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Did you know there is more carbon in earth’s soil than there is in the whole atmosphere and all of plant life combined? That’s 2.5 trillion tons of carbon, or 75% of the carbon on land. Many climate scientists believe that soil could help reverse climate change by absorbing and sequestering carbon. That’s because when plants engage in photosynthesis, they exchange oxygen for carbon dioxide. Much of this carbon is then stored in plant tissue. When an animal excretes a plant or a plant dies, the carbon soaks into the soil, which is also known as a carbon sink. But these natural carbon sinks are in danger. The pesticides and fertilizers used in conventional agriculture have reduced the rich, organic matter in soil from 6% to 1%, making it far less efficient in sequestering carbon. By purchasing more organic produce, you can support sustainable farm practices and help to diminish the greenhouse effect. | <urn:uuid:b1fe835c-ceb3-4115-8b1e-ca3451a4e618> | {
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|Cancer: What it is, Causes, Risk Factors, Types and More!|
|Written by Jeff Behar|
Cancer is the general name for a group of more than 100 diseases in which cells in a part of the body begin to grow out of control. Although there are many kinds of cancer, they all start because abnormal cells grow out of control and are able to invade other tissues. Cancer cells can spread to other parts of the body through the blood and lymph systems.
Most cancers are named for the organ or type of cell in which they start - for example, cancer that begins in the colon is called colon cancer; cancer that begins in basal cells of the skin is called basal cell carcinoma.
Cancer types can be grouped into broader categories. The main categories of cancer include:
Today, millions of people are living with cancer or have had cancer. The risk of developing most types of cancer can be reduced by changes in a person's lifestyle, for example, by quitting smoking, limiting time in the sun, being physically active, and eating a better diet.
Half of all men and one-third of all women in the US will
develop cancer during their lifetimes.
Doctors often cannot explain why one person develops cancer and another does not. But research shows that certain risk factors increase the chance that a person will develop cancer. These are the most common risk factors for cancer:
Many of these risk factors can be avoided. Others, such as family history, cannot be avoided. People can help protect themselves by staying away from known risk factors whenever possible.
If you think you may be at risk for cancer, you should discuss this concern with your doctor. You may want to ask about reducing your risk and about a schedule for checkups.
Over time, several factors may act together to cause normal cells to become cancerous. When thinking about your risk of getting cancer, these are some things to keep in mind:
The sections below have more detailed information about the most common risk factors for cancer.Growing Older
The most important risk factor for cancer is growing older. Most cancers occur in people over the age of 65. But people of all ages, including children, can get cancer, too.Family History of Cancer
Most cancers develop because of changes (mutations) in genes. A normal cell may become a cancer cell after a series of gene changes occur. Tobacco use, certain viruses, or other factors in a person's lifestyle or environment can cause such changes in certain types of cells.
Some gene changes that increase the risk of cancer are passed from parent to child. These changes are present at birth in all cells of the body.
It is uncommon for cancer to run in a family. However, certain types of
cancer do occur more often in some families than in the rest of the population. For example,
and cancers of the breast, ovary, prostate, and colon sometimes run in
families. Several cases of the same cancer type in a family may be
linked to inherited gene changes, which may increase the chance of
developing cancers. However, environmental factors may also be
involved. Most of the time, multiple cases of cancer in a family are
just a matter of chance.
People who have a poor diet, do not have enough physical activity,
or are overweight may be at increased risk of several types of cancer.
For example, studies suggest that people whose diet is high in fat have
an increased risk of cancers of the colon, uterus, and prostate. Lack
of physical activity and being overweight are risk factors for cancers
of the breast, colon, esophagus, kidney, and uterus.
Tobacco use is the most preventable cause of death. Each year, more than 180,000 Americans die from cancer that is related to tobacco use.
Using tobacco products or regularly being around tobacco smoke (environmental or secondhand smoke) increases the risk of cancer.
Smokers are more likely than nonsmokers to develop cancer of the lung, larynx (voice box), mouth, esophagus, bladder, kidney, throat, stomach, pancreas, or cervix. They also are more likely to develop acute myeloid leukemia (cancer that starts in blood cells).
People who use smokeless tobacco (snuff or chewing tobacco) are at increased risk of cancer of the mouth.
Ultraviolet (UV) radiation comes from the sun, sunlamps, and tanning booths. It causes early aging of the skin and skin damage that can lead to skin cancer.
Ionizing radiation can cause cell damage that leads to cancer. This kind of radiation comes from rays that enter the Earth's atmosphere from outer space, radioactive fallout, radon gas, x-rays, and other sources.Certain Chemicals and Other Substances
People who have certain jobs (such as painters, construction workers, and those in the chemical industry) have an increased risk of cancer. Many studies have shown that exposure to asbestos, benzene, benzidine, cadmium, nickel, or vinyl chloride in the workplace can cause cancer.Some Viruses and Bacteria
Being infected with certain viruses or bacteria may increase the risk of developing cancer:
Doctors may recommend hormones (estrogen alone or estrogen along with progestin) to help control problems (such as hot flashes, vaginal dryness, and thinning bones) that may occur during menopause. However, studies show that menopausal hormone therapy can cause serious side effects. Hormones may increase the risk of breast cancer, heart attack, stroke, or blood clots.
Having more than two drinks each day for many years may increase the chance of developing cancers of the mouth, throat, esophagus, larynx, liver, and breast. The risk increases with the amount of alcohol that a person drinks. For most of these cancers, the risk is higher for a drinker who uses tobacco.
Cancers that are diagnosed with the greatest frequency in the United States include:
Other types of Cancers
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The sequential circuit is of two types.
- Synchronous Sequential Circuit: Change in input signals can affect memory elements only upon activation of clock signals.
- Asynchronous Sequential Circuit: Change in input signals can affect memory elements at any instant of time. These are faster than the synchronous circuit.
2. Flip Flops
- It is a one-bit memory cell which stores the 1-bit logical data (logic 0 or logic 1).
- It is a basic memory element.
- The most commonly used application of flip flops is in the implementation of a feedback circuit.
- As a memory relies on the feedback concept, flip flops can be used to design it.
- In the synchronous sequential circuit, Memory elements are clocked flip flops and generally edge triggered.
- In the asynchronous sequential circuit, Memory elements are unclocked flip flops/time delay elements which are generally level triggered.
- Flip flop circuit is also known as bistable multivibrator or latch because it has two stable states (1 state, 0 states).
For the electronic circuits, there are mainly four types of flip flops present.
- S-R Flip Flop (Basic Flip Flop)
- Delay Flip Flop (D Flip Flop)
- J-K Flip Flop
- T Flip Flop
Basic SR Flip Flop
- The Set-Reset (SR) flip flop is designed with the help of two NOR gates or two NAND gates.
- SR Flip Flop is also called as SR latch.
SR Latch Implementation Using NAND Gates:
Logic diagram of SR latch using NAND gates
Truth Table of Logic Diagram
SR Latch Using NOR Gates:
Logic diagram of SR latch using NOR gates
Truth Table of Logic Diagram
Clocked SR Flip Flop Implementation using NAND Gates:
It is also called a Gated S-R flip flop. The main problem with S-R flip flops is using NOR and NAND gate in the invalid state. By using a bistable SR flip-flop this problem can be overcome. This can change outputs when certain invalid states are met, regardless of the condition of either the Set or the Reset inputs.
- SR Flip Flop Using NOR Gates:
SR flip flop using NOR gates
Truth Table of SR Flip Flop
With both S=1 and R=1, the occurrence of a clock pulse causes both outputs to momentarily go to 0. When the pulse is disabled (removed), the state of the flip-flop become indeterminate, depending on whether the set or reset input of the flip-flop remains at 1 longer than the transition to 0 at the end of the pulse.
Characteristic equation of SR flip flop
JK Flip Flop
A JK flip-flop eliminates the indeterminate state of the SR type. Inputs J and K is similar to the inputs S and R to set and clear the flip-flop (In JK flip-flop, the letter J is set and the letter K is for clear). When logic 1 are applied to both J and K inputs simultaneously, the flip-flop switches to its complement state. If Q=1 then it switches to Q=0 and vice versa.
- JK flip flop using SR flip flop:
S = JQ'
R = KQ
- JK flip flop using NAND latch:
- JK flip flop using NOR latch:
- Characteristic equation for JK flip flop:
D flip flop is also known as a Transparent latch, Delay flip flop or data flip flop. The D input goes directly to the S (J) input and the complement of the D input goes to the R (K) input.
- The D-flipflop has only a single data input (D).
- If D = 1, the flip-flop is switched to the set state (unless it was already set).
- If D = 0, the flip-flop switches to the clear state.
- Characteristic equation for D-flop flop
Qn + 1 = D
T – Flip Flop
- The T flip-flop is a single input version of the JK flip-flop where T is connected to both J and K inputs directly.
- When T = 0, the flip flop enters into Hold mode, which means that the output, Q is kept the same as it was before the clock edge.
- When T = 1, the flip flop enters into Toggle mode, which means the output Q is negated after the clock edge, compared to the value before the clock edge.
- The characteristic equation of T-Flip Flop:
Qn + 1 = T ⊕ Qn
- Race Around Condition:
- The race around condition will occur in JK flip flop when J = K = 1 and tpd (FF) < tpw.
- To avoid race around condition.
tpw < tpd (FF) < TCLK
3. Master Slave (MS) Flip Flop
- A master-slave flip-flop is constructed from two separate flip-flops. One circuit serves as a master and the other as a slave. Input clock is applied to master and Inverted clock applied to slave.
- In Master Slave, flip flop output is changed only when slave output is changing.
- The master flip-flop is enabled on the positive edge of the clock pulse and the slave flip-flop is disabled by the inverter.
- The information at the external J and K inputs is transmitted to the master flip-flop.
- When the pulse returns to 0, the master flip-flop is disabled and the slave flip-flop is enabled. The slave flip-flop then goes to the same state as the master flip-flop.
- Master is level triggered, and Slave is edge triggered
- No race around condition occurs in Master Slave flip flop.
- It stores only one bit.
4. Flip Flop Conversions
The flip flop conversions are classified into different types which are:
- SR-FF to JK-FF Conversion
- JK-FF to SR-FF Conversion
- SR-FF to D-FF Conversion
- D-FF to SR-FF Conversion
- JK-FF to T-FF Conversion
- JK-FF to D-FF Conversion
- D-FF to JK-FF Conversion
Procedure for Flip Flop conversion:
- Conversion Table: Construct the characteristic table of required flip flop (unknown), and fill available (known) flip flop excitation.
- Solve K map for given (known) flip flop as input and required flip flop as output.
- Implement the required flip flop using the known flip flop.
Example: Conversion from JK flip flop to D flip flop is shown below.
When a group of the flip flop is used to store a word ( a group of bits) then it is called register. To store n bits, n flip flops are cascaded in the register. If in a register, the binary information can be moved from stage to stage, this type of registers is called shift registers. According to data movement in a register, shift registers can be classified as
- Serial Input Serial Output (SISO)
- Serial Input Parallel Output (SIPO)
- Parallel Input Serial Output (PISO)
- Parallel Input Parallel Output (PIPO)
Serial Input Serial Output (SISO)
- In registers edge trigger circuit used to make circuit synchronous.
- If no clock is applied then get same data which is stored.
- In N bits SISO registers to provide N bits data, Serially in require N clock pulse, and Serially out require (N-1) clock pulse.
Serial Input Parallel Output (SIPO)
- To provide N-bit data: Serial in requires N clock pulse, and Parallel out requires no clock pulse.
- SIPO can provide n × tCIK delay to the input.
- SIPO can convert serial data or temporal code to parallel or serial code.
Parallel Input Serial Output (PISO)
- If control = 0 then it acts as parallel input;
- If control = 1 then it acts as serial output;
- To provide parallel input, one clock pulse is required.
- To provide N bits serial output, it requires (N-1) clock pulse.
- PISO can convert special code to temporal code.
Parallel Input Parallel Output (PIPO)
- In PIPO register for parallel input number of pulse required is 1 clock pulse.
- In PIPO register for parallel output number of pulse required is 0 clock pulse.
- PIPO register cannot be used as a shift register.
- It is used for temporal storage of data in microcontroller, DSP, CPU etc.
Summary of Registers
- A counter is a sequential logic circuit capable of counting the number of clock pulses arriving at its clock input.
- The sequence of count may be ascending, descending or non-sequence.
- For a counter circuit having n flip flops, Maximum possible states (N) = 2n
- If N = 2n , the counter acts as a binary counter.
- If N < 2n , the counter the non-binary counter.
- It counter is capable to count from 0 to 2n-1.
- MOD number is the Number of states present in a counter is known as modulus count or MOD number.
- For n-flip flops, the counter will have 2n different states then this counter is said MOD- 2n counter.
- MOD number indicates frequency division obtained from the last flip flops.
- Cascaded two counters:
- MOD-MN counter:
- Overall states of combined counter = MN
- Input frequency = f
- Output frequency f = f/(MN)
7. Classification of Counters
Based upon the applying clock pulse, counters are classified into two categories.
- Synchronous counter
- Asynchronous counter (ripple counter)
8. Toggle Mode Circuit
These are frequency dividers circuit.
Other Toggle Mode Circuit
9. Asynchronous Counter (Ripple counter)
- A different clock pulse is applied to different flip flops.
- All flip flops are operating in toggle mode.
- In asynchronous counter flip flop applied with external clock acts as LSB bit.
3-bit Ripple Up Counter
- Input clock is applied at LSB bit.
- It n-bit ripple counter maximum possible states are 2n.
- Bit ripple up counter counts from 0 to 2n - 1.
- If all states are used then with input frequency f, then output frequency will be f/2n
- Calculation of Time Period of Flip Flop: In n-bit ripple counter if propagation delay of each flip flop is tpd(FF), then the time period of the clock is:
- Maximum Clock Frequency:
- Due to propagation delays of flip flops decoding errors are present.
- Clear and preset are known as asynchronous input to flip flop.
- In any ripple counter, the following conditions will fulfil
- Negative edge trigger and Q as clock ⇒ up counter
- Positive edge trigger and Q as clock ⇒ up counter
3-bit Ripple Down Counter
- Positive edge trigger and Q as clock ⇒ down counter
- Negative edge trigger and Q as clock ⇒ down counter
Non-binary Ripple Counter
Decode counter or BCD counter is an example of a non-binary counter. It requires 4 flip flops.
- Used state = 10 and unused states = 6 → (24 -10)
- Output frequency of BCD counter = f/10
- For making non-binary counter clear (clr) signal is used.
- c1r is active high, and (clr)' is active low.
10. Synchronous Counters
In this type of counter, there are no connections of the first flip flop output to a clock input of the next flip flop.
Ring Counter: It is a circular shift register with only flip flop being set at any particular time, all others are cleared. It is a shift register with feedback.
- In-ring counter, if the feedback is used the number of states is reduced.
- With n flip flops maximum states = n.
- Number of unused states in-ring counter = 2n – n
- Maximum Clock Frequency: If the input frequency is f, then at the output of every flip flop we get f/N frequency. In-ring counter, if the propagation delay of each flip flop is tpd(FF) then
Johonson Ring Counter: Jhonson ring counter is also called as a Twisted ring counter, Switch tail counter, Creeping counter, or Mobies counter.
- In n - bit Jhonson counter maximum used states = 2n, unused states = 2n - 2n.
- If the input clock frequency is f, the output frequency of each flip flop is f /2n and the duty cycle is 50%.
- A disadvantage of Jhonson Ring Counter: Lockout may occur. To decode each state one, two-input AND or NOR gate is used. | <urn:uuid:42143fca-f1cb-4534-b4b9-c6039a074000> | {
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1) States of Matter
2) Gas Tests
3) Atoms, Elements, & the Periodic Table
4) Non-Metals vs Metals
5) Pure Substances, Compounds, & Mixtures
6) Separation Techniques
7) Physical vs Chemical Change
Material World is the junior version of Chemistry, which is the study of what 'matter' is made of, its behaviour and properties.
In Year 9, there is a large focus on the elements of the Earth, as well as compounds and mixtures, and how these types of matter can be separated from each other.
Material World is assessed in the following ways:
2 x Practical Assessments
Gases and their tests
Solve the mystery (Chromatography)
1 x Topic Test
1 x End of Year Exam | <urn:uuid:3c6c3d42-ce8d-42fe-8fb3-adc590ee3df4> | {
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Credit: NASA/CXC/MPE/K.Dennerl et al.
The image above is the first ever view of
the planet Mars in X-radiation. It was obtained by the Chandra X-ray Observatory at a time when
the planet was close to earth and close to the sun, when the planet's X-ray
emission should have been its brightest. Chandra clearly detected the emission
from the planet, though the emission's actually rather weak - comparable to the
X-ray power of about ten thousand medical X-ray machines. The X-ray emission
from the planet is thought to be produced by interactions of the Sun's X-rays
with the thin Martian atmosphere.
Last Week *
HEA Dictionary * Archive
* Search HEAPOW
Each week the HEASARC
brings you new, exciting and beautiful images from X-ray and Gamma ray
astronomy. Check back each week and be sure to check out the HEAPOW archive!
Page Author: Dr. Michael F. Corcoran
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by Dr. Joanna Sliwa
Jan and Melania Mikulski lived in Wola Duża, a village in the Lublin region in eastern Poland. They had three children: Jadwiga, Danuta and Jerzy. Jan was a forest ranger, and the family lived a relatively quiet life, away from the German authorities stationed in the nearest town of Biłgoraj. However, the Mikulskis’ lives changed suddenly in 1942.
Because of its location near the Soviet-Polish border, Biłgoraj had been occupied thrice in 1939 – by the Germans for a few days in September, then by the Soviets in accordance with the German-Soviet pact, and again by the Germans in November. Before the war, Jews (over 4,000 residents) constituted approximately half of the town’s population. Over 1,000 Jews managed to flee with the retreating Soviet army. Those who remained were subject to Nazi anti-Jewish policies, such as the compulsory wearing of the Star of David armband to mark Jews for swift identification and persecution. The German authorities ordered the confinement of nearly 3,000 Jews in specific areas of Biłgoraj. Expulsions of Jews from Biłgoraj and transfers of Jews to the town from elsewhere followed. In August 1942, the German authorities deported over 1,000 Jews to the Bełżec killing center.
Danuta Mikulska was 12 years old at the time. In an oral history recorded many years after the events, she recalled that several Jews slipped from Biłgoraj to meet with Danuta’s father and try to arrange for hiding their loved ones for payment. He refused not only because of the involvement of money, but also fearing the safety of his wife and their three children. Hiding Jews was punishable by death. “And then people came, and we kept them without taking money,” Danuta stated.
In the first days of November 1942, a German police battalion, joined by Lithuanian and Ukrainian auxiliaries, conducted a major deportation action of Jews from Biłgoraj and a few surrounding localities. They forced Jews to march on foot to a nearby station where they would be loaded onto cattle cars and sent to Bełżec. Danuta recalled those terrible days because she was staying overnight with her relatives in Biłgoraj after visiting the cemetery on All Saints Day (November 1). When she returned home, Danuta witnessed the columns of Jews being led on the road near the house. From behind a curtain, so as not to risk being seen by any German, Jan said to his family members: “You will see and remember until the end of your lives what people can do to other people.”
Ten-year-old Ryfka Wajnberg managed to slip from the march and reached the Mikulski home. Her parents had known the Mikulskis. Danuta heard the girl’s cries, “I don’t want to die! I’m scared! Save me!” The problem was that the Jewish girl arrived at the household when Danuta’s father was meeting with a group of Polish men. All of them saw the Jewish escapee. A German order specified that if found, all Jews had to be brought to the German authorities. Jan Mikulski thought quickly and used all the cunning and courage that he could muster at that moment. To implicate the Polish men in saving the Jewish girl, he offered, to the other men’s agreement, to leave the girl in the forest where she would have to fend for herself. In contrast to other men who displayed no intention to help the child, Mikulski knew that he could not leave the girl because she was completely helpless. He also knew that there would be no one else willing to hide her. So, he decided to shelter Ryfka. For a few days, his neighbors, the Barański family, kept the girl, and then Mikulski took Ryfka to his house.
Since summer 1942, the family had been already harboring another Jewish girl, an orphan from before the war, Malka Wakslicht. Ryfka Wajnberg’s mother pleaded with Melania Mikulski to take in the girl, who until then had served as household help in the Wajnbergs’ home. Jan Mikulski, who knew the forest very well, took Malka to a hideout deep in the forest. Jan’s two daughters brought the girl food and whatever they could find to keep her warm. Once Ryfka arrived, the two Jewish girls were hidden in a bunker inside the stable. They were afraid of all the sounds, the darkness, and that someone would find them. Mikulski instructed the girls to hide under a trough in case of emergency. Another protection measure was a dog tied in front of the entrance to the stable to deter strangers.
Soon after Ryfka had arrived in the Mikulski’s house in fall 1942, three more Jews reached the house – Bencjon Rozenbaum, his nephew Chaim Rozenbaum and his niece Perla Frajberg (later Kenig). Jan Mikulski knew Bencjon because Bencjon had worked as a wood sorter before the war. The three family members, too, hid in a bunker on the Mikulskis’ property.
For some time, mainly for safety reasons, the three older Jews were unaware that two Jewish girls were hidden in another bunker on the property. Hunts for Jews in hiding proceeded after the liquidation of the Biłgoraj ghetto in January 1943. The Mikulskis even considered finding new locations for the Jews to save some lives in case others (including the Mikulskis) were informed on to the authorities. However, as Danuta recalled, neither the Mikulskis nor the Jews had the money and valuables to offer to other aid givers, and it was common knowledge that some local peasants took the money and murdered the Jews. The Jewish people were thus the safest in Mikulskis’ care. The Mikulskis and their rescuees dug out a bunker in the stable for all the Jews to hide.
Danuta recalled that the five Jews remained under her family’s protection for one year and ten months. The non-Jewish family shared everything they had with the people under their care. They did this while enduring excruciating fear of being denounced by their neighbors. And yet, the Mikulskis never once thought about telling the Jews to leave. Danuta recalled that the fear of denunciation, a German raid, and death were overwhelming for her mother. It was she, Melania, who had to stay behind while her husband left for work. The Mikulskis’ fears peaked when German soldiers commissioned space in the family’s home for a few days in summer 1943. The Mikulskis prepared for the worst.
Danuta recalled that it was her father’s polite demeanor and fluency in the German language that assuaged the Germans stationed in their home. The German officers actually saved the Mikulski family from a German-incited resettlement action of the Polish population. Thus, the Mikulskis, and, unknowingly to the Germans, the five Jews continued to live in Wola Duża.
In addition to sheltering Jews, Danuta’s father also provided ad hoc assistance to others. Danuta stated that her father was giving food to a Jewish father and son. The two hid in a bunker in the village of Ratwica, 6 miles away. The father was killed after the war. It was not uncommon for local Poles to not only harass, but murder Jewish survivors. The man’s son emigrated to the United States.
After the war, Chaim Rozenbaum joined the Polish Army and was killed in northern Poland. Bencjon Rozenbaum immigrated to Israel with Perla Freiberg (later Kenig). Bencjon remarried but did not have more children (his wife and children were killed during the Holocaust). Perla had two sons. She passed away in 2002. Jan Mikulski found out about a Jewish committee in Lublin, which had been liberated in summer 1944. He placed Ryfka Wajnberg and Malka Wakslicht in a Jewish orphanage. The girls later settled in the United States. Ryfka (later Goldshmidt) had one son. She passed away in 2011. Malka’s whereabouts could not be established.
According to newest research, those five Jews were among the 2 percent of all the Jews (274 people) in the Biłgoraj county who survived the German occupation. About 1,500 Jews, including those at the Mikulskis’ home, hid in the Biłgoraj area. Those who did not survive, were found by the Germans and killed, were murdered by their Polish aid givers, or were killed by Poles during hunts for Jews in hiding.
Danuta was a child during the Holocaust. The German persecution of the Jews of Biłgoraj shocked her. Despite her young age, she exhibited great maturity, exercised agency, and risked her life to help Jews, both younger and older than her. She was a trusted confidant of her family’s secret. Danuta brought food to the Jewish girls while they stayed in a hideout in the forest. She also cared for them and the three other Jews while they hid in a bunker in the barn. Her family’s prewar connections to Jewish inhabitants of Biłgoraj, as well as the location of the Mikulskis’ house near the forest and on the road to the deportation station, made the Mikulskis a key point of contact for Jews seeking help and shelter. These Jews, as well as the father and son who received ad hoc assistance, knew that the Mikulskis were decent people who were guided by moral principles to help another human being. In the course of their rescue activities, the Mikulskis were faced with tremendous fear and knowingly risked their lives. Although they themselves did not have much, they shared everything with the people under their care. | <urn:uuid:c3b94c36-0aa8-44a1-9161-f5f80742cf31> | {
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The History of Mathematical Symbols
History of Math
Galileo once said, “Mathematics is the language with which God wrote the Universe.” He was correct in calling mathematics a language, because like any dialect, mathematics has its own rules, formulas, and nuances. In particular, the symbols used in mathematics are quite unique to its field and are deeply rooted in history. The following will give a brief history of some of the most famous symbols employed by mathematics. Categorized by discipline within the subject, each section has its own interesting subculture surrounding it.
Arithmetic most likely began with the need to keep track of animals or bundles of food. It was a necessary tool utilized by our ancestors to make it through the winter. Arithmetic is the most basic part of mathematics and encompasses addition, subtraction, multiplication, and the division of numbers. One category of numbers are the integers, -n,…-3,-2,-1,0,1,2,3,…n , where we say that n is in . The capital letter Z is written to represent whole numbers and comes from the German word, Zahlen, meaning numbers (Gallian, 41). Two fundamental operations in mathematics, addition, +, and subtraction, -, credit the use of their symbols to fourteenth and fifteenth century mathematicians. Nicole d' Oresme, a Frenchman who lived from 1323-1382, used the + symbol to abbreviate the Latin “et”, meaning “and”, in his Algorismus Proportionum.
In 1489 the plus and minus symbols were printed in Johannes Widmann’s Mercantile Arithmetic. The German’s work can be seen in the picture below (Washington State Mathematics Council).
Followers soon adopted the notation for addition and subtracting. The fourteenth century Dutch mathematician Giel Vander Hoecke, used the plus and minus signs in his Een sonderlinghe boeck in dye edel conste Arithmetica and the Brit Robert Recorde used the same symbols in his 1557 publication, The Whetstone of Witte (Washington State Mathematics Council). It is important to note that even though the Egyptians did not use the + and – notation, the Rhind Papyrus does use a pair of legs walking to the right to mean addition and a pair of legs walking to the left to mean subtraction (see below)(Weaver and Smith). Similarly, the Greeks and Arabs never used the + sign even though they used the operation in their daily calculations (Guedj, 81).
The division and multiplication signs have an equally
interesting past. The symbol for
division,¸, called an obelus, was first used
in 1659, by the Swiss mathematician Johann Heinrich Rahn in his work entitled Teutsche Algebr. The symbol was later
It was not all smooth sailing for Oughtred, as he received some opposition from Leibniz, who wrote, "I do not like (the cross) as a symbol for multiplication, as it is easily confounded with x; .... often I simply relate two quantities by an interposed dot and indicate multiplication by ZC.LM." (Weaver and Smith). It wasn’t until the 1800’s that the symbol “x” was popular in arithmetic. However, its confusion with the letter “x” in algebra led the dot to be more widely accepted to mean multiplication (Weaver and Smith). Oughtred’s name will appear again in the history of math, his contributions were significant and widespread.
Equality and Congruence
The contributions of Oughtred’s fellow countryman, Robert Recorde, are also notably profound. In his 1557 book on algebra, The Whetsone of Witte, Recorde wrote about his invention of the equal sign, "To avoide the tediouse repetition of these woordes: is equalle to: I will settle as I doe often in woorke use, a paire of paralleles, or gemowe [twin] lines of one lengthe: =, bicause noe .2. thynges, can be moare equalle" (Smoller).
A similar looking symbol, º, meaning “congruent,” was credited to Johann Gauss in 1801. He stated “-16º9(mod. 5),” which means that negative sixteen is congruent to nine modulo five (Cajori, A History of Mathematical Notation, 34). During the same time period, Adrien-Marie Legendre tried to employ his own notation for congruence. However, he was a bit careless because he used the “=” twice to mean congruence and once for equality, which, needless to say, angered Gauss. (Cajori, A History of Mathematical Notation, 34). Gauss’ notation stuck and that is what is still used today in number theory and other branches of mathematics.
Three British mathematicians, Harriot, Oughtred and Barrow, popularized the early symbols for “>” and “<”, meaning strictly greater than and strictly less than. They were first used in Thomas Harriot’s The Analytical Arts Applied to Solving Algebraic Equations, which was published in 1631 after he died (Weaver and Smith). In 1647, Oughtred used the symbol on the left to stand for greater than and the symbol in the middle for less than (see below). Then in 1674, Isaac Barrow used the notation on the right in his Lections Opticae & Geometricae meaning "A minor est quam B" (symbols below from Weaver and Smith).
Almost one hundred years later, in 1734, the French mathematician Pierre Bouguer, put a line under the inequalities to form the symbols representing less than or equal to and greater than or equal to, “£” and “³”(UC Davis, 2007). Bouguer’s notation, like variations of the British inequality signs, is still in use today.
The factorial, like other symbols in math, has a
multinational background, with roots in
The radical sign, originating from
symbol pictured at the left to mean square root, however it was not widely adopted elsewhere (Weaver and Smith). It wasn’t until the seventeenth century, with the help of Descartes, that the symbol that we still use today was employed (see below) (Weaver and Smith).
Descartes, who lived in the early part of the 1600’s, turned the German Cossits “Ö” into the square root symbol that we now have, by putting a bar over it (Derbyshire, 92-93).
The symbol “¥” meaning infinity, was first introduced by Oughtred’s student, John Wallis, in his 1655 book De Sectionibus Conicus (UC Davis). It is hypothesized that Wallis borrowed the symbol ¥ from the Romans, which meant 1,000 (A History of Mathematical Notations, 44). Preceding this, Aristotle (384-322 BC) is noted for saying three things about infinity: i) the infinite exists in nature and can be identified only in terms of quantity, ii) if infinity exists it must be defined, and iii) infinity can not exist in reality. From these three statements Aristotle came to the conclusion that mathematicians had no use for infinity (Guedj, 112). This idea was later refuted and the German mathematician, Georg Cantor, who lived from 1845-1918, is quoted as saying; “I experience true pleasure in conceiving infinity as I have, and I throw myself into it…And when I come back down toward fitineness, I see with equal clarity and beauty the two concepts [of ordinal and cardinal numbers] once more becoming one and converging in the concept of finite integer” (Guedj, 115). Cantor not only accepted infinity, but used aleph, the first letter of the Hebrew alphabet, as its symbol (see below) (Reimer). Cantor referred to it as “transfinite” (Guedj, 120). Another interesting fact is that Euler, while accepting the concept of infinity, did not use the familiar ¥ symbol,
but instead he wrote a sideways “s”.
One of the most studied constants of all time, p, the ratio of the circumference of
a circle to its diameter, 3.141592654, has been long studied and closely
approximated. It was originally written by Oughtred as p/d, where p was
the periphery and d was
the diameter. In 1689, J. C. Sturmn,
Another important mathematical constant is e, 2.718281828. This irrational number, meaning the
base of natural logarithms, as studied by John Napier, was originally called M
by the English mathematician Roger Cotes, who lived from 1682 to 1716
The square root of negative one is another important constant, with a simpler, less varied background. Again Euler’s approach to notation has been wedged in time. In 1777 he published Institutionum calculi integralis, where i is the square root of negative one, and has been undisputed ever since (UC Davis).
The mathematical symbols discussed here have long and convoluted pasts, quarreled over by different mathematicians spanning the ages, and some revised at a later date. Certain representations came into existence through mercantile records and others were born out of necessity to provide mathematicians with convenient shorthand for repetitious calculations. Although their creators have perished with the passage of time, their notations are still prevalent today and continue to play an integral part of our mathematical world. | <urn:uuid:5327eaa1-4e50-4b77-9a75-406ce0a05e9d> | {
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|Artist's conception of an exoplanet in a retrograde orbit. Credit: ESO/A. C. Cameron|
More than 500 extrasolar planets - planets that orbit stars other than the Sun -have been discovered since 1995. But only in the last few years have astronomers observed that in some of these systems the star is spinning one way and the planet, a “hot Jupiter,” is orbiting the star in the opposite direction.
“That’s really weird, and it’s even weirder because the planet is so close to the star,” said Frederic A. Rasio, a theoretical astrophysicist at Northwestern University. “How can one be spinning one way and the other orbiting exactly the other way? It’s crazy. It so obviously violates our most basic picture of planet and star formation.”
Figuring out how these huge planets got so close to their stars led Rasio and his research team to also explain their flipped orbits. Using large-scale computer simulations, they are the first to model how a hot Jupiter’s orbit can flip and go in the direction opposite to the star’s spin. Gravitational perturbations by a much more distant planet result in the hot Jupiter having both a “wrong way” and a very close orbit. (A hot Jupiter is a huge Jupiter-like planet in very close proximity to the central star.)
“Once you get more than one planet, the planets perturb each other gravitationally,” Rasio said. “This becomes interesting because that means whatever orbit they were formed on isn’t necessarily the orbit they will stay on forever. These mutual perturbations can change the orbits, as we see in these extrasolar systems.”
Details of the study were published May 12 by the journal Nature.
In explaining the peculiar configuration of an extrasolar system, the researchers also have added to our general understanding of planetary system formation and evolution and reflected on what their findings mean for the solar system.
“We had thought our solar system was typical in the universe, but from day one everything has looked weird in the extrasolar planetary systems,” Rasio said. “That makes us the odd ball really. Learning about these other systems provides a context for how special our system is. We certainly seem to live in a special place.”
Rasio, a professor of physics and astronomy in Northwestern’s Weinberg College of Arts and Sciences is the senior author of the paper. The first author is Smadar Naoz, a postdoctoral fellow at Northwestern and a Gruber Fellow.
The physics the research team used to solve the problem is basically orbital mechanics, Rasio said, the same kind of physics NASA uses to send satellites around the solar system.
“It was a beautiful problem,” said Naoz, “because the answer was there for us for so long. It’s the same physics, but no one noticed it could explain hot Jupiters and flipped orbits.” “Doing the calculations was not obvious or easy,” Rasio said, “Some of the approximations used by others in the past were really not quite right. We were doing it right for the first time in 50 years, thanks in large part to the persistence of Smadar.”
|Prof. Frederic A. Rasio is a theoretical astrophysicist at Northwestern University. Credit: NWU|
In their model, the researchers assume a star similar to the Sun, and a system with two planets. The inner planet is a gas giant similar to Jupiter, and initially it is far from the star, where Jupiter-type planets are thought to form. The outer planet is also fairly large and is farther from the star than the first planet. It interacts with the inner planet, perturbing it and shaking up the system.
The effects on the inner planet are weak but build up over a very long period of time, resulting in two significant changes in the system: the inner gas giant orbits very close to the star and its orbit is in the opposite direction of the central star’s spin. The changes occur, according to the model, because the two orbits are exchanging angular momentum, and the inner one loses energy via strong tides.
The gravitational coupling between the two planets causes the inner planet to go into an eccentric, needle-shaped orbit. It has to lose a lot of angular momentum, which it does by dumping it onto the outer planet. The inner planet’s orbit gradually shrinks because energy is dissipated through tides, pulling in close to the star and producing a hot Jupiter. In the process, the orbit of the planet can flip.
Only about a quarter of astronomers’ observations of these hot Jupiter systems show flipped orbits. The Northwestern model needs to be able to produce both flipped and non-flipped orbits, and it does, Rasio said. Understanding the basic principles behind planet formation can help astrobiologists determine where and how to search for habitable worlds around distant stars. | <urn:uuid:f8c1e8de-9182-42a5-8d9b-44539cbf3123> | {
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Down syndrome, also known as trisomy 21, is a genetic condition caused by an extra copy of the 21st chromosome. Each individual with Down syndrome is unique. Individuals with Down syndrome have variable health issues, including developmental delays and some degree of intellectual disability.
Individuals with Down syndrome can have loving relationships with friends and family, and can learn and make progress in their social skills and communication at their own pace. All individuals with Down syndrome have some degree of intellectual delay, although it is quite variable. Some people with Down syndrome are able to live semi-independently lives, holding meaningful jobs and being active in their community. Others may have more significant delays, and can require continued care throughout their lifetime.
Down syndrome, also known as trisomy 21, is caused by having an extra copy of the 21st chromosome. Chromosomes are structures that hold our genes, which is the information that tells our bodies how to grow and function. As humans, we typically have a total of 46 chromosomes, or 23 pairs, one set inherited from our mother through the egg and one from our father through the sperm.
Chromosome conditions are caused when a baby has extra or missing chromosomes. These conditions usually do not run in families. There is nothing you can do to cause or prevent a chromosome condition. For many of these conditions, the chance increases with the age of the mother, but there are babies born with chromosome conditions to mothers of all ages. Pregnancies where the baby has a chromosome condition have a higher risk for miscarriage. In rare cases, Down syndrome occurs due to a chromosome translocation (when two pieces of chromosomes break off and switch places), which can increase the risk to have another pregnancy with Down syndrome. A chromosome translocation related to Down syndrome may also increase the chance for family members to have a pregnancy with Down syndrome.
The health concerns associated with Down syndrome vary from person to person but may include:
The incidence of Down syndrome is approximately 1/700 births. The chance of having a baby with Down syndrome due to trisomy 21 increases as the mother’s age increases. Most cases of Down syndrome are sporadic, meaning they do not run in families. There is nothing we know of that can be done to cause or prevent Down syndrome from occurring.
In cases where Down syndrome is due to trisomy 21 and not a chromosome translocation, the chance to have another baby with Down syndrome is approximately 1%. If your age-related risk at the time of the birth of the baby is higher than 1%, then that age-related risk would be the chance for the baby to have Down syndrome. There may be a much higher chance for recurrence of Down syndrome in families when it is caused by a balanced translocation carried by one of the parents. Keep in mind, it is quite rare for Down syndrome to be caused by a translocation. A picture of the baby’s chromosomes (karyotype) can determine if the Down syndrome is caused by trisomy 21 or the type that can run in the family due to a translocation.
Sometimes surgery is needed to treat heart defects or abnormalities of the digestive tract present at birth. Other health conditions are treated as needed, such as hearing and vision concerns, and thyroid disorders.
Early intervention programs can help all individuals with Down syndrome reach their full potential. Intervention programs may include speech, physical, occupational, and/or educational therapy.
Federal law requires that children with Down syndrome receive an appropriate education in the public school system, and they may receive support services within the regular classroom. Many individuals with Down syndrome finish high school, and to date there are over 250 colleges offering programs for individuals with intellectual disabilities.
Raising a child with special needs, including Down syndrome, can result in more cost and may require more time and patience. However, research has shown that having a child with Down syndrome can have a positive effect on the family.
Each individual is unique, however, this is a list of some things that are possible for individuals with Down syndrome:
Today, the life expectancy for someone with Down syndrome is approximately age 60.
Click here to learn more about scheduling a genetic counseling appointment for pregnancy-related questions.
Click here to learn more about scheduling a genetic counseling appointment for infertility or preconception questions.
Click here to learn more about scheduling a genetic counseling appointment for questions about pediatric or adult genetic conditions.
Understanding a Down Syndrome Diagnosis: A booklet for patients first learning about a prenatal diagnosis of Down syndrome.
Down Syndrome Pregnancy: A book and website with detailed information for new and expectant parents anticipating the birth of a child with Down syndrome.
Brighter Tomorrows: A website for both new and expectant parents.
Schedule a personalized consultation with one of our certified genetic counselors. | <urn:uuid:df356683-34ba-44d7-8954-548d07744d82> | {
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A History of the United States, Volume 2Version 1.0
By David J. Trowbridge
- A blend of social and cultural history in a direct and concise narrative.
- Examples of how the past has been interpreted by others over time to show why historical interpretations change, and why this matters.
- Connections between events and eras, such as the ideas and rhetoric of the American Revolution and the Civil War or the impact of the Cold War on the Civil Rights Movement.
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This textbook is suitable for the following courses: U.S. History (after 1865).
A History of the United States covers the traditional timeline of events after 1865, while adding cultural context through extensive narratives. Trowbridge makes history come alive with detailed historical perspectives and an impressive numbers of pictures and maps.
Chapter 1: What Does Freedom Mean?: Reconstruction, 1865–1877
Chapter 2: Western Expansion, the New South, and Industrial America, 1870–1890
Chapter 3: Populism and Imperialism, 1890–1900
Chapter 4: From Populism to the Progressive Era, 1900–1912
Chapter 5: The Late Progressive Era and World War, 1912–1920
Chapter 6: Roaring Twenties to the Great Depression, 1920–1932
Chapter 7: The New Deal and Origins of World War II, 1932–1939
Chapter 8: America and World War II, 1941–1945
Chapter 9: The Cold War at Home and Abroad, 1945–1953
Chapter 10: The Cold War and the Affluent Society, 1954–1963
Chapter 11: Vietnam and Civil Disobedience, 1963–1969
Chapter 12: The 1970s
Chapter 13: The Reagan and Bush Years, 1980–1992
Chapter 14: America in Our Time, 1992–Present
The Instructor’s Manual guides you through the main concepts of each chapter and important elements such as learning objectives, key terms, and key takeaways. Can include answers to chapter exercises, group activity suggestions, and discussion questions.
PowerPoint Lecture Notes
A PowerPoint presentation highlighting key learning objectives and the main concepts for each chapter are available for you to use in your classroom. You can either cut and paste sections or use the presentation as a whole.
PowerPoint Lecture Notes
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At FlatWorld, we take pride in providing a range of high-quality supplements alongside our titles, to help instructors teach effectively. Supplements are available for instructors who have registered their adoption with us. If you need to review or preview something specific, please contact us.
Already registered? Sign in here | <urn:uuid:824667a2-a104-4b3e-bd31-5e5f25d853b1> | {
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The constant increase in the extraction depth and concentration of output in hard coal deposits is one of the primary reasons for the rising absolute methane emission rates and coal seam methane pressure in mining plants (Cybulski et al., 2018). It has a direct influence on the increase in methane explosion hazards present in deep mines. Coal dust and methane explosions are some of the most common causes of mining disasters in hard coal mines all over the world, and research continues to be conducted with the purpose of understanding the mechanisms of explosion as well as improving explosion prevention, monitoring and risk reduction (Shepherd et al., 1981; Takla & Vavrusak, 1999; Cioca & Moraru, 2012; Hudeček et al., 2012; Shao & Ma, 2012; Brune, 2013; Krause & Smoliński, 2013; Li et al., 2013; Hao et al., 2014; Krause & Skiba, 2014; Yuan, 2016; Trenczek, 2015; Burtan et al., 2017; Song et al., 2021). Broad-scale research has been conducted in Poland and worldwide for many years to reduce the risk of methane and coal dust explosion, with the intent of drafting protection standards and developing methods for explosion mechanism identification and prevention and ignition source detection (Pytlik et al., 2021). The introduction of electrical equipment into mining plants in 1870 necessitated the commencement of research on explosion hazards (Górny, 2013). It should be noted that the first studies on the parameters that determine methane ignition were conducted in Germany as early as 1884–1885, whereas the first fireproof shield tests were carried out at the University of Sheffield. This work resulted in regulations and standards being issued in countries such as Germany and the UK. The first standard organisation with an international reach was the International Electrotechnical Commission (IEC), established in 1906. In Poland, the first standard concerning explosion-proof equipment was issued in 1929 by the Association of Polish Electrical Engineers (Stowarzyszenie Elektryków Polskich [SEP]), in cooperation with the Czechoslovakian Electrotechnical Association (Elektrotechnický Svaz Československý [ESČ]). The research institution named the Experimental Mine ‘Barbara’, the Central Office of Mining Rescue and the Magnetic Observatory in Mikołów was established nearly 100 years ago (in 1925), and some of its activities included the testing of devices, equipment and materials used in mines, as well as research on gas and coal dust explosion phenomena. Currently, the Experimental Mine ‘Barbara’ is a part of the Central Mining Institute in Poland. The testing grounds of the Experimental Mine ‘Barbara’ constitute the only site in Europe that is capable of accommodating full-scale gas and dust explosion tests.
In order to standardise the regulations concerning basic requirements for equipment intended for use in explosive atmospheres, the European Union member states adopted the ATEX Directive 2014/34/EU (Eckhoff, 2006; Petitfrere & Proust, 2006; Jespen, 2016). Before a device is permitted for use in the field, it is important to carry out its conformity assessment process, part of which involves tests for conformity with standards harmonised with the ATEX directive. Should no harmonised standards exist, the required tests and extent of testing are determined by a body notified within the scope of the directive, and some of the basic certification tests include maximum temperature determination and potential methane and coal dust ignition source identification (Kałuża, 2017; Jurca et al., 2020). The ATEX directive encompasses requirements for both electrical and non-electrical (Rogers, 2003; Gakhar et al., 2006; Thurnherr et al., 2007; Ghicioi et al., 2010a and 2010b; Jurca et al., 2020) devices. Unlike electrical device standardisation, the standardisation of non-electrical devices is a relatively recent endeavour, and its greatest development began with the adoption of the ATEX directive in 1994 (Górny, 2017).
One technical source of ignition of methane can be mechanical sparks, resulting from friction of rocks between each other as well as during operation of mechanical equipment, and the high surface temperature of equipment components during their operation in an explosive atmosphere. (Cioca & Moraru, 2012; Trenczek, 2015; Prostański, 2018; Pytlik et al., 2021; Song et al., 2021; Zhang et al., 2021). The issue of where the mechanical sparks are formed on the steel support and the formation of high-temperature areas, which can pose a risk of ignition of an explosive gas mixture, is poorly recognised, as is also indicated by the small literature in this area.
Initial tests of straight sliding joints constructed from V29 sections under static and dynamic loading were presented in a publication concerning loads exerted on the support by a suspended monorail system (Pytlik, 2019a). The mechanical sparking phenomenon observed during the tests motivated the author to continue the research on full-scale support frames (Pytlik, 2019b; Pytlik, 2020) to better understand the surface temperature generated as a result of arching sliding joint yield and to determine the locations of sparking.
This paper presents the methodology and results of thermal imaging and strength testing of straight and arching roadway support sliding joints constructed from V32 sections under dynamic loading. Tests of friction joints were carried out in 2020 and are a continuation of the tests that were the subject of Pytlik's (2020) article, which consists of the load capacity of steel arch support under static loading and friction straight joints under dynamic loading with a maximum impact energy of 28 kJ (according to PN-G-15533:1997) including thermal imaging tests. In this article, the testing of friction joints has been extended, compared to the requirements of the Polish standard (PN-G-15533:1997), to include dynamic testing on curved elements, and the maximum impact energy of the drop mass during testing of friction prop has been increased to approx. 50 kJ at an impact velocity of approx. 2.8 m/s. The research was carried out to identify areas of mechanical spark formation (using a thermal imaging camera) and to determine at what energy and impact velocity the permissible temperature of 150ºC of the section surface is exceeded during sliding under conditions simulating rock burst. The main objective of the study of friction joints under dynamic (impact) loading simulating rock burst, presented in this article, is to identify possible sources of ignition of explosive atmospheres during impulsive loading of a yielding steel arch support under rock burst conditions. This research is new to the extensive studies of friction joints presented by Brodny (2012a and 2012b) and other researchers (Ciałkowski, 1996; Pacześniowski and Pytlik, 2008; Horyl et al., 2014, 2017 and 2019), which were mainly focused on determining the resistance of friction joints under static and dynamic loading.
Compared to the previous dynamic sliding joint testing, the presented work was expanded with arching element tests to better understand the phenomena that occur during yielding. The primary purpose of the tests under dynamic loading was to identify the potential explosive atmosphere ignition sources during the impact loading of the yielding steel arch support under the conditions of rock bursts. The scope of testing encompassed temperature measurements of support sliding joint elements at yield. Thermal imaging measurements were carried out by means of a high-speed camera with a refresh rate of 128 Hz. The obtained information regarding the temperature distribution in the joint at yield is necessary to identify the locations that influence the increase in frictional resistance or indicate the risk of support element failure. Determining the maximum surface temperature generated as a result of the sliding joint yield makes it possible to inspect whether the maximum temperature defined in standard PN-EN ISO 80079-36:2016 has not been exceeded. The standard in question is harmonised with the ATEX directive concerning group I non-electrical equipment used in explosive atmospheres. Some of the aspects defined in the standard include the maximum temperature
Yielding support frames and friction props are assembled using elements constructed from open V32 sections (or other sections, e.g. with V, TH or U profiles) coupled via overlaps by means of screw pin shackles. Yielding frames and props are commonly utilised at great mining depths under difficult geological and mining conditions resulting from increased rock mass stress and dynamic phenomena in the form of rock mass tremors and rock bursts. Straight and arching sliding joints constructed from V32 sections (PN-H-93441-3:2004) with increased mechanical properties of steel (
The methodology for testing ŁP frame and SV friction prop sliding joints under dynamic impact loading was developed based on the following assumptions:
The dynamic loading of the support frame and friction prop joints is exerted by the impact of masses of rock, resulting from a rock burst (Dubiński & Konopko, 2000). The collision of the ram against the crosshead with a velocity
The dynamic loading of the support frame and friction prop joints is exerted by the impact of masses of rock, resulting from a rock burst (Dubiński & Konopko, 2000).
The collision of the ram against the crosshead with a velocity
The impact velocity
Following the collision, the combined masses move jointly with a velocity
The total mechanical energy
The determined emissivities were as follows:
ε = 0.842 – for a slightly corroded V29 section, ε = 0.863 – for a slightly corroded V32 section, ε = 0.873 – for a strongly corroded V32 section (arching element) with visible tarnish and flaking corrosion products.
ε = 0.842 – for a slightly corroded V29 section,
ε = 0.863 – for a slightly corroded V32 section,
ε = 0.873 – for a strongly corroded V32 section (arching element) with visible tarnish and flaking corrosion products.
The axial force exerted on the joint during the free fall of the ram was measured during the tests by means of a C6A strain gauge force sensor (class 0.5) connected to a measuring amplifier of the MGCplus type from Hottinger Brüel & Kjær The joint yield
The dynamic sliding joint load capacity tests were performed based on a methodology for dynamic sliding joint strength testing (PN-G-15533:1997; Pacześniowski & Pytlik, 2008). The straight and arching sliding joints were constructed from V32 sections with enhanced mechanical properties. The test methodology was based on the free fall of a drop mass (ram)
The load capacity of SV32 friction props (two shackles in the joint), with clevises tightened with a torque
Result compilation of SV32t straight sliding joint tests under dynamic loading.
The SV32t sliding joint test results indicate that the increase in the ram impact velocity
In the case of SV32t prop testing according to standard PN-G-15533:1997 at a ram height of fall of 0.7 m (
Thermal traces can be observed on the section flanges in the thermal images, which are generated by the movement of the shackles along the sections. The maximum section surface temperature
Tests of strongly corroded arching sliding joints obtained from ŁP10/V32/4/A frames were carried out as well, and example test results are presented in Figs 8 and 9. The strongly corroded state of the section resulted in the total yield of an arching joint with two shackles coupled with screws with a torque of 450 N m at an impact velocity
Very strong sparking accompanied by an increase in temperature to over 200°C (Fig. 9c) was also observed in the case of the same type of joint (Fig. 9) with an additional third (middle) shackle (
The straight and arching joints exhibit different characters of operation primarily because the tips of the arching segments ‘tear’ through the sections in the joint during the yield. Their key contact points are in the areas of the upper and lower shackles. Intensified sparking and increased surface temperatures are observed during a dynamic yield (Pytlik, 2020), and these result not only from the nature of the dry friction itself, but also from the tearing of the surfaces.
One solution to the problem of the excessive joint yield may be to add a fourth restraining shackle