been recalcitrant features of American social institutions right up until the present day. In her book American Eugenics: Race, Queer Anatomy, and the Science of Nationalism, Nancy Ordover remarks on the resiliency of the ideology, "Eugenics..is a scavenger ideology, exploiting and reinforcing anxieties over race, gender, sexuality, and class and bringing them into the service of nationalism, white supremacy, and heterosexism." In earlier decades eugenicists could openly discuss stemming the "overflow" of immigration, as an effort to "dry up...the streams that feed the torrent of defective and degenerate protoplasm." The language of eugenics would eventually change, but the core ideas have remained; socially deviant groups and socially undesirable conditions are seen by eugenicists as biologically determined. The above clips are news stories, which draw attention to two recent manifestations of eugenics policy. The first clip chronicles the experience of an African American woman who was legally sterilized in the late 1960s in North Carolina after giving birth to her first son. The clip reports that between 1929 and 1974 approximately 7,600 North Carolinians were sterilized for a host of dubious reasons, from "feeble-mindedness" to "promiscuity." But while North Carolina's victims included men, women, and children, Ordover's research points out that the victims were overwhelmingly women and African American (by 1964 African Americans composed 65% of all women sterilized in the state). The first clip, then, is an example of how eugenics became institutionalized with the force of law, but the second news clip examines a case of institutionalized eugenics in California, which existed without the explicit consent of law. In 1909 California became the third state to pass a compulsory sterilization law, allowing prisons and other institutions to sterilize "moral degenerates" and "sexual perverts showing hereditary degeneracy." By 1979, when the law was finally repealed, the state had already sterilized as many as 20,000 people, or about one-third of the total number of such victims throughout the United States. One learns from the news clip that between 2006 and 2010, 148 women were sterilized by doctors who continued to be guided by the precepts of their eugenic ideology.
Submitted By: Lester Andrist
Tags: abortion/reproduction, demography/population, world population, 00 to 05 mins
Summary: Population growth is a difficult subject to explain to students. This is a great short video that explains some of the subtleties of global population increases simply and with some fun visuals (and even better sound effects). The video explains how the global population increased in size incredibly rapidly in recent history and offers some suggestions for why that increase is likely to slow in the coming years. The video discusses advances in medicine and agriculture as part of what's at work here: accounting for fewer deaths and longer lives. But, the video does not suggest any ways to stave off the number of births. While they do provide the UN project of 10 billion, they don't quite explain how and why population growth will slow. It's a great video to begin a conversation about demographic change and global population. But, it requires a discussion of dual forces at work: (1) social and technological advances that help keep more of us alive longer and (2) social and cultural factors that cause us to have fewer babies, in part—though not entirely—due to various social and technological advances. If births didn't slow down, it's likely we'd already have overfilled the beakers. Discussing the social and cultural forces that work to help people decide to have fewer babies is also part of this conversation and well worth exploring after the video. For other clips on The Sociological Cinema that explore the challenges associated with a world population of 7 billion, click here and here.
Submitted By: Tristan Bridges
Tags: abortion/reproduction, consumption/consumerism, demography/population, environment, food/agriculture, globalization, inequality, rural/urban, 06 to 10 mins
Access: Los Angeles Times
Summary: This short video, "The Challenge Ahead: Rising Numbers, Shrinking Resources," accompanies a five-part series from the Los Angeles Times and highlights the causes and consequences of the global population explosion. Demographers anticipate continued population growth driven by the reality that there are now 3 billion people on the planet under the age of 25, and about 1.2 billion of them are adolescents who are entering their reproductive years. Projections suggest that by 2050 there will be well over 9 billion people on the earth, and the video highlights many of the resource demands of this many people. For instance, Jonathon Foley of the Institute on the Environment asks, "how are we going to feed 9 billion people without trashing the planet?" and Joel E. Cohen notes that humans are currently consuming resources on planet earth as if the earth were about 50% more productive. The connection between consumption (and production) and population is also explored in Foley's 2011 Ted Talk, where he reports that the total area humans are currently using for agriculture is about the size of South America (16 million square kilometers), while the total area used as pasture and range land is about the size of Africa (30 million square kilometers). Humans are also currently using about 50% of Earth's fresh water, and of this share, about 70% is used for agriculture. But after connecting population growth to agricultural demands, it is only a short distance to discussions exploring the connections between population and environmental degradation, or even climate change. After all, as Foley also points out in his Ted Talk, agricultural activity is by far the largest contributor of greenhouse gases. Thus "The Challenge Ahead" is an excellent teaser for any introduction to the field of demography, and it can be used to spur discussion about the importance of the field for tackling some of the most formidable challenges of the twenty-first century. Note that The Sociological Cinema has previously recommended clips that explore problems associated with population (here, here, and here).
Submitted By: Lester Andrist
Tags: demography/population, immigration/citizenship, politics/election/voting, race/ethnicity, bifurcated racial hierarchy, post-racial America, white privilege, subtitles/CC, 21 to 60 mins
Summary: This PBS documentary uses a political frame to discuss race and politics in America, taking advantage of the political significance of the election of President Barack Obama to set the background for a discussion on the history and politics of race in the United States. Race 2012 uses a nice blend of known academic scholars in political science and sociology, authors, activists, and political figures to provide a narrative on race in America today. The film provides perspectives on questions such as: 1) How do we define a racist or racism? 2) What does a changing minority demographic and a decreasing white demographic mean for America? 3) How do political parties tailor their political platform around an implicit racial narrative? and 4) How are non-Black minorities racialized and positioned within a bifurcated white/black racial hierarchy? Other important themes include contrasting early 20th century discourses around government assistance, which were framed as “nation building” policies and largely benefited whites, with current discourses around government assistance (or “welfare”) which are framed as “handouts” and are believed to largely benefit minorities, despite many whites also receiving these entitlements. The relevance of race in the construction of both a Republican and Democratic party identity is discussed in light of the changing racial demographic in America and persistent explicit and implicit anti-minority sentiments. This documentary would be a nice addition to broad discussions of race in the classroom as it provides both a historical and contemporary perspective on race. It also illustrates the ways that seemingly “race neutral” policies get coded with racialized meanings, and how these racial codes benefit and stigmatize racial groups differently. The documentary can also be useful for more specific discussions on race, demographic shifts, and political narratives, and the implications of these shifting demographics on the future of U.S. electoral politics.
Submitted By: Shanna Brewton-Tiayon, Doctoral Student, University of Maryland
Got any videos?
Are you finding useful videos for your classes? Do you have good videos you use in your own classes? Please consider submitting your videos here and helping us build our database! | <urn:uuid:f1bfe4f1-a880-44d0-8f4e-d29954ccd44f> | {
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shows that per capita use of fuel for driving in developed countries decreases as the amount of the gas fee increases. The
- The level of the emissions cap was determined largely by each nation independently;
- It included only power plants with a capacity greater than 20 MW, and other industrial facilities; these represented 42% of emissions; and
- Allocations of emission allowances relied primarily on recent historical records; they were offered at no cost.
- The level of the emissions cap conformed to the limits of the Kyoto Protocol; and
- Limits on emissions from air travel were to begin in 2012.
- National emissions caps were to be replaced by a single EU-wide cap; they decrease by 1.74% per year starting in 2010 with the objective of delivering 21% reduction referenced to 2005 by 2020;
- 90% of the allowances will be sold by auction rather than being distributed free of cost.
Two major mechanisms have been devised to abate the emission of CO2, a major greenhouse gas, (aside from the important contribution of increasing the efficiency of energy usage). One, a cap and trade regime, operates primarily by capping the supply of energy. (Of course the auction price imposed on allowances has the effect of raising the price of the energy purchased by the consumer, so cap and trade may also have elements of lowering energy demand as well.) The second, a carbon fee applied in proportion to the amount of CO2 emitted when the fossil fuel is burned, directly limits demand by raising the price paid for energy.
The time to begin abating humanity’s emissions of CO2, a major greenhouse gas, is now. The longer we wait, the more firmly we cement our dependence on fossil fuels, and the more CO2 accumulates in the atmosphere, exacerbating global warming and its damaging effects on human life and welfare. The simplest, most direct, and highly effective mechanism for reducing dependence on fossil fuels and mitigate emissions of GHGs is to apply a carbon fee. | <urn:uuid:ab6c822c-204f-4e9c-9be0-1c47888c1ad6> | {
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- Make sure children get to the stop on time, wait far away from the road and avoid rough play.
- Teach your child to ask the driver for help if he drops something near the bus. If a child stoops to pick up something, the driver can't see him. Then he could be hit by the bus. A book bag or backpack helps keep loose items together.
- Make sure clothing has no loose drawstrings and backpack straps are short, so they don't get caught in the handrail or bus door.
- If you think a bus stop is in a dangerous place, talk with your school office or transportation director about changing the location.
Teach your child to get on and off the bus safely:
- When getting on, stay away from the danger zone near the bus and wait for the driver's signal. Board the bus single file.
- When getting off, look before stepping off the bus to be sure no cars are passing on the shoulder. Move away from the bus.
- Before crossing the street, take five "giant steps" out from the front of the bus, or until the child can see the driver's face. Wait for the driver to signal that it's safe to cross.
- Look left_right_left when coming to the edge of the bus to make sure traffic is stopped. Continue to watch for traffic when crossing.
Other motorists pose the greatest threat to children traveling to school. Most children are injured at bus stops by cars illegally passing the bus.
|Never pass a school bus until the "stop" sign in put down and the bus begins to move forward. Children are killed every year by drivers passing the bus as they cross the road.|
Don't pass until the flashing red lights and signals are turned off.
Drivers traveling in the same direction as the bus are always required to stop. In some states, drivers moving in the opposite direction on a divided roadway are also required to stop, but not in Georgia.
Never pass on the right side of the bus, where children enter or exit. This is illegal and can have tragic results.
For more information, call the NHTSA Auto Safety Hotline (1-888-DASH-2-DOT) or visit the NHTSA Web site www.nhtsa.dot.gov>
(Faith Peppers is the director of public affairs with the University of Georgia College of Agricultural and Environmental Sciences.) | <urn:uuid:f12ae3d0-47e5-4a14-a782-fbc22e520d39> | {
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JAPAN’S ACTIONS during the second world war cast a long shadow, especially in South Korea. Only in 1965, twenty years after Japan’s colonisation of the Korean peninsula ended, did the two countries agree to re-establish relations. They have been thorny ever since. A serious spat started in the autumn when the Supreme Court in Seoul upheld judgments in the lower courts against two Japanese firms, Mitsubishi Heavy Industries and Nippon Steel & Sumitomo Metal Corp, obliging the pair to pay compensation to South Koreans forced to work for them during the war. More such cases are coming through the courts.
On at least one occasion Japanese companies have settled privately with former forced labourers from China, says Seita Yamamoto, a Japanese lawyer. The sums awarded in the South Korean rulings look affordable, at between 80m and 150m won ($71,000-133,000) per plaintiff. But Japan’s government, which deems the rulings “unacceptable”, is pressing the companies to refuse to pay. It asked the South Korean government to intervene. South Korea’s president, Moon Jae-in, says he will not interfere in the judicial system.
Japan contends that the treaty re-establishing relations with South Korea voids the plaintiffs’ claims. It says the economic aid it gave South Korea at the time was intended as compensation for wartime abuses. Japanese courts have rejected similar demands for compensation on that basis. If the money did not reach the victims, a senior Japanese official says, that is the fault of the South Korean government.
South Korea’s courts and government dispute that reading. They point out that in 1992 and for several years afterwards Japanese officials accepted the idea that individual victims of their country’s wartime regime could seek compensation. Japanese officials have also argued that victims of the atom bombs dropped on Hiroshima and Nagasaki can sue the American government, despite Japan’s renunciation of such claims in the treaty ending the war between Japan and America.
But the problem runs deeper than these legal arguments. “The court rulings are not only a cause but also an effect of our bad bilateral relations,” says Junya Nishino of Keio University in Tokyo. South Koreans feel that Japan has not taken full responsibility for its past. West Germany, for instance, tried German war criminals itself, in addition to the trials conducted by the occupiers in the aftermath of the war. And in 2000 the German government and companies such as thyssenkrupp that had used forced labourers under the Nazis set up a joint fund to compensate them. By the time it shut in 2007 it had paid out €4.4bn ($5.8bn at the time) to 1.7m people. Japan has done nothing of the sort.
In 1995 the Japanese government acknowledged its wartime aggression and apologised to Asian victims. But under Shinzo Abe, the current prime minister, it has back-pedalled, at least in tone. Mr Abe’s grandfather, Nobusuke Kishi, helped to administer Manchuria when it was a puppet state hived off from China and advocated using slave labour to increase Japan’s wartime output. In the 1950s he became prime minister. “There have been a lot of apologies but deep within, I don’t think the Japanese are sorry for what they did,” says Hideki Yano, who heads an NGO in Tokyo that lobbies for victims of forced labour.
It does not help that the South Korean regime that made peace with Japan was an authoritarian one, which cared more about economic development than history or justice. “Nobody here listened to the victims before South Korea became democratic,” says Lim Jae-sung, the lawyer for the plaintiffs against Nippon Steel. The collapse, in part due to the South Korean government’s fickleness, of an agreement between the two countries on compensation for Korean women forced into sexual slavery during the war has added to the rancour. South Korean lawyers say they will move to freeze assets of Nippon Steel if it does not start implementing the ruling by December 24th. That would lead to a harsh response, says the Japanese official.
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Present continuous can be one of the most fun tenses to teach because it’s all about action (remember non-action verbs can’t be continuous!). It’s a tense that lends itself to some great communicative activities. Here’s one that our students always have fun with.
(PS – learn how to plan a full lesson around an activity like this on TEFLPros 120-hour TEFL certification course)
For this activity, you’ll need each pair to have a cellphone that can take photos. After beginning your lesson on Present Continuous tense, this is a great activity for more practice.
Prep: Split students into pairs or ask them to choose a partner. They will be taking photos so it may be better to let them choose so they feel comfortable.
Instruct: Instruct students to take X number of photos of their partner doing any activities they want (i.e. doing push ups, writing on the board, looking out the window). Depending on the class, 5-8 photos each (10-16 total) will give you a good amount to work with. They should all be different photos of different activities. Tell students to return to their seats when they are done.
Limits: Set a time limit. This is English class, not photography class. Set a location limit. You don’t want students disappearing.
Reflection: With their partner, students write down what is happening in each photo, an answer sheet of sorts. Make sure they work together and don’t just split the task in half. If the student doesn’t know what they are doing, they can show the photo to the teacher and the teacher can help. The teacher can walk around the room and check to make sure students understand.
Sharing: Combine 2 pairs into groups of 4. Two students take turns showing their photos and asking the other pair “what is he/she doing?”. The other pair has to look at the photo and guess. If time permits you can rotate to new groups of 4 and repeat. Students have the “answer sheet” so they can correct the other pair if necessary.
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This multiplying fractions standards-based (CCSS) lesson study will have your students learning about, discussing, and applying ideas of multiplying fractions by whole numbers and multiplying fractions by fractions throughout the course of five days.
There are five classroom-tested lesson plans that detail everything you will need to do, STEP-BY-STEP, to teach your students about multiplication of fractions.
Folded Organizers for Interactive Journals
Note pages for students
Reference notes for teachers
Worksheet practice pages for students
Task Cards for students with recording sheet
A Multiple Choice assessment
Constructed Response assessment
There are also graphic organizers/worksheets for each day so that your students are able to apply their learning.
The five days culminates in a formal assessment, both multiple choice and constructed response, asking the students to take what they learned about multiplying fractions and apply it in a test taking scenario, showing evidence of the strategies used (so important in these days of state testing and Common Core).
Throughout the course of the five days, the students will be taught not only the traditional algorithm, but visual models, area models, and repeated addition as well. This will give them a good "bag of tricks" to pull from when they start to solve these problems on their own.
You may also like the following titles in the Language Arts portion of this series:
Plot in 5 Days
Setting in 5 Days
Conflict in 5 Days
Fictional Narrative in 5 Days
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by Dr. John A. Diemer and Dr. Andy R. Bobyarchick
Dept. of Geography and Earth Sciences, University of North Carolina at Charlotte, 2005.
Reprinted with permission from The North Carolina Atlas Revisited. Managing editor: Alfred W. Stuart.
Related entries and wildlife
Cities or towns with NCpedia entries in the Mountain region: Asheville
Wildlife species with NCpedia entries found in the mountains include: Beaver, Black bear, Bluegill, Bobcat, Canada goose, Coyote, Crayfish, Eastern box turtle, Great horned owl, Largemouth bass, Mallard duck, Mourning dove, Muskrat, Northern bobwhite quail, Raccoon, Southern Appalachian brook trout, Southern flying squirrel, Striped skunk, Tangerine darter, Walleye, Wild boar
Not all species listed are found in all parts of the region. Check the range map in the species profile for more information.
The Piedmont ends and the Appalachian Mountains begin abruptly at a major fault line, the Brevard Fault, west of which rises a steep escarpment, the edge of the Blue Ridge mountains. That escarpment rises as much as 1,500 feet above the adjacent land, clearly visible at places such as where I-77 crosses into Virginia and rises quickly to pass through Fancy Gap in the Blue Ridge Mountains. It is visible also in the Swannanoa Gap, where I-40 crosses the Blue Ridge mountains and enters into the Asheville Basin. The Blue Ridge Mountains form the eastern continental divide, with waters draining off its western slopes into the Mississippi River system and those from the eastern slopes flowing into the Atlantic Ocean. Rivers that originate, at least in part, on the eastern flanks of the Blue Ridge in North Carolina include the Roanoke, Yadkin, Catawba, Broad and Savannah Rivers. The major westward flowing rivers are the New, French Broad, Little Tennessee and Hiawassee. The New River, despite its name, is very old, as indicated by the fact that its winding course has maintained itself despite flowing across hills and valleys. It is believed that this happened because at one time the river flowed over a plain that developed into mountains as the land was uplifted and erosion wore away the soft rocks faster than the harder ones. The strong flow of the New cut through both hard and soft rocks, thus maintaining its original valley.
The Appalachian mountain system reaches its greatest width and elevation in North Carolina. The Blue Ridge Mountains are the eastern edge of a highly dissected mountain plateau. This plateau is bounded on the west by the Unaka and Great Smoky Mountains, along the Tennessee border. In between are a number of cross ridges and broad intermontane valleys. Most prominent of these cross ridges are the Black Mountains, which include Mount Mitchell, at 6,684 feet the highest peak in the eastern United States. Other cross ridges are the Pisgah, New Found, Balsam, Cowee, Nantahala, Snowbird and the Valley River Mountains. Altogether, in North Carolina there are 43 peaks that exceed 6,000 feet in elevation and another 82 that range between 5,000 and 6,000 feet.
The mountains of North Carolina are made up of a variety of rock types but the predominant type is a mass of metamorphic rocks. Metamorphic rocks (Greek for “changed form”) are pre-existing rocks of any type that have been changed by heat and pressure but not so much that their original character is not discernible. Limestone became marble, for example. Usually the result was to create a rock that is relatively resistant to erosion. Associated with metamorphism has been faulting and the intrusion of molten (igneous) rocks into the area. Rocks in the mountains range in age from over one billion years to about 400 million years. The western part of the mountains contain the oldest rocks in North Carolina and they are separated from slightly younger rocks in the eastern mountains by several fault zones. The older rocks are referred to as basementrocks. They were mostly igneous in origin, prior to metamorphism, and they comprise a remnant of the original mass of ancient North America.
In the eastern mountains the rocks are somewhat younger mixed volcanic and sedimentary rocks that were deposited on the continental margin and subsequently metamorphosed during the episodes of mountain building. These rocks make up the main mass of features such as Mount Rogers and Grandfather mountain. Intermontane basins, especially the Asheville Basin, at the confluence of the French Broad and Swannanoa Rivers, have provided most of the level land on which people have settled in this region.
Arrington, Paul. 2005. "Grandfather Mountain." Flickr user Shaggy Paul. Online at http://www.flickr.com/photos/shaggypaul/193150903/. Accessed 2/2011.
References and additional resources:
Orr, Douglas Milton, and Alfred W. Stuart. 2000. The North Carolina atlas: portrait for a new century. Chapel Hill: University of North Carolina Press.
Powell, William Stevens, and Michael R. Hill. 2010. The North Carolina gazetteer: a dictionary of Tar Heel places and their history. Chapel Hill: University of North Carolina Press.
Stuart, Alfred W. The North Carolina Atlas Revisited. 2005.
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We all know that solar power is clean and environmentally friendly. But how exactly do your solar panels help the earth? Here are six ways that solar energy benefits the environment:
1. Solar panels do not emit any carbon dioxide while producing energy
Fossil fuels emit carbon dioxide when they are burned for energy. The excess carbon dioxide that they produce is the largest contributor to global warming and climate change. Climate change causes rising global temperatures, reduced biodiversity, increased extreme weather and natural disasters, rising sea levels, and many other humanitarian and environmental crises. Because solar energy is one of the cheapest and most widely available sources of renewable energy, it has the power to greatly reduce carbon emissions. Solar in turn will help reduce the detrimental effects of climate change on the planet.
2. Solar power is renewable
Unlike energy derived from fossil fuels, which will eventually run out, the sun serves as an infinite energy source. Capturing and storing the sun’s energy (for example – in solar batteries) will provide sufficient energy to power our lifestyle. It will also provide power for future generations, without depleting the earth’s natural resources.
3. Solar energy creates less air and water pollution
Traditional energy production methods use mining, drilling, fracking, or other processes that produce pollutants. These pollutants are released into the air or seep into the water supply. However, solar production does not require any of these processes.
4. Solar energy requires little water
It does not take a lot of water to produce solar power, especially compared to other types of energy production. For example, fossil fuels and nuclear power both require a large amount of water to function when the temperature is high. However, solar panels function well in any temperature (up to 185 °F!), so the don’t require more water during heat waves.
5. Energy is produced locally
Solar panels allow energy to be produced locally. This means that individuals are less reliant on natural resources like oil from foreign countries. This eliminates all the carbon emissions associated with transportation of fossil fuels across continents. Greenhouse gas emissions from transportation contribute to almost one third of US emissions that cause climate change.
6. Solar panels are durable
Solar panels are durable and last a long time, therefore they require less maintenance. Maintenance and upkeep of non-renewable energy sources often requires energy units to be replaced more often, producing more waste. | <urn:uuid:f4bcd640-1ca3-408b-bad7-020aa6ea2fdb> | {
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His atomic theory consisted of: Atoms make up all of matter, these atoms cannot be made or destroyed. This model was the earliest atomic model of a scientist. Democritus was the first person to use atom as a word. which was taken from the Greek word Atomos which means it cannot be broken down into simpler or smaller particles. He thought that these atoms were in a combination of hooks and and eye system but today it is stated that it is not true. He believed that atoms were a solid and indestructabe. His atom was a round solid circle. | <urn:uuid:2fcbf750-629d-40bd-92ad-8dea57dbf523> | {
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Series: Easy learning
Publication Date: 2 Jun 2016
Subject: Language & learning
Suitable for: Secondary (Year 10, Year 11)
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Contains the full set of tenses for 120 key verbs in Spanish, with practical exercises.
A practical revision book for Spanish Verbs offering a clear and easy-to-understand guide with hundreds of exercises to help you prepare for exams.
Designed for all those learning Spanish at school, at work or at home. It provides easily accessible information in an attractively presented layout. Hundreds of exercises are highlighted throughout the text to reinforce Spanish verb tenses. In addition, a full glossary gives clear explanations of grammatical terminology.
Provides beginners with all the regular verb forms and conjugations, and the most common tenses of irregular verbs are shown in full. An alphabetical index lists over 2000 widely used verbs, and each one cross-refers the user to its basic model in the main verb tables.
* Explains the essential points of Spanish verb tenses using simple language throughout.
* Hundreds of exercises help you to practise all the major tenses.
* Thousands of examples of real Spanish illustrate clearly how each verb is used.
* Clear layout ensures that you find the information you need quickly and easily.
NOTE : The bulk of the content was originally pub. in Collins title 'Spanish Verbs;' this title first pub. in 2012 includes practice exercises. Contains fill-in pages
Glossary of Verb Grammar Terms
Introduction to Verb Formation
The present simple tense
The present continuous tense
The future tense
The imperfect tense
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Presentation on theme: "Lethal alleles. What is a lethal allele? Lethal alleles occur when a mutation results in an allele that produces a non-functional version of an essential."— Presentation transcript:
What is a lethal allele? Lethal alleles occur when a mutation results in an allele that produces a non-functional version of an essential protein. If an individual inherits a lethal combination of mutated alleles, it will die before or shortly after birth.
Abnormal ratios in genetic crosses It is probably true that in genetic studies more has been learned from abnormal ratios than that of normal ones.
Consider, for example, the inheritance of fur colour in mice. In mice, the allele for yellow fur (Y) is dominant to the allele for grey fur (y) What ratios would you expect if a pair of heterozygous yellow mice are mated?
We naturally expect three quarters of the mice to be yellow and a quarter to be grey. However, this is not the result we actually observe when this genetic cross is carried out. The observed results are 2/3 of the offspring are yellow and 1/3 are grey.
So what is going on? A possible explanation is that mice that are homozygous for the yellow allele (YY) die before birth.
Or as a punnet square Yy Y YY Yy dead yellow alive Yy y Yy yy yellow grey alive alive
What is the evidence for this? Crossing yellow never produces exclusively yellow offspring: a ratio of two yellow to one grey always results. This means all viable yellow mice are heterozygous and a living homozygous yellow mouse is an impossibility. Examination of the uteri of yellow female mice which have mated with yellow males usually reveals one of more dead embryos.
Is this allele dominant or recessive? It depends how we look at it. The allele controlling fur colour is dominant, but as a lethal allele it is recessive, exerting its effects only when in the homozygous state.
Lethal alleles in fruit flies, Drosophila melanogaster
In Drosophila fruit flies, a mutated allele which is dominant (C ) produces curly wings rather than normal wings (c ) Fruit flies that are homozygous for curly wings do not survive. The expected 3 curly :1 normal ratio of flies does not occur However 2 curly: 1 normal does occur. The homozygous dominant flies do not survive. Draw a punnet square to show this.
Cats with tails have the genotype tt – but the tail-producing gene has a dominant mutation. In heterozygous cats, Tt the allele results in the tail-less Manx phenotype. However, when the homozygous dominant occurs, the alleles cause problems with spinal development, which are lethal. Draw a punnet square to show how the expected 3:1 ratio actually produces a 2:1 ratio.
Snapdragon plants and chlorophyll Snapdragon plants can carry a dominant allele (G) that causes plants to be unable to make chlorophyll. Chlorophyll is essential for photosynthesis and therefore survival, so plants that inherit two copies of the dominant allele die soon after germination. The heterozygous offspring have golden leaves Draw a punnet square to show this.
The Creeper allele The dominant creeper allele (C ) in chickens causes the legs to be shortened and stunted. If two creeper chickens are mated you would expect to ¾ offspring to be creeper and ¼ to be normal. Instead the ratio obtained is 2/3 creeper and 1/3 normal. Homozygous creeper chickens die before hatching. Draw a punnet square to show this. | <urn:uuid:30062262-626a-44c7-bdff-fb79cb9f6ccd> | {
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In the medical literature, the term "osteochondrosis of the spine" refers to degenerative processes in the ossification centers in children. Among all the problems of the musculoskeletal system, the most common medical habit is hidden behind the words sciatica, disc herniation, dorsalgia (back pain). According to official statistics, the lower back suffers more often than other parts, which leads to serious complications for the whole body. Why does this happen and how is osteochondrosis treated?
What is osteochondrosis of the lumbar spine
Degenerative neuro-orthopedic disease affecting the intervertebral discs and causing secondary compensatory and reactive changes in the osteo-connective apparatus and nervous system - this is the definition given by osteochondrosis doctors. It mainly affects the lumbar region, which is located between the chest and sacrum and consists of five vertebrae. There are discs between them - fibro-cartilaginous formations formed from the following elements:
- cartilage tissue (membrane involved in feeding the discs from the vessels of the spinal cord);
- nuclear pulp (gelatinous mass with a nuclear pulp in the center);
- annulus fibrosus (protects the fluid part).
Blood circulation, changes in the composition of cartilage tissue, dehydration of the pulposus nucleus, deterioration of the elasticity and resilience of the intervertebral disc, suffer from fixation features. Under the influence of adverse factors, muscle fixation weakens and the vertebrae gain excessive mobility. After that, degenerative and destructive processes affect the bone surfaces of adjacent vertebrae, there is dystrophy of the spine (tissue nutrition).
The additional process looks like this:
- Micro cracks appear in the loose ring. The nucleus of the pulposus begins to penetrate it, gradually breaking and damaging the annular fibrosis, causing a herniated disc or protrusion (initial stage).
- A hernia compresses the spinal canal, squeezing nerve roots and blood vessels, causing pain and movement problems.
- Due to the increased pressure on the vertebrae (from the thinning of the disc), the rapid production of bone tissue begins and spinous processes (osteophytes) are formed.
Some experts tend to call intervertebral osteochondrosis of the spine and others a "disease of civilization", primarily due to the upright posture that increases the load on the back of a modern man. The disease mainly begins in people over the age of 30, and is diagnosed more often in men than in women.
Lumbar osteochondrosis can develop:
- Excessive loads on the spine (home, profession, sports);
- weak back muscles;
- improper distribution of household load on the spine (for the spine - the most common cause);
- frequent tension of the lumbar muscles;
- overweight, especially against the background of diabetes mellitus;
- spinal injuries;
- disorders of metabolic processes;
- incorrectly fitted shoes, flat feet;
- posture problems, uneven distribution of load along the waist;
- lumbar hypothermia;
- sedentary lifestyle, long-term driving;
- hormonal diseases (mainly in women);
- congenital pathologies of the musculoskeletal system;
- age (natural changes in fibrocartilaginous tissue occur in people over 50 years);
- frequent stress, emotional stress.
The course of the disease is slow and gradual, most patients recognize a serious problem only in stage 2 or later. Without proper treatment, osteochondrosis develops and can lead to disability.
Basic Medical Classification:
- The initial stage is characterized by the destruction of the intervertebral discs, the beginning of the process of loss of elasticity, elasticity. The disease feels like a burden on the spine.
- Destructive processes affect the ring fibrosis, the distance between the vertebrae is reduced (the disc is thinned), amortization suffers, protrusions are formed (intervertebral disc protrusion without breaking the ring). Compression of nerve roots and tissue inflammation occur, which increases the pain syndrome.
- Anulus tears the fibrosus, forming a hernia. Vessels, nerve endings are compressed. Changes in the lumbar spine cause general deformation of the spine.
- In the final stage, the muscles of the affected area suffer from atrophy, motor activity and inability to work. The vertebral column is significantly curved - there is a clear scoliosis (3-plane deformity), lordosis (hypertrophic forward curvature of the lumbar spine).
Symptoms of lumbar osteochondrosis
Clinical manifestations of the disease depend on the stage of severity. The main symptom is a local pain syndrome that occurs in response to physical activity, heavy lifting, lumbar hypothermia, prolonged maintenance of an anxious posture (in the sitting position, the load is higher than in the upright position). It is caused by irritation of the sinuvertebral nerve.
The stages of lumbar osteochondrosis look like this:
- In the initial stage, there is discomfort in the lower back, pain is rare, especially in the high back. They pass quickly.
- In the second stage, the mobility of the lumbar spine deteriorates, there is pain after physical exertion, and without it (with a strong cough, change in posture) gradually intensifies, lasts a long time. Malfunctions of internal organs are possible.
- With the development of osteochondrosis, the pain becomes permanent (permanent) and the vertebrae are deformed. Nerve endings are compressed, so the pain can be transmitted to the sacrum, legs, become sharp, shoot. Loss of sensation in the limbs, thighs, thighs, tenderness, paresthesia (burning, tingling, "gas bubbles"). The functions of the pelvic organs are impaired.
- In the final stage, motor function is impaired or completely impossible, spinal curvature occurs. The pain is permanent, the person unconsciously takes an unnatural position to reduce it.
In official medicine, the reflex syndromes of the disease are divided into 3 groups: muscular-tonic, neurodynstrophic, vegetative-vascular. The last 2 categories manifest themselves in stage 3 and later of the disease.
The clinical picture may include:
- Weakened or missing reflexes of the Achilles tendon, flexion of the fingers (if osteochondrosis of the sacral region is added);
- dry skin, blue discoloration;
- urinary excretion (urinary retention or retention), pain in the bladder;
- cramps and pain in the thigh against the background of eating and circulatory disorders;
- tense, unstable gait, lameness;
- fever with increased sweating, increased back pain;
- pain syndrome that spreads to the heart (if the chest and lower back are affected).
If osteochondrosis of the lumbar spine is diagnosed, treatment should be started immediately, as the patient may be completely disabled at the last stage. Paralysis of the lower extremities may develop against the background of compression (compression) by the vertebrae, where there is no space between the spinal cord.
In addition, osteochondrosis can be caused by:
- pelvic disorders (men suffer from erectile function, women - ovarian function);
- lumbago (acute low back pain), sciatica (compression and inflammation of the sciatic nerve);
- intervertebral disc prolapse, stenosis (narrowing of the spinal canal);
- Fatal spinal cord injury.
To make a correct diagnosis and assess the severity of the disease, the doctor collects anamnestic data (study of patients' complaints, lifestyle, hereditary factors). Thereafter, a physiological examination is performed to assess the patient's motor capabilities, posture, sensitivity level, muscle tone, and size and spasm. Hitting with a hammer marks the radiation zones (where it gives) in lumbar osteochondrosis.
After the patient is assigned:
- Radiographyis the most accessible way to study the anatomical parameters of the vertebrae, assess the tendency of the holes in the bottom to narrow, and determine bone growth.
- MRI(magnetic resonance imaging) - helps to assess the condition of the blood vessels that supply the spine, nerve processes, discs.
- CT(computed tomography) - is prescribed only to examine changes in blood vessels, spinal cord covering and study of extraneous growths.
Treatment of lumbar osteochondrosis
Surgery is the last resort for patients with significant neurological disease and high risk of disability. These problems are characterized by advanced osteochondrosis of the spine - doctors try to treat stage 1 and 2 in a conservative way.
Therapeutic measures are as follows:
- elimination of pain syndrome;
- elimination of muscle spasm, hypertension;
- elimination of the inflammatory process;
- improving blood circulation and metabolic processes in the affected areas;
- normalization of spinal mobility;
- Restoration of lumbar sensitivity.
There is no universal treatment: each specific case of osteochondrosis requires an individual scheme. It is especially important to consider the form of the disease: acute or chronic. Therapy is necessarily combined, involves the use of drugs (internal and external) in combination with physical manipulation - massage, gymnastics, physiotherapy. The treatment regimen for lumbar osteochondrosis can be supplemented with acupuncture, hirudotherapy.
The effectiveness of treatment will increase if you follow the following rules:
- To reduce the stress on the spine, a special belt or corset should be worn during treatment.
- Physical activity is excluded to avoid the addition of irritants (only those recommended by a doctor remain).
- It is important to follow the diet closely: cartilage tissue needs sources of collagen (gelatin, aspic, aspic) and the whole body needs plant foods, fish, nuts. It is advisable to avoid salty, smoked, salty products, as well as sharp cheeses and fatty meats.
- The regimen prescribed by your doctor should be followed until the end: do not stop treatment when the main symptoms subside, do not change the set of medications and procedures yourself.
- It is worth choosing an orthopedic mattress and special shoes with your doctor to help relax your back during sleep. It is strictly forbidden for women to wear heels.
Acute lumbar osteochondrosis requires special attention - treatment begins with the appointment of the patient to bed rest for several days. Pain is reduced by analgesic injections, novocaine blockade and glucocorticoids are not excluded. Spinal traction (using a traction table or vertical apparatus), walking on crutches, electrophoresis and laser therapy help to improve the condition.
Medications for the treatment of lumbar osteochondrosis are used internally and topically. Topical gels and ointments are symptomatic therapy: to relieve inflammation and pain, relieve muscle spasms and edema, improve blood circulation. In acute conditions, injections of antipyretic, analgesic, which have an immediate anti-inflammatory effect, are indicated.:
Most doctors prescribe medication for osteochondrosis at home:
- Chondroprotectors- protects cartilage tissue and promotes regeneration, indicated for long-term use (six months or longer).
- Means that improve blood circulation and metabolic processes in tissues- tablets taken for several months due to the cumulative effect.
- Muscle relaxant- relieves muscle spasms, used orally for a short time.
- Non-steroidal anti-inflammatory- quickly blocks pain, suppresses the production of prostaglandins involved in the inflammatory process. Ointments and gels are applied to the affected area 1-2 times a day, unless otherwise specified in the instructions. In the early stages, external forms can be discarded, after which it is repeated with tablets.
- Corticosteroids- Painkiller injections are prescribed only when there is no significant effect from non-steroidal drugs.
- Warming ointments- help reduce pain and improve blood circulation in the tissues, are safer than non-steroidal drugs, but are prohibited in the inflammatory process.
- B vitaminsand multivitamin complexes are prescribed for a long time to increase the overall effectiveness of treatment.
Physiotherapy courses can be prescribed to increase the effectiveness of medication and speed recovery. You can change them or go through several options at once. Special techniques are selected according to the stage and form of the disease.
Lumbar osteochondrosis - treatment consists of effective methods:
- Electrotherapy (electrophoresis)- involves the application of low electric currents to improve blood circulation in the affected areas.
- Laser therapy- activates biological processes in the nerve endings, eliminates the symptoms of neuro-dystrophic syndrome.
- UHF- a local effect on the lumbar region with a high-frequency magnetic field to stop the inflammatory process, stimulate cell regeneration (regeneration) of tissues and reduce pain.
- Phonophoresis and electrophoresis- helps to deliver drugs to the area of need, which increases the effectiveness of drug treatment. The result depends on the specific agent used during the procedure.
- Darsonvalization- the therapeutic effect of high-frequency alternating current to dilate blood vessels, improve blood circulation and tissue nutrition. The symptoms of the procedure are less affected than others.
- Amplipulseis a local effect of sinusoidally modulated currents that reduces the severity of pain. The procedure has a analgesic effect, vasodilator, neurostimulating, improves tissue trophism.
Physical activity - especially in the early (early stages) of osteochondrosis of the spine - should be included in the treatment: it helps to relax and strengthen muscles, has a beneficial effect on tissue nutrition. For people with grade 2 disease and more strenuous exercise, the doctor will choose. Gymnastics, swimming, yoga (the most effective areas) are prohibited with exacerbation.
The following exercises show good results:
- Pay attention to your knees and palms, keep your back straight (parallel to the ground). On exhalation, slowly bend your back and turn your head back slightly. Count to 5-8 (as you feel), breathe in and roll your back with the wheel. Count to 5-8 again and take the starting position. Training is performed 10-12 times at a slow pace. If necessary, they are divided into 2-3 approaches.
- Lie on your stomach. On exhalation, slowly pull the chest off the ground, bend down and try to rise as high as possible. The arms stretch forward, the legs do not move. Hold this position for 5-10 seconds and gradually lower. Repeat the exercise 8-10 times, gradually increasing the delay time at the highest point.
Massage is an effective way to treat any stage of osteochondrosis, which helps to relieve unpleasant symptoms, relieve muscle spasms and normalize lymph flow and blood supply to the affected areas. In addition, this procedure stimulates the recovery of atrophic muscles and eliminates the restriction of mobility of the vertebrae, strengthens the ligament apparatus. Massage is performed by a specialist in courses of 10-12 sessions when the symptoms of the acute phase are reduced.
If the patient is diagnosed with significant neurological diseases, loss of urinary control, a severe hernia, surgery is required. In addition, an indication is that conservative treatment does not have a positive effect (lasting more than a month). Before receiving an application for surgery, the doctor should assess all the risks, especially if the traditional technology on microdiscectomy is chosen.
During the procedure, the surgeon can do the following:
- remove pathologically altered areas by placing local implants (discectomy) developed separately for each patient;
- Aligning the spine with a special rod - this helps to properly distribute the load and prevent new deformation.
Discectomy is performed under general anesthesia and posterior access is possible for the surgeon. During the operation, the skin is cut to a length of 10 cm, the muscles are separated and the affected disc is removed. At the end of the procedure, the wound is sutured. The duration of the surgery is about 2 hours, the next day the patient should lie on his back. The rehabilitation period is 2 months. The procedure with microdiscectomy lasts 1. 5 hours, an incision is made 3 cm, and you can get up after leaving the anesthetic.
Treatment of lumbar osteochondrosis with folk remedies
Traditional medicine prescriptions are allowed after consultation with a physician who can competently assess the patient's condition. They do not have the same effect as drug treatment, do not replace physiotherapy, massage and gymnastics, but increase the likelihood of a positive result from the main treatment.
Some simple options:
- Rub peeled black radish (350 g), mix with liquid honey (250 g) and vodka (100 ml). Use it to rub your back with light massage movements for 10 minutes in the morning and evening. After that, it is recommended to wrap this area with a woolen cloth and lie down under an blanket for an hour. The procedure is performed for 8-10 days, after which they take a break.
- With severe back pain you can take 100 grams of medium-fat cottage cheese, add 1 tsp. Put apple cider vinegar on a cotton cloth or towel. The dressing is kept for 2 hours, if necessary, the procedure is repeated twice a day. The duration of treatment is not limited.
- Collect fresh lilac flowers, fill a one-liter jar without crushing. Pour a liter of vodka, keep in a cool place for 3 weeks. Use to rub the affected area once a day for a month. It is not necessary to cover the waist with anything after processing.
Prevention of lumbar osteochondrosis
Doctors say that regular physical activity, which strengthens muscles, improves blood circulation and tissue nutrition, can prevent many back diseases. Lumbar osteochondrosis is no exception - it will not be treated if you regularly do gymnastics, yoga and swimming.
Additional Welcome Measures:
- dietary control (more plant foods, less animal fat, acid, marinade: as in treatment);
- limiting heavy loads on the spine;
- monitor the state of the endocrine system;
- elimination of bad habits (alcohol, smoking);
- use of orthopedic mattress;
- posture tracking;
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The Fertile Crescent at maximum defined extent, with the names of ancient civilizations found there. The Fertile Crescent is a crescent-shaped region containing the comparatively moist and fertile land of otherwise arid and semi-arid Western Asia, and the Nile Valley and Nile Delta of northeast Africa. The term was popularized by University of Chicago archaeologist James Henry Breasted. Having originated in the study of ancient history, the concept soon developed and today retains meanings in international geopolitics and diplomatic relations. In current usage, all definitions of the Fertile Crescent include Mesopotamia, the land in and around the Tigris and Euphrates rivers. The modern-day countries with significant territory within the Fertile Crescent are Iraq, Syria, Lebanon, Jordan, Israel, the Palestinian territories, Cyprus, and Egypt, besides the southeastern fringe of Turkey and the western fringes of Iran and Kuwait. Fertile Crescent
Fertile Crescent - What Is the Fertile Crescent Definition: The "fertile crescent" refers to an ancient area of fertile soil and important rivers stretching in an arc from the Nile to the Tigris and Euphrates. It covers Israel, Lebanon, Jordan, Syria, and Iraq. The Mediterranean lies on the outside edge of the arc.
Map showing the extent of Mesopotamia Mesopotamia (from the Ancient Greek: Μεσοποταμία: "[land] between rivers"; Arabic: بلاد الرافدين (bilād al-rāfidayn); Syriac: ܒܝܬ ܢܗܪܝܢ (Beth Nahrain): "land of rivers") is a name for the area of the Tigris–Euphrates river system, corresponding to modern-day Iraq, the northeastern section of Syria and to a much lesser extent southeastern Turkey, smaller parts of southwestern Iran and Kuwait. Widely considered to be the cradle of civilization in the West, Bronze Age Mesopotamia included Sumer and the Akkadian, Babylonian, and Assyrian empires, all native to the territory of modern-day Iraq. In the Iron Age, it was controlled by the Neo-Assyrian and Neo-Babylonian empires. The indigenous Sumerians and Akkadians (including Assyrians and Babylonians) dominated Mesopotamia from the beginning of written history (c. 3100 BC) to the fall of Babylon in 539 BC, when it was conquered by the Achaemenid Empire.
The Euphrates ( i/juːˈfreɪtiːz/; Arabic: الفرات: al-Furāt, Hebrew: פרת: Prat, Turkish: Fırat, Kurdish: Firat) is the longest and one of the most historically important rivers of Western Asia. Together with the Tigris, it is one of the two defining rivers of Mesopotamia. Originating in eastern Turkey, the Euphrates flows through Syria and Iraq to join the Tigris in the Shatt al-Arab, which empties into the Persian Gulf. Euphrates
Tigris The Tigris River /ˈtaɪɡrɪs/ is the eastern member of the two great rivers that define Mesopotamia, the other being the Euphrates. The river flows south from the mountains of southeastern Turkey through Iraq. Geography The Tigris is 1,850 km long, rising in the Taurus Mountains of eastern Turkey about 25 km southeast of the city of Elazig and about 30 km from the headwaters of the Euphrates. The river then flows for 400 km through Turkish territory before becoming the border between Syria and Turkey. This stretch of 44 km is the only part of the river that is located in Syria.
Sumer (from Akkadian Šumeru; Sumerian 𒆠𒂗𒂠 ki-en-ĝir15, approximately "land of the civilized kings" or "native land"[note 1]) was an ancient civilization and historical region in southern Mesopotamia, modern Iraq, during the Chalcolithic and Early Bronze Age.
Babylonia was an ancient Akkadian-speaking Semitic nation state and cultural region based in central-southern Mesopotamia (present-day Iraq). It emerged as an independent state c. 1894 BC, with the city of Babylon as its capital. It was often involved in rivalry with its fellow Akkadian state of Assyria in northern Mesopotamia. Babylonia became the major power in the region after Hammurabi (fl. c. 1792 - 1752 BC middle chronology, or c. 1696 – 1654 BC, short chronology) created an empire out of many of the territories of the former Akkadian Empire. The Babylonian state retained the written Semitic Akkadian language for official use (the language of its native populace), despite its Amorite founders and Kassite successors not being native Akkadians. It retained the Sumerian language for religious use, but by the time Babylon was founded this was no longer a spoken language, having been wholly subsumed by Akkadian. Babylonia
The Achaemenid Empire (/əˈkiːmənɪd/; Old Persian: Pārsa; c. 550–330 BC), or First Persian Empire, was an empire in Western and Central Asia, founded in the 6th century BC by Cyrus the Great. The dynasty draws its name from king Achaemenes, who ruled Persis between 705 BC and 675 BC. The empire expanded to eventually rule over significant portions of the ancient world, which at around 500 BC stretched from the Indus Valley in the east to Thrace and Macedon on the northeastern border of Greece. The Achaemenid Empire would eventually control Egypt as well. It was ruled by a series of monarchs who unified its disparate tribes and nationalities by constructing a complex network of roads.
The Hittites were an ancient Anatolian people who established an empire at Hattusa in north-central Anatolia around 1600 BC. This empire reached its height during the mid-14th century BC under Suppiluliuma I, when it encompassed an area that included most of Asia Minor as well as parts of the northern Levant and Upper Mesopotamia. After c. 1180 BC, the empire came to an end during the Bronze Age collapse, splintering into several independent "Neo-Hittite" city-states, some of which survived until the 8th century BC. The Hittite language was a member of the Anatolian branch of the Indo-European language family. History of the Hittites
The Nile (Arabic: النيل, an-Nīl; Ancient Egyptian: Iteru & Ḥ'pī; Coptic Egyptian: ⲫⲓⲁⲣⲱ, P(h)iaro; Amharic: ዓባይ?, ʿAbbai) is a major north-flowing river in northeastern Africa, generally regarded as the longest river in the world. It is 6,853 km (4,258 miles) long. The Nile is an "international" river as its water resources are shared by eleven countries, namely, Tanzania, Uganda, Rwanda, Burundi, Democratic Republic of the Congo, Kenya, Ethiopia, Eritrea, South Sudan, Sudan and Egypt. In particular, the Nile is the primary water resource and life artery for Egypt and Sudan. The Nile has two major tributaries, the White Nile and Blue Nile. The White Nile is longer and rises in the Great Lakes region of central Africa, with the most distant source still undetermined but located in either Rwanda or Burundi. Nile
Ancient Egypt was an ancient civilization of Northeastern Africa, concentrated along the lower reaches of the Nile River in what is now the modern country of Egypt. Egyptian civilization coalesced around 3150 BC (according to conventional Egyptian chronology) with the political unification of Upper and Lower Egypt under the first pharaoh. The history of ancient Egypt occurred in a series of stable Kingdoms, separated by periods of relative instability known as Intermediate Periods: the Old Kingdom of the Early Bronze Age, the Middle Kingdom of the Middle Bronze Age and the New Kingdom of the Late Bronze Age. | <urn:uuid:b4256d38-b844-42ea-8a1a-759776d1b902> | {
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Home > SAT Test > SAT Math Multiple Choice Practice Tests
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1. A jar contains only red, white, and blue marbles. It contains twice as many red marbles as white marbles and three times as many white marbles as blue marbles. If a marble is chosen at random, what is the probability that it is not red?
2. y = -3(x - 2)2 + 2
In the xy-plane, line l passes through the point (-1, 3) and the vertex of the parabola with equation above. What is the slope of line l?
3. A certain function takes an input value and transforms it into an output value according to the following three-step procedure:
Step 1: Multiply the input value by 6.
Step 2: Add x to this result.
Step 3: Divide this result by 4.
If an input of 7 to this function yields an output of 15, what is the value of x?
4. The variables x and y are believed to correlate according to the equation y = ax2 + bx + c, where a, b, and c are constants. Which of the following scatterplots would provide the strongest evidence in support of the hypothesis that a < 0?
5. On a number line, the coordinates of points P and R are p and r, respectively, and p < r. If the point with coordinate x is closer to p than to r, then which of the following statements must be true?
6. Let function f(x) be defined by the equation . If m is a positive integer, then
7. The value of y varies with x according to the equation y = a(x - 2)(x + 1), where a < 0. As the value of x increases from 0 to 5, which of the following best describes the behavior of y?
8. If the expression is equivalent to the expression for all values of n, what is the value of k?
9. An online trading company charges a 3% commission for all stock purchases. If a trader purchases 200 shares of a stock through this company and is charged $3,399 including commission, what is the cost per share for this stock?
10. For nonzero numbers w and y, if w is 50% greater than y, then what is the ratio of w-2 to y-2?
11. Every athlete in a group of 60 female varsity athletes at Greenwich High School either runs track, plays soccer, or does both. If one-third of the athletes in this group who play on the soccer team also run on the track team, and one-half of the athletes in this group who run on the track team also play on the soccer team, which of the following statements must be true?
A portion of the graph of the quadratic function y = f(x) is shown in the xy-plane above. The function g is defined by the equation g(x) = f(x) + b. If the equation g(x) = 0 has exactly one solution, what is the value of b?
13. If cos x = a, where , and cos y = - a, then which of the following could be the value of y?
Of those surveyed who expressed an opinion on Proposal 81a, approximately what percentage are under 40 years of age?
If the data in the table above are assumed to be representative of the general voting population, which of the following statements is most directly justified by these data?
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contactlink to us | <urn:uuid:1916efba-8df7-4eee-8475-d9aa09466dd8> | {
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An introduction to experimental typography - break away from structure or meaning and create art with letters.
The selection of digital letterforms or fonts currently available is amazing, and font designers are constantly adding new styles and families. There are almost infinite permutations to the shape of the 26 letters of the alphabet.
As the architect Mies van der Rohe once wrote, ‘God is in the detail.’ There are at least 22 different terms for the individual parts of a single character of type. They range from the ‘x-height’, ‘descender’, and ‘serif’, to the ‘spine’, and ‘ear’.
Together, these terms allow us to name and describe the elements that make up the design and construction of each letter – thus helping us define what gives a font its special character, and what distinguishes one font from another.
Perhaps the most noticeable difference between fonts is that some are ‘serif’ while others are ‘sans serif’. Serifs are the short strokes at the end of the stems, arms, and tails of a letter.
Even serifs have a wide variety of different forms: beaked, bracketed, hooked, slab, spur, or wedge. Fonts generally come in ‘families’. These are essentially variations on a theme, with each face in a single family sharing the same design characteristics.
The most common families are: roman, italic, light, light italic, bold, and bold italic. Roman faces are upright, italic faces are sloping, light faces have thinner strokes than normal, and bold faces have thicker strokes than normal.
Of course, there are many further variations: condensed, ultra light, ultra bold, heavy, fat face, and so on. If this wasn’t variety enough, the technological changes of the last 25 years or so have brought type into the digital world.
Fonts are now designed, used, and output on computers. Type is no longer physical. Each letter no longer exists as a solid block of metal. This means that the possibilities for further manipulating letterforms are virtually unlimited.
They can be squeezed, stretched, flattened, elongated, twisted, twirled, inverted, or otherwise distorted in every imaginable way. And they can be coloured, textured, patterned – and even animated.
There are many traditional rules that are supposed to limit the way we present typographic information on a page. For instance – in body copy, serif type is more legible than sans serif, and headlines set in all caps are less legible than those set in upper and lower case.
Smaller pieces of information sometimes need to be made more interesting, or they will be missed. For the digital artist using type as a ‘medium’, these rules can be forgotten.
Play as many tricks as you like with scale, position and shape. Set type vertically or diagonally instead of horizontally. Run it along flowing, irregular lines to create patterns on the page. Use colour and texture as imaginatively as you can.
Type can be combined with illustrations, photographs, and other graphic elements, or used to create pictures from the letterforms themselves.
Right: A word or phrase can be typed in a word processing application, then copied and repeated several times. The size (known typographically as ‘point size’) can be altered to create lines of different weight, and individual words coloured to create a powerful graphic image.
This piece, based on a design by John Maeda for a cover for the New York Times Magazine, was created in Illustrator using colour blends and the distort filter. | <urn:uuid:2e1ef497-a408-46a7-8487-75b94550f026> | {
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Structural Engineering Plans
Architectural drafters draw architectural and structural features of buildings and other structures. These workers may specialize in a type of structure, such as residential or commercial, or in a kind of material used, such as reinforced concrete, masonry, steel, or timber.
Drawings include technical details and specify dimensions, materials, and procedures. Drafters fill in technical details using drawings, rough sketches, specifications, and calculations made by engineers, surveyors, architects, or scientists.
In the past, drafters sat at drawing boards and used pencils, pens, compasses, protractors, triangles, and other drafting devices to prepare a drawing by hand. From the 1990s board drawings were going out of style as the newly developed CAD system was released and was able to produce technical drawings at a faster pace. | <urn:uuid:e2288223-2ca2-4939-8513-5a9b174761a3> | {
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How Does the Government Create a Budget?
The President and Congress both play major roles in developing the federal budget.
The law requires that by the first Monday in February, the President submit to Congress his proposed federal budget for the next fiscal year, which begins October 1.
The White House's Office of Management and Budget (OMB) prepares the budget proposal after receiving direction from the President and consulting with his senior advisors and officials from Cabinet departments and other agencies.
The President's budget is thousands of pages long and provides an abundance of details. | <urn:uuid:396bfcce-10c3-436d-b304-2eb0b7b2fe42> | {
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5-minute (yes, 5-minute) Walk-throughs are being lauded by many administrators and teachers as an informal and perhaps surprising way to get an in-depth look at what works—and what doesn't—inside the classroom.
How can anyone perform a classroom or teacher evaluation in only 5 minutes? Unlike traditional observations, 5-minute walk-throughs don’t bite off more than they can chew. Quick evaluations target specific and therefore digestible goals and keep both the observer and observed from being overwhelmed.
In order for 5 minute walk-throughs to work, administrators should
- Have a specific observation goal
- Conduct walkthroughs routinely and across all classrooms
- Have clear documentation summarizing the goals, observations, and conclusions
Begin with a staff meeting that includes teachers
Before the observation, administration should call a staff-wide meeting to clearly explain what a 5-minute walk-through is and encourage staff involvement. Teachers should be told exactly what will be observed during the process.
Set up observation teams
While walk-throughs can be done by one person, it is best for two or more people to routinely participate so each person can have a specific task and more meaningful data can be accumulated. Rotating some of the observers each time is even more beneficial.
Before each walk-through, the team should set one specific goal. For example:
- Let's see what student writing samples are displayed in the classroom.
- Name the teaching strategies used by the teacher.
- Are the learning goals for the lesson clear?
- Let's evaluate the level of student engagement with the lesson.
- What do we see that the teacher might not?
- Is technology being used consistently throughout the classrooms?
By focusing on one objective and applying it to every classroom, the team will get a clear sense of whether the school/district goals are being met. Strengths and weaknesses will become obvious. If walk-throughs are routine, a bad or good day will matter less and less because a consistent theme—whether positive, negative, or neutral—will emerge.
Produce Clear Documented Reflections
When the day's walk-throughs are complete, the team should take the time to clearly pinpoint the observations and communicate them to the observed teachers. This valuable feedback will create goals for subsequent walk-throughs.
The hope is that administrators, teachers, and even students, will begin to feel like part of a more collective whole. Learning goals become shared, regardless of grade level or subject expertise. The result is that developing teachers continue to become more effective and engaged in the classroom. | <urn:uuid:88a62111-d311-4033-ac9f-9f89f246e3de> | {
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Everything About Mental Illness
Do you know?
Approximately 1 in 5 adults in the U.S. i.e., approx. 43.8 million people experience mental illness in a given year.
Mental illness issues are common these days. It’s a condition that affects your thought process i.e., how you think, feel, act, or relate to people or to your surroundings.
Cause of mental illness
Mental illnesses can be due to various genetic and environmental factors:
- Inherited traits – Those who have a known family history of mental health issues have a high risk of mental illness.
- Environmental exposures before birth – Exposure to environmental stressors, change in job/ school, a dysfunctional family life, social or cultural expectations, or substance abuse by the person or the person’s parents sometimes lead to mental health issues.
- Psychological Factors – Some of the psychological factors that may contribute to mental illness include:
- Any trauma experienced in childhood such as emotional, physical, or sexual abuse
- Death of someone such as the loss of a parent
- Poor ability to relate to others
Symptoms of mental illness
It can range from mild to severe and can vary from person to person. However, proper treatment can bring your life to normal. Some of the signs and symptoms of mental illnesses include:
- Feeling sad or down
- Extreme mood changes of highs and lows
- Significant tiredness, low energy or problems sleeping
- Major changes in eating habits
- Excessive worries
- Sex drive changes
- Extreme feelings of guilt
- Suicidal thinking
- Inability to cope with stress or daily issues
- Excessive anger, hostility or violence
- Alcohol or drug abuse
- Withdrawal from friends and activities
- Confused thinking or reduced ability to concentrate
- Change in sleeping and/or eating disorders
A person struggling with mental health issues may also experience physical problems including a headache, back pain, stomach pain, or other unexplained aches and pains.
How to cope with your mental illness?
Living with mental illness is not easy. It’s a consistent problem without a clear solution, however with proper medication and psychotherapy treatment patients can be treated. Some of the common ways to cope with mental illness are:
Radical acceptance – Acceptance is really important to deal with mental illness. It will not only ease your life but will also help you to act, prepare, and keep yourself safe in difficult situations. Accept your feelings and seek help from the people you trust. You can read or talk about mental illness with your doctor. It will help you understand more about mental illnesses.
Deep breathing – Deep breathing is the best way to lower down your anxiety levels. When struggling with anxiety, you can turn to the concept of “5 3 7 breathing.”
- Breathe in for 5 seconds
- Hold the breath for 3 seconds
- Breathe out for 7 seconds
Opposite-to-Emotion Thinking – It means you should act in the opposite way your emotion tell you to act. Suppose you’re feeling low and have an urge to isolate, do the opposite to it. Go out and be around people.
Join a support group – Tell your family and friends about your issues and seek support from them. However, if you don’t want to discuss anything with them, join a support group. These groups provide an opportunity to talk about your problems with other people, people who’re experiencing the same issues. They can listen and offer valuable advice.
Seek a counselor – Mental health conditions are harder to treat. If your symptoms get worse, consult with a health care provider immediately. Therapy can be beneficial for you as well as your family. Your mental health professional can suggest ways to cope and better understand your loved one’s illness.
Need to know more about mental illnesses? Do let us know in the comment section below. | <urn:uuid:36e7465c-ed87-4ee7-aa3f-c0274b6023fb> | {
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11.2: Median Difficulty Level: At Grade Created by: CK-12 Estimated16 minsto complete % Progress Practice Median Practice Progress Estimated16 minsto complete % Practice Now Share Add to Library Turn In Read Practice Resources Details Loading... Notes/Highlights Having trouble? Report an issue. Color Highlighted Text Notes Show More Vocabulary Language: English ▼ English cumulative frequency Cumulative frequency is used to determine the number of observations that lie above (or below) a particular value in a data set. Data Data is information that has been collected to represent real life situations, usually in number form. Mean The mean of a data set is the average of the data set. The mean is found by calculating the sum of the values in the data set and then dividing by the number of values in the data set. Median The median of a data set is the middle value of an organized data set. normal distributed If data is normally distributed, the data set creates a symmetric histogram that looks like a bell. outliers An outlier is an observation that lies an abnormal distance from other values in a random sample from a population. Image Attributions Show Hide Details Description Learn how to calculate the median of numerical data. Learning Objectives None Related Materials Median Median - Probability and Statistics Median Median Difficulty Level: At Grade Authors: Erin Marie Smith Jen Kershaw Tags: data MAT.STA.212.4.L.3 median Subjects: mathematics statistics Concept Nodes: MAT.STA.212.4 (Median) Grades: 7 Date Created: Dec 21, 2012 Last Modified: Sep 08, 2016 Vocabulary None Save or share your relevant files like activites, homework and worksheet.To add resources, you must be the owner of the Modality. Click Customize to make your own copy. | <urn:uuid:878ba67a-673a-48b9-8b2e-60f7ba7cbcd1> | {
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Electric Vehicle Battery Recycling and Sustainability
As the world moves towards a more sustainable future, electric vehicles (EVs) have emerged as a promising solution to reduce greenhouse gas emissions and dependence on fossil fuels. However, the rapid growth of the EV industry raises concerns about the sustainability of the electric vehicle battery supply chain and the proper disposal of used batteries. To address these challenges, sustainable supply chain practices, advanced recycling technologies, and resource conservation are crucial.
Sustainable Supply Chain
A sustainable supply chain for electric vehicle batteries ensures that the entire lifecycle of the battery, from raw material extraction to end-of-life disposal, is environmentally responsible. This involves sourcing materials from ethical and environmentally conscious suppliers, reducing waste and emissions during manufacturing, and optimizing transportation logistics to minimize carbon footprint.
One way to achieve a sustainable supply chain is through the use of recycled materials. By incorporating recycled metals, such as lithium, cobalt, and nickel, into battery production, the demand for virgin materials can be reduced. This not only conserves natural resources but also mitigates the environmental and social impacts associated with mining and extraction.
Advanced recycling technologies play a vital role in the sustainable management of electric vehicle batteries. These technologies enable the recovery of valuable materials from used batteries, reducing the need for raw material extraction and minimizing waste. Additionally, recycling helps to prevent hazardous substances from entering the environment.
There are several recycling processes available for electric vehicle batteries, including pyrometallurgical, hydrometallurgical, and mechanical methods. Pyrometallurgical processes involve high-temperature melting and separation of battery components, while hydrometallurgical processes use chemical solutions to extract valuable metals. Mechanical processes, on the other hand, involve shredding and physical separation of battery components.
Each recycling technology has its advantages and limitations, and the choice of method depends on factors such as battery chemistry, cost-effectiveness, and environmental impact. Ongoing research and development in this field are essential to improve recycling efficiency and maximize resource recovery.
Resource conservation is a key aspect of electric vehicle battery sustainability. By extending the lifespan of batteries and maximizing their performance, the need for frequent replacements can be minimized. This not only reduces waste but also optimizes the utilization of finite resources.
One approach to prolonging battery life is through second-life applications. After their use in electric vehicles, batteries can still retain a significant amount of capacity, making them suitable for other energy storage applications. By repurposing these batteries for stationary storage systems, the overall lifespan and value of the battery can be extended.
Furthermore, research is being conducted to develop battery technologies that are more durable and have higher energy densities. This would increase the range and longevity of electric vehicles, reducing the frequency of battery replacements and the associated environmental impact.
Electric vehicle battery recycling and sustainability are critical aspects of the transition to a greener transportation system. By implementing sustainable supply chain practices, utilizing advanced recycling technologies, and promoting resource conservation, the environmental and social impacts of electric vehicle batteries can be minimized. Continued research and innovation in these areas will further enhance the sustainability of electric vehicles and contribute to a more sustainable future. | <urn:uuid:66a7109f-542b-45e8-bd64-a384d57358dd> | {
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The terms of the quartering act of 1765 were that each colonial assembly was directed to provide for the basic needs of soldiers stationed within its borders. The quartering of soldiers in colonies caused a huge controversy and played a huge part in the start of the American Revolution.
The colonists did not like the formal soldiers of the British. They preferred to have militia men which were soldiers of the colonies. Also, they did not have the money for all that fancy stuff anyway so they stayed basic and they did not like how the British wanted to change them. New York was the heaviest resisters of the quartering act. On January of 1776 the assembly showed that they were by refusing to pay the full amount to the crown. The British did not let them have soldiers until they paid the full amount to the crown and even though we ended up paying that left a mark with the colonists.
When 1500 British soldiers came to the New York provincial assembly and when the colonists refused to pay them, they went back on their ships and stayed. The Quartering act played a huge part in the American Revolution because it was one of the things that helped America realize why we didn’t even need the British. Even though this act expired on March 24, 1767, there ended up being a new quartering act. This one of the intolerable acts that the colonists couldn’t stand, and everyone knows that everybody has his or her breaking point and this act may have triggered that.
The biggest reason why this was a problem in the colonies is that the quartering act was basically a tax for no reason. The colonists had to give money; food and shelter for protection for people that they didn’t even think were a threat to them. I feel that the quartering of soldiers was kind of stupid and not even necessary. What is the point of the colonists feeding the soldiers when the British are beyond wealthy?
The Quartering act of 1765 will always be remembered as one of the... | <urn:uuid:07379e0c-30ee-45e9-a791-3828fb940b64> | {
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4th Grade Resources
4th Grade Resources.
Understanding Decomposing fractions mean putting them in the compost bin this set lets you find out how much you know about decomposing fractions. you will need to solve fraction.Teaching and learning resources for common core grade operations and algebraic thinking, numbers and operations in base, measurement and data, geometry, decompose fractions, examples and The least common multiple between and is you can learn how to find by using the search box in the top of any khan academy screen, if you know already.
so, we multiply each fraction to get. . . Entire library worksheets fourth grade math. worksheet practice decomposing mixed numbers. give your students practice decomposing mixed numbers into number bonds. help your students master this foundational skill before setting out to subtract mixed numbers with regrouping as Decomposing numbers with base blocks worksheets.
Editable grade sheets worksheets. Fourth grade fraction exit slip pack writing fractions 4th. Multiply fraction number word problems worksheet problem worksheets multiplying fractions. Fractions decimals math 4th grade. Literacy math ideas decompose fractions education. 4th grade fractions decomposing fraction worksheets math worksheet. Question fraction review topics comparing fractions adding tenths equivalent. | <urn:uuid:b176fe44-d95f-4444-a996-29c3b150b65f> | {
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Joslin Liana September 21, 2020 English Worksheets
Read as many English books, magazines and newspapers as you can. Although it is said that reading might not appeared to be an effective grammar-learning activity, the truth is that the more you read, the more you are able to observe sentences that are grammatically correct. When reading books, you should focus on how the passages and sentences are constructed. You should look out for the grammar rules used for that particular sentence that you are not sure. You then need to remember, mark them and think about why it is used the way it is. You may need to refer to a good grammar reference book or dictionary to confirm its grammar usage. This will eventually help your grammar in a long run when you realized the patterns of the sentences encountered as you read.
Another website stated that it had thousands of e-worksheets available for the use of parents. Again, these learning aids ran the gamut of courses. There are worksheets for spelling, English, history, writing, music, and a variety of other courses, including geography. Some are available in hard copy and there are also many available over the Internet and as part of software. Surprisingly, many schools provide free worksheets to parents who purchase textbooks from the school.
Design materials that can be printed on both sides of the photocopy. Italian public schools aren’t generous with their paper stock. If you absolutely have to use photocopied materials, make use of both sides of the paper. The worksheet should not be too dark or ink-heavy on one side or it will compromise legibility on the opposite side.
1st grade worksheets are used for helping kids learning in the first grade in primary schools. These worksheets are offered by many charitable & commercial organizations through their internet portals. The worksheets provide study materials to kids in a funky & innovative way, to magnetize them towards learning. These worksheets are provided for all subjects present in a 1st grade school curriculum covering English, math, science & many others. Worksheets are also provided for developing & nurturing the thinking skills of a student too in the form of crossword puzzle & thinking skill worksheets. Moreover, many 1st grade worksheet providers as well provide time counting & calendar worksheets as well to test the IQ of the kids.
Homeschool worksheets are vital adjuncts to effective teaching. They allow students to test their knowledge and offer a practical edge to learning. In addition, when used properly, worksheets provide immediate feedback to students and evaluation of a child’s progress to parents. Worksheets also free up the time of parents who are teaching multiple children so the parent can give each student individual attention.
The second way free Spanish worksheets can help you is by teaching you the alphabet. But isn’t that one of the first things you learn when you’re picking up a new language? Yes and no. Some people learn the alphabet of a new language very quickly, others do not. It never hurts to increase your knowledge of the Spanish alphabet. And these free worksheets are usually loaded with lessons to improve your knowledge of the ABC’s in Spanish.
Tag Cloudprepositions exercises with answers pdf tricky logic puzzles fun math for 1st graders missing addend worksheets math ability harcourt math workbook grade 1 the meaning of arithmetic difference between mathematics and arithmetic algebra games grade 8 basic math skills assessment test direct and indirect speech exercises with answers pdf past tenses exercises pdf standard graph paper square size cool mathletics algebra worksheets grade 9 good math websites for 4th graders one step word problems 2nd grade sonic games practice book grade 6 answers new kind of math cool math cool math cool math cool math tutor for home tuition kindergarten math | <urn:uuid:db345112-0d91-4680-820d-dcc4ebcae9cd> | {
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Storytelling is the interactive art of using words and actions to reveal the elements and images of a story while encouraging the listener’s imagination. — Definition by the National Storytelling Network
Most novelists and movie directors rely upon 5 key elements to ensure a consistent story, allow the action to develop and let the audience emotionally engage: character, setting, plot, theme, and style.
And, though “telling a story” is often associated with delivering fictive content, the same components can be explored by business presenters too.
- The character is the individual (or several of them) that the story is about. The answer to the “who?” question. Many narratives introduce protagonists and antagonists — respectively the main characters of the story and their opposites. Note that a protagonist does not necessarily represents the “good guy”, though it’s always the one with whom the reader can identify himself or herself.
Depending on the topic of your business presentation, the protagonist may be you, your company or even your product, while the antagonist may e.g. be a competitor, a demanding customer or even an unfavorable market condition.
- The setting is the “where? and when?” of a story. It is the time and place during which a story takes place. This can be in the past, the present or the future, and in an imaginary or a real-life location.
Introducing a setting with which your business partners or customers are familiar, e.g. a specific technology configuration or a market segment, can help them to better visualize the story and feel connected to the plot. As such, customer testimonials and case studies may be good means for setting the scene for your presentation.
- The plot defines the structure of a book, movie or talk. The sequence of events and (inter)actions that make up your storyline. Many good plots are centered around a conflict or a problem (the “what?”), the ways in which the characters attempt to resolve the problem (the “how?”), the actual implementation of the solution (a.k.a. the climax), and what happens with them when the conflict is no longer existing (“they all lived happily ever after”.)
As mentioned above, characters do not necessarily have to be human. So, explaining how your products or services have been applied to solve a specific customer problem may prove an excellent plot for a business presentation.
- The theme is the main idea, the central message, the answer to the “why?” question(s). It’s what the writer, the director, or the presenter wants his audience to learn from the story.
It’s the umbrella statement of the message house you’ve prepared, that will translate into the conclusion and/or the call for action at the end of your discourse.
- And finally, there’s a style element in each presentation you deliver. “How?” do you want to get your message through? How will you tap your audience’s imagination? What will be the tone of your words? What mood or atmosphere do you want to create with them? Is the evidence you provide factual or anecdotal?
A few related articles (though most posts on this blog touch upon this topic):
- Tell them fairy tales (by me)
- Denning’s patterns (by me)
- Fear, uncertainty and doubt (by me)
- Master of the house (by me)
- The comic toolbox (by me)
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CODING-DECODING is an vital part of Logical reasoning section in all Entrance tests and competitive exams wherein aptitude is included. Coding is a method of transmitting a message between the sender and the receiver in a particular code or pattern based on some set of rules so that no third person can understand it. While Decoding is a process used to decode or decrypt the pattern into its original form from the given codes.
Formulas For Coding Decoding
Coding involves representing English alphabets with other symbols so as to hide the correct meaning.
Coding has two main type of questions. i. e. Letter Coding and Word Coding
Letter Coding: In Letter coding, an English word and its corresponding code are given. While there is a one-to-one relationship between the given letters, the kind of relationship is certainly not fixed.
? Letter Movement
? Direct Coding
? Reverse Coding
Practice Questions For Coding-Decoding
Q1) In a certain code, COMPUTER is written as RFUVQNPC. How is MEDICINE written in the same code?
Q2) In a certain code 'MISSIONS' is written as 'MSIISNOS'. How is 'ONLINE' written in that code?
Q3) If in a certain language, MADRAS is coded as NBESBT, how is BOMBAY coded in that code?
Q4) If PAINT is coded as 74128 and EXCEL IS CODED AS 93596 then how would you encode ACCEPT?
Q5) In a certain code ‘PURPOSE’ is written as ‘UPPRSOE’. How would ‘WATER’ be written in that code?
Q6) In a certain code ‘EASIER’ is written as TGKUCG. How is CUTTER written in that code?
Q7) In a certain code ‘DAYLONG’ is written as ZBEKHOP. How is CORDIALwritten in that code?
Q8) In a certain code ‘CORNER’ is written as GSVRIV. How is CENTRAL in that code?
Q9) In a certain code ‘PULSE’ is written as DRKTO add 'NEW' is written as VDM. How is PROBES be written in that code language?
Q10) If ACTION is coded a ZXGRLM, then HEALTH will be coded in the same way as: | <urn:uuid:4b8d60f2-92b7-4e70-89a9-25fb1f4bfb36> | {
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- Slip-stitch knitting
Slip-stitch knitting is a family of knitting techniques that use slip stitches to make multiple fabrics simultaneously, to make extra-long stitches, and/or to carry over colors from an earlier row.
In the basic slip stitch, the stitch is passed from the left needle to the right needle without being knitted. The yarn may be passed invisibly behind the slipped stitch (wyib="with yarn in back") or in front of the slipped stitch (wyif="with yarn in front"), where it produces a small horizontal "bar". The wyif slipped stitch is less common, although several knitting patterns use it to produce a visual effect like woven cloth. Alternatively, the yarn can be "tucked", i.e., made into a yarn-over that is knitted together with the slipped stitch on the next row; like the simpler wyib, this is invisible.
If knitted on the next row, the wyib slipped stitch is twice as tall as its neighboring stitches. A vertical column of such "double-height" stitches is a nice accent, e.g., on a scarf or in a sweater, particularly in a contrasting color.
Double knitting with slip stitches
Slip stitches may be used for an easier method of double knitting that requires only one yarn be handled at one time. As a concrete example, consider a two-color pattern with a multiple of four stitches (labeled ABCD) being knit on double-pointed circular needles. On the first row, using color 1, stitch A is knitted, stitch B is purled, stitch C is slipped wyib and stitch D is slipped wyif. The knitter then slides the stitches back to the beginning (recall that the needles are double-pointed). Then, using color 2, stitch A is slipped wyib, stitch B is slipped wyif, stitch C is knitted and stitch D is purled. The knitter then turns the work and repeats indefinitely. The knitted and slipped wyib stitches come forward, whereas the purled and wyif stitches recede, resulting in a (very warm!) double-knit scarf alternating in the two colors with beautiful drape. The knit and purl stitches produce the front and back fabrics, respectively, of the double-knitted fabric while the slipped stitches allow for the alternation of color.
An even simpler slip-stitch pattern generates two fabrics at once on the same needle. Consider the pattern: * knit 1, slip 1 wyif *. At the end of the row, turn the work. Then knit the stitches that were slipped and slip (again wyif) the stitches that were knitted. In the end, one should obtain a "pocket" that can be opened (be sure to use wyif slip-stitches during binding off as well!) The wyif slip stitch prevents the yarn from crossing over to the back fabric, so that only the front fabric is knitted in any row. This is probably the secret technique of Anna Makarovna from Leo Tolstoy's War and Peace, who always knit two socks simultaneously
- When the pair was finished, she made a solemn ceremony of pulling one stocking out of the other in the presence of the children.
Mosaic knitting uses two colors (usually both held at one side), but only one yarn is handled at one time. Let the first and second yarns be called "black" and "white" for specificity, although any two colors may be used. The knitter casts on an entirely white row. The knitter then introduces the black yarn and knits two rows, across and back. If a white stitch is desired at a given position, the stitch (from the white row below) is slipped wyib; by contrast, if a black stitch is desired, the stitch is knitted using the black yarn. The second (return) row repeats the slip/knit choices of the first row, effectively giving double height. (Note that, on the return row, the stitches are slipped wyif, since the fabric is being knitted from the wrong side.) The knitter then takes up the white yarn and knits two rows, across and back. Now if a white stitch is desired at a given position, the stitch is knitted with the white yarn; by contrast, if a black stitch is desired, the stitch is slipped from the row below (if it is black). If a black stitch is needed in a white-yarn row and the stitch of the previous row was white (i.e., slipped), the pattern is impossible for mosaic knitting. Therefore, any black or white vertical stripe must begin and end with the corresponding yarn, which implies that the number of knitted rows in any vertical stripe must be 2 times an odd number, i.e., 2x1=2, 2x3=6, 2x5=10, etc. However, this constraint on possible patterns can be well-hidden if the pattern is large enough.
Mosaic knitting can produce many beautiful patterns, particularly geometrical or Grecian designs. Historically, mosaic patterns are rather rectilinear, being composed mainly of thin horizontal and vertical stripes that meet at right angles. However, mosaic knitting has limitations relative to other techniques for producing color patterns in knitting such as Fair-isle knitting. Depending on the pattern, a mosaic-knit fabric may be stiff and tense, due to the many slipped stitches; such fabrics may be better for coats and jackets, which do not require as much drape. The tension in the fabric may also distort the rectilinear lines into curves. These problems may be overcome by judiciously elongating the stitches. Some color patterns may be impossible for mosaic knitting, if they require too many slipped stitches or if the colors do not line up conveniently (as described above). Blocks of solid colors can be done in mosaic knitting, but require many slipped stitches in a row; hence, blocks of solid colors are usually broken up with stippling, i.e., with regularly spaces spots of the opposing color. On the other hand, mosaic knitting is significantly lighter than Fair-isle knitting, which is nearly twice as thick and bulky. Long horizontal bars of the same color are also more convenient in mosaic knitting than they are in Fair-isle knitting (where such bars require that the other colors be held at the back for long runs).
A simple extension of mosaic knitting is to use multiple colors, rather than just two, although the limitations on the pattern become even more severe. Another variant is to hold the yarns on opposite edges (or to knit circularly), which allows the knitter to knit only one row per color.
- Bartlett, Roxana. (1998) Slip-Stitch Knitting: Color Pattern the Easy Way, Interweave Press. ISBN 1-883010-32-2
- Hiatt, June Hemmons (1988) The Principles of Knitting, Simon and Schuster, pp. 24-28, 234, 263-264. ISBN 0-671-55233-3
- Walker Barbara G. (1968) A Treasury of Knitting Patterns, Chas. Scribner's Sons; reprint edition (1998), Schoolhouse Press. ISBN 0-942018-16-8
- Walker, Barbara G. (1970) A Second Treasury of Knitting Patterns, Chas. Scribner's Sons; reprint edition (1998) Schoolhouse Press. ISBN 0-942018-17-6
- Walker, Barbara G. (1972) Charted Knitting Patterns: A Third Treasury of Knitting Patterns, Chas. Scribner's Sons; reprint edition (1998) Schoolhouse Press. ISBN 0-942018-18-4
- Walker, Barbara G. (1973) Sampler Knitting, Chas. Scribner's Sons; reprint and expanded edition (2000) A Fourth Treasury of Knitting Patterns Schoolhouse Press. ISBN 0-942018-20-6
- Walker, Barbara G. (1976) Mosaic knitting, Scribner's Sons; reprint and expanded edition (2006), Schoolhouse Press. ISBN 0-942018-15-X.
Knitting Tools and materials Yarn styles Yarn brands Styles Stitches TechniquesBasketweave · Bead knitting · Bias knitting · Binding off · Bobble · Brioche knitting · Buttonhole · Cables · Casting on · Double knitting · Drop-stitch knitting · Entrelac · Faggoting · Finger knitting · Gather · Grafting · Hemming · Lace · Medallion knitting · Picking up stitches · Pleat · Ribbing · Shadow knitting · Short row · Slip-stitch knitting · Spool knitting · Three needle bindoff · Tuck · Uneven knitting · Weaving · Welting Patterns Machine knitting Knitters and
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См. также в других словарях:
slip stitch — noun a loose stitch catching only a thread or two of fabric; designed to be invisible from the right side • Hypernyms: ↑sewing stitch, ↑embroidery stitch * * * noun Etymology: slip (I) 1. : a concealed stitch for sewing folded edges (as hems,… … Useful english dictionary
slip stitch — noun 1》 (in sewing) a loose stitch joining layers of fabric and not visible externally. 2》 Knitting a type of stitch in which the stitches are moved from one needle to the other without being knitted. verb (slip stitch) sew or knit with slip… … English new terms dictionary
slip stitch — noun Date: circa 1882 1. a concealed stitch for sewing folded edges (as hems) made by alternately running the needle inside the fold and picking up a thread or two from the body of the article 2. an unworked stitch; especially a knitting stitch… … New Collegiate Dictionary
slip-stitch — /ˈslɪp stɪtʃ / (say slip stich) noun 1. one of a series of stitches used for dress hems, etc., in which only a few threads of material are caught up from the outer material, and the stitches which hold it are invisible from the outside. 2. a… … Australian English dictionary
Dip stitch (knitting) — In knitting, a dip stitch is made by knitting into a stitch (or even the space between stitches) of an earlier row. The most common type of dip stitch is to knit into the row below, which may be used for visual effect or to increase the number of … Wikipedia
Drop-stitch knitting — is a knitting technique for producing open, vertical stripes in a garment. The basic idea is to knit a solid fabric, then (deliberately) drop one or more stitches (i.e., draw a loop out from the loop below it, and so on repeatedly), producing a… … Wikipedia
Knitting — Knit redirects here. See also KNIT and Knitted fabric. Knitting is a method by which thread or yarn may be turned into cloth. Knitting consists of loops called stitches pulled through each other. The active stitches are held on a needle until… … Wikipedia
Knitting needle — Bamboo knitting needles A … Wikipedia
Knitting abbreviations — are often used for brevity in describing knitting patterns.Knitting abbreviations can be grouped by what they describe:* side of work :RS and WS signify the right side and wrong side of the work.* type of stitch :k means a knit stitch and p means … Wikipedia
Knitting machine — The knitting machine, sometimes called knitting frame, knitting loom,or hand knitting machine, is used to produce knit fabrics on a fixedbed of hooked needles. Knitting machines can be hand powered or motor assisted.Pattern stitches can be… … Wikipedia | <urn:uuid:30e52fad-3df1-41e7-84e9-d49d8ccd3559> | {
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The word anemia typically makes people think of iron. However, there are actually over 400 kinds of anemia. Anemia is a condition characterized by a lack of healthy red blood cells. Because red blood cells transport iron to your body’s tissues, anemia will often lead to fatigue. The most common types of anemia related to dietary deficiencies are:
Iron deficiency – over time, inadequate iron intake will hamper the body’s production of hemoglobin, a protein in red blood cells that carries oxygen. Iron deficiency can result from inadequate dietary intake (especially in vegetarians, children and teenagers), increased demand for iron (pregnancy and breastfeeding), heavy menstrual periods and digestive diseases such as Crohn’s and ulcerative colitis.
B-12 or folate (folic acid) deficiency – both of these vitamins play an important role in the production of red blood cells. Folate is found in food and folic acid is the syntheic form of this vitamin. Megaloblastic anemia is due to a deficiency in vitamin B12 or folate or both. Pernicious anemia results from inadequate B12 absorption.
Vitamin E deficiency – hemolytic anemia, from a vitamin E deficiency, is rare but can occur in newborns and people who have problems absorbing fat. | <urn:uuid:c5051c70-c12f-4c69-8b33-4d70598514e6> | {
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11th October 2021
Word Choice: Complacent vs. Complaisant
The words “complacent” and “complaisant” are homophones: words that sound similar but have different meanings. To ensure you use them both correctly in your writing, check out our guide on what they mean below.
Complacent (Being Overly Self-Satisfied)
“Complacent” is an adjective that refers to being so self-satisfied or confident that you are unaware of potential dangers or deficiencies. For example:
She had been warned there were snakes in the long grass, but she became complacent after a few days and decided to wear sandals rather than boots.
Undeserved praise from her boss made her complacent.
The noun form of this word, meanwhile, is “complacency.”
Complaisant (Being Willing to Please)
“Complaisant” is an adjective meaning “willing to please others or oblige”:
People often took advantage of her complaisant nature.
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The complaisant child always gave his snacks away to his classmates.
This word is much rarer than “complacent” in modern English, though.
Summary: Complacent or Complaisant?
Although these adjectives sound similar, they have different meanings:
- Complacent refers to being so self-satisfied that you’re blind to risk or danger.
- Complaisant refers to being willing to please others.
“Complacent” is by far the more common of these terms, so it’s likely that you’ll need this spelling more often than “complaisant.” However, if you struggle to tell these spellings apart, remember that if a person is “complacent,” they believe that they are guaranteed to “ace” something, and both of these words are spelled with a “c.”
If you can remember this, you will know to use “complaisant,” spelled with an “s,” in other instances. Hopefully, this will help you to avoid mixing these words up in your writing. And if you’d like more advice on your spelling or word choice, try our proofreading service by uploading a trial document for free today!
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Updated 14 January 2016
What is Ebola virus disease?
Ebola is a severe disease, often fatal, caused by the Ebola virus.
It is transmitted through direct contact with blood or other bodily fluids (e.g. saliva, urine, vomit, semen) from infected people, dead or alive.
Symptoms usually appear between two days and 21 days following exposure to the virus. The disease may start suddenly with fever, fatigue, loss of appetite, vomiting, diarrhoea, abdominal pain, headache and muscle aches, or other non-specific symptoms. In a later stage, some patients may have profuse internal and external bleeding and multi-organ failure.
There is no licensed vaccine or validated treatment for the disease.
Risk of infection with Ebola virus and how to avoid it
Even if you are living in, or have travelled to, areas with community transmission, the risk of infection with Ebola virus is low, unless you have been directly exposed to the bodily fluids of dead or living infected persons or animals. Contact with bodily fluids includes unprotected sexual contact with patients up to three months after they have recovered.
Casual contact in public places with people that do not appear to be sick does not transmit Ebola. You cannot contract Ebola virus by handling money, groceries, or swimming in a pool. Mosquitoes do not transmit the Ebola virus. And Ebola virus does not transmit through the air as influenza does.
Ebola virus is easily killed by soap, bleach, sunlight, and high temperatures or drying. Machine-washing clothes that have been contaminated with fluids will destroy Ebola virus. Ebola virus survives only a short time on surfaces that are in the sun or have dried. It can survive for a longer time on clothes or materials which have been stained with blood or other bodily fluids.
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Baby talk opens door on brain processes
The speed with which very young children learn languages fades very quickly if not used, according to a new research.
Researchers at the University of Washington's Institute for Learning & Brain Sciences wanted to see if they could improve bilingualism in adults by learning how babies do it and publish their research in the Journal of Phonetics.
Babies are naturally attuned to learning languages, but they quickly shut out sounds they don't need to concentrate on their mother tongue. But bilingual babies have a more open mind for longer the study found.
"But almost nothing is known about how bilingual babies do this for two languages. Knowing how experience sculpts the brain will tell us something that goes way beyond language development," said Patricia Kuhl, co-author of the study and co-director of the UW's Institute for Learning & Brain Sciences.
The study wired up babies from single language households and bilingual youngsters to electrode-studded caps connected to an EEG to measure brain activity.
The two languages were English and Spanish and the babies were played recordings of sounds from these languages.
The study found that at 6-9 months of age monolingual babies could detect both languages, but by the 10-12 months, this ability had disappeared.
Bilingual babies did not distinguish between the two languages at 6-9 months, but by the time they were 10-12 months old they could detect both.
Adrian Garcia-Sierra, lead author and a postdoctoral researcher at UW's Institute for Learning & Brain Sciences: "When the brain is exposed to two languages rather than only one, the most adaptive response is to stay open longer before showing the perceptual narrowing that monolingual infants typically show at the end of the first year of life."
Follow up research found that this early indicator of language ability stood the test of time, with the bilingual babies who showed the strongest responses to those early tests went on to have the largest vocabularies.
"Learning a second language is like learning a sport," said Garcia-Sierra, who is raising his two young children as bilingual. "The more you play the better you get."
Related Video: Patricia Kuhl: The linguistic genius of babies
Top Image Caption: One of the babies in the experiment wearing an EEG cap that measures brain activity. Credit: © University of Texas at San Antonio | <urn:uuid:70808358-4fba-443a-8be8-8684215243d0> | {
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Which Vision Of Farming Is Better For The Planet?
Farmers face a growing dilemma. Specifically, a food-growing dilemma.
How do you feed an increasing number of people without harming the environment?
As it turns out, growing as much food as possible in a small area may be our best bet for sustainably feeding the world's population, according to new research.
It all comes down to how we manage greenhouse gases and climate change.
People often associate greenhouse emissions with burning fossil fuels, but farming makes a lot of them, too. That's because farms usually replace natural vegetation, like trees, which store carbon.
Farmers who wish to minimize their carbon footprint have traditionally held two philosophies, says David Williams, the lead author of a paper published last week in the journal Current Biology.
The first philosophy, known as "land-sharing," involves maximizing the amount of carbon stored on farmland. "This can mean things like planting trees in a field, or maintaining little patches of non-crop habitat on your farm," explains Williams.
But land-sharing has a cost.
"You almost certainly lower your agricultural yields," says Williams. "That means you won't be able to produce the same amount of food per unit area."
So, if each piece of land produces less food, more pieces of land will have to be farmed to maintain the same level of production.
The other philosophy for agricultural carbon mitigation called "land sparing" maximizes the per-acre yield without worrying about carbon storage.
Since yields are higher, less land is needed to produce the same amount of food. This means that uncultivated land can then be preserved as natural habitat.
Williams and his team wanted to know which strategy was best for storing carbon. To answer this question, they measured the amount of carbon stored in farms and natural areas from three agricultural regions in Mexico, Ghana, and Poland.
Then, the scientists used data from the farmers and the governments to estimate how much food was being grown on each farm. Williams could then extrapolate the data to determine whether "land-sharing" or "land-sparing" resulted in more carbon storage at a defined level of food production.
The results were clear.
"We found that the least damaging strategy was the land-sparing strategy," says Williams.
As it turns out, natural habitats store a lot of carbon, way more than the farms. Low-yield farms in the land-sharing strategy stored a bit more carbon than high-yield farms from the land-sparing strategy, but not enough to make up for the fact that they needed to cover more land to produce the same amount of food. The large amounts of natural land that could be preserved under the land-sparing strategy was best for maximizing carbon storage.
In other words, sacrificing a small area to food production, and leaving the rest to nature, was the most climate-friendly strategy.
But before farmers jump on the high-intensity bandwagon, Williams has a few words of caution.
First, the land-sparing strategy only works if high yields mean that other land remains undeveloped. Unless farmers are financially incentivized to preserve natural habitat, this isn't likely to happen.
Secondly, the study does not account for carbon emissions from agricultural machinery and chemicals.
"If you use loads and loads of tractors, and loads and loads of nitrogen fertilizers, it's possible that those emissions might outweigh the carbon storage benefits," Williams says.
Matt Distler is an ecologist with , which sits on a 243-acre mosaic of organic farmland, wetland, and forest east of Seattle. Distler's job is to balance food production against environmental concerns.
For Distler, the results are interesting, but they might not change the way they do things at Oxbow. That's because their decisions are based on a lot of different environmental considerations, and carbon storage is only one of them.
"Certainly, the question of carbon is in the back of our minds," says Distler. "But we're focused a bit more on the conservation of biodiversity."
Williams understands that conservation has many components, but is quick to cite previous research indicating that land-sparing is also beneficial for wildlife biodiversity.
Phil Robertson, professor of ecosystem science at Michigan State University, says that the real audience of the paper isn't necessarily the farmers.
"This information is going to be used by policymakers as they incentivize farmers and landowners to store carbon," Robertson says. "If the market doesn't reward them [farmers] for storing carbon, they're not likely to store carbon."
Williams' study provides guidance on how more food can be grown while minimizing environmental harm. Whether the results become incorporated into policy, however, remains to be seen.
Copyright 2020 NPR. To see more, visit https://www.npr.org. | <urn:uuid:d5796244-1563-4e3d-b7d3-825e69552b5d> | {
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Inexpensive "Nanoglue" Can Bond Nearly Anything Together
Inexpensive "Nanoglue" Can Bond Nearly Anything Together
Troy, N.Y. — Researchers at Rensselaer Polytechnic Institute have developed a new method to bond materials that don’t normally stick together. The team’s adhesive, which is based on self-assembling nanoscale chains, could impact everything from next-generation computer chip manufacturing to energy production.
Less than a nanometer — or one billionth of a meter — thick, the nanoglue is inexpensive to make and can withstand temperatures far higher than what was previously envisioned. In fact, the adhesive’s molecular bonds strengthen when exposed to heat.
The glue material is already commercially available, but the research team’s method of treating the glue to dramatically enhance its “stickiness” and heat resistance is completely new. The project, led by Rensselaer materials science and engineering professor Ganapathiraman Ramanath, is featured in the May 17 issue of the journal Nature.
Like many key scientific discoveries, Ramanath and his team happened upon the novel, heat-hardened nanoglue by accident.
For years Ramanath has investigated ways of assembling layers of molecular chains between two different materials to enhance the structural integrity, efficiency, and reliability of semiconductor devices in computer chips. His team has shown that molecular chains with a carbon backbone — ending with appropriate elements such as silicon, oxygen, or sulfur — can improve adhesion and prevent heat-triggered mixing of atoms of the adjoining substances. Recently, Ramanath’s group and other researchers have found these nanolayers to be useful for creating adhesives, lubricants, and protective surface coatings.
The nanolayers, however, are extremely susceptible to heat and begin to degrade or simply detach from a surface when exposed to temperatures above 400 degrees Celsius. This severe limitation has precluded more widespread use of the nanolayers.
Ramanath’s team decided to sandwich a nanolayer between a thin film of copper and silica, thinking the extra support would help strengthen the nanolayer’s bonds and boost its adhesive properties. It proved to be an insightful venture, and the research team found more than it bargained for.
When exposed to heat, the middle layer of the “nanosandwich” did not break down or fall off – as it had nowhere to go. But that was not the only good news. The nanolayer’s bonds grew stronger and more adhesive when exposed to temperatures above 400 degrees Celsius. Constrained between the copper and silica, the nanolayer’s molecules hooked onto an adjoining surface with unexpectedly strong chemical bonds.
“The higher you heat it, the stronger the bonds are,” Ramanath said. “When we first started out, I had not imagined the molecules behaving this way.”
To make sure it wasn’t a fluke, his team recreated the test more than 50 times over the past two years. The results have been consistent, and show heating up the sandwiched nanolayer increases its interface toughness — or “stickiness” — by five to seven times. Similar toughness has been demonstrated using micrometer-thick layers, but never before with a nanometer-thick layer. A nanometer is 1,000 times smaller than a micrometer.
Because of their small size, these enhanced nanolayers will likely be useful as adhesives in a wide assortment of micro- and nanoelectronic devices where thicker adhesive layers just won’t fit.
Another unprecedented aspect of Ramanath’s discovery is that the sandwiched nanolayers continue to strengthen up to temperatures as high as 700 degrees Celsius. The ability of these adhesive nanolayers to withstand and grow stronger with heat could have novel industrial uses, such as holding paint on hot surfaces like the inside of a jet engine or a huge power plant turbine.
Along with nanoscale and high heat situations, Ramanath is confident the new nanoglue will have other unforeseen uses.
“This could be a versatile and inexpensive solution to connect any two materials that don’t bond well with each other,” Ramanath said. “Although the concept is not intuitive at first, it is simple, and could be implemented for a wide variety of potential commercial applications.
“The molecular glue is inexpensive — 100 grams cost about $35 — and already commercially available, which makes our method well-suited to today’s marketplace. Our method can definitely be scaled up to meet the low-cost demands of a large manufacturer,” he said.
Ramanath and his team have filed a disclosure on their findings and are moving forward toward a patent, which will complement the robust portfolio of other intellectual property they hold in this field. The team is also exploring what happens when certain variables of the nanoglue are tweaked, such as making taller nanolayers or sandwiching the layers between substances other than copper and silica.
Along with Ramanath, Rensselaer materials science and engineering graduate students Darshan Gandhi and Amit Singh contributed to the paper. Other co-authors include Rensselaer physics professor Saroj Nayak and graduate student Yu Zhou, IBM researcher Michael Lane at the T.J. Watson Research Center in Yorktown Heights, N.Y., and Ulrike Tisch and Moshe Eizenberg of the Technion-Israel Institute of Technology.
Ramanath’s ongoing research is supported by the National Science Foundation, the U.S.-Israel Binational Science Foundation, the Alexander von Humboldt Foundation, and New York state through the Interconnect Focus Center.
LaVerne Hess, the NSF program official most familiar with Ramanath’s work, applauded the interdisciplinary nature and strong technical relevance of the nanoglue project.
“It’s a good example of basic materials science research motivated by an understanding of engineering needs in the electronics field, and involving fundamental chemistry concepts to create new materials capabilities to enable progress in a field important to U.S. competitiveness,” Hess said.
Contact: Michael Mullaney
Phone: (518) 276-6161
About Rensselaer Polytechnic Institute
Founded in 1824, Rensselaer Polytechnic Institute is America’s first technological research university. Rensselaer encompasses five schools, 32 research centers, more than 145 academic programs, and a dynamic community made up of more than 7,900 students and more than 100,000 living alumni. Rensselaer faculty and alumni include more than 145 National Academy members, six members of the National Inventors Hall of Fame, six National Medal of Technology winners, five National Medal of Science winners, and a Nobel Prize winner in Physics. With nearly 200 years of experience advancing scientific and technological knowledge, Rensselaer remains focused on addressing global challenges with a spirit of ingenuity and collaboration. | <urn:uuid:21dad2c7-e62a-47ed-a51a-48214c3bb992> | {
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What is guerrilla war
The Spanish term guerrilla is the diminutive of guerra ("war") and therefore means "small war". The term "guerrilla" has several meanings: On the one hand, it describes a special form of military tactics, which is characterized by small, independently operating combat units, which mostly act in the rear of the enemy.
The guerrilla fighters are usually numerically inferior to the orderly army of the enemy and therefore avoid direct confrontations. Their aim is not to destroy the opposing troops, but rather to wear them down in order to advance their political concerns as time goes on. Therefore, on the other hand, guerrilla war also stands for a special form of politically motivated, revolutionary or anti-colonial war. The guerrilla fighters do not draw their power from technological superiority, but rather from the support of the local population, who no longer want to endure the status quo under a dictatorship or occupying power. The success of guerrilla fighters depends to a large extent on the support of the people who provide them with food and information.
What distinguishes the guerrilla fighters from conventional soldiers is the lack of identifiability as such: They do not wear uniforms and are constantly on the move to take advantage of their knowledge of the country in a particular region, e.g. B. the jungle or the mountains.
The so-called "Belligerenz", ie the recognition as a warring party, is of great importance for every guerrilla movement. Only if it is recognized as a belligerent party can it achieve its political goals and captured guerrilla fighters can assert their legal status as prisoners of war. In 1979 the UN General Assembly reaffirmed “the right of the peoples to comprehensive resistance against oppression and occupation” (Resolution 34/44), to which guerrilla fighters can also refer in certain cases.
Nonetheless, the military-political opponents of every guerrilla movement work hard to prevent its recognition as a warring party and to discredit the guerrilla fighters linguistically and politically as "terrorists".
The guerrilla movement counteracts its efforts to be recognized as a legitimate party to the conflict, for example by creating political-democratic structures or by presenting its concerns to international organizations such as the UN. Only military equivalence with the opposing army, which only occurs when the weakly armed insurrectionary movement has turned into a revolutionary army with similar hierarchical structures, can ultimately force the opponent to enter into negotiations with the guerrilla fighters. (dp)
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- Is marijuana mentioned in the Bible | <urn:uuid:f8fb2cb4-7e38-4186-9f66-d0d02150d1ee> | {
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You may have heard that blue light exposure can disrupt your sleep. Apparently, it is also harmful to wildlife.
At a downtown university, crowds of wallabies are helping researchers understand how artificial light affects nocturnal marsupials.
Alicia Dimovski, a graduate researcher at La Trobe University, is studying how exposure to light affects tammar wallabies.
In one enclosure, they were exposed to light-emitting diodes (aka LEDs). A second casing had blue shielded LEDs very similar to the “night mode” setting on your phone or laptop. The wallabies in a third enclosure experienced natural darkness.
After 10 weeks, Alicia took blood samples to test the wallabies’ melatonin levels. As it turns out, LEDs have a dark side.
The “hormone of darkness”
Like us, wallabies rely on the hormone melatonin for a good night’s sleep. And the level of melatonin produced in our bodies is regulated by a photosensitive protein in our eyes called melanopsin. When certain wavelengths of light hit melanopsin, it suppresses our production of melatonin. Reduced levels of melatonin in our blood could interfere with our body’s natural sleep-wake cycle.
“Melatonin is known as ‘the hormone of darkness’,” says Alicia.
“This is because melatonin production is suppressed by light and the peak of production occurs during the dark phase.”
Melatonin is also important for the immune system. In mammals, melatonin acts as an antioxidant, capturing free radicals.
Free radicals are unstable atoms created by the body as a byproduct of various normal cellular processes. Despite their potential to damage DNA and other cells, the body copes completely well with low levels of free radicals. However, when we have an infection, the body’s immune response can cause an increase in free radicals. Without melatonin, this increase in free radicals can cause oxidative stress, which increases inflammation.
Not all light activates melanopsin equally. Blue light with a wavelength between 420 and 440 nanometers activates melanopsin better.
In 2009, the Australian government began phasing out incandescent globes for energy-efficient alternatives such as LEDs.
Since then, LEDs have become the leading light source for Australian homes, businesses and street lights. Unfortunately, energy-efficient light bulbs are causing health problems for nocturnal wildlife.
After 10 weeks of exposure to nocturnal LEDs, Alicia’s wallabies had lower melatonin levels.
“White LEDs cause problems because they contain a large amount of blue light, so they are really effective at suppressing melatonin,” says Alicia.
However, the study found that removing blue light from LEDs made a big difference to melatonin levels. In fact, wallabies exposed to amber LED light had melatonin levels on par with wallabies experiencing natural darkness.
Sleepless in the suburbs
Beyond melatonin, for wallabies, the change in light level during the four seasons is a timer for life processes such as reproduction.
“Animals that breed at a certain time of year, such as tammar wallabies, rely on this biological clock to ensure births occur when there is enough food to raise their young,” says Alicia.
“Many Australian mammals have been shown to reduce their activity even under the full moon due to an increased risk of predation. So even very low levels of light pollution can disturb our wildlife.”
The WA Department of Biodiversity, Conservation, and Attractions has guidelines for companies to reduce light pollution. However, they are not regulated or enforced. Compliance with the guidelines is completely voluntary.
“The DBCA promotes guidance through education with industry and government agencies to ensure best practice lighting design and reduce the potential impact of artificial light on wildlife,” says a spokesperson for the DBCA.
So, if you are looking for the best possible nocturnal wildlife friend near your home, consider purchasing blue wavelength filters for your LEDs and placing them closer to the ground. They will love it!
Light pollution can suppress melatonin production in humans and animals
This article first appeared on Particle, a science news website based in Scitech, Perth, Australia. Read the original article.
Citation: The Dark Side of LEDs: Blue Light Suppression of Melatonin (2022, September 9) Retrieved September 10, 2022 from https://phys.org/news/2022-09-dark-side-suppression-melatonin-blue.html
This document is subject to copyright. Outside of any commercial fairness for private study or research purposes, no part may be reproduced without written permission. The content is provided for informational purposes only.
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NASA Asks Students for Help in Protecting Future Space Explorers From Radiation
NASA and Lockheed Martin, the space agency’s aerospace company partner in the development of the Orion crew vehicle, asked students in kindergarten through high school on Monday to assist them in the development of critical radiation shielding for the four person spacecraft that will one day start human explorers on missions to asteroids, Mars and other deep space destinations.
The “Exploration Design Challenge” partners are hopeful the experience will serve as an inspiration to students to pursue studies in science, technology, engineering and mathematics and careers in high tech that will strengthen the nation’s economy.
Student assistance will play a role quickly: the 2014 space test flight of an unpiloted Orion capsule launched from Cape Canaveral Air Force Station, Fla., atop a Delta IV Heavy rocket, NASA Administrator Charles Bolden told students and colleagues gathered at NASA’s Johnson Space Center to kick off the Design Challenge.
Under current planning, Orion crews launched on NASA’s new Space Launch System will explore an asteroid by 2025 as a stepping stone toward the exploration of Mars in the mid-2030s. The first launch of astronauts aboard an Orion capsule atop an SLS super rocket is planned for 2021.
“The 2030s — think about it — that’s about you, not me,” said Bolden, looking at a youthful Houston area audience gathered before an engineering mock up of an Orion capsule.
“This will require new technologies including new ways to keep our astronauts safe from deep space radiation. That is the purpose of this challenge, and we are excited that American students will help us to solve that problem,” said Bolden, a former NASA shuttle astronaut.
Bolden and his contemporaries flew their missions in low Earth orbit, where they are shielded from deadly solar and cosmic radiation by the Earth’s magnetic field. That protection disappears once explorers travel deeper into space, like NASA’s lunar bound Apollo astronauts.
As part of the design challenge, students in grades K-4 and 5-8, will analyze different materials that simulate space radiation shielding for Orion and recommend which materials are best at blocking harmful radiation to protect astronauts. Students in grades 9-12 will learn about radiation and human space travel in greater detail.
Using what they have learned, they will be asked to think and act like engineers by designing shielding that protects a sensor on the Orion capsule from space radiation. “Hands on experience fuels your curiosity,” Leland Melvin, NASA’s Associate Administrator for Education told the gathering.
“What we are doing with Orion and the exploration design challenge will help you find that curiosity, solve problems to help our astronauts and maybe even you one day to fly on Orion to Mars,” said Melvin, a two time shuttle astronaut. “So, the work you are doing to create radiation shields to help us go to Mars may be the radiation shield that saves your life one day.”
The national demand for scientists and engineers is growing as more and more U. S. professionals reach retirement age, Marillyn Hewson, Lockheed Martin’s CEO and president, told the Johnson gathering.
“Space exploration has inspired and fascinated young people for generations. The Exploration Design Challenge is a unique way to capture and engage the imagination of tomorrow’s engineers and scientists,” said Hewson. “Innovation is the engine of American progress and STEM education is the fuel that fires that engine.”
Without more young men and women entering the science and engineering professions, U. S. leadership could suffer, she warned.
“We need bright, creative leaders for these fields. We need them to ensure that the innovation engine continues to drive our country’s leadership, national security and economic strength,” said Hewson. | <urn:uuid:cf48c44d-3622-4ad0-9701-0f0eb93ba3d3> | {
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No single federal or tribal criterion establishes a person's identity as an Indian. Tribal membership is determined by the enrollment criteria of the tribe from which Indian blood may be derived, and this varies with each tribe. Generally, if linkage to an identified tribal member is far removed, one would not qualify for membership.
To be eligible for Bureau of Indian Affairs services, an Indian must be a member of a tribe recognized by the federal government, be of one-half or more Indian blood of tribes indigenous to the United States; or must, for some purposes, be of one-fourth or more Indian ancestry. By legislative and administrative decision, the Aleuts, Eskimos and Indians of Alaska are eligible for BIA services. Most of the BIA's services and programs, however, are limited to Indians living on or near Indian reservations.
The Bureau of the Census counts anyone an Indian who declares himself or herself to be an Indian. In 1990 the Census figures showed there were 1,959,234 American Indians and Alaska Natives living in the United States (1,878,285 American Indians, 57,152 Eskimos, and 23,797 Aleuts). This is a 37.9 percent increase over the 1980 recorded total of 1,420,000. The increase is attributed to improved census taking and more self- identification during the 1990 count.
Why are Indians sometimes referred to as Native Americans?
The term, Native American, came into usage in the 1960s to denote the groups served by the Bureau of Indian Affairs: American Indians and Alaska Natives (Indians, Eskimos and Aleuts of Alaska). Later the term also included Native Hawaiians and Pacific Islanders in some federal programs. It, therefore, came into disfavor among some Indian groups. The preferred term is American Indian. The Eskimos and Aleuts in Alaska are two culturally distinct groups and are sensitive about being included under the “Indian” designation. They prefer Alaska Native.
How does one trace Indian ancestry and become a member of a tribe?
The first step in tracing Indian ancestry is basic genealogical research if one does not already have specific family information and documents that identify tribal ties. Some information to obtain is: names of ancestors; dates of birth; marriages and death; places where they lived; brothers and sisters, if any; and, most importantly, tribal affiliations. Among family documents to check are Bibles, wills, and other such papers. The next step is to determine whether one's ancestors are on an official tribal roll or census by contacting the tribe. | <urn:uuid:da5442f8-0253-4cd3-b24e-d7fc5bc77abb> | {
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The class with Sr. Anne was about the Tisha be Ab. Tisha be Av is a memory of the destruction of the First and Second Temple. According to the tradition, on the Ninth of Av, it was already decreed upon our ancestors that they would not be allowed to enter the Land of Israel. Therefore, it is a commandment to mourn on Jerusalem starting with three weeks from the 17th of Tammuz. We can read the destruction of the First Temple in 2 King 25 and Jeremiah 52: 12-27.
Looking at the provided texts and commentaries by Sr. Anne, there are some reason why the Jewish people have to mourn. The First Temple was destroyed for three sins of Israel: idolatry immorality and bloodshed. On the other hand, when the Second Temple was destroyed, Israel was already occupied with studying the Torah and practicing the commandment and good deeds. So, why in spite of that the temple was destroyed? Because there was hate without motivation and nobody challenged anybody. Some people say, the evil tongue also caused the destruction of the Second Temple (Talmud Yoma 9b). the tradition says also that the Lord wept when the Temple was destroyed, as in Lamentation Rabba proem &24, says: “Woe to me, what have I done! I cause my Shekinah to dwell below for Israel’s sake and now that they have sinned I have returned to my original place”. But Tanhuma and Exode Rabba on Ex: 3:1 says that Shekinah never leave the Western wall of the Temple – “he stands behind our wall” (Song of Song 2:9).
We could say the Lord wept on Jerusalem and it must be the duty of the Jewish to weep on Jerusalem as it is said in Isaiah 66:10 – “Rejoice with Jerusalem and be glad for her, all you who love her; rejoice greatly with her, all you who mourn over her”. As what the Rabbis have said: “everyone who mourns for Jerusalem merits to share in her joy, and anyone who does not mourn for her will not share in her joy”. Sr. Anne conclude the discussion by sharing our reflection and insights from the class. Then she left us with the reflection looking at this Jewish memory in relation to Jesus – when he wept for Jerusalem – in his deep compassion for the suffering of the world and its sinfulness. His weeping is necessary to water and let grow the seed of joy of the redemption, the fruit of his death and resurrection and restore the fullness of the presence of God (Shekinah) in the world.
Maria NDS, Novice
Congregational Novitiate Ein Karem, Jerusalem | <urn:uuid:64e91897-d002-48b9-8e2e-db831f9e89db> | {
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Governmental corruption saw much improvement in regulation and law enforcement during the Progressive Era for women’s rights in politics. At the beginning of the twentieth century, the movement sought to refine female welfare and injustice within America. Progressives sought two main goals regraded politics: to use the state and control power and trusts, and to improve individual conditions of life and labor (Kennedy, Cohen, Bailey, pg 708). After the Civil War, colleges for ambitious and goal-oriented young women rose around various locations in the country. An improved school system created a generation of college-educated protestors who were aggressive in their beliefs and protested even more passionately.
Before the women’s rights movement gained momentum, women were treated unfairly, so they united together to fight for their rights. During the nineteenth century, women lacked many basic, human rights and were often belittled by men because it was believed they could not be as superior as them. Women were discriminated in law, religion, education, politics, and professions (Finkelman 405). Unfortunately, there is a lengthy list of rights women didn’t obtain. Once the reform movement began, however, abolitionist women realized their rights could be compared to those of slaves, and a few bold women decided to do something about the inequality of men and women (Finkelman 405).
Their efforts in the 1840’s eventually lead to the 19th amendment (which gave women the right to vote) being passed in 1920. The key leaders of the Women's Reform Movement of the 1840’s were
1920’s Fashion brought a new freely , modern lifestyle , which resulted in women abandoning the restricted fashions of previous years . The fashion of the 1920’s has tremendously changed the outlook of how women wanted to be perceived . This important decade has greatly influenced our fashion today.
Thousands of women have screamed at the top of their lungs, clawed at the patriarchy, and tirelessly fought for their rights as citizens of the United States of America. From the beginning of mankind, women have been labeled as inferior to men not only physically, but mentally and intellectually as well. Only in 1920 did women gain the right to voice their opinions in government elections with a vote, while wealthy white men received the expected right since the creation of the United States. A pioneer in women’s suffrage, Susan B. Anthony publicly spoke out against this hypocrisy in a time when women were only seen as child bearers and household keepers. Using the United State’s very own Constitution and Declaration as ammunition, Anthony wrote countless speeches and called for the right to vote in a country that boasted equality and freedom for all, yet women were not included.
Considering all of this, it can be seen that the creation of W.S.P.U. and the emergence of the suffragette movement promoted the idea rebel women, in a society which had fix ideals about women and their role within society. The struggle for women’s suffrage was not easy to pull off and the achievement of the vote took several years. The very first achievement in terms of the vote for women came in at 1918 when women over the age of 30 were allowed to vote, but the fully to vote women came in the year 1928 in the United
The bad word “đĩ” (prostitute) is only used for woman, when referring to man, it has to be specified “đĩ đực” as people usually assume this terrible job to be for women. Some utterances like “đàn bà ấy mà!” (women are always like that), “toan tính đàn bà” (woman’s cunning), “mưu kế đàn bà” (woman’s craftiness), “công việc của đàn bà” (woman’s job) , “sở thích đàn bà” (woman’s hobby), “mồm đàn bà” (woman’s mouth), “bụng đàn bà” (woman’s stomach) are long-standing prejudices against females. In Eastern country like Vietnam, the notion of valuing male above female is reflected by exclusive words imposed on women’s role. We have “tiết phụ” or “quả phụ/ qoá phụ” (widow), “trinh nữ” (female virgin) but we do not have “tiết phu” or “quả phu/ qoá phu” (widower), “trinh nam” (male virgin).
She is not blameless, in what she did, but she deserves some sympathy because of how she was immobilized by all the duties thrown on her by her society. Medea voices how she has been suppressed in her society. She notes, “We women are the most unfortunate creatures” (L 231). Medea’s tone throughout her speech is proper, confident, and angry.
Newspapers and magazines are to be told that have been the most reflective of altering of women image. They reflect by high coverage relating to woman’s right to vote in elections and the feminist movement. Change in increasing pro-feminist stories and articles concerned with women’s career were found as well. However, there were still magazines that remained to reinforce the traditional norms towards women and some were focused on physical appearance. This has failed to reflect and react to women of reality in altering their roles and
Mass media represent a powerful force in modern societies as they shape public discourse and influence public opinion by transmitting social, political and cultural values. For decades, women’s representation in mediated popular culture has been a central problem because of the gendered ideologies it circulated. From the 1880s to the 1970s, American women’s magazines played a significant role in disseminating the dominant ideology and patriarchal order, perpetuating the myths of female disposability and domesticity, maintaining traditional images of femininity. They promoted the idea of women’s emotionality, vulnerability and beauty ideals.
HI, Miah you are right the Women 's Movement did change the view of women. However, there were different phases this movement. The 1700 's,1830’s,1837,1920’s and the 70’s are just a few eras where women fought to be treated as equals. The right to an education and freedom from slavery were all issues that impacted this movement. “Women had to create their own antislavery organizations because they were being excluded from many of the men’s organization” (pg.321 Social Inequality).
Curley’s wife accurately portrays the treatment of women in the 1930s. Women in this time period were treated differently than modern working women. In the 1930s, women were expected to do “women’s work, ” they were often accused of stealing men’s jobs. During World War II, women had to fill the shoes of the men that left for the war.
Though unpaid, these women left their comfort zones and redefined the social boundaries society had previously set. The volunteers that participated in the rallies of WVR in January 1915 consisted of 120 women; however, the organization showed an immediate rise in volunteers just two months later as 500 women marched through the streets of Birmingham . The immediate rise showed that women felt as if they had an obligation and a right to voice their concern, and through participating in these rallies they participated in war efforts. Though many organizations supported the war, a clear split existed on exactly how
Being a young woman in America, I consider one of the greatest moments in time to be the years from early 1800s to 1920. This was a period in time where women fought not to just be in this world but to play a major part in its existence. However, to do this, they needed such things as the right to vote, own property, serve a jury, and even speak in public. This moment in time is recorded in our history books as the Women’s Suffrage Movement in America. This paper will take a look into some of the hurdles they had to leap at and important people who made major milestones along the way.
Most women during the early middle ages were not treated properly. They were treated as housekeepers ready to serve every single one of their husband’s needs. According to society women who were not submissive to their husband where all evil. These ideas influenced many of the stories written during the early middle ages; stories such as, Beowulf, Marie de France’s Lanval, Sir Gawain and the Green Knight and The Wife of Bath. In all of these stories women were given a negative image because of the standards set for women by society. | <urn:uuid:22923ab9-2e50-43b6-9282-b92132498fad> | {
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How it works
A mechanical conveying system is (in addition to gravity) driven by a motor. The type of conveying system (with belts, chains, rollers or segments) can be determined based on the product to be transported. Chain conveyor systems work with an endless chain or cable, to which freely suspended carriers are attached. When this chain is set in motion, the carriers drag the material to be transported through the system towards the output.
In conveyor and segmental systems, the product is not carried by a chain or cable, but by wheel-driven belts. Because these types of conveyor systems exert little pressure on the product, it is relatively break-resistant, making this type of conveyor especially suitable for products that are fragile or rapidly fluidized. Very high transport capacities can be achieved, and it is possible to transport the product to multiple outlets. | <urn:uuid:7f6f96d6-1d86-4571-9b9a-f4673ec4855e> | {
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Watch the video and use the subtitles and the transcript to help you understand.
Worksheets and downloads
Hello, everyone! Welcome back to another video for the British Council’s LearnEnglish Teens website and their YouTube channel.
Now, in today’s video I wanted us to discuss revision and studying generally. How do you study effectively?
So, for those of you who don’t know, I am currently at university, and exams are just around the corner. So, this is something that is very, very important to me right now and it’s something I hope will be useful for all of you, no matter what level of education you’re in, formal or informal. So, I wanted to share some of my tips that have really helped me to get through this rough period.
So, the first thing that has helped me immensely this year is writing down my daily goals. Now, the way I do this is by writing my five study-related goals for the day on my whiteboard. I think it’s important to limit it to a maximum of five because there are only so many hours in the day and if you write too much, you might get overwhelmed.
I personally like using a whiteboard because I like the satisfaction of just rubbing out my goal once I’ve achieved it, but you can easily do this with a jotter, with a diary, a planner or even on a scrap piece of paper. I think it’s important, though, to be able to visualise your goals, so you know what you’re doing and to make sure that you’re on track.
My second tip would be to work out whether you’re more productive in the morning or in the evening, or even night-time. So, for me, I am a morning person and I tend to work really well between the hours of 8 a.m. and 5 p.m. Any time after 5 p.m., my brain kind of shuts off. So, once you’ve figured out what period of day or night you work more productively, you want to figure out a cycle that works for you. So, what I mean by cycle is how often you study and how many breaks you take within that big chunk of time. So, for me, I work in one-hour cycles, and what that usually entails is forty-five to fifty minutes studying and then a ten- to fifteen-minute break, and I think it’s important to not work continuously throughout that big chunk of time because if you work without breaks, your brain is less likely to absorb the information that you’re learning and it won’t be as effective and you’ll get tired a lot quicker.
I actually recently went to a workshop that talked about how to deal with stress and anxiety, especially related to exams. And one of the things that we talked about in that workshop was what to do when you have a study break. Now, I’m guilty of this … that when I have my ten-minute study break I tend to go on Facebook. But actually it’s better if you stay away from social media because your brain has just processed all this information you’re studying, and then it will be trying to process even more information, more images, if you go on social media platforms. And studies actually show that it takes twenty minutes more to get back into studying if you are on social media during those breaks. So, why don’t you go for a walk instead and get some fresh air?
So, that brings me onto my next tip: staying active and getting lots of fresh air. I know that when we’re stressed about exams, it’s pretty easy to side-track being active and doing sports, but it’s really important. Another study that I actually recently read said that if you are active for at least an hour a day, your concentration levels increase a lot, so actually you’ll be more productive because you’re mentally and physically exercising yourself.
Good morning, guys! It’s early in Scotland and I’ve decided to wake up before starting my day of studying and to go for a run, hence I’m a bit out of breath. But I just wanted to show the view, because I’ve run to the beach and it is so beautiful. As well as being energised for the day, it’s a really nice way to start the day when there’s just a beautiful sunrise.
So, my final tip is food, because obviously food is important. But it’s especially important when we’re studying. I don’t think we realise how much energy we burn when we’re studying, because mental tasks actually take up a lot of glucose. But, you don’t need to worry about the science behind it. What’s important to know is that you need to have foods or small snacks that help to keep your energy levels up. So, I find that nuts are a great snacking snack, if you’re not allergic to them of course, but alternatives can be dried fruit, fresh fruit, even vegetables. I love snacking on carrots and celery, you know, some hummus … Smoothies and juices are another good snack, and on that note, of course, make sure you’re drinking lots of water and you’re staying hydrated, because that’s just good for your overall health anyway.
So, guys, I hope this video has been useful. Please comment below. Leave your tips that help you to be effective and efficient when studying and hopefully you can help someone else out. I hope you’re having a lovely day and good luck if you have any exams coming up … and I’ll see you guys in the next one. Bye!
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Cooper’s Hawks are a widespread bird of prey that’s fast, powerful, and bold. They have a long history of living and hunting near humans. Along with other species like the Red-tailed Hawk, they’re one of the most recognizable and frequently spotted birds of prey in North America. Here are 16 interesting facts about Cooper’s Hawks.
16 facts about Cooper’s Hawks
1. How do Cooper’s Hawks hunt?
Cooper’s Hawks are aggressive and bold. They use many different methods when hunting, depending on the prey. Sometimes they chase aerial prey, following every twist and turn with stunning agility. Other times they attack in short, direct flights, and still other times they chase they prey through thick vegetation, pursuing relentlessly.
2. Where do Cooper’s Hawks live?
Cooper’s Hawks can be found throughout most of North America. They range from coast-to-coast, as far north as central Canada and as far south as Guatemala. They are one of the most widespread birds of prey in North America, with the ability to live in a wide range of climates.
3. What do Cooper’s Hawks eat?
Birds are the Cooper’s Hawk’s favorite food. So much so that for much of American history they were known as chicken hawks. Medium sized birds are preferentially targeted over small birds, and chickens make an easy meal for them. Bats are also a common prey item, and the hawk’s speed and agility make it relatively easy for them to catch bats- some hawks experience a 90% success rate when hunting bats.
4. How common are Cooper’s Hawks?
The Cooper’s Hawk has a stable population, and is considered quite common. Since they live throughout the Continental U.S. and large portions of Canada and Mexico they’re one of the most commonly spotted birds of prey. They can frequently be found in suburban areas and rural towns.
5. What kind of habitat do Cooper’s Hawks like?
Their ideal habitat is woodland, and thick woodland at that. They readily adapt to more open suburbs, though, and they’re a common sight around parks, athletics fields and quiet neighborhoods.
6. How do I attract Cooper’s Hawks?
Simple- put up a bird feeder. Cooper’s Hawks prefer to eat birds, so attracting more birds to your yard is likely to attract a hawk or two. If you have a backyard chicken coop, you’re virtually guaranteed to see Cooper’s Hawks from time to time.
7. How fast can a Cooper’s Hawk fly?
Cooper’s Hawks can fly at high speed, often cruising at over 50mph. Their top speed is difficult to measure, since they typically hunt while flying through dense vegetation. In fact, many adult Cooper’s Hawks show evidence of numerous bone fractures in their chest and wings that result from striking trees and bushes at top speed.
8. Do Cooper’s Hawks mate for life?
Not always, but it is common for Cooper’s Hawks to mate for life. A large number of breeding pairs will reunite each breeding season, and hawks that find new mates are unusual.
9. Where do Cooper’s Hawks build their nests?
Cooper’s Hawks will nest in any kind of tree, but they seek out trees located on flat ground in wooded areas. Their nests are typically 25-50 feet above the ground, usually in a fork or crotch in the trunk but occasionally on a horizontal branch.
10. How do I identify a Cooper’s Hawk?
Cooper’s Hawks have blue-gray coloring on their backs, with pale underparts that have red-brown barring. Adults have striking, reddish eyes. The tail is white with two thick, dark bars.
Juveniles look different however, with a dark brown back (sometimes with visible white markings), a streaky brown face, and cream colored underparts heavily streaked and barred in brown.
11. How do Cooper’s Hawks kill their prey?
Cooper’s Hawks capture their prey with their feet and then squeeze, using their powerful talons to crush their prey. Some hawks have been observed drowning their prey by holding them underwater until they stop moving.
12. When are Cooper’s Hawks most active?
Cooper’s Hawks are more active in the morning, particularly the early morning hours. While they will still hunt during the afternoons, they’re far less active during that time of day, likely to avoid competing directly with other species of hawk.
13. Do Cooper’s Hawks migrate?
In some parts of their range, Cooper’s Hawks do migrate. The northernmost parts of their range are only inhabited during the breeding season, while the Cooper’s Hawks in Mexico and Guatemala are only their during the winter months. In the majority of their range, including most of the United States, they are non-migratory.
14. How did the Cooper’s Hawk get its name?
The Cooper’s Hawk was often called the chicken hawk or hen hawk, especially during colonial times, because it so commonly preyed on chickens being raised on farms. It was officially named the Cooper’s Hawk in 1828 by Charles Lucien Bonaparte in honor of his friend William Cooper. The nickname “chicken hawk” stuck around for a long time afterward, however.
15. How big is a Cooper’s Hawk?
They range from 14 to 20 inches long, with a 24-39in wingspan, and averaging slightly over one pound in weight. Females average about 40% heavier than males, but they can be as much as 125% more massive. This can pose some problems for males, since medium-sized birds are a common prey item for Cooper’s Hawks and small males may occasionally fall prey to females.
16. Will a Cooper’s Hawk attack chickens?
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ByBrian Reinbold , Yi Wen
Income inequality has long been an important issue in welfare economics. However, solely looking at income tells only part of the story about the differences in people’s living standards because income does not reveal information about the cost of living, i.e., the actual purchasing power of a person’s income.
For example, housing prices vary immensely across the country as well as across urban, suburban and rural areas. Since housing typically consumes a large share of an individual’s income, a high income does not necessarily translate to a high standard of living if housing is very expensive.
In other words, the purchasing power of a dollar is not the same across regions due to variations in the cost of living. Therefore, factoring in cost of living can yield fruitful insights about true inequality. In this article, we look at income adjusted for cost of living in the Eighth District1 to evaluate income inequality, or more accurately, living-standard inequality.
Many are familiar with the consumer price index (CPI) and the personal consumption expenditures price index (PCEPI). These temporal indexes are useful for gauging the nationwide consumption price level and its changes over time, but they do not tell us much about the cost of living among different regions.
For example, without taking into account the heterogeneity of the cost of living, we find that the average 2015 PCEPI-adjusted per capita personal income by county for the District is about $31,000, which is well below the U.S. average of $43,996; the gap is about $13,000, or 30 percent.2 However, as the analysis below shows, the living standard in the District is much closer to the national average than suggested by per capita income per se.
Recently, the Bureau of Economic Analysis (BEA) developed regional price parity indexes (RPPs) to facilitate the measurement of living standards across regions. The RPP is a spatial index that allows us to compare prices of consumption goods and housing across regions. The BEA has RPPs by state, metropolitan statistical area (MSA) and nonmetropolitan area. RPPs are constructed to compare prices relative to the national average. Therefore, the RPP for the nation is 100.
The 2015 RPP for every MSA and nonmetropolitan area in the District is less than 100, so cost of living is lower in the District relative to the nation. The average RPP is 86.6 and the median RPP is 85.6, suggesting that the cost of living in the District is about 15 percent below the national average.
But the cost of living is not even across the region. For example, the MSA with the lowest RPP is Jonesboro, Ark., at 81.9, and Columbia, Mo., has the highest RPP at 92.2. Also, nonmetropolitan, or more rural, areas tend to have lower RPPs and thus a lower cost of living.
Now we take county-level real per capita income and adjust it for cost of living. However, the BEA does not provide RPPs by county, so we adjust counties that belong to an MSA by their MSA’s RPP, and we adjust counties outside an MSA by their states' respective nonmetropolitan RPPs. Table 1 reports income adjusted for cost of living in the District for the top five and bottom five counties.
|Rank||County||State||MSA Name||Regional Price Parity Index, 2015||RPP-Adjusted Per Capita Personal Income*|
|2||St. Louis||Missouri||St. Louis, MO-IL||90.6||$62,314|
|5||Monroe||Illinois||St. Louis, MO-IL||90.6||$52,090|
|335||Lincoln||Arkansas||Pine Bluff, AR||83.5||$26,483|
*Chained 2009 dollars
SOURCES: Bureau of Economic Analysis, Haver Analytics and authors' calculations.
As expected, standard of living is not the same across the District. The average 2015 RPP-adjusted real per capita personal income by county is $36,482, compared with the national average of $43,996.3 Now the gap between the District and the national average shrunk dramatically from about $13,000 in PCEPI-adjusted terms to about $7,500. Namely, due to the District’s low cost of living, we see the gap narrow between the District’s “income” and the nation’s.
However, inequality remains: The “richest” county commands a living standard more than 300 percent of that in the “poorest” county. For example, the living standard in St. Louis County, Missouri, is $62,314, and the living standard in Benton County, Arkansas, is $79,678. Still, despite these outliers, the living standard is relatively consistent across most counties in the District.
Figure 1 displays 2015 RPP-adjusted real income per capita on a map of the District so that we can better visualize the distribution of the standard of living geographically. The darker a county is, the higher its standard of living is. For example, southern Indiana has a relatively high standard of living, with median RPP-adjusted real income at around $41,000, while northern Mississippi has a relatively low standard of living at $33,000.
We also see that counties within MSAs tend to have higher adjusted incomes despite the fact that nonmetropolitan areas tend to have a lower cost of living. This suggests that income levels tend to rise more than proportionately with the cost of living, so that high-income regions tend to also have a high standard of living despite the higher cost of living.6
Our analysis allows us to see heterogeneity in living standards—the purchasing power of incomes—across the District and its relative position in the nation, but we would have greater insight into cost of living if we had RPPs by county. Also, within each county, both income and cost of living can vary substantially. For example, income and cost of living vary significantly between urban and rural areas. Therefore, finer micro-data would allow for a greater understanding of income inequality within a county.
In this article, we have looked at the distribution of living standards in terms of the purchasing power of real per capita personal income by county using RPPs. Adjusting income for cost of living allows us to evaluate inequality in income’s local purchasing power instead of income per se. We see that overall inequality is not so severe in the District once adjusted for the cost of living, both across counties and in comparison to the nation. We also see that living standards tend to be higher within MSAs than outside them. In general, inequality is less severe when measured by living standards than by income per se. Still, finer micro-data is necessary to better understand heterogeneity within each county.
Bullard, James. Comparing Living Standards across U.S. Metro Areas: Which Ones Fared Well? Regional Economist, March 1, 2018. See www.stlouisfed.org/publications/regional-economist/first-quarter-2018/comparing-living-standards.
Bullard, James. Living Standards across U.S. Metropolitan Statistical Areas. Keynote address at the Bi-State Development 2017 Annual Meeting, St. Louis, Mo., Oct. 6, 2017.
Coughlin, Cletus; Gascon, Charles; and Kliesen, Kevin. Living Standards in St. Louis and the Eighth Federal Reserve District: Let’s Get Real. Federal Reserve Bank of St. Louis’ Review, 2017, Vol. 99, No. 4, pp. 377-394.
U.S. Bureau of Economic Analysis. Real Personal Income and Regional Price Parities, July 2016. See www.bea.gov/regional/pdf/RPP2016_methodology.pdf. | <urn:uuid:88d78cbe-e7ed-422f-abad-04a0366a302e> | {
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Multicultural education can be thought of as a catch all concept that incorporates the issues of ethnicity, race, language of origin, and class in order to create an effectual educational strategy where the uniqueness of each student is viewed encouragingly (Gollnick, 2009).
Download file to see previous pages How then do social class and ethnicity interrelate in education Coard (1971) quoted in Ethnicity and Identity (2006) noted that education system makes black children feel unconventional hence creating an inferiority complex.Race and ethnicity come up in some way, shape, fashion or form in our everyday lives whether we like it or not. I will define what both race and ethnicity mean to me and how these terms are important in our society. Defining Race and Ethnicity Being that I am an African American male, race and ethnicity are very relevant in my everyday life.This list of more than 200 sociology essay topics has been constructed to assist students who wish to explore a number of ideas in the field of sociology and social sciences. Sociology is a form of social inquiry that takes wide-ranging forms.
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Browse the list of issues and latest articles from Race Ethnicity and Education. List of issues Latest articles Partial Access; Volume 23 2020 Volume 22 2019 Volume 21 2018 Volume 20 2017 Volume 19 2016 Volume 18 2015 Volume 17 2014 Volume 16 2013 Volume 15 2012 Volume 14 2011.
Education is a compulsory topic in A Level sociology through which students will examine the role and function of the education system, including how it relates to the economy; why some social groups perform differently in education (considering social class, gender and ethnicity); relationships and processes within schools including pupil identities, the hidden curriculum and the way teaching.
Publisher's Website. Full Text. Race and Education Policy. Jennifer L. Hochschild and Francis X. Shen. March 4, 2009 For Oxford Handbook on Racial and Ethnic Politics in America, edited by Mark Sawyer, David Leal and Taeku Lee.Oxford University Press, forthcoming 2010.
A range of resources to aid knowledge and understanding of the topics: dialect, ethnicity and social groups.. Language Diversity: Ethnicity, Social Groups and Region. 5 1 customer reviews. Author. Store Store home Elements Magazine Community Community home Latest posts Search forums Education news Teaching overseas US education.
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Race, nationality, and ethnicity are some of the most written about subjects in sociology. The classical sociologist Emile Durkheim discussed the effects of origin on a person and the solidarity that they feel with others from the same or similar origin.
The ethnicity facts and figures website, a government audit of public services, shows the influence of ethnicity on a range of areas covering health, education, employment and the criminal justice.
At the same time, it is better to pass by argumentative essay topics connected with religion, gender, race, and other sensitive episodes of human life. Otherwise, your subjective opinion may be graded subjectively. It is better to write your essay following APA style. You may read how to format academic papers in APA here.
Articulate in depth the topics or ideas you will cover. This is where you analyze from a variety of perspectives. Outline modes of analysis and any factual findings. Conclusion. Draw your ending points based on the research, reiterate briefly on the body of the essay. This is also the best time to give your own opinion. List of 100 Sociology.
Race in education. June 2020 'Students want to confront it': academics on how to decolonise the university.. All topics All writers Digital newspaper archive Facebook Twitter.
Race And Ethnicity Issues In Education Essay Outline, example of apa citation in an essay, college essay profreader on line, types of first person essays.
This sample education essay explores the issue of discrimination in education within the United States. Discrimination refers to the practice of providing preferential treatment, or denying equal treatment, for a given a person on the basis of his or her demographic characteristics.
Essay Sample: A person’s education is closely linked to their life chances, income and wellbeing (Battle and Lewis 2002). In a world that is continuously changing. | <urn:uuid:d3fa8b7a-0538-4ae5-8414-8cbba688ce14> | {
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ArticleDownload Worksheet April 8th, 2013
Sinkhole Science is Actually Quite Simple
The drama of sinkholes, in which the earth can suddenly collapse and swallow up houses, has captured the popular imagination recently, but the science is actually as simple as water and rock.
Since a Florida man disappeared into a 30-foot sinkhole that opened beneath his bedroom, sinkholes around the world have been grabbing headlines. One video caught a girl walking down the street in China when a small sinkhole opened up beneath her, causing her to fall in. Another caused a portion of a Washington, D.C., sidewalk to disappear into the ground, injuring no one but teeing up a series of easy metaphors about politics and the “D.C. sinkhole”.
So, what forces cause seemingly stable formations of stone and earth to vanish at a moment’s notice, and why are they so difficult to fix?
What causes a sinkhole?
Similar to other geological phenomenon like earthquakes, sinkholes tend to occur in specific geographic locations, but are almost impossible to predict. Sinkholes almost always form in a type of geological formation called “karst terrain”, which the United States Geological Survey says covers about 20 percent of the country.
Karst terrain occurs when “carbonate stone,” such as limestone, is dissolved by acid rain or changing ground water levels.
Rocks may seem hard and dry, impenetrable and unchanging, but porous stone is actually an important part of the Earth’s drainage system. When acid water passes through these stones, or when waterways change their course or volume of water, it can cause the stone to weaken from within.
Once the stone is sufficiently weak, it collapses to fill the area below, leaving a gaping surface hole. Because it is nearly impossible to detect weakened stone without high-tech geological monitoring equipment, sinkholes often occur spontaneously.
While sinkholes are natural formations, and some famous sinkholes predate the earliest human beings, human actions like irrigation and drilling impact the top-crust layer of the Earth that is most responsible for sinkholes.
“Excessive groundwater withdrawal for irrigation purposes, for example, can sometimes trigger a sinkhole because it depressurizes the aquifer,” Lewis Land, a hydrologist at the New Mexico Bureau of Geology and Mineral Resources who studies sinkholes, recently told NPR.
How do you close a sinkhole?
Sinkholes can also be tricky to fix. The natural reaction is to fill the hole with a non-porous substance like concrete, but this can often exacerbate the problem by concentrating water drainage in other places, therefore causing more sinkholes.
A common technique for filling large sinkholes is a rock fill plug, which still allows water to drain through the ground. Large rocks are first pushed into the hole to plug the bottom, then progressively smaller rocks are piled on top to create a graded filter.
While sensational sinkholes like the one in Florida grab headlines, they are relatively rare. Tiny sinkholes occur all the time, according to Land, but most aren’t not large enough to cause injury.
– Compiled by James Hercher for NewsHour Extra
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This process is called macropinocytosis and it consists of the cancer cells pulling the intact cell membrane in over the damaged area and sealing the hole. The damaged part of the cell membrane is then separated into small spheres and transported to the cells' 'stomach' (the lysosomes). Once, there these damaged parts are broken down and essentially digested by the lysosomes.
"Our research provides very basic knowledge about how cancer cells survive. In our experiments, we have also shown that cancer cells die if the process is inhibited, and this points towards macropinocytosis as a target for future treatment. It is a long-term perspective, but it is interesting," said in a statement group leader Jesper Nylandsted from the Danish Cancer Society's Research Center and the University of Copenhagen, who has headed the new research and who for many years has investigated how cancer cells repair their membranes.
To study macropinocytosis, the researchers used a laser to damage the membrane of the cancer cells. They further found that if macropinocytosis was inhibited with substances blocking the formation of the small membrane spheres, the cancer cells died.
Macropinocytosis is especially useful to aggressive cancer cells partially due to the fact that the cancer cell has the opportunity to reuse the damaged membrane when it is degraded in the lysosomes. Aggressive cancer cells divide frequently, requiring large amounts of energy and material for the new cells, and macropinocytosis allows them to feed themselves the energy they need to keep on living.
"We continue to work and investigate how cancer cells protect their membranes. In connection with macropinocytosis, in particular, it is also interesting to see what happens after the membrane is closed. We believe that the first patching is a bit rough and that a more thorough repair of the membrane is needed afterward. It can be another weak point in the cancer cells, and is something we want to examine closer," said postdoc Stine Lauritzen Sønder.
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A WordFit puzzle is a great way to introduce vocabulary for an Astronomy or Solar Eclipse unit in Earth Science. This type of puzzle is more challenging than a Word Find and will exercise students' logic skills! While a crossword puzzle GIVES the definitions, this resource makes your students put the words in alphabetical order and look up the definitions in their glossary (some will not be in their book, so it is also a good opportunity to learn how to properly use the internet to find the proper definitions). Students will reinforce their scientific knowledge and review spelling while having fun doing a puzzle.
The vocabulary focuses on the the science of a Solar Eclipse as well as terms related to the experience!
This product includes: 1) Wordfit Puzzle and Answer Key; 2) Worksheet for putting terms in alphabetical order and finding definitions AND answer key
Vocabulary Words: sky, sun, moon, tilt, edge, dark, earth, orbit, solar, umbra, corona, Kepler, perigee, annular, eclipse, aphelion, antumbra, penumbra, umbraphiles, Bailey's Beads, orbital plane, temperature drop.
If you like this product, please check out my other Word Fit puzzles.
Scientific Method: Observations Word Fit
Weather Vocabulary Word Fit
Glaciers Vocabulary Word Fit
Geologic Time Vocabulary Word Fit | <urn:uuid:35d12f90-9651-44bc-a418-2d83c0abe910> | {
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Multiple choice context clues instructions. Students will be able to use context clues.
Positively Learning 5 For Friday Fall Poetry Freebie Poetry Comprehension Worksheets Poetry Worksheets Poetry For Kids Context clues 2nd grade
Vocabulary – grade 2 vocabulary context clues – second grade worksheet Author.
Context clues 2nd grade. Context Clues Activities For Second Grade. Using context clues length. 20 Context Clues Worksheets 2nd Grade.
Pictures photographs maps captions etc. Second grade worksheet – grade 2 words cross-sentence clues. These worksheets are pdf files.
An author often includes hints or clues to help the reader expand vocabulary and grasp the meaning of the passage. A container for makeup b. Context Clues Activities 2nd Grade Elementary Reading.
2nd Grade Context Clues DRAFT. Jul 01 2020 context clues for grade 2 worksheets vocabulary grade 2 context clues worksheets use cross sentence clues to work out meanings of words below are six versions of our grade 2 vocabulary worksheet on using cross sentence clues. Context Clues Activities For Second Grade got this teaching job I worked a math tutor for a very rich family.
This is the currently selected item. Using context clues to decode new or tricky words is an important part of reading comprehension. Figuring out what unfamiliar words mean by context.
Below are six versions of our grade 2 vocabulary worksheet on using cross sentence clues to work out the meaning of words in sentences. Each task card has a short story including a 2n. Skill in using context clues.
These 40 cards are designed to help your students practice and reinforce the use of context clues. Ad Access the most comprehensive library of second grade learning resources. Get thousands of teacher-crafted activities that sync up with the school year.
Part of reading comprehension involves using the other words in a sentence or passage to understand an unknown word. In addition to the great context clues. 2nd grade context clues draft.
These worksheets are designed to give second-grade readers the tools they need to determine the meanings of unknown words using context clues. Get thousands of teacher-crafted activities that sync up with the school year. 2nd Grade Context Clues.
Second grade worksheet – grade 2 words cross-sentence clues vocabulary Keywords. Context Clues 2nd Grade Worksheets – TheWorksheetsCoM Using context clues. When reading it can be frustrating to encounter words you know try out these strategies and use the words context to figure out the words meaning.
Ad Access the most comprehensive library of second grade learning resources. Context Clues 2nd Grade Worksheets – TheWorksheetsCoM Using context clues to decode new or tricky words is an important part of reading comprehension. These worksheets are designed to give second-grade.
Context Clues-Synonym and Antonym Clues Using context Clues to learn word meaning ID. Free second grade worksheets context clues worksheet 2nd grade free free printable context clues worksheets 2nd grade context clues worksheets second grade context clues worksheets for second grade context clues worksheets for 2nd graders. Context Clues Task Cards – 40 Cards for 2nd and 3rd Grade.
Using cross-sentence clues students select the correct meaning of words in sentences in these worksheets. In this context original means.
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Google Earth's detailed images of our planet's surface could help scientists investigate overfishing from space. A new study of fish traps in the Persian Gulf suggests that many fish go uncounted after they are caught.
Two researchers from the University of British Columbia in Canada used Google Earth's satellite images to count intertidal fishing weirs off the coast of six countries in the Persian Gulf.
Traditionally built with date palm fronds, fishing weirs have been used for centuries as a means of trapping fish. Today, the structures are often made with bamboo and galvanized mesh wire, and in some countries, they might be contributing to the problem of bad data on fish catches. [12 Strangest Sights on Google Earth]
Overexploitation of the world's oceans and seas could lead to serious problems in terms of conservation and food security, but researchers have had a hard time estimating the impact of fishing because of unreliable catch statistics. Many countries underreport how many fish small-scale fisheries and illegal fishing operations harvest.
The results of the new study highlight that discrepancy: The researchers counted 1,900 weirs along the Persian Gulf coast during 2005, which they estimate translates to 34,170 tons (31,000 tonnes) of fish. That year, however, the countries in the region only reported a total catch of 5,800 tons (5,260 tonnes) to the United Nation's Food and Agriculture Organization.
What's more, Iran, Saudi Arabia and Qatar reported no catch data from weirs at all that year. The researchers say this is especially problematic in the case of Iran, where 728 weirs were spotted, resulting in an estimated 13,225-ton (12,000 tonnes) catch.
"Time and again we've seen that global fisheries catch data don't add up," study researcher Daniel Pauly said in a statement. "Because countries don't provide reliable information on their fisheries' catches, we need to expand our thinking and look at other sources of information and new technologies to tell us about what's happening in our oceans."
Pauly and fellow researcher Dalal Al-Abdulrazzak wrote in the Journal of Marine Science that their study shows satellite imagery also could be used to expose illegal marine practices, assess the impact of oil spills and monitor activities in marine protected areas.
Using Google Earth, researchers previously have found archaeological sites in Saudi Arabia, discovered a remarkably well-preserved impact crater in Egypt, and monitored nests of masked boobies, all from behind a computer screen. | <urn:uuid:957c3b09-91c1-473d-bafb-6e4ae0d6f296> | {
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LGBT History Month: No one should face homelessness because of who they are
February marks LGBT History Month, a time for us to reflect on the historic struggle for LGBT+ rights and liberation across the world, and to shine a spotlight on the achievements and work of LGBT+ people.
We can sometimes take for granted that rights and liberties are afforded to everyone, regardless of sexuality and gender identity. However, the progress we celebrate today has been achieved by decades of campaigning and struggle for equal rights.
From the decriminalisation of homosexuality across all nations starting in England and Wales in 1967, to gaining employment rights for transgender people in 1999, to repealing Section 28, the introduction of the equal age of consent, gender recognition, civil partnerships, the Equality Act and legalising same-sex marriage only 5 years ago; LGBT History Month is a time to celebrate every one of these milestones.
Homelessness and discrimination pose a dual threat to LGBT people, who face layers of stigma and isolation
But the battle is far from over and we’re still a long way from ending homelessness, particularly for vulnerable groups like young LGBT people, who suffer disproportionately from discrimination and intolerance - two key drivers of homelessness.
According to Albert Kennedy Trust (2015), almost one in four young homeless people identifies as LGBT and 77% of LGBT youth homelessness is caused by family rejection, abuse or being asked to leave home.
They have also found that compared to their non-LGBT peers, young LGBT people facing homelessness are more likely to be subject to violence, sexual exploitation, develop substance abuse problems and engage in higher levels of risky sexual behaviour. This includes the heightened risk of experiencing violence when sleeping rough, but also the risk of harassment and homophobic and transphobic bullying in temporary accommodation, or when sleeping in tents or in friends’ or strangers’ houses. As a consequence, homelessness has a much higher impact on the health, wellbeing, safety and access to employment and education of this group.
Once in a vulnerable situation, members of the LGBT homeless population are also less likely to seek support. If they do, the Albert Kennedy Trust found that services aren’t always well-equipped to deal with or understand LGBT-specific issues, especially those of the trans community.
This is particularly alarming given Stonewall found last year that a quarter of trans people they surveyed has experienced homelessness.
The LGBT community is not only more at risk of homelessness due to abuse or violence in their family according to the Albert Kennedy Trust, but it can also find escaping homelessness difficult as the APPG for Ending Homelessness has heard as part of its inquiry into rapid rehousing last year.
Stonewall research from 2018 also found that one in four of trans people was discriminated against when looking for a home to rent or buy in the last year. One in five non-binary people has also experienced discrimination while looking for a new home.
Fighting for everyone’s right to a stable home
Given the huge economic cost, as well as the devastating human cost of homelessness, it’s clear that prevention is better than cure. The Albert Kennedy Trust have led the way in putting prevention into practice by launching a digital network connecting young people with eMentors and resources, running Purple Door, the country’s first emergency safe house for LGBT young people and launching Rainbow Packs, which provide young people with everything they need to access and maintain private tenancies.
At Crisis, we continue to make the case for prevention-focused initiatives, which we know play such an important role in limiting the impact of homelessness on people’s lives and public services. By increasingly reaching marginalised communities and reducing the need for complex and costly relief interventions, these initiatives must be at the heart of any strategy to reduce and, ultimately, end homelessness.
The Government also has a key role to play. If it is to avoid undermining the prevention agenda established by the Homelessness Reduction Act (2017), it must truly consider the needs of vulnerable LGBT people in its guidance and policy-making, particularly when we know LGBT people are over-represented in other groups more likely to experience homelessness.
For example, young LGBT people seeking asylum are often not seen as ‘at risk’ and Stonewall found that 1 in 4 lesbian and bisexual women experienced domestic abuse in a relationship.
Crisis has recommended that the Home Office extends the 28-day move-on period for newly recognised refugees to at least 56 days to ensure that local authorities have sufficient time to work with a household to prevent them from becoming homeless. We have also recommended that anyone who is homeless as a result of domestic abuse is automatically considered ‘priority need’ for housing.
We know that homelessness is not inevitable, and with political will, it can be ended.
If LGBT History Month can teach us anything, it’s that change doesn’t happen overnight, but with dedication, resolve and unity, we can succeed against the odds.
Together we will end homelessness, for everyone.
For media enquiries:
T: 020 7426 3880
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In order to send network traffic, your computer must know to what interface data should be sent. If you only have one Ethernet card, it might seem obvious what interface to use, but it's not quite that simple. Every Linux computer supports a network interface known as the loopback device, which refers to the host computer itself. This interface is locked to the 127.0.0.1 IP address, and is configured automatically. You might also use PPP dial-up networking or have a second NIC. For these reasons, you must set up a routing table, or route, which is a set of rules for the transmission of network traffic.
Suppose that you're setting up a local network on one interface (let's call it eth0). You want h traffic destined for computers on this interface to go through eth0, but you want other traffic to R
go through another interface, such as a PPP dialup link or another Ethernet board. In order to configure eth0, you use the route command, which has the following basic syntax:
route add | del target [gw gateway]
To add a route, you use the add parameter and specify the target address or addresses. For instance route add 192.168.33.0
In this example, I've specified an address that ends in .0, which is an indication that this is a network address, not just an address for a single computer. In this case, the system sends all data for the 192.168.33.x network through this route. Because you've already bound eth0 to 192.168.33.2 (using the ifconfig command), Linux can determine that this route is associated with the eth0 device.
Most networked computers have at least two routes: one for the loopback device, and one for everything else. The "everything else" entry sends data through a router, or gateway, computer. The router knows how to send data on to computers on the Internet at large. Thus, your computer doesn't need to know how to access, say, 220.127.116.11; it simply sends all requests for this—or any other address for which it doesn't have a more explicit route—to the gateway system. You set the default route using the gw option to the route command. For instance route add 0.0.0.0 gw 192.168.33.100
The 0.0.0.0 IP address is shorthand for any address. You can use default in place of this number, if you like. The 192.168.33.100 address in this example is the IP address of your network's router. You can obtain this address from your network's administrator.
When you start a dial-up PPP session, the pppd program automatically adds appropriate routes to direct your Internet traffic.
As with ifconfig, you can use the route command without any options to examine the status of your routing table. On a simple network configuration, the result might look something like this:
Kernel IP routing table
Destination Gateway Genmask
default 192.168.33.100 0.0.0.0
Flags Metric Ref U 0 0
Use Iface 0 eth0 0 lo 0 eth0
The routing table is arranged from most- to least-specific addresses:
• 192.168.33.0 This address is for a small network (a Class C network). Chances are all the computers on this network are linked to the computer more-or-less directly, on the same coaxial cable or connected to the same hub or switch.
• 127.0.0.0 This is the loopback network. In reality, there's just one computer on this network (the host computer itself), but Linux configures the route as if it were a large (Class A) network.
• default The default route sends data through the 192.168.33.100 gateway machine, for anything that doesn't match either of the two preceding destinations.
After you've set the default route, you should be able to access any computer on the network, albeit only by IP address. To use the more familiar computer names, such as www.macmillanusa.com, you must configure your system to use a DNS server.
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Read how to maintain and repair any desktop and laptop computer. This Ebook has articles with photos and videos that show detailed step by step pc repair and maintenance procedures. There are many links to online videos that explain how you can build, maintain, speed up, clean, and repair your computer yourself. Put the money that you were going to pay the PC Tech in your own pocket. | <urn:uuid:882a6c29-45b8-4dee-a028-2b51b41a2195> | {
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Drawing from Experience • What images come to mind when you think of Australia? • of the islands of the South Pacific? • of Antarctica? • What do you think life is like there? • This section focuses on the population patterns of Australia, Oceania and Antarctica.
Discussion Question • From what regions have people migrated to Australia, New Zealand and Oceania? • answer: Asia, South Asia, Europe.
Discussion Question • Why do you think Australia welcomes so many immigrants? • answer: the Australian population doesn’t grow fast enough to keep up with the need for workers.
Key Points of Sec. 1 • Many different people settled in the South Pacific, resulting in diverse cultures and lifestyles. • The population of the South Pacific is unevenly distributed because both the physical geography and the climate differ dramatically from place to place and because many areas cannot support life.
Migration between and within South Pacific countries has influenced population patterns and caused a blending of cultures.
Chapter 33:2 Objectives • 1. Describe the lifestyles of the region’s indigenous peoples before colonization. • 2. Summarize how colonial rule affected social, economic, and political structures. • 3. Examine how today’s governments reflects the region’s history.
Drawing from Experience • What do you think Antarctica is like? • Would you be interested in visiting this continent? • In the last section you read about the population of Australia and Oceania. • This section focuses on the history and government of this region.
Introduction • The lives of indigenous peoples and cultures of the South Pacific area have changed in the past 300 years. • The changes have largely been the result of European and American influences on the region.
Indigenous People • Various groups of people from Asia settled Australia and Oceania 40,000 years ago. • Some people might have migrated to Australia over land bridges during the Ice Ages. • Others might have reached the South Pacific region by using canoes and rafts.
Aborigines Aborigines in Australia’s dry interior led a nomadic life. They traveled together in clans, or family groups. To hunt animals, aboriginal men used boomerangs, or heavy throwing sticks that curve when thrown. Women and children gathered plants and seeds.
Coastal Boomerang They are meant to come back. They are used in coastal areas to gather birds and direct them to nets that are flipped in the air to catch them.
Outback Boomerangs • They are meant to stun, then kill, then gut the animals. • They come in all shapes and sizes.
Oceania • People in Oceania lived in family groups along the island coasts. • Their food included fish, shrimp and coconuts. • They also cultivated root crops. • Pacific islanders built canoes that they used to travel throughout the Pacific region.
The Maori • With increasing trade came increasing migrations among the islands. • The Maori left eastern Polynesia and settled in New Zealand, where they hunted, fished and farmed.
European Colonization • Europeans from various countries explored the South Pacific region from the 1500s to the 1700s. • The most well-known explorer was British sailor James Cook. • He undertook three voyages and claimed Australia for Great Britain.
Colonizing Australia • Great Britain first used the colony to house British convicts from overcrowded prisons. • Eventually free settlers from Britain started farms and settlements on the coast. • They introduced sheep to the continent. • These settlers profited from wool exports to Britain.
The discovery of gold in the mid-1880s attracted many more settlers. • Britain and other European countries established settlements in Oceania and New Zealand. • The British settlement of Australia and New Zealand had a disastrous impact on the indigenous people there. • As the British migrated to the interior, they forcibly removed the Aborigines from their land.
They also denied them their rights. • European diseases reduced the Aborigine and Maori population. • Europeans also brought changes to the peoples of Oceania. • Diseases reduced indigenous island population. • As a result, Europeans brought workers from other areas, including South Asia. • This mix led to ethnic conflicts.
? • What contributed to rapid population growth in Australia?
Struggle for Power • During the late 1800s and early 1900s, the U.S. and several other European countries struggled for control of various Pacific islands. • They hoped to increase their commercial interests and gain new sources of raw materials.
After World War I many of Germany’s Pacific colonies came under Japan’s control. • Then in December 1941, Japanese airplanes bombed the U.S. Naval Base at Pearl Harbor in Hawaii. • This brought the U.S. into World War II. | <urn:uuid:b7c0f01d-a44a-407a-8b6a-ae4cac66b9c1> | {
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Almost every society has professional judges, but from ancient Athens to modern Asia, cultures have wanted ordinary people involved in criminal judgment: the jury. The use of juries comes with challenges; societies must determine how to select jurors, what cases jurors should decide and by what rules, and how to inform jurors about the law and evidence.
This Very Short Introduction shows how and why societies around the world have used juries, charting the spread of the twelve-person jury from England to the British colonies in America, Canada, India, Australia, New Zealand, and the Caribbean. In criminal cases, use of lay jurors stretched to nations in Europe, Latin America, and Asia as they aspired to democracy, greater popular participation in government, and legitimacy of the justice system. But in English-speaking countries, jury trials are declining. Civil juries have been virtually abolished everywhere except the United States, and even there they are rare. Among other painful alternatives chosen by the accused, plea bargaining is now taking the place of criminal jury trials. In this book, Renée Lettow Lerner describes the benefits and challenges of using juries, including jury nullification, and considers how innovations from non-English-speaking countries may hold the key to jurors' survival.
List of illustrations
1. Why use lay jurors? (The ancient and medieval world)
2. Why use lay jurors? (Early modern and modern societies)
3. Jury nullification
4. Who serves as a juror?
5. The scope and structure of the jury
6. The limitations of lay jurors
7. Jury control and avoidance
Epilogue: the future of the jury
ISBN : 9780190923914 | <urn:uuid:6b79a752-f1f6-44be-bfdc-a838a741c0fe> | {
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We can read a string using the %s conversion specification in the scanf function. However, it has a limitation that the strings entered cannot contain spaces and tabs. To overcome this problem, the C standard library provides the gets function. It allows us to read a line of characters (including spaces and tabs) until the newline character is entered, i. e., the Enter key is pressed. A call to this function takes the following form:
where s is an array of char, i. e., a character string. The function reads characters entered from the keyboard until newline is entered and stores them in the argument string s, The newline character is read and converted to a null character (\O) before it is stored in s. The value returned by this function, which is a pointer to the argument string s, can be ignored. The C standard library provides another function named puts to print a string on the display. A typical call to this function takes the following form:
where s is an array of char, i. e., a character string. This string is printed on the display followed by a newline character.
Example: String I/O using the gets and puts function
Consider the code segment given below.
puts("Enter a line of text:\n");
A line of text typically contains 80 characters. Thus, the array str has been declared to store 81 characters with a provision to store the null terminator. The output of this code segment is shown below.
Enter a line of text:
Programming in C language is fun'
Programming in C language is fun! | <urn:uuid:bb71a471-57fc-4e28-a981-ec61f4b493db> | {
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What was the significance of Balboa's discovery?
Following the Portuguese and Spanish examples, several other European powers sought to expand their trade networks. By the 1600s, the French, English, and Dutch all had footholds along the coast of West Africa. These outposts often changed hands as European countries battled for control of the new trade routes. Like the Portuguese, they used these footholds to protect and expand their trade routes in Africa, the Indian Ocean, and India.
In 1652, Dutch settlers began to arrive at the southern tip of the continent. They built Cape Town, the first permanent European settlement in Africa, to supply ships sailing to or from the East Indies.
Dutch farmers, called Boers, settled around Cape Town. Over time, they ousted, enslaved, or killed the people who lived there. The Boers held a Calvinist belief that they were the elect, or chosen, of God. They looked on Africans as inferiors. In the 1700s, Boer herders and ivory hunters began to push north from the Cape Colony. As they did so, they battled powerful African groups like the Zulus who had settled in southern Africa.
By the mid-1600s, the British and French had both reached present-day Senegal. The French established a fort in the region around 1700. In the late 1700s, stories about British explorers' search for the source of the Nile River sparked an interest in Africa among Europeans, especially the French and British. In 1788, the British established the African Association, an organization that sponsored explorers to Africa. Over the next century, European exploration of Africa would explode.
Why did the European presence in Africa expand?
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The Lao People's Democratic Republic (PDR) is a landlocked country that is highly exposed and vulnerable to climate-related disasters, namely floods, droughts and storms. For example, a temperature anomaly occured on 25-27 January 2017 causing the northeast of the country to be hit by an extreme cold snap with temperatures as low as -2ºC, which resulted in the death of livestock. Since 1960, rainfall intensity has increased during the rainy season, followed by extended dry periods, more frequent flash-floods and a series of typhoons from the South Pacific. Floods and droughts occurr almost every year, sometimes twice a year, in the south and central parts of the country. The flood-prone areas are located along the Mekong River and its main tributaries, while the drought-prone areas are the upland northern areas and a few areas in southern provinces.
Climate-related disasters due to climate change have damaged public infrastructure, property, crops, productive agricultural land and other agricultural assets. Furthermore, they undermine farming systems, which increases farming household food insecurity as both floods and droughts severely damage rice, the main staple crop. In 1998 and 2003, drought events destroyed 29,202 ha and 23,770 ha of rice fields respectively, while in 2005, floods destroyed 54,640 ha of rain-fed rice fields and killed 14,941 livestock. Floods also damage agricultural infrastructure, such as irrigation systems or channels, roads and electricity infrastructure.
Agriculture innovation and technology development
There are two main farming systems in Lao PDR: lowland and upland farming. They have high regional disparities. There are six agroecological zones based on the interdependence of the natural environment, agricultural production potential and rural poverty. About 80 per cent of livelihood is small-scale agriculture in the rural area. There is low adaptive capacity, exacerbating vulnerability to climate change.
Technological development priorities to enhance the resilience of agriculture to natural disaster and climate change include: (1) improving the climate change knowledge base; (2) strengthening agriculture and rural development policies; (3) developing institutional capacities for executing the climate change adaptation plan; (4) implementing appropriate and adaptive agricultural practices; (5) introducing alternative livelihoods for rural communities; and (6) building the capacity of farmers to support the government's green growth policy.
The following sections describe some important technology for enhancing agricultural resilience to natural disasters and climate change in Lao PDR.
Rice seed development: New rice varieties that are resistant to environmental stresses, namely TDK, VTE450 and Homsavan, have been produced. TDK is drought and flood resistant, VTE450 is specifically for lowland cultivation and Homsavan is a wet season, rain-fed lowland variety. In the last two decades, Lao has established several rice research centres, including a Rice Laboratory under Naphok Rice Research Center and Thasano's rice research centres under the National Agriculture and Forestry Research Institute.
Water-use technology for agriculture: The use of water from ponds and small reservoirs by using gravity canals allows rain-fed lowland ricebased farmers to capture rainfall and use it as a water supply for a short-term irrigation, conserving water from other sources.
Lowland farms often pump water from nearby tributaries or wetlands. The water level of these sources changes significantly between the wet and dry seasons, as backwater flows up from tributaries and some places along the Mekong. A floating pump or ‘pontoon’ method is used to cope with these changes. Some farmers also used drip irrigation systems.
Pumping the water into rice paddies from tributaries of the Mekong River
Agricultural mechanization: Agricultural machines help to improve agricultural productivity and yield quality, and make land preparation, growth, harvest and post-harvest handling more time efficient.
Greenhouses: Greenhouse vegetables are now popular in Lao PDR, as greenhouse technology controls environment stresses, temperature and pest control.
In addition, they allow a more precise estimation of the effects, degree and timescale of climate change impact on agriculture. This information can then be used as the basis for climate change adaptation measures in agriculture; for example, crop modification.
Solar energy: In some rural areas, solar energy is being used for pumping water, light and to supply drinking water. However, the focus is on domestic needs. In the future, solar energy could be used to support farming practices, primarily by offering an alternative energy supply during the dry season.
Integrated farming systems: In the last century, the rural farmers in upland areas were encouraged to improve agriculture production by introducing new crops, growing horticulture crops instead of rice, diversifying crops and changing cropping systems; for example, changing from upland rice to maize, upland rice to Job's Tears plants, rubber trees, tea and coffee.
Currently, farmers are encouraged to use an integrated farming system, with cattle as livestock, as this is economically efficient. It has been estimated that 10,000 cattle and buffaloes were exported from Lao to Viet Nam in 2004, increasing to 40,000 animals in 2010 with an additional 20,000 cattle exported to China. However, issues in marketing, breeding programmes, artificial insemination, animal health, feed shortages, standard veterinary care and low fertility need to be addressed.
National initiative and partnership
Several international organizations have worked in the agriculture sector with the Ministry of Agriculture, Forestry and Rural Development (MAF) and the Lao Government more generally. They include UNDP, ADB, WB, ACIAR, FAO, IFAD, CIAT, IRRI, JIRCAS, TABI, KOPIA, Care International and HEVITAS.
Concluding remarks and ways forward
Recent climate change has already affected crops and animal production in Lao PDR. The core agriculture sector problems are low agricultural productivity, devastating natural disaster, and the unrealized potential of global market. The result is high rural poverty and low economic productivity.
As most of the country is still very much locked into the production of glutinous rice for subsistence purposes, there are opportunities to supply market-demand with products that are significantly different from those of larger regional competitors. Furthermore, Lao PDR is at the centre of a market, and many more consumers are increasingly demanding high-value and safe products, especially livestock products. In addition, the green growth policy will enforce environmentally friendly and sustainable farming practices to achieve fiscal stability while moving towards green growth.
The Planning of Agriculture Development Strategy to the year 2025 (ADS 2025) defines objectives and goals in developing the sector and agricultural production up to 2025. It will focus on the development of agricultural technology. The vision of the agriculture sector to the year 2030 is “ensuring food security, producing comparative and competitive potential agricultural commodities, developing clean, safe and sustainable agriculture and shift[ing] gradually to the modernization of a resilient and productive agriculture economy, linking with rural development contributing to the national economic basis”. | <urn:uuid:0615926f-8083-4889-b878-bfb47f511e87> | {
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In Maths, we are focusing on Addition and Subtraction within 10. We will learn methods that help us to quickly calculate simple addition and subtraction facts. We use lots of practical resources that help us with our written work and tricky concepts. Take a look below our Knowledge Organiser!
Children must also be secure in knowing their number facts to and within 10 and be able to recall these rapidly. Children have access to iPads in class where they play 'Hit the Button' which helps with their rapid recall. This can be played for free on a desktop computer/laptop or purchased from the app store for £2.99 to play on a phone or tablet. | <urn:uuid:02128c59-3f18-43be-9d6a-44ad26e643f8> | {
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Visual Perceptual Area Definitions - Position in Space
This perceptual ability is important to understanding directional language concepts such as in, out, up, down, in front of, behind, between, left, and right.
Children who reverse letters, especially b's, d's, p's and q's, experience difficulty with Position In Space perception. The child's confusion relates to what position the parts of the letter occupy in relation to one another or the position the symbol occupies in the overall space of the paper. For example, with b and d confusion (Is the circle to the left or to the right of the straight line?) and with b and p confusion (Is the straight line above or below the blue line on the paper?). | <urn:uuid:fcd826f1-47de-47c8-a79b-b78ff7fd5c17> | {
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In the early 1800s, ranching spread to other regions especially after the U.S. settlers arrived. Each region had its advantages. Such as East Texas being close to the cattle markets in New Orleans while Central and South Texas had a desirable climate and rich prairie grasses. As the cattle industry slowly expanded in the 1840, cattle rancher Aaron Ashworth of Jefferson County earned over 30,000 dollars or 700,000 in today’s world in the cattle industry, and in 1846 Edward Piper took a herd of cattle to Ohio by using the system Cattle drive.
The Spindletop boom peaked in 1902 producing more than 17 million barrels of oil. In 1902 nearly 20 percent barrels of oil in the us was produced in Spindletop. The economic law of supply and demand states: if supply is more than demand, prices fall. If demand is greater than supply, prices rise, which is what happened to the prices of the oil.
Railroads provided a cheap way to transport cotton to national markets , railroads also opened up new commercial areas to farming since Texan farmers grew over 57 million worth of cotton. Spur lines were extended of main railroads that travels into regions where cotton could grow to boost commercial farming. During this time period the value of cotton in East Texas shot up to more than 10 million to almost 40 million dollars and in West Texas experienced an even more dramatic shift increasing from 574,000 to more than 8 million dollars in that same period.
In the early 1880s, a conflict broke out between owners who own small properties complained that they were surrounded by big cattle companies. The “Range Wars” broke out after the ranchers would snip the barbed wires under the cover of darkness. After 500 miles of barbed wire was cut and the war raging on Governor John Ireland called an emergency session with the legislature and they sent Texas Rangers to enforce the law.
Life in most boomtowns in Texas was crowded, dirty and some rough places. People who lived on these oil fields usually lived in tents or wooden shacks. When it rained the soil would be so loose that the streets would become rivers of mud. Buildings built there were opened to serve the growing population, but some stores were geared to workers, offer gambling, and drinking. Some of these activities often caused violence. Making boomtowns dangerous to live in.
Labor unions grew in Texas because some workers pushed for improvements in the hours, wages, and working conditions for the “laborers”. The “Knights of Labor” organized to support both the skilled and unskilled workers of every trade and every gender and race. In Texas the Knights organized railroad workers, which led a successful strike against Jay Gould Wabash Railroad in 1885, and in 1886 they were defeated in the Great Southwest strike. This defeat would lead to violence in Fort Worth in which both the State militia and the Texas Rangers were sent to restore order. After all of the violence, the ending result was that the support for unions decreased in Texas. | <urn:uuid:672b3431-cddd-4237-b0ce-efd60165cdf3> | {
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Forgotten dates in Europe's history (4/4)
(The excerpts below are taken from the book Chroniques de l'Europe, CNRS Éditions, January 2022).
16 February 1966 - Equal pay for equal work
On 16 February, 1966, 3,000 women workers at the FN Herstal national military weapons factory, in Belgium, walked out without notice to demand the application of the principle of “equal pay for equal work”. The strikers spontaneously took to the streets, chanting their slogans. Although there was nothing new about these demands, the FN strike was nonetheless exceptional due to its length (12 weeks), its scale (almost 5,000 workers were laid off), and above all its recourse to Article 119 of the Treaty of Rome (1957), which was supposed to have made equal pay effective throughout the EEC by 1962.
In the past, there had been other actions to improve working conditions in industrial sectors employing a predominantly female workforce: strikes by match workers in Jönköping (Sweden) and in London (UK) in the 1880s are widely regarded as the first predominantly involving women. But the machine-tool operators' strike at Herstal stands out as being the first female social movement in Europe, and it soon expanded to include other demands. As a public expression of women's refusal to accept a subordinate position in society, the strike broke free from the constraints of male-dominated trade unionism and called for gender equality.
The protest, conducted with unwavering determination and soon backed by supporters of the decriminalisation of abortion, rapidly attracted attention in all the EEC member countries. With the press taking up the story in March, there were increasing expressions of solidarity, while delegations from trade unions and women's and feminist organisations in France, Italy and the Netherlands came to provide their support. In 1966, the First of May Labour Day demonstrations took place against the backdrop of a Europe-wide women's strike.
Alerted by its Economic and Social Committee, an extraordinary session of the European Parliament held in Strasbourg (France) voted on 29 June 1966 for the immediate application of Article 119. Meanwhile, the European Commission sponsored extensive surveys about the status of women workers in Europe, for the first time covering every aspect of their daily lives, including wages, working conditions, vocational training, work-family balance, and social security.
The surveys led to a first set of directives, while the Belgian lawyer Éliane Vogel-Polsky brought the issue of wage inequalities before the European Court of Justice, which in 1976 ruled in favour of the direct application of Article 119 in all the Member States. As for trade unions, they could no longer ignore the issue of the place of women in their organisations.
These changes, brought about in large part by the FN strike and its after-effects, thus sparked a genuine process in the European Community, making it a key driver in public policies on gender equality, a pioneering position that is nonetheless receding in the 21st century. Due to its many facets, the Herstal strike became a showcase for women's social struggles in Europe. Commemorated every year until 1977, and then sporadically until 2016, it remains the symbol of European women's solidarity, preserved for posterity by various media and documentary films of a rare intensity.
Éliane Gubin, Free University of Brussels (Belgium)
5 November 1971 - Europa, Ariane's distant ancestor
On 5 November 1971, the Europa II rocket blasted off from a launch pad in Kourou, French Guiana, boosting the hopes of its designers for independent access to geostationary orbits, so vital to telecommunications satellites. The objective of Britain, which provided the first stage of the rocket developed from its Blue Streak missile, France, which designed the second stage, Coralie, and West Germany, which with its third stage Astris was responsible for the launcher's inertial guidance, was to avoid the need to rely on the space resources of other nations.
Working with them were three other countries whose contributions, although on a smaller scale, were also indicative of a Europe-wide undertaking that transcended mere national ambitions: Italy was in charge of developing experimental satellites, Belgium provided a radio guidance station, and the Netherlands handled telemetry operations.
Only 150 seconds after lift-off however, the rocket started to go off course, the engines failed, and to the engineers’ dismay, Europa II blew up and crashed into the Atlantic Ocean, a few hundred kilometres off the coast of French Guiana. The disappointment was crushing: this was the sixth consecutive failure in the Europa programme since the signing of the Convention setting up the body entrusted with its development, ELDO, in 1962.
Initially bringing together six Western European countries together with Australia, ELDO's role was to coordinate Europe's first attempt at cooperation in the field of advanced space technologies, with the aim of producing an autonomous launch vehicle based on a joint French-British proposal. At the same time, its sister organisation, ESRO, was enjoying more success in coordinating basic research and the joint development of satellites. Things were more complicated for ELDO: due to a lack of balanced funding and sufficient leadership capacity, the project struggled to get off the ground, suffering from a host of technical failures and a gradual loss of British support under the first Wilson government.
The explosion of Europa II hastened ELDO's demise, even though a new version of the rocket was being prepared with a view to placing the Franco-German telecommunications satellite Symphonie in orbit by the end of 1973. Europe was thus forced to rely on other countries’ facilities to launch its satellites, which placed it in a state of dependency deemed unacceptable, especially by France.
The creation of the European Space Agency four years later, in 1975, finally addressed this crisis by bringing together scientific and launcher activities under one roof, thus strengthening institutional and industrial integration in pursuit of a concerted, coherent space policy. A new principle emerged on this occasion, that of the package deal, which made it possible to find efficient institutional solutions to any political disagreement between Member States: for instance, France's wish for autonomy was combined with Germany's support for participation in the US post-Apollo programme as well as the UK's desire to develop a maritime telecommunications satellite.
This marked the beginning of the story of Europe's Ariane launcher, born from the ashes of the Europa II thanks to a reinforced institutionalisation of the European space endeavour and the hard-won acceptance of France's conception of the central role played by strategic independence.
Anne de Floris, Sorbonne Université / Sirice
August 1991 - The European web opens up to the world
In early 1991, two researchers at the European Organisation for Nuclear Research (CERN), Tim Berners-Lee and Robert Cailliau, presented their colleagues with a brand-new system for sharing information between computers. On 6 August 1991 this was opened up to users outside CERN: the World Wide Web was born.
Although Berners-Lee's initial project, entitled “Information Management: a Proposal” hadn't met with the approval of his superiors, the young 34-year-old physicist had nonetheless continued to believe in his idea and, with Cailliau's help, pursued its development. Their aim was to make information stored on computers in the various CERN sites across Europe accessible in a simple and practical way, without the need to exchange messages or transmit data.
To make it possible to remotely view and access all the intelligence stored on computers connected to one another through the Internet, the two researchers designed software called Hypertext Markup Language, or HTML, able to create documents with links; they defined the transfer procedure, known as Hypertext Transfer Protocol, or HTTP; and established the addressing principle for websites, the Uniform Resource Locator (URL). A milestone was reached in November 1990, when they conceived the first server program, software that hosts pages on a computer while allowing others to access them.
As soon as the Web opened in the summer of 1991, its designers lost control of it. The Internet, which connected computers from different manufacturers by using public protocols, was much more developed in the US – which had recognised its huge potential, especially for business – than in Europe. On the East Coast, the Massachusetts Institute of Technology (MIT) was particularly active. Aided by the vitality of US businesses and their central role in developing the ARPANET from the late 1960s, and then the Internet, which linked ARPANET to other data networks, MIT rapidly shifted the Web's centre of gravity to North America.
In 1991, business operations were accepted on the network, which was run by the US public research funding agency, the National Science Foundation. In 1993, the first World Wide Web developers' conference was held at MIT. This formed the basis of the World Wide Web Consortium (W3C), which went on to manage the development of the Web, and whose European pillar was the French National Institute for Research in Digital Science and Technology (INRIA).
On 6 April 1993, with some two million people already connected to the Internet, CERN decided to relinquish its rights to the World Wide Web, whose growth was exponential, driven by commercial rather than scientific needs. The first Internet browser, Mosaic, was developed at the National Center for Supercomputing Applications (NCSA) at the University of Illinois (US), subsequently giving rise to a commercial version, Navigator, developed by Netscape. The Yahoo directory was launched in 1994. The following year, Jeff Bezos, a Princeton graduate, founded Amazon. The first widely-used search engine, AltaVista, was released in November. Across the Atlantic, the future of a truly global mass medium was beginning to take shape.
Pascal Griset, Sorbonne Université / Sirice
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Chroniques de l'Europe (in French), coordinated by Sonia Bledniak, Isabelle Matamoros and Fabrice Virgili, CNRS Éditions, January 2022, 272 pages, €20 (available in digital format). | <urn:uuid:37ba2470-bc3c-4c98-bb11-3927c2e79f03> | {
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The Ethiopian wolf is a very rare canine species that may soon become extinct. As its name suggests, it is only found in Ethiopia, and it is said to be the most endangered of all canines. It was once thought to be a species of fox, but later classified as a wolf, therefore becoming the only species of wolf in sub-Saharan Africa. The coat is reddish gold in color and its underparts are white. Females are generally paler in color. Males are larger than females, weighing between 33 and 42 lb, and females weigh between 24 and 31 lbs. Their legs are long, their teeth are small, and they have long muzzles and small teeth. Their tails are bushy at the base with a black tip.
Ethiopian wolves inhabit afro-alpine or heather moorlands with plenty of open area and where a large amount of rodents are available to prey upon. They are territorial and prefer to hunt alone, but when ready to socialize or protect their territory, they form in packs of 3 to 13. Their preferred diet is rodents, such as the giant mole rat and other species of grass rats which they stalk and dig out of burrows. Occasionally, they hunt together to catch and eat young antelopes, lambs, and hares. Mating occurs between August and November, and the dominant female is the only one that breeds in the pack, giving birth to three to seven cubs after a gestation period of 60-62 days.
Presently, the Ethiopian wolf population may be less than 200. Causes of decline include reduction of habitat due to agriculture and disease (rabies and distemper) transmitted through domestic dogs. Scientists are currently working with rabies vaccines, but the Ethiopian wolf population is still highly unstable and may become extinct in the near future.
Acinonyx jubatus (Cheetah)
The cheetah has a wide range and is found from Africa south of the Sahara to India. It is considered the world's fastest mammal on land reaching speeds of up to 75 mph. Adults can reach up to 5 feet long and weigh up to 145 lbs. The tail can grow to be as long as 32 inches. It has a tawny brown coat with black spots, and black tear streaks across its cheeks, and its underparts are white. Unlike other cats, the cheetah prefers to chase down its prey rather than ambush them. They are also able to climb trees.
Cheetahs prefer savanna and arid, open grasslands with available bushland (to hide when stalking prey) for their habitat. They prey on all sorts of mammals including gazelles, impala, wildebeest, and antelopes, and smaller prey such as hares, ground birds, and warthogs. Females prefer a solitary life unless it is mating season, and males prefer to live in groups of two to four, called "coalitions." The female gives birth to one to eight cubs after a gestation period of 90 to 95 days. The cubs depend on the mother for about three months and are very vulnerable to predators like lions and hyenas.
The cheetah is threatened by habitat loss and hunting for their spotted pelt. They are also sometimes killed by farmers protecting their livestock. This species is protected by the law, and the American Association of Zoological Parks and Aquariums is dedicated to the research of breeding the species for preservation.
The African wild ass is more active in the cooler hours between late afternoon and early morning, looking for shade and
shelter around the hills during the day. The African wild ass can run at 50 kmph / 30 mph. Mature males defend large territories around 23 square kilometers in size, marking them with dung heaps - an essential marker in the flat, monotonous terrain. Due to the size of these ranges, the dominant male cannot exclude other males. Rather, intruders are tolerated - recognized and treated as subordinates, and kept as far away as possible from any of the resident females. In the presence of estrous females the males bray loudly. Despite being primarily adapted for living in an arid climate, African wild asses are dependent on water, and when not receiving the needed moisture from vegetation they must drink at least once every three days. However, they can survive on a surprisingly small amount of liquid, and have been known to drink salty. | <urn:uuid:a1f005e3-c4f9-4021-b7b8-d8b0f536670f> | {
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Academic writing requires the use of proper citation styles in order to give credit to the sources of information used in a paper. One of the most commonly used citation styles in the humanities is the Modern Language Association (MLA) style. MLA citation is important because it provides a uniform and consistent method of citing sources, allowing audiences to easily locate the information being cited. In this article, we will cover the fundamentals of MLA citation, provide a step-by-step guide to citing sources, show how to avoid plagiarism, and share tips and tricks for success.
II. Fundamentals of MLA Citation
MLA citation developed out of the need to create a consistent and standardized system of citation for the humanities. MLA citation provides guidelines for formatting in-text citations and the works cited page. In order to properly format your paper according to MLA guidelines, you must understand the basic components of MLA citation.
In-text citations in MLA style include the author’s last name and the page number of the source you are using. For example: (Smith 48). The works cited page provides a list of all the sources you’ve cited in your paper. It is important to follow specific guidelines for formatting the citations in both in-text and works cited pages.
There are different types of sources that require different citation formats. Books, articles, and websites have unique formats for citation in MLA style. For example, books require the title of the book, the author’s name, the publisher, and the publication date. Websites require the title of the web page, the website name, the sponsor or publisher of the site, and the URL.
III. A Step-by-Step Guide to MLA Citation
Setting up your document for MLA style is the first step in proper MLA citation. The margins of your document, font size and style, line spacing and title block should all be formatted to meet MLA guidelines.
Citing different types of sources including books, articles, and websites in MLA style involves providing different pieces of information about each type of source. Each citation style requires specific punctuation as well.
Examples of correct MLA citation include:
Author’s Last Name, First Name. Title of Book. Publisher, Publication Date.
Author’s Last Name, First Name. “Title of Article.” Title of Journal, Volume number, Issue number, date of publication, page numbers.
Author’s Last Name, First Name (if available). “Title of Web Page.” Name of Website, Publisher, date published or updated (if available), URL.
IV. Avoiding Plagiarism: How to Do MLA Citation Like a Pro
Plagiarism is a serious offense in academic writing. Understanding what plagiarism is and how citation can prevent it is crucial. In order to avoid plagiarism, you need to paraphrase and summarize information from sources and then properly cite the original source.
If you’re struggling with citing a source, try using online citation generators or consult online resources for help. Some resources to help you with citation include the Online Writing Lab (OWL) and Purdue University’s Writing Lab.
V. MLA Citation Made Easy: Tips and Tricks for Success
Managing your sources and citations can be a time-consuming process. However, there are some time-saving tips you can use including labeling your sources, using citation software, and making use of citation management systems.
Citation software can be used to help automate the process of creating in-text citations and works cited pages. Citation management systems can help you keep track of your sources, and make it easier to create bibliographies and works cited pages.
When citing sources, be sure to avoid common mistakes such as incorrect formatting, improperly citing sources, or failing to include all required information.
VI. Getting the Details Right: A Comprehensive Guide to MLA Citation
Formatting rules for titles, dates, page numbers, and other important details matter, as they are all essential to correctly citing sources in MLA style. Additionally, complex sources such as interviews and government documents require special citation considerations.
Remember to proofread your works cited page to ensure correctness and consistency. MLA citation requires strict attention to detail, so double-checking your citations is a vital step in ensuring your sources are properly credited and organized.
VII. The Importance of MLA Citation: What You Need to Know as a Student or Researcher
The role of citation in academic writing and research cannot be overstated. Proper citation is crucial for building credibility, providing transparency, and acknowledging the work of others. Failure to properly cite sources can result in negative consequences such as plagiarism charges or lost credibility.
MLA citation is valuable because it allows writers to organize, analyze, and evaluate sources in a consistent manner. Following MLA guidelines ensures that your sources will be properly credited and that your work meets the requirements set forth by your instructor or publisher.
VIII. Exploring Different Citation Styles: A Closer Look at MLA Citation
MLA is just one of many citation styles used in academic writing. Other popular citation styles include American Psychological Association (APA) and Chicago style. While each style has its own unique characteristics, they all serve the same purpose of providing clear and concise citations to help readers locate the information being cited.
Ultimately, the choice of citation style depends on the requirements set forth by your instructor or publisher as well as the needs of your specific project.
Proper citation is an essential component of academic writing and research. MLA citation provides a standardized method of citing sources and facilitating the exchange of ideas between scholars. In this article, we’ve covered the fundamentals of MLA citation, provided a step-by-step guide to citing sources, and shared tips and tricks for success. By understanding the importance of citation, you can become a more effective writer and researcher.
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Antimicrobial resistance happens when microorganisms (such as bacteria, fungi, viruses, and parasites) change when they are exposed to antimicrobial drugs (such as antibiotics, antifungals, antivirals, antimalarials, and anthelmintics). Microorganisms that develop antimicrobial resistance are sometimes referred to as “superbugs”.
As a result, the medicines become ineffective and infections persist in the body, increasing the risk of spread to others.
New resistance mechanisms are emerging and spreading globally, threatening our ability to treat common infectious diseases, resulting in prolonged illness, disability, and death.
Without effective antimicrobials for prevention and treatment of infections, medical procedures such as organ transplantation, cancer chemotherapy, diabetes management and major surgery (for example, caesarean sections or hip replacements) become very high risk.
Antimicrobial resistance increases the cost of health care with lengthier stays in hospitals and more intensive care required.
Antimicrobial resistance is putting the gains of the Millennium Development Goals at risk and endangers achievement of the Sustainable Development Goals.
Antimicrobial resistance occurs naturally over time, usually through genetic changes. However, the misuse and overuse of antimicrobials is accelerating this process. In many places, antibiotics are overused and misused in people and animals, and often given without professional oversight. Examples of misuse include when they are taken by people with viral infections like colds and flu, and when they are given as growth promoters in animals and fish.
Antimicrobial resistant-microbes are found in people, animals, food, and the environment (in water, soil and air). They can spread between people and animals, and from person to person. Poor infection control, inadequate sanitary conditions and inappropriate food-handling encourage the spread of antimicrobial resistance.
Resistance in bacteria
Antibiotic resistance is present in every country.
Patients with infections caused by drug-resistant bacteria are at increased risk of worse clinical outcomes and death, and consume more health-care resources than patients infected with non-resistant strains of the same bacteria.
Resistance in Klebsiella pneumoniae – common intestinal bacteria that can cause life-threatening infections – to a last resort treatment (carbapenem antibiotics) has spread to all regions of the world. K. pneumoniae is a major cause of hospital-acquired infections such as pneumonia, bloodstream infections, and infections in newborns and intensive-care unit patients. In some countries, because of resistance, carbapenem antibiotics do not work in more than half of people treated for K. pneumoniae infections.
Resistance in E. coli to one of the most widely used medicines for the treatment of urinary tract infections (fluoroquinolone antibiotics) is very widespread. There are countries in many parts of the world where this treatment is now ineffective in more than half of patients.
Treatment failure to the last resort of medicine for gonorrhoea (third generation cephalosporin antibiotics) has been confirmed in at least 10 countries (Australia, Austria, Canada, France, Japan, Norway, Slovenia, South Africa, Sweden and the United Kingdom of Great Britain and Northern Ireland).
WHO recently updated the treatment guidelines for gonorrhoea to address emerging resistance. The new WHO guidelines do not recommend quinolones (a class of antibiotic) for the treatment of gonorrhoea due to widespread high levels of resistance. In addition, treatment guidelines for chlamydial infections and syphilis were also updated.
Resistance to first-line drugs to treat infections caused by Staphlylococcus aureus—a common cause of severe infections in health facilities and the community—is widespread. People with MRSA (methicillin-resistant Staphylococcus aureus) are estimated to be 64% more likely to die than people with a non-resistant form of the infection.
Colistin is the last resort treatment for life-threatening infections caused by Enterobacteriaceae which are resistant to carbapenems. Resistance to colistin has recently been detected in several countries and regions, making infections caused by such bacteria untreatable.
WHO estimates that, in 2014, there were about 480 000 new cases of multidrug-resistant tuberculosis (MDR-TB), a form of tuberculosis that is resistant to the 2 most powerful anti-TB drugs. Only about a quarter of these (123 000 cases) were detected and reported. MDR-TB requires treatment courses that are much longer and less effective than those for non-resistant TB. Globally, only half of MDR-TB patients were successfully treated in 2014.
Among new TB cases in 2014, an estimated 3.3% were multidrug-resistant. The proportion is higher among people previously treated for TB, at 20%.
Extensively drug-resistant tuberculosis (XDR-TB), a form of tuberculosis that is resistant to at least 4 of the core anti-TB drugs, has been identified in 105 countries. An estimated 9.7% of people with MDR-TB have XDR-TB.
As of July 2016, resistance to the first-line treatment for P. falciparum malaria (artemisinin-based combination therapies, also known as ACTs) has been confirmed in 5 countries of the Greater Mekong subregion (Cambodia, the Lao People’s Democratic Republic, Myanmar, Thailand and Viet Nam). In most places, patients with artemisinin-resistant infections recover fully after treatment, provided that they are treated with an ACT containing an effective partner drug. However, along the Cambodia-Thailand border, P. falciparum has become resistant to almost all available antimalarial medicines, making treatment more challenging and requiring close monitoring. There is a real risk that multidrug resistance will soon emerge in other parts of the subregion as well.The spread of resistant strains to other parts of the world could pose a major public health challenge and jeopardize important recent gains in malaria control.
A "WHO Strategy for Malaria Elimination in the Greater Mekong subregion (2015-2030)" was endorsed by all 5 countries, as well as China.
In 2010, an estimated 7% of people starting antiretroviral therapy (ART) in developing countries had drug-resistant HIV. In developed countries, the same figure was 10–20%. Some countries have recently reported levels at or above 15% amongst those starting HIV treatment, and up to 40% among people re-starting treatment. This requires urgent attention.
Increasing levels of resistance have important economic implications as second and third-line regimens are 3 times and 18 times more expensive, respectively, than first-line drugs.
Since September 2015, WHO has recommended that everyone living with HIV start on antiretroviral treatment . Greater use of ART is expected to further increase ART resistance in all regions of the world. To maximize the long-term effectiveness of first-line ART regimens, and to ensure that people are taking the most effective regimen, it is essential to continue monitoring resistance and to minimize its further emergence and spread. In consultation with countries, partners and stakeholders, WHO is currently developing a new "Global Action Plan for HIV Drug Resistance (2017-2021)".
Antiviral drugs are important for treatment of epidemic and pandemic influenza. So far, virtually all influenza A viruses circulating in humans were resistant to one category of antiviral drugs – M2 Inhibitors (amantadine and rimantadine). However, the frequency of resistance to the neuraminidase inhibitor oseltamivir remains low (1-2%). Antiviral susceptibility is constantly monitored through the WHO Global Influenza Surveillance and Response System.
Antimicrobial resistance is a complex problem that affects all of society and is driven by many interconnected factors. Single, isolated interventions have limited impact. Coordinated action is required to minimize the emergence and spread of antimicrobial resistance.
All countries need national action plans on AMR.
Greater innovation and investment are required in research and development of new antimicrobial medicines, vaccines, and diagnostic tools.
WHO is providing technical assistance to help countries develop their national action plans, and strengthen their health and surveillance systems so that they can prevent and manage antimicrobial resistance. It is collaborating with partners to strengthen the evidence base and develop new responses to this global threat.
WHO is working closely with the Food and Agriculture Organization of the United Nations (FAO) and the World Organisation for Animal Health (OIE) in a ‘One Health’ approach to promote best practices to avoid the emergence and spread of antibacterial resistance, including optimal use of antibiotics in both humans and animals.
A global action plan on antimicrobial resistance was adopted by Member States at the Sixty-eighth World Health Assembly and supported by the governing bodies of FAO and OIE in May and June 2015. The goal of the global action plan is to ensure, for as long as possible, continuity of successful treatment and prevention of infectious diseases with effective and safe medicines that are quality-assured, used in a responsible way, and accessible to all who need them.
A high-level meeting on antimicrobial resistance at the United Nations General Assembly will be held on 21 September 2016 to accelerate global commitments and enhance national multi-sectoral efforts to combat antimicrobial resistance.
Antibiotics are medicines used to prevent and treat bacterial infections. Antibiotic resistance occurs when bacteria change in response to the use of these medicines.
Bacteria, not humans or animals, become antibiotic-resistant. These bacteria may infect humans and animals, and the infections they cause are harder to treat than those caused by non-resistant bacteria.
Antibiotic resistance leads to higher medical costs, prolonged hospital stays, and increased mortality.
The world urgently needs to change the way it prescribes and uses antibiotics. Even if new medicines are developed, without behaviour change, antibiotic resistance will remain a major threat. Behaviour changes must also include actions to reduce the spread of infections through vaccination, hand washing, practising safer sex, and good food hygiene.
Antibiotic resistance is rising to dangerously high levels in all parts of the world. New resistance mechanisms are emerging and spreading globally, threatening our ability to treat common infectious diseases. A growing list of infections – such as pneumonia, tuberculosis, blood poisoning and gonorrhoea – are becoming harder, and sometimes impossible, to treat as antibiotics become less effective.
Where antibiotics can be bought for human or animal use without a prescription, the emergence and spread of resistance is made worse. Similarly, in countries without standard treatment guidelines, antibiotics are often over-prescribed by health workers and veterinarians and over-used by the public.
Without urgent action, we are heading for a post-antibiotic era, in which common infections and minor injuries can once again kill.
Antibiotic resistance is accelerated by the misuse and overuse of antibiotics, as well as poor infection prevention and control. Steps can be taken at all levels of society to reduce the impact and limit the spread of resistance.
To prevent and control the spread of antibiotic resistance, individuals can:
- Only use antibiotics when prescribed by a certified health professional.
- Never demand antibiotics if your health worker says you don’t need them.
- Always follow your health worker’s advice when using antibiotics.
- Never share or use leftover antibiotics.
- Prevent infections by regularly by washing hands, preparing food hygienically, avoiding close contact with sick people, practising safer sex, and keeping vaccinations up to date.
To prevent and control the spread of antibiotic resistance, policy makers can:
- Ensure a robust national action plan to tackle antibiotic resistance is in place.
- Improve surveillance of antibiotic-resistant infections.
- Strengthen policies, programmes, and implementation of infection prevention and control measures.
- Regulate and promote the appropriate use and disposal of quality medicines.
- Make information available on the impact of antibiotic resistance.
To prevent and control the spread of antibiotic resistance, health professionals can:
- Prevent infections by ensuring your hands, instruments, and environment are clean.
- Only prescribe and dispense antibiotics when they are needed, according to current guidelines.
- Report antibiotic-resistant infections to surveillance teams.
- Talk to your patients about how to take antibiotics correctly, antibiotic resistance and the dangers of misuse.
- Talk to your patients about preventing infections (for example, vaccination, hand washing, safer sex, and covering nose and mouth when sneezing).
To prevent and control the spread of antibiotic resistance, the health industry can:
- Invest in research and development of new antibiotics, vaccines, diagnostics and other tools.
To prevent and control the spread of antibiotic resistance, the agriculture sector can:
- Only give antibiotics to animals under veterinary supervision.
- Not use antibiotics for growth promotion or to prevent diseases.
- Vaccinate animals to reduce the need for antibiotics and use alternatives to antibiotics when available.
- Promote and apply good practices at all steps of production and processing of foods from animal and plant sources.
- Improve biosecurity on farms and prevent infections through improved hygiene and animal welfare.
While there are some new antibiotics in development, none of them are expected to be effective against the most dangerous forms of antibiotic-resistant bacteria.
Given the ease and frequency with which people now travel, antibiotic resistance is a global problem, requiring efforts from all nations and many sectors.
When infections can no longer be treated by first-line antibiotics, more expensive medicines must be used. A longer duration of illness and treatment, often in hospitals, increases health care costs as well as the economic burden on families and societies.
Antibiotic resistance is putting the achievements of modern medicine at risk. Organ transplantations, chemotherapy and surgeries such as caesarean sections become much more dangerous without effective antibiotics for the prevention and treatment of infections.
Tackling antibiotic resistance is a high priority for WHO. A global action plan on antimicrobial resistance, including antibiotic resistance, was endorsed at the World Health Assembly in May 2015. The global action plan aims to ensure prevention and treatment of infectious diseases with safe and effective medicines.
The “Global action plan on antimicrobial resistance” has 5 strategic objectives:
- To improve awareness and understanding of antimicrobial resistance.
- To strengthen surveillance and research.
- To reduce the incidence of infection.
- To optimize the use of antimicrobial medicines.
- To ensure sustainable investment in countering antimicrobial resistance.
Heads of State at the United Nations General Assembly in New York in September 2016 committed to taking a broad, coordinated approach to address the root causes of AMR across multiple sectors, especially human health, animal health and agriculture. Countries reaffirmed their commitment to develop national action plans on AMR, based on the global action plan. WHO is supporting Member States to develop their own national action plans to address antimicrobial resistance.
In response to the first objective of the global action plan, WHO is leading a global, multi-year campaign with the theme “Antibiotics: Handle with care”. The campaign was launched during the first World Antibiotic Awareness Week in November 2015. | <urn:uuid:c03ed191-7286-4a45-8394-d870cc1ad093> | {
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Flora is the collective term for all plant life found in a specific region or period of the Earth's history, including vascular plants, mosses, lichens and fungi. Iceland's flora is thus the sum of all plant species native to Iceland, while Tertiary flora refers to the plant species of the Tertiary period.
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Get Started Now
Percents, fractions, and decimals
Percent of a number
Converting repeating decimals to fractions
Adding and multiplying percents
Solving problems with rational numbers in decimal form
Back to Course Index
We have 2733 practice questions in Pre-Algebra for you to work through.
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Old English lætra "slower," comparative of læt "late" (see late (adj.)). Meaning "belonging to a subsequent period" is from c. 1200. Sense of "that has been mentioned second of two or last" is first recorded 1550s.
In modern use the more common word is later, which is from mid-15c. and is perhaps a new formation or a variant of this word. Latter survives mostly in the phrase the latter, which, with the former is used to avoid repetition (but sometimes incorrectly, when more than two are involved).
1530s, "later in time," from Latin posterior "after, later, behind," comparative of posterus "coming after, subsequent," from post "after" (see post-). Meaning "situated behind, later in position than another or others" is from 1630s. Related: Posterial.
1846, later collateral form of pudgy (q.v.).
late 14c., posteriorite, "condition of occurring later in time, state of being subsequent," from Old French posteriorite (Modern French postériorité), from Medieval Latin posterioritatem (nominative posterioritas), from Latin posterior "later" (see posterior (adj.)).
in Homeric language, "a Greek," generally; later restricted to natives or inhabitants of Achaea, a region in the Peloponnesus. The Achaean League after c. 280 B.C.E. was a model for later federal republics. In Latin, Achaicus meant "a Greek."
1540s, "a drink, liquor," later "big or hearty drink of liquor" (1620s), of unknown origin. | <urn:uuid:dc1909b5-6af7-4087-8b45-39608c2b5328> | {
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Lesson: Finding the Rule to a Pattern
Materials Needed: scrap paper, white board, dry erase markers, pencils, Do Now worksheet, IND Worksheet
Do Now (3 -5 min): The teacher passes out the DN worksheet, which requires the students to complete simple patterns.
Opening (2 -3 min): Teacher opens by reviewing the answers to the Do Now and asking the students for a thumbs up / thumbs down about the difficulty of this task. The teacher then states the objective, “Good! I am glad you found this task fun. I really like patterns so I am excited to teach you about them today. Today, we are going to learn about patterns, by the end of the lesson, you will be able to the rule for a pattern.”
Direct Instruction (10 min): Teacher explains, “A pattern is a series of repeating numbers, shapes, symbols. This is important, because you won’t only see number patterns on the DC-CAS, so we need to be comfortable with shapes, symbols and numbers and understand them all as potential patterns. The one and only key to patterns is to “FIND THE RULE!” There is always a rule when you are asked to complete or extend a pattern. Sometimes you will be asked to fill in a missing number in a pattern, and the key to solving that is the same, FIND THE RULE. What is our key to solving patterns? [FIND THE RULE]. Great! Now, I know you are with me, so watch as I find the rule to this pattern.”
2, 5, 8, 11, __, __, __
Step 1: Look for a number pattern
Step 2: FIND THE RULE ~ Ask yourself, “What is the relationship between each number?”
Step 3: In this pattern, each number is 3 more than the one before it, so the rule is add 3
Teacher should review the process of finding the rule one more time before letting the students continue on to the guided practice.
Guided Practice (6-8 min): The teacher posts the following on the board and then asks the students to find the rule for both patterns in groups of two.
1, 2, 4, 8, 16, ___, ____, ___ (Rule: multiply by 2)
3, 7, 11, 15, 19, ____, ___, ___ (Rule: add 4)
Independent Practice (10 min): The teacher passes out a worksheet to the students to complete on their own.
Closing (2-3 min): Teacher calls the attention of the students back toward the front of the class to quickly review the answers to the Independent Practice worksheet/ ask what we learned about.
|IND Lesson 2 Classwork||
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By Stefanie Brown – Branciforte Middle School
Download Lesson (PDF)
NGSS ETS1-2 Engineering Design
California State Standards: Biological Evolution 3 a, c, and e.
Resources & Materials
Article, “Battle for the Americas,” (Science, July 19, 2003)
Visual of the GABI map including the main faunal interchange between North and South America (from STRI resource guide).
- How did the formation of the Isthmus of Panama transform the animal family distribution in North America and South America?
- Which species which are extinct in North America came from South American originally?
- Which species which are still extant in North America originated in South America?
- Key Academic and/or Scientific Language: Isthmus, extinct, Great American Biotic Interchange (GABI)
Students will analyze how the Great American Biotic Interchange transformed the current animal distribution of North America. Students will imagine how the GABI animal migration would have been altered if the Isthmus of Panama had never been formed.
Students will create an essay titled, “If the Isthmus of Panama had never formed.” This will include their analysis and speculations as to what might have occurred if the animal families had never migrated to North America, like the porcupine, or armadillo.
The teacher will begin by showing students PowerPoint images of the main animal families from the Great American Biotic Interchange, such as bear, elephant, horse, pig (from North America) and porcupine, armadillo, sloth, and possum (from South America).
The teacher will have the students discuss where these animals originated and how they populated North or South America. Then the teacher will give an overview of the formation of the Isthmus of Panama about three million years ago, and how this created a land bridge which allowed species to migrate over the once impassable geography.
Students will then be given a map of North and South America and sketch on the map images of the main animal families, including where these families originated and which direction they moved toward (north or south).
Students will be directed to complete a sheet entitled, “What if there was no formation of the isthmus?”
For this students will analyze targeted questions that focus them on what the continents of the Americas would be like today without the isthmus.
Finally students will be tasked with writing an essay titled, “A continent without the ________.” The blank space would be the students’ choice of animal family affected in the GABI. For this essay they will imagine how the absence of a specific animal family would affect their community if the Isthmus of Panama had never formed. They will focus on a specific animal family for this essay.
As an extension, students will be tasked with reading “Battle for the Americas” and form reading partners in which one student would argue for the theory proposed in this article (that the Isthmus formed millions of years earlier than most researchers state), and the other will argue against the theory purported in the article, (using existing research that the isthmus formed three million years ago).
Reading | Writing | Speaking | Listening Strategies
Students will practice writing, reasoning through discussion, listening and reading through the various activities outlined in this lesson plan.
As outlined in the teaching phase, students will be introduced to the concept of the Great American Biotic Interchange and its impact on the faunal distribution in North and South America. They will be engaged in activities which engage them in the impact that the Great American biotic interchange had on animal family distribution throughout the Americas. | <urn:uuid:17ca1a19-d902-4a5d-8b79-383f711844be> | {
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Dawn and especially dusk are notoriously bad times to be outdoors because that’s when mosquitoes are most active.
“It’s not just mosquitoes, it’s all the other critters that are attracted to the water, like fish, birds, reptiles, amphibians, all of those things,” said Dr. Michael Osterholm, director of the Center for Infectious Disease Research and Policy at the University of Minnesota, who has studied the effects of climate change on Florida’s mosquito population.
Table of Contents
Are mosquitoes year round in Florida?
Mosquitoes need water in order to lay their eggs because they can’t function and will die in temperatures below 50 degrees. Mosquitoes are usually found in the warmer parts of Florida when the temperature is above 50 degrees. Mosquito bites can be painful, but they are not life-threatening. If you are bitten by a mosquito, wash the area with soap and water and seek medical attention.
Are mosquitoes a big problem in Florida?
One of the most troublesome insects in florida is the mosquito. The most common species is the Aedes aegypti, which is responsible for the majority of mosquito-borne diseases in the United States. Aedes albopictus, the Asian tiger mosquito, is also a serious threat to humans.
This mosquito is native to Southeast Asia, but has been introduced to the U.S. in recent years. It can transmit the Zika virus, dengue fever, chikungunya, yellow fever and West Nile virus.
What months are mosquitoes most active?
Mosquitoes are most active during warmer months, from March through early November. Understanding when the mosquitoes are most active can help us protect ourselves. When the mosquitoes are most likely to be active during the warm days is the most important.
Mosquito season in the United States begins in mid-March and ends in late November or early December. During this time, the mosquito population is at its peak. This is a good time to take steps to protect yourself and your family from mosquito-borne diseases such as malaria, dengue fever, West Nile virus, and chikungunya.
Which part of Florida has the most mosquitoes?
The south is considered a tropical zone due to its high temperatures and excessive humidity. The mosquitoes can be seen in this region as early as April. Mosquito-borne diseases such as dengue fever, chikungunya, yellow fever and West Nile virus can be transmitted to humans through the bites of infected mosquitoes.
How do you keep mosquitoes away in Florida?
Apply mosquito repellent to bare skin and clothing. Do not use them if they are not labeled according to the label. Repellents that contain DEET, picaridin, oil of lemon eucalyptus, para-menthane-diol, and IR3535 are effective. Babies younger than 6 months of age should not be exposed to repellant.
If you are pregnant or breast-feeding, consult your health care provider before using any product. Avoid contact with eyes, skin, or mucous membranes. For more information, visit the U.S. Centers for Disease Control and Prevention’s website at www.cdc.gov.
What smell does mosquito hate?
Mosquitoes are turned off by several natural scents: cinnamon, peppermint, cedar, citronella, lemongrass, patchouli, catnip, lavender, and more. When you want to spend some time in the outdoors, find a favorite and use it. Keep your home smelling fresh.
If you have a lot of windows and doors, you’ll need to make sure that they’re clean and free of dust and debris. You can do this with a few simple steps. First, clean your windows with an air freshener. Then, use a spray bottle to spray down the inside of your doors and windows.
This will help keep the air fresh and fresh-smelling.
What vitamin do you take to prevent mosquito bites?
The skin can be made less attractive to insects by taking Vitamins B and C. So, we recommend that Vitamin B complex, 2 tablets twice a day, or Vitamin B-1, 100 mg daily, is a good way of helping to reduce the attractiveness of your skin to insects.
B is also important for the immune system, as it helps to protect the body from infection. It also plays a role in the production of red blood cells, which are vital to the health of the heart, lungs, kidneys, liver and other organs. | <urn:uuid:c0398333-4ae6-48d8-b31f-156dbd3ca8d0> | {
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Essential resources: diagrams, connection – Follow a thread
In the last of this series on diagrams, Nicole Weinstein looks at resources for the connection diagram
When children have a repeated interest in connecting pieces of train track together, assembling cardboard boxes, or gluing tape to paper, chances are they are exploring the connection diagram.
Children with this pattern are also likely to knock over their constructs or disassemble their carefully threaded pasta tube necklaces in an effort to explore disconnection.
Lynnette Brock, Director of SchemaPlay, says, “Observing children’s schemas, rather than just viewing resources as an interest, can help early childhood educators effectively ‘seed’ resources tailored to a child’s exploratory interests. .
“By asking questions like, ‘What are they discovering through their operations and actions? Could it be that two things can connect? Or has it developed further and the child is studying length, height, or that two or three objects can create one, such as two triangles forming a rhombus?” we can provide or “sow ‘the right resources to foster a child’s interest in the diagram.’
SEEDING THE ENVIRONMENT
To help children explore the connection pattern, early childhood educators can “seed” the environment in the following ways:
- Babies might enjoy playing with Velcro toys; wooden stackers; stackable cups; blocks; wooden pestles; or pots with lids.
- Toddlers often demonstrate more sophisticated investigations in their play: how to make different sounds or create different shapes with blocks or train tracks. They can explore height with Duplo and Lego blocks, or play with tessellation shapes to create patterns or new shape formations by bringing two shapes together (first fractions).
- Preschoolers can have the fine motor skills to string beads onto a shoelace to create a necklace or explore length and pattern; create a range of 3D constructions and shapes with connecting straws, or build a tower with blocks that can be used to measure their height.
St Peter and Emmaus, Wanslea Early Learning and Development (WELD) in Western Australia recently used the local recycling center to provide materials for children who are ‘connectors’.
Kylie Ridder, Head of Education at WELD and Lecturer at Murdoch University, who attended a Pattern Games Trainers Workshop, says, “Matthew, aged two and a half, is particularly drawn to this program. When presented with an array of loose parts, he immediately begins assembling plastic and cardboard tubes, taking them apart, and using egg cartons and lids to create constructions.
She adds, “Matthew’s key person, Fernanda Santiago, watches from the periphery and adds looser pieces to extend the piece. When she adds small cardboard tubes, Matthew leaves what he is doing and connects the tubes to his fingers, and experiments as they now become an extension of his fingers. Later, he removes them and connects them to other loose parts in various ways. It seems to be exploring how to extend the length of objects.
Children with a connection pattern use it not only in their games, but also when building relationships with people and their environment.
Kylie says: “When Matthew walks into the room, he is usually connected to his mother: by her hand or by touching her body. As he enters the room, he connects with an educator until he feels ready to explore the environment. He likes to be connected to materials and he often carries an object in his hand while playing.
Matthew is now exploring ‘rotation’ and ‘enclosure’ patterns, but his connection pattern is still strong and remains the anchor of these operations and explorations.
Lynnette says, “Children need opportunities to combine their projects; to see how they fit and don’t fit in a range of contexts, thus developing skills for applying the curriculum. This supports problem solving, inquiry and develops complex operations through child-directed play, such as measuring, counting, adding and writing. Diagrams are the foundation of all learning.
Three-year-old Dan from Ryders Hayes Primary School in Walsall is fascinated by magnets. This led to adult-guided activity around objects that might be attracted to the magnet. While testing a wooden car, Dan announced, “Car like my dad’s.” It does not stick to the magnet. It’s not magnetic. But there are things going on. The wheels go on…but sometimes the car breaks…because the wheels come off.
Dan’s key person, early childhood teacher Jennifer Adams, replied: ‘Yes, Dan, cars have wheels and sometimes they have to be removed. I have a history book that talks about wheels that fit on a car.
After reading Phillis Root’s book Rattletrap Car, they explained how the family’s car fell apart and how the wheels and parts of the car all connect to work. The next day, his key person “seeded” a wooden car in a garage, with one of the wheels missing.
Dan was immediately motivated to carefully find the axle, add the wheel and connect it to the car. His key person enabled meaningful problem-solving activity, supporting an opportunity for Dan to take ownership of his success. He also began to explore inertia and force by testing the car, pushing it harder and harder, then driving down a ramp.
Lynnette says: “The combination of Dan’s operational schematic, the connection, and his figurative schematic knowledge of cars – how they look and do – provided a wonderful opportunity to foster engagement in a story. Patterns and patterns in the script are meaningful to him and can also support his stories; small world game; Roleplay; and engagement in new problem-solving skills.
She adds, “Children’s explorations of schemas are often creative, mathematical and scientific.
RESOURCES TO SUPPORT THE CONNECTION
- TTS’s Magnetic Wooden Building Blocks, £84.99, have been designed for those under three; and his Constructa Den, £179.99, can be put together to build all sorts of hiding places.
- Alice Sharp’s Eco Build a World, £149.99, available from TTS, can be used as a simple construction set or for complex creations.
- Early Excellence is selling two complete sets – the BRIO Builder Resource Set, £185, and the Building and Constructing Complete Collection Ages 3-7, £985. It also stocks the flexible tubing and connector set, £115, and a hose and elbow set, £69.95.
- Cosy’s Imagineering Blocks, £1,139, can be stacked, interlocked and lined up to create all kinds of structures. Use them outdoors with the Class H Crates Pack, £260, or the Wooden Chutes and Stands, £84.99, both from Cosy. For indoors, try Cozy’s Natural Build ‘a’ planks, £345, or its DIY blocks, £39.99.
Threading and pegboard activities:
- Try TTS’ wooden threading trees, £59.99, or its giant rainbow peg board, £15.99. For team collaboration, put together the parts of TTS’s Team Walker, £70.95, or try its metal threading set, £54.95.
- Yellow Door’s Threading Pebbles, £20, are a top seller. And Cozy’s Slip-on Numbers and Letters, £31.99, are ideal for counting by ones and twos and seeing number patterns.
- Maths Boats and People, £49.99, are great little figures that can be inserted into boats or wooden houses to create small-world scenes.
SchemaPlay has launched a Curriculum Wheel to support educators’ pedagogical knowledge and curriculum observation and to identify those exciting abilities and discoveries that can be extended to support the joy of learning. For more information on SchemaPlay training, email: [email protected] or visit www.schemaplay.com | <urn:uuid:525fd78a-6771-4dc7-8f05-739ad5f8ddbc> | {
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Nys common core mathematics curriculum
The student is unable to perform the decimal division necessary to show non-equivalence of quotients.
The student is able to perform the division necessary to produce the whole
number portion of the quotient
, but is unable to continue dividing the decimal places to show non-equivalence of quotients.
The student is able to explain the non-equivalence of the quotients, but with errors in the division calculation.
The student divides accurately and explains the non-equivalence of the quotients.
resource -> Nutrition & Resilience Nutrition as an input to and an outcome of resilience
attachments -> Grade 4: Module 1: Unit 3: Lesson 5 Creating Our Parts of the Constitution
resource -> Sample behavior and discipline guidelines
resource -> Workshop: Consumerism The goal of this workshop
resource -> Martin Luther King, Jr
resource -> Was The Green Revolution (GR) a humanitarian Undertaking Disaster in the Long Term?
attachments -> Los Duraznos/Peaches
attachments -> Lesson End-of-Module Assessment Task
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The foundation of Awami League in the history of the advent of Bangladesh is an epoch making event, which has been influenced by the long cherished culture and humanistic sensibility of the people living in the Padma-Meghna-Jamuna washed delta.
Would Bangladesh be an independent country without the foundation of the political organization, Bangladesh Awami League? It is now historically established that as Bangladesh Awami League has evolved through time and events since its inception, it has gradually inspired the Bengalis to seek self-determination to be more conscious of their rights, and finally to assume sovereign power in their own land.
The great architect of independent Bangladesh, the greatest Bengali in the history Father of the Nation Bangabandhu Sheikh Mujibur Rahman cherished from his student life a dream of a unique political identity for his own land and people.
That very dream actually laid the foundation of his political philosophy, and Awami League became the playground for the accomplishment of the dream. Therefore, the history of Bangladesh, in some way or other, deeply resonates with the history of Awami League.
From Bangabandhu’s recollection of the political dilemma of Bengal during the partition of India in his Unfinished Memoirs, it appears obvious that both Congress and the Muslim League leaderships in Bengal were in favour of holding the integrity of Bengal. The central Congress and Muslim League leaders were different in opinion.
Since the Congress Party did not want to lose Kolkata, the chief goal of the Muslim League was to establish a single independent Muslim state. The Muslim majority of Bengal, the people of East Bengal accepted Muslim League's monopoly in plain belief that their initiatives would improve the lot of Muslims of the sub-continent. As a result, the Pakistan Movement gained a stranglehold in East Bengal.
Thereafter, the first disillusionment of Bangabandhu and his contemporary student leaders seemed understandable in August 1947 when the leaving British Raj poured cold water on their desire of ultimate freedom for the people of the subcontinent as they broke Bengal into two and affixed the Hindu major western part with India and the Muslim major eastern part with Pakistan.
The eastern part of newly formed Pakistan meant to be known as East Pakistan and was immediately turned a prey to discrimination. The West Pakistan became the center of administration despite its having a minority of population.
The capital city was established there and the control of Muslim League basically fell into the grasp of the West Pakistanis. After this happening, the authoritarian West Pakistani leadership prepared to declare Urdu as the official language of Pakistan bypassing the Bengalis’ legitimate right , which was the language of the majority.
The people of Bengal did in no way accept this decision but the East Pakistan Muslim League leadership was clearly divided on the issue of the state language, which allowed the government to inflict aggressive repression upon the Language Movement.As an inevitable consequence of these events, there arose a widespread mutual suspicion and conflict leading to breakdowns in the Muslim League mainly in the East-Pakistan region.
According to the Unfinished Memoirs, the divide between the supporters of Khwaja Nazimuddin and Hossain Shaheed Suhrawardi became open and the central leadership of the Muslim League recognized the supporters of Khwaja Nazimuddin as Muslim League workers thus making it impossible for the supporters of Suhrawardi to stay with.
At this time, Bangabandhu felt that the Muslim League was intent on establishing the one-party rule thereby prohibiting people from getting justice.In such a situation, when a conspiracy was shaped with a view to holding Mr. Shamsul Haque even after winning the election from sitting in the Natinal Assembly, a conference was called on 23 June 1949 with the former League workers of Bengal. The detained Bangabandhu was also asked to give his opinion.
He promptly returned, “There is no point in pursuing the Muslim League any longer. This party has now become the establishment.” He also said that he would not continue student politics anymore; rather he would indulge in mainstream poilitics because tyranny would prevail over the country unless the creation of the opposition.
The vexed government barred over the availability of a suitable place to house the conference. Finally, it took place at Rose Garden owned by Kazi Humayun Rashid amid the august presence of Sher-e-Bangla A. K. Fazlul Haq, Mawlana Bhashani and other veterans, and a new political party titled ‘East Pakistan Awami Muslim League’ was formed. Mawlana Bhashani was made its president and the captivated Bangabandhu was given the responsibility of joint secretary.
The inclusion of the word ‘Muslim’ in the party title created discomfort in Bangabandhu’s consience because he had thought that a non-communal organization would be formed in the independent land but he did not have anything to do with it while he was in the prison.
However, the political activities of this newly founded organization showed clear evidences of its non-communal attitude. In just a few years of its formation, the organization helped the Language Movement reach its zenith. One of the main purposes of this political party was to preserve the honour of Bengali language and culture.
With this goal in mind, the leaders agreed during the formation of United Front prior to the 1954 general elections that no communal organization would participate in the elections—a decision widely appreciated by the commoners and thus leading toward a fabulous victory of the United Front in the 1954 elections.
After this victory, the Awami Muslim League in the 1955 Council session exempted the word ‘Muslim’ from its title and evolved into Awami League, a completely non-communal secular political organization with open access for all citizens.
In the General Secretary's report during the Council, Bangabandhu stated that the Awami League leaders and its workers have not been able to breathe a sigh of relief for a day since the formation of the party and that Awami League’s strong stance against the oppression and injustice of oppressive regime led to a new spirit of new consciousness, new hope, enthusiasm and an ironclad vow for standing up against oppression.
After this brief discussion, we see how Awami League became the popular political organization, whereby the people of Bengal and the victims of long-term abusive misrule by the intruders could stand collectively and muster up courage to dream of freedom.
Under the brave and voisionary leadership of Bangabandhu Sheikh Mujibur Rahman, Awami League materialized the dream of liberation by long agitation, non-cooperation, and finally expulsion of the intruder Pakistanis after an ultimate victory in the nine-month-long bloody liberation war in 1971.
Awami League founded on the day of the fall of Bengal's independence in the Mango grove of Palashi brought the sun back to the sky and performed its historical duties properly under the outstanding leadership of the Father of the Nation Bangabandhu Sheikh Mujibur Rahman.
Today, Bangladesh Awami League, led by Bangabandhu’s worhy daughter the Honorable Prime Minister Deshratna Sheikh Hasina is streering Bangladesh towards its destination of a golden future under her dynamic and magnificent leadership.
The writer is a researcher, folklorist, columnist, Professor of English and Pro-Vice-Chancellor at Islamic University, Kushtia.
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After opening with vignettes showing how two boys with similar disabilities experience very different school days, this article details how collaborative teaming is used to provide an inclusive setting and experience for a student with significant disabilities. (See “Unfiltered Truths of Co-Teaching” for a companion piece.)
Presents information about the Least Restrictive Environment (LRE) data for students with disabilities. It demonstrates a significant difference in LRE for those students with the most significant cognitive disabilities. (See “The Hope of Lessons Learned: Supporting the Inclusion of Students with the Most Significant Cognitive Disabilities Into General Education Classrooms” for more information.)
Beth Foraker, Founder and Director of The National Catholic Board on Full Inclusion, asks “who’s missing?” in Catholic schools. (See companion pieces “A Family’s Journey of Inclusion and “I Have Great Friends.”)
The Coordinator of the Inclusive Elementary and Special Education Program at Syracuse University (SU) discusses the strategies, principles, and history behind SU’s inclusive education program. (See “To Truly Be Inclusive is a Whole Life Process: Reflections of a SU Graduate” for a companion piece.)
This brief is an electronic interactive Brief which can be used by educators and family members to talk with one another and others about the importance of creating and supporting inclusive school communities.
This briefing by Sherly Lazarus urges educators to commit to sustainable inclusion for all students, including students with the most significant cognitive disabilities. The briefing outlines several critical components that support sustainable inclusion for students with the most significant disabilities, which include: raising expectations, increasing educator capacity, access to the content, and systems change. Here you can find the written Congressional briefing and opening statements as well as the video footage.
The BPIE Assessment is a school self-assessment process designed to identify priority needs, develop goals, plan improvement strategies, and organize resources to support the implementation of inclusive practices for students with disabilities. More information on the School BPIE Assessment and how it can be used can be found here.
More information on how SISEP provides content and technical assistance toward establishing large-scale, sustainable, high-fidelity implementation of effective educational practices can be found on this website.
TIES Center is supported primarily through a Cooperative Agreement (#H326Y170004) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. The Center is affiliated with the National Center on Educational Outcomes in the Institute on Community Integration at the College of Education and Human Development, University of Minnesota. Opinions expressed on this website do not necessarily reflect those of the U.S. Department of Education or Offices within it. | <urn:uuid:b1e616c6-f976-434a-919b-0f7788577c21> | {
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news & tips
A collection of helpful articles on teachers and teaching
Using the Pedagogy of Engagement to Help At-Risk Students
Research shows there is a significant link between poverty and student performance. This opportunity and achievement gap represents the reality that socioeconomic status influences student performance. While teachers in high-need schools cannot solve poverty, the true irony is that educational success can and will increase the likelihood of socioeconomic success. The best help teachers can give these students is a combination of high expectations, understanding, and engagement.
Recognizing the challenges of at-risk students does not mean underestimating their potential, nor does it require pity or low standards. Educator and founder of EdChange.org Paul Gorski points out that at-risk students who “attend schools that combine rigorous curricula with learner-centered teaching achieve higher levels and are less likely to drop out than their peers who experience lower-order instruction.”
5 ways to help high-need students using the pedagogy of engagement
In his essay Building a Pedagogy of Engagement for Students in Poverty, Gorski includes many strategies teachers can use to ensure equal opportunity in the classroom for low-income students. Here are five to try.
1. Build relationships with families
Engaging students is key to their success, but that engagement must have support at home. Many at-risk students have parents who are resistant to participation in education, sometimes due to their own history of conflict within schools. Gorski suggests creating open relationships with their families despite these potentially troubled histories.
One way to overcome family distrust is through persistence and nurturing relationships through consistent communication, rather than simply when trouble strikes. Another important factor to building trust is acknowledging that sometimes families may want to participate but need child care or transportation in order to do so. Consider creative investments to allow for full family participation when possible.
2. Incorporate art and movement into lesson plans
For students, the challenges of poverty include a lack of access to the arts and a lack of physical expression through sports. Because PE, art, music and theater programs are increasingly scarce in schools, Gorski suggests finding a way to overlap arts or physical education with your specific teaching discipline.
This is not always easy, but can pay off significantly, particularly when it utilizes something of value to the students themselves. One good way of finding an intersection of classroom learning and music or physical movement may simply come from asking students if they can establish those connections, empowering them to bring things that they are passionate about into the classroom and thus affirming their role as active participants in their own education.
3. Emphasize reading for pleasure
Literacy proficiency is a powerful tool for low-income students; frequent readers tend to be high achievers in both education and the professional world. However, students don’t become regular readers unless they enjoy books.
Aside from teaching the mechanics of reading, literacy teachers have an opportunity to promote and support reading enjoyment. One strategy for doing this is to help students find texts they connect with, whether those are stories with diverse protagonists or books for reluctant readers.
4. Empower students to tell their stories
Another key to success is an opportunity for students to articulate their own stories — and ensure that outside perceptions do not inhibit their learning. Gorski suggests that students be given opportunities to “tell stories about themselves that challenge the deficit-laden portrayals they often hear.”
Reflections on stereotypes in their own texts could provide opportunities for such discussions. Consider looking over class materials to ensure that they do not contribute to inappropriate profiles of at-risk students. Allow students to engage those stereotypes with discussions of themselves or their families. Such critical-thinking imbued exercises may seem a digression, but can be essential for creating an empowered student environment.
5. Cultivate a growth mindset in students
Learner-centered teaching means finding ways to access students’ intrinsic motivation and allowing them to see themselves in charge of their educational future. Rather than viewing educational success as an innate skill, helping students adopt a growth mindset can further their success in the classroom.
According to Michael J. Reese from the Innovative Instructor a growth mindset is “more likely to lead to deeper learning and lasting outcomes.” Reese suggests instructors encourage a growth mindset by setting high expectations, providing consistent feedback, creating risk-tolerant environments, and giving students some basic education about neurology and the influence of the learning process on the brain itself.
Students who are challenged but allowed to fail can take their feedback and turn that into growth for future success. The more they perceive education as a process within which they have a significant role, the more likely their continued success.
Key to all of these strategies is placing the instructor in the role of guide rather than sage, which can be scary and difficult, but is an essential strategy for ensuring that our students are empowered to be active advocates for their own education.
Monica Fuglei is a graduate of the University of Nebraska in Omaha and a current adjunct faculty member of Arapahoe Community College in Colorado, where she teaches composition and creative writing. | <urn:uuid:4be524a8-ded1-4f9d-99ef-b1f2830f23af> | {
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- published: 12 Jun 2011
- views: 716187
View full lesson: https://ed.ted.com/lessons/how-do-solar-panels-work-richard-komp The Earth intercepts a lot of solar power: 173,000 terawatts. That’s 10,000 times more power than the planet’s population uses. So is it possible that one day the world could be completely reliant on solar energy? Richard Komp examines how solar panels convert solar energy to electrical energy. Lesson by Richard Komp, animation by Globizco.
This video deals with how to draw PV and T-s diagram and also how to write the equations for turbine boiler etc
Among all solar technologies, Concentration Photovoltaic or CPV is one of the most efficient. CPV technology is based on high-efficiency triple-junction cells, used in the aerospace industry since the 90's, reaching conversion rates exceeding 40% (well above traditional silicon systems).
A PV system main components are, of course, solar cells. This video will explain how multiple solar cells are combined to form a module and what the considerations are on how to orientate them. This video is part of the edX course: Sustainable Energy: Design A Renewable Future (EnergyX)
In this interview from the Solar Power International trade show in Las Vegas, Ideal Power CEO Dan Brdar talks with pv magazine LIVE about his company's novel and inherently bi-directional power conversion technology, as well as his thoughts on U.S. energy storage markets.
Five interesting numbers related to Solar PV Energy One: 1000 Watts per Square Meter Two: 5 Hours of Full Sunlight Per Day (20% Capacity Factor) Three: 20% Conversion Effciency Four: 1kWH per Square Meter per Day Five: 1/30th the Energy Content per Day compared to Gasoline
First start up!
This is a vary brief review of how we use P-V graphs, and in particular emphasize the graphs do NOT tell us what transitions are adiabatic. That is a given from the process or system the P-V graph is describing.
Solar panels are becoming cheaper and more efficient. So how exactly do they work? Read More: Cheap solar cells made from shrimp shells http://www.sciencedaily.com/releases/2015/02/150218191724.htm “Researchers have successfully created electricity-generating solar-cells with chemicals found the shells of shrimps and other crustaceans for the first time.” How Solar Got Cheap http://www.npr.org/templates/transcript/transcript.php?storyId=398811199 “All my life, solar power has been the thing that's coming in the future.” The History Of Solar https://www1.eere.energy.gov/solar/pdfs/solar_timeline.pdf “Solar technology isn’t new. Its history spans from the 7th Century B.C. to today.” Photoelectric effect http://www.britannica.com/EBchecked/topic/457841/photoelectric-effec...
Want to know more?? Then why not visit our website www.tecg.co.uk. Powering your home with solar energy is the best thing you can do for yourself financially and ethically and also for the planet we live on. It is common knowledge that solar power is energy from the sun converted into energy that we can use in our daily lives. As we run out of fossil fuels and start to worry about the effect this will have on our children, it has become even more urgent that we find an alternative source of energy. The use of solar power is nothing new; it has been used for thousands of years and was first explored by the Ancient Greeks, Romans and Native Americans. The process of energy conversion can sometimes seem confusing and hard to understand. This has contributed to the sometimes slow uptake of...
In this video, by using the VMware vCenter Converter, we will demonstrate how to migrate a physical workstation to a Virtual Machine running on the VMware vSphere Hypervisor (ESXi). It's a very straight forward process and one that you can do yourself without any issues. First, you download the VMware vCenter Converter, next you convert the physical PC to a VM, and lastly you edit the properties of the VM to make it more efficient. Download the course compendium at: http://www.vmsources.com/resources/free-class-esxi and then check out our website at http://vmsources.com !
The Compact MV Power Platform is a turnkey power conversion solution for utility-scale PV plants. Simple installation, easy data monitoring and superior service offerings make the Compact MV Power Platform the preferred choice for large scale projects. Learn more: http://goo.gl/hAohJ ------------ SMA America - https://www.SMA-America.com SMA Inverted Blog - https://www.SMAInverted.com SMA America on Facebook - https://www.facebook.com/SMAAmerica SMA America on Twitter - https://twitter.com/SMA_America Contact - [email protected] SMA Solar Technology AG is a global leader in the development, production and sales of PV inverters and, as an energy management group, offers innovative key technologies for future power supply structures.
MIT 2.627 Fundamentals of Photovoltaics, Fall 2011 View the complete course: http://ocw.mit.edu/2-627F11 Instructor: Tonio Buonassisi This lecture examines the practical realization and theoretical limits of solar cell efficiency, with a closer look at solar simulators, making measurements, and material and device-based sources of efficiency loss. License: Creative Commons BY-NC-SA More information at http://ocw.mit.edu/terms More courses at http://ocw.mit.edu
Very easy method to draw T - S diagram
Learn how to use dynamic models to test and validate the performance of photovoltaic systems with MATLAB and Simulink. Get a Free Trial: https://goo.gl/C2Y9A5 Ready to Buy: https://goo.gl/vsIeA5 Learn more about MATLAB: http://goo.gl/YKadxi Learn more about Simulink: http://goo.gl/XQGMsx Learn more about Simscape Power Systems: http://goo.gl/4dUrbk Photovoltaic solar power technology is being pushed to the forefront as a viable alternative source of renewable energy. Addressing the key design challenges involved in the development and implementation of these systems requires simulation tools capable of not only modeling and analyzing the behavior of diverse electronic components, but also the ability to combine them with the associated control algorithms and evaluate the full system ...
Tutorial on an important component in solar photovoltaic inverter controls, the d-q (direct & quadrature) transformation, used to simplify the dc-ac inverter control system.
National Geographic Megastructures - Featuring Adani’s Solar Power Plant- BBC Documentary History Adani Group: Adani Group is an Indian multinational conglomerate company headquartered in Ahmedabad, Gujarat, India. Its diversified businesses include resources, logistics, agribusiness and energy sectors. The Group is the largest port developer and operator in India with Mundra Port being the country’s largest commercial port. It owns Fortune, India’s largest edible oil brand through a joint venture with Wilmar International in Singapore. The Flagship Company of the Adani group is Adani Enterprises Limited. In April 2014, it added the 4th unit of 660 MW at its Tiroda Power plant, making Adani power the largest private power producer of the country. In 2015, Adani was ranked India's mo...
In this video we make a Tritium Nuclear Battery. This is also known as a Radioisotope Photovoltaic Generator. This is not like the more common Radioisotope Thermoelectric Generators used on spacecraft as this does not use thermoelectric elements for the energy conversion portion. The key component is luminous tritium vials. You can find them on online shopping networks as "Tritium Vials" or "Tritium lights". These lights are simply attached to an amorphous solar cell to produce electricity. More efficient monocrystalline solar cells cannot be used as they are ironically less efficient at the low light levels the vials produces. The device in the video using 14 tritium vials of 22.5mm x 3mm in size produced 1.23 microwatts at the maximum powerpoint of 1.6 volts. Donate to NurdRage! Th...
Overview of photovoltaic (PV) materials for practical use in UAV's, and a general overview of the material options for PV. Webinar will provide developers and operators insight into the design trade-offs when considering solar power for these applications. Joseph Foster has worked for a variety of companies over 25 yrs in industries ranging from aerospace, environmental products, semiconductors and systems, and consumer electronic technology. Joe has expertise in technology identification and development, including corporate and business development, mergers and acquisitions. He currently works at Apple on next generation technology for new products. Prior to joining Apple, Joe was the VP for Business Development for Alta Devices, a venture backed startup which created the highest ef...
MIT 2.57 Nano-to-Micro Transport Processes, Spring 2012 View the complete course: http://ocw.mit.edu/2-57S12 Instructor: Gang Chen License: Creative Commons BY-NC-SA More information at http://ocw.mit.edu/terms More courses at http://ocw.mit.edu
UNSW School of Photovoltaic and Renewable Energy Engineering Solar power conversion efficiency above 40% short and long term options Ned Ekins-Daukes Imperial College London To view complete with slides: http://www2.pv.unsw.edu.au/videos/Ned-Ekins-Daukes-1November2016/ To view additional seminars: https://www.engineering.unsw.edu.au/energy-engineering/public-research-seminars Homepage: http://www.pv.unsw.edu.au ABSTRACT: The ultimate limit for solar power conversion stands at 87% so there would appear to be plenty of scope for improving the efficiency of photovoltaic technology. The fastest route to achieving high power conversion efficiency is by stacking multiple photovoltaic junctions; the InGaP/GaAs/Ge multi-junction solar cell represents the industry standard for space and s...
Learn how to create a Simulink block using C/C++ code and a MATLAB class derived from the matlab.System class. Download the files used in this video: https://goo.gl/4wX9kF Get a Free MATLAB Trial: https://goo.gl/C2Y9A5 Ready to Buy: https://goo.gl/vsIeA5 Learn more about MATLAB: http://goo.gl/YKadxi Learn more about Simulink: http://goo.gl/XQGMsx
Title :The ab initio calculations and their applications to materials for photovoltaic conversion By Prof. El-Kebir Hlil, University of Joseph Fourier, Grenoble – France IRSEC'14 - 2014 International Renewable and Sustainable Energy Conference IEEE Conference Ouarzazate, Morocco – October 17-19, 2014 http://med-space.org/irsec14/el-kebir-hlil
UNSW School of Photovoltaic and Renewable Energy Engineering Thin film photovoltaics: Advances in earth abundant chalcogenide technologies Paul Pistor Catalonia Institute for Energy Research (IREC) To view complete with slides: http://www2.pv.unsw.edu.au/videos/Paul-Pistor-8October2016/ To view additional seminars: https://www.engineering.unsw.edu.au/energy-engineering/public-research-seminars Homepage: http://www.pv.unsw.edu.au ABSTRACT: Global PV capacity has been rapidly growing in recent years to an estimated 50 GW newly installed capacity in 2015. While most of the installations are based on wafer-based silicon technologies, there are several thin films technologies available that are mature and efficient enough to compete in the market. Thin film technologies generally offer a...
Modélisation et Simulation d'une cellule PV Solaire | <urn:uuid:1b1bfb6c-6aa1-4e9c-9812-34db28e10cf7> | {
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Place your order now for a similar assignment and have exceptional work written by our team of experts, At affordable rates
Write an insightful defence of some position on an issue in a way that demonstrates a sophisticated understanding of the course material.
Warning: I’m grading you on your ability to understand an issue and say something interesting about it; not on how well you can follow an outline. This advice is meant purely as a guide for the perplexed.
You are going to write an argumentative paper. An argumentative paper is a paper where you defend a position on an issue RELATED TO THE COURSE MATERIAL.
Here is what it looks like.
12-point standard (serif) font (serif, no serif)
No title page
5 to 7 pages (typical margins)
Here is the structure of a typical argumentative paper in case you are not familiar with the conventions.
Describe an Issue (here are some that I came up with off the top of my head)
What is play?
How is play related to games?
Must a game have a purpose?
Do professional athletes count as playing their sport?
What makes one kind of play different from another?
Do video games tell us anything about the society that makes and plays them.
Describe what others have said about it (i.e. what you learned).
Describe the argument they provide in support of their position. Include quotes as needed.
Notice the argument for a position is distinct from the position itself. You might for instance agree with someone on something but disagree with their reasoning.
Describe what is wrong with what they have said (either with their position or their argument or both).
Conclusions go wrong when they are false.
Arguments can go wrong in either of two ways:
One or more of their premises are false
or their premises even if true don’t support the conclusion.
Describe your position on this issue. How is it different from the one discussed?
Present an argument for it (Remember your position is distinct from the argument you use to support it).
Explain why it is better than the one you discussed earlier.
Anticipate the most obvious/pressing objections to your position.
Respond to this objection
Students often don’t spend enough time on this.
Summarize your paper
On the issue of X, S argues that p. But is S is mistaken about p for these reasons. I argue instead that q. q overcomes the problems of p in these ways. Of course, supporters of p may object that q has this problem. They, however, are mistaken. Here is why…
Now take this summary paragraph and put it at the very beginning!
You should include citations.
Citing sources is a good way to demonstrate your understanding of the material.
It is also how scholars situate themselves in the larger conversation in which they are participating.
It does not matter how you format your citations as long as you are clear and consistent.
Don’t cite me (my lectures, my slides). I’m almost always explaining the work of someone else. You should figure out who I was talking about and cite them.
You are welcome to find papers not discussed in class relevant to your case but you do not need to. This is not a research paper; it is an argumentative essay. It is acceptable for you to focus solely on the course material.
When to cite?
e.g. Socrates believes that writing is anathema to learning. “[and here is a quote from Socrates to prove that he does in fact believe what I just said he believes”] Now I’m restating the quote in my own words and explaining how this view is related to whatever case I’m making.
Men are more likely to develop brain tumors than women. (That is surprising! Cite the research that discovered this fact)
Smoking is bad for your health (Yes, this fact was discovered at some point but it has since become common knowledge and so no longer requires a citation)
a good rule of thumb is to provide a citation any time you attribute a view to someone or refer to a theory.
Also, cite when you state some empirical fact that isn’t obvious.
I’m grading you on…
I’m looking for an accurate representation of the concepts, arguments, and theories you write about. This understanding involves knowing what course material is relevant.
Don’t assume I understand what you are talking about. I do but your writing should be aimed at me. Instead, write to an educated though uninformed reader. Teach your reader the material. This is the best way to demonstrate understanding.
Feel free, to offer novel interpretations but it should not be based on a clearly mistaken or inconsistent reading of the material.
I am looking for a sophisticated critical analysis of the issues you write about. Your analysis shouldn’t be too superficial. Your point should not be too obvious. Your goal is to make an interesting contribution to a conversation.
Don’t worry about being original. What you already think is good enough; just try to articulate your ideas intelligently and clearly in terms of the relevant material.
I will not penalize you for grammar or spelling mistakes. It is, nevertheless, possible for your meaning to be lost, if there are too many of these kinds of errors.
Clarity is the master virtue of writing. You will not be able to demonstrate understanding or insightfulness unless your writing is clear. If nothing else, your writing should be easy to follow.
An average educated adult should be able to understand your paper.
Do not mimic the academese of our readings. The readings are intended for professional scholars and use different conventions than a term paper.
Don’t surprise your reader. Your reader should know exactly what you are doing at all times. One of your first paragraphs should be a “map” of your paper that tells your reader what you are arguing for and how you’ll argue for it.
You will only know how your argument works once you have already written it out. So write this part last.
You should not aim to say everything that can be said about an issue. Instead, you should thoroughly explore an issue that you find interesting and then say something philosophically interesting about it.
You should do more than merely summarize the lecture material related to your case. This is your chance to dive deeper into a topic/issue than we can in class.
If your conclusion is “it depends on the person”, or “it’s all very complicated”, or “there is no one answer”, or “It is impossible to know…” then you are on the wrong track. You can take for granted that these issues are complicated and difficult to settle. That is why we consider them. Your job is to make a case for a particular position.
Writing is exploratory. It is normal and expected to change your mind and become more sophisticated in your understanding as you proceed. Don’t resist it! Once you settle on your final assessment, write it out in the first paragraph and pretend you always knew that it would turn out this way.
No fluff, no filler.
Don’t waste time on unnecessary introductions and generalizations. e.g. “For centuries people have wondered…” “X is a very controversial issue”. Just get into it. To gain momentum we add all sorts of unnecessary background information and qualifications when we write. Cut that out in editing.
Make sure that every sentence is doing work. Often, we repeat ourselves. If two sentences essentially say the same thing, delete one of them. You’ll be surprised at how satisfying it is.
Don’t use unnecessary technical jargon. When you must use it, define it immediately.
If you say, “This point is best understood from a pluralist perspective.” you better tell me in the next sentence what a “pluralist perspective” is; and in the sentence after that why this point is best understood from that perspective.
Always use the simpler word. e.g.
Don’t say “endeavor”. Instead say, “try”.
Don’t say, “prior to”. Instead say, “before”.
Don’t say, “relinquish”. Instead say, “let go”.
Don’t say “multiple”. Instead say, “many”.
Use terminology consistently.
If you have figured out a pithy way to express some complex idea, you win! That is half the battle. Now say it in the exact same way throughout your paper. Don’t feel like you have to change your wording to make it more interesting. In philosophy words like truth, logic, justification, premise, conclusion, valid, etc. have precise meanings. By changing your wording you might inadvertently change your meaning. Besides, you want your prose to be clear; not flowery.
Avoid rhetorical questions.
Rhetorical questions are rhetorical, not argumentative, “You don’t want to manipulate your reader, do you?”
Also, because in philosophy everything is up for grabs, rhetorical questions often back-fire by revealing unsupported assumptions.
“Why would someone be against playing?”
“Good question. I can think of a few reasons.”
Don’t start a sentence with ‘This’ without a noun afterwards.
Bad: This raises another worry.
This what? This view? This person? This argument? This response?
Good: This objection raises another worry.
Edit your writing after it is written (not during). | <urn:uuid:ca0d88cc-5a8c-4ee7-a857-b1a600c8cf0d> | {
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“she lamented over her husband.” 2 Samuel 11:26 is saying that Bathsheba openly and publicly wept and wailed over her husband. The Hebrew word translated “lament” is saphad (#05594 סָפַד) and in general, it refers to the more public lamentation and crying and wailing than the word 'ebel (#0060 אֵבֶל), which is used in 2 Samuel 11:27 and is translated “mourning.” Although the words may sometimes be used synonymously, generally saphad refers to the outward and public lamentation that occurred when someone died, while 'ebel refers to the longer and more personal mourning that occurs in a person’s mind and heart after someone dies, although especially with women in the biblical culture, it was common to wear clothing that indicated that the person was mourning the death of a loved one.
In the ancient biblical world there were women who were professional mourners, who would come to a funeral and loudly weep and wail, and often speak various laments (cp. Jer. 9:17). Those women helped draw the emotion of loss out of the people present. In the biblical world of the Jews, a person’s dead body was buried the same day the person died, and death often came quickly and unexpectedly. That meant that it often happened that there was no time to inform the extended family and gather them for the funeral, which could mean that some funerals did not have many family members present. But it was customary and considered important to make a loud weeping and wailing when someone died to demonstrate one’s feeling of loss and make a kind of tribute to the dead person. The professional mourners helped with the serious and sad tone of the funeral. Also, when other people at the funeral cried, it was easier for family members to feel the emotion and cry too. All this contributed to there being professional mourners, women, who would loudly cry and lament the death of the person. It also meant that the culture had a word for the loud, public lamentation at the funeral or announcement of someone’s death, and a different word for the internal mourning in the heart of a person who had lost a loved one. Here in 2 Samuel 11:26-27 we see both aspects: the lament and then the mourning. It is also worth noting that if there were musicians available that could help with the sad emotional tone, they might come to, as we see at the funeral of Jairus’ twelve-year-old daughter (Matt. 9:23).
The crowd that came to the house of Jairus when his daughter died would have had professional mourners in it, and that is part of the reason that crowd could go from “crying and wailing loudly” (Mark 5:38) to laughing out loud (Mark 5:40) so very quickly (cp. Mark 5:38-40). | <urn:uuid:b7847252-2cd5-4f69-a0d5-5daa3cd9fced> | {
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You’re listening to Les Paul and Mary Ford with How High the Moon from 1951, and…
You’re on the Sound Beat.
‘How High the Moon’ wasn’t a new song when Les Paul and Mary Ford recorded it. As a matter of fact the Les Paul Trio recorded a version on a V-Disc (records made expressly for military personnel) in November, 1945.
So…how the high the moon? Depends on the time of year. During summer the tilt of the Earth’s axis points us toward the Sun during the day, so at night we are tilted away from the Moon, making it lower in the sky. In the winter, reverse it: we are tilted toward the Moon at night, making it higher.
Image credit: NASA
Photographed by an Expedition 28 crew member aboard the International Space Station, this image shows the moon at center, with the limb of Earth near the bottom transitioning into the orange-colored troposphere, the lowest and most dense portion of the Earth’s atmosphere. The troposphere ends abruptly at the tropopause, which appears in the image as the sharp boundary between the orange- and blue- colored atmosphere. The silvery-blue noctilucent clouds extend far above the Earth’s troposphere. | <urn:uuid:653b0c22-ea0d-404d-b7d0-be39fe6a632f> | {
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Asthma is a chronic lung disease characterized by airway obstruction, inflammation, and hyperresponsiveness . Identifying and avoiding asthma "triggers" is essential in preventing asthma flare-ups. Although "triggers" are often thought of as airborne agents that can bring on an attack, there are a variety of exposures that can cause or exacerbate symptoms, including the following categories of stimuli :
- Inhaled allergens
- Respiratory infections
- Inhaled respiratory irritants (including tobacco smoke and cold dry air)
- Hormonal fluctuations
- Physical activity
- Emotional state (eg, anxiety, sudden upsets)
It is recommended that clinicians assess patients for a range of factors that can make asthma worse, including inhalant allergens, tobacco smoke, indoor/outdoor pollutants and irritants, workplace exposures, gastroesophageal reflux and other comorbidities, rhinosinusitis, sulfite sensitivity, and medication intolerances . Such assessment should take into account the amount of exposure, the patient's sensitivity to allergens encountered, and the clinical significance of the exposure/sensitivity in the context of the person's medical history . Exposures at home, daycare, school, work, and regular leisure sites should be reviewed. Questions about work environment are particularly important, as industrial or occupational exposures are responsible for up to 15 percent of cases of adult asthma [2,3].
The recommendations in this topic review are consistent with "The National Asthma Education and Prevention Program: Expert Panel Report 3, Guidelines for the Diagnosis and Management of Asthma – Full Report 2007" . The full text is available at the website of the National Heart, Lung, and Blood Institute . This document provides a set of questions that can be used to determine which triggers and environmental factors contribute to a patient's asthma (table 1).
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What are the castes in BC-B?
|Entry No.||Caste / Community|
|1||Agnikulakshatriya, Palli, Vadabalija, Bestha, Jalari, Gangavar, Gangaputra, Goondla, Vanyakulakshatriya (Vannekapu,Vannereddi, Pallikapu, Pallireddi) Neyyala, Pattapu|
|4||Rajaka (Chakali, Vannar)|
What is BC-A and BC-B caste?
Both BC-a and BC-b belong to same caste backward class but different sub caste. Both these different sub caste(BC-A and BC-B) differ in terms of reservation percentage. BC-A has less reservation when compared to BC-B.
What is the sub caste of BC C?
|Entry No.||Caste / Community||Gazette Resolution|
|10||Jogi||12011/68/93-BCC(C ) dt 10/09/1993 (size : 7.07MB)|
|11||Katipapala||12011/68/93-BCC(C ) dt 10/09/1993 (size : 7.07MB)|
|12||Korcha, Koracha||12011/68/93-BCC(C ) dt 10/09/1993 (size : 7.07MB)|
|13||Medari or Mahendra||12011/68/93-BCC(C ) dt 10/09/1993 (size : 7.07MB)|
Who comes under BC?
Bc (backward caste) comes under OBC category i.e other backward class which is collective term used by government of India to classify caste which are educationally or socially disadvantaged.
What is sub caste?
Definition of subcaste : a caste that is a subdivision of a larger caste The Hindu caste system is enormously complex, with thousands of subcastes grouped into four major divisions …— Barbara Crossette.
What is sub-caste?
Is BC and SC same?
bc means bacward class.sc means shedulded caste.st means shedulded tribes. obc means other backward class.
What are the sub caste in OBC?
Its report stated that prime beneficiaries of 97% OBC reservation includes Yadav, Kurmi, Jat (Jats of Rajasthan except those of Bharatpur and Dholpur district are in Central OBC list), Saini, Thevar, Ezhava and Vokkaliga castes. | <urn:uuid:68675478-92f9-4fd7-97fb-d49d4d5b54b1> | {
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The Nankai Trough Seismogenic Zone Experiment (NanTroSEIZE) is the first geologic study of the underwater subduction zone faults that give rise to the massive earthquakes known to seismologists as mega-thrust earthquakes.
"The fundamental goal is to sample and monitor this major earthquake-generating zone in order to understand the basic mechanics of faulting, the basic physics and friction," says Harold Tobin, University of Wisconsin-Madison geologist and co-chief scientist of the project.
Tobin will present results from the first stage of the project Sunday, Feb. 15, at the 2009 American Association for the Advancement of Science meeting in Chicago.
Subduction zone faults extend miles below the seafloor and the active earthquake-producing regions — the seismogenic zones — are buried deep in the Earth's crust. The NanTroSEIZE project, an international collaboration overseen by the Integrated Ocean Drilling Program, is using cutting-edge deep-water drilling technology to reach these fault zones for the first time.
"If we want to understand the physics of how the faults really work, we have to go to those faults in the ocean," Tobin explains. "Scientific drilling is the main way we know anything at all about the geology of the two-thirds of the Earth that is submerged."
The decade-long project, to be completed in four stages, will use boreholes, rock samples, and long-term in situ monitoring of a fault in the Nankai Trough, an earthquake zone off the coast of Japan with a history of powerful temblors, to understand the basic fault properties that lead to earthquakes and tsunamis. The project is currently is its second year.
Subduction zone faults angle upward as one of the giant tectonic plates comprising Earth's surface slides below another. Tremendous friction between the plates builds until the system faults and the accumulated energy drives the upper plate forward, creating powerful seismic waves that make the crust shake and can produce a tsunami. But although both shallow and deep parts of the fault slip, only the deep regions produce earthquakes.
During the first stage of the project, the team found evidence of extensive rock deformation and a highly concentrated slip zone even in shallow regions that do not generate earthquakes. One rock core from a shallow part of the fault contains a narrow band of finely ground "rock flour" revealing a fault zone between the upper and lower plates that is only about two millimeters thick — roughly the thickness of a quarter.
Above deeper portions of the fault, the team discovered layers of displaced rock and evidence of prolonged seismic activity that suggest a region known as the megasplay fault is likely responsible for the largest tsunami-generating plate slips.
"A fundamental goal was to understand how the faults at depth connect up toward the Earth's surface, and we feel that we've discovered the fault zone that's the main culprit," Tobin says.
The next stage of drilling will commence this May, with plans to drill additional boreholes into the plate above deep regions of the fault zone. In addition to collecting cores for comparison to those from shallower parts of the fault, the scientists will install sensors in these holes to set up a deep-sea observatory monitoring physical stresses, movement, temperature and pressure.
Harold Tobin | EurekAlert!
Further reports about: > Deep-sea drilling > Deep-sea observatory > Earthquake > NanTroSEIZE > active earthquake zones > cutting-edge deep-water drilling technology > earthquake-generating zone > geophysical fault > major earthquake fault > mega-thrust earthquakes > monitoring physical stresses > movement > tectonic plate > temperature > tsunami-generating plate slips > tsunamis > underwater subduction zone faults > world's largest earthquakes
New research calculates capacity of North American forests to sequester carbon
16.07.2018 | University of California - Santa Cruz
Scientists discover Earth's youngest banded iron formation in western China
12.07.2018 | University of Alberta
For the first time ever, scientists have determined the cosmic origin of highest-energy neutrinos. A research group led by IceCube scientist Elisa Resconi, spokesperson of the Collaborative Research Center SFB1258 at the Technical University of Munich (TUM), provides an important piece of evidence that the particles detected by the IceCube neutrino telescope at the South Pole originate from a galaxy four billion light-years away from Earth.
To rule out other origins with certainty, the team led by neutrino physicist Elisa Resconi from the Technical University of Munich and multi-wavelength...
For the first time a team of researchers have discovered two different phases of magnetic skyrmions in a single material. Physicists of the Technical Universities of Munich and Dresden and the University of Cologne can now better study and understand the properties of these magnetic structures, which are important for both basic research and applications.
Whirlpools are an everyday experience in a bath tub: When the water is drained a circular vortex is formed. Typically, such whirls are rather stable. Similar...
Physicists working with Roland Wester at the University of Innsbruck have investigated if and how chemical reactions can be influenced by targeted vibrational excitation of the reactants. They were able to demonstrate that excitation with a laser beam does not affect the efficiency of a chemical exchange reaction and that the excited molecular group acts only as a spectator in the reaction.
A frequently used reaction in organic chemistry is nucleophilic substitution. It plays, for example, an important role in in the synthesis of new chemical...
Optical spectroscopy allows investigating the energy structure and dynamic properties of complex quantum systems. Researchers from the University of Würzburg present two new approaches of coherent two-dimensional spectroscopy.
"Put an excitation into the system and observe how it evolves." According to physicist Professor Tobias Brixner, this is the credo of optical spectroscopy....
Ultra-short, high-intensity X-ray flashes open the door to the foundations of chemical reactions. Free-electron lasers generate these kinds of pulses, but there is a catch: the pulses vary in duration and energy. An international research team has now presented a solution: Using a ring of 16 detectors and a circularly polarized laser beam, they can determine both factors with attosecond accuracy.
Free-electron lasers (FELs) generate extremely short and intense X-ray flashes. Researchers can use these flashes to resolve structures with diameters on the...
13.07.2018 | Event News
12.07.2018 | Event News
03.07.2018 | Event News
17.07.2018 | Information Technology
17.07.2018 | Materials Sciences
17.07.2018 | Power and Electrical Engineering | <urn:uuid:ad97e167-eb59-44d9-81be-e1111f723fef> | {
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A brief introduction to the Bianco Method
This blog article aims to develop an explanation of the Bianco method, what it means, and why it is a unique and ideal experience for any preschooler.
I am a trained professional percussionist with over 15 years of experience. Still, my real passion is teaching music, specifically musical propaedeutics, a field I study and a children’s course I developed in the last ten years of direct contact with children between the ages of one and six.
In 2010, I had the opportunity to start working with children of preschool age, and what started as a game slowly turned into a passion. Now,
My greatest joy is when I can talk and interact with children, with my students, through my music propaedeutics courses.
This term – musical propaedeutics describes the discipline that prepares you for studying music and where you find everything you need to understand the essential musical terms, such as musical sound, timbre, rhythm, melody, and last but not least, intensity or dynamics.
The method I use in my music propaedeutics classes is based on a rainbow of entertaining, educational activities, and I decided to call this method – the Bianco Method.
I chose a name that resonates with mine (Bianca = white in Italian) but simultaneously symbolizes all the ways of artistic expression that my lessons explore.
As you know, White is an achromatic color, resulting from all the colors of the visible spectrum, through and in the presence of light.
In the specific description of the method, light symbolizes knowledge, information, and the colors of the visible spectrum represent ways in wich humanity can express itself through art in all its forms.
The method involves all senses and modes of artistic expression with the aim of sedimenting information in long-term memory through emotion, logic, and calculation to develop both angles, artistic and mathematic, in harmony.
A music lesson in the Bianco method offers:
Music and songs (for sural sound expression), with movements and gestures that aid physical expression.
A story (conveying information through mental imagery and rhetoric)
A pre-graphism drawing/exercise stimulates the hand-eye relationship and the sedimentation of information through graphic signs, in combination with the expression of emotion through color.
A graphic exercise to solve – for the development of logic and ingenuity.
A game – for stimulating and managing emotions and simulating community/group belonging.
Which can often be joined by an experiment – to bring art into the physical world.
If you are a caregiver or even a teacher and you want to explore the whole experience of one of the Bianco Method’s music lessons, do not hesitate to visit this site, where you will find a free lesson and download coloring pages and the pre-graphism exercises, songs, stories, and much more!
If you have any questions or want to discover the full range of activities I propose, leave a message, and I will be happy to answer! | <urn:uuid:b9d7c21c-d080-4871-bb7c-3f5bbb8f1b5c> | {
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RMS Health Education
Course Description: Health education provides students with knowledge and skills needed to be healthy throughout their lifetime. The intent of a complete and comprehensive health education program is to motivate students to maintain and improve their health, as well as prevent disease, avoid or reduce health related risk behaviors, and build relationships of quality that reinforce caring and trust.The 7th grade health education course is designed to explore the core of the middle school health education program, that will be built upon further in the 8th grade health education course. Areas of emphasis in the 7th grade health education course include the decision making models, respiratory emergencies and bone and joint injuries, alcohol, STD's/STI's, and eating disorders and meal portion size.The 8th grade health education course is also designed to conclude aspects of the middle school health education program, while setting the stage for further exploration in the high school health education program. Areas of emphasis in the 8th grade health education course include effective communication and refusal skills, illegal drugs, HIV/AIDS, nutrition and disease prevention, and dating and relationships.
Units of Study:
As an optional part of the Ridley Middle School health education curriculum, students may participate in some learning activities developed by the Botvin LifeSkills Training Program. Botvin LifeSkills Training (LST) is a research-validated substance abuse prevention program proven to reduce the risks of alcohol, tobacco, drug abuse, and violence by targeting the major social and psychological factors that promote the initiation of substance use and other risky behaviors. This comprehensive and exciting program provides adolescents and young teens with the confidence and skills necessary to successfully handle challenging situations.
- 1. Decision Making
- 2. Injury Prevention and Safety
- 3. Substances: Alcohol (7th Grade)/Drugs (8th Grade)
- 4. Wellness and Fitness
- 5. Disease Prevention
- 6. Nutrition
- 7. Environmental Health
Developed by Dr. Gilbert J. Botvin, a leading prevention expert, Botvin LifeSkills Training is backed by over 30 scientific studies and is recognized as a Model or Exemplary program by an array of government agencies including the U.S. Department of Education and the Center for Substance Abuse Prevention.Rather than merely teaching information about the dangers of drug abuse, Botvin LifeSkills Training promotes healthy alternatives to risky behavior through activities designed to:
Teach students the necessary skills to resist social (peer) pressures to smoke, drink, and use drugs Help students to develop greater self-esteem and self-confidence Enable students to effectively cope with anxiety Increase their knowledge of the immediate consequences of substance abuse Enhance cognitive and behavioral competency to reduce and prevent a variety of health risk behaviors | <urn:uuid:efd5ed1e-b8d2-482c-8e72-120c79f7a2f4> | {
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Euler found four whole numbers such that the sum of any two of the
numbers is a perfect square. Three of the numbers that he found are
a = 18530, b=65570, c=45986. Find the fourth number, x. You could
do this by trial and error, and a spreadsheet would be a good tool
for such work. Write down a+x = P^2, b+x = Q^2, c+x = R^2, and then
focus on Q^2-R^2=b-c which is known. Moreover you know that Q >
sqrtb and R > sqrtc . Use this to show that Q-R is less than or
equal to 41 . Use a spreadsheet to calculate values of Q+R , Q and
x for values of Q-R from 1 to 41 , and hence to find the value of x
for which a+x is a perfect square.
The diagram illustrates the formula: 1 + 3 + 5 + ... + (2n - 1) = n² Use the diagram to show that any odd number is the difference of two squares.
Find the frequency distribution for ordinary English, and use it to help you crack the code.
One reason for using this problem with students is to show how a
spreadsheet approach can give access to problems where other
analysis, in this case algebra, is very difficult.
A second reason is that the answer to the problem is
Somehow the brain doesn't expect such a large answer - perhaps
we imagine that because there isn't much extra length extending the
ribbon ( 4 cm of slack ) there will not be much scope for
displacing the ribbon vertically.
This problem also needs approaching in stages, and it is good
for students to experience that by solving for the symmetric
central position first then giving consideration to the asymmetric
Perhaps students could
extend the enquiry to consider how different degrees of
slack : 3 cm, 2 cm, 1 cm, effect the result.
Some students will be very familiar with using a spreadsheet to
help with this kind of mathematical context, but many will not be
at all confident, or even think to try a spreadsheet.
Making calculations for several different cube sizes on a
calculator first, helps students to see that the calculation
process is the same each time only using different input values. It
also helps students to grasp that the ability to cover input values
at intervals systematically across a chosen range could guide us
closer and closer towards an optimal position or value. | <urn:uuid:fa214e11-67bc-4c74-9cdb-32afa642faa2> | {
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Subsets and Splits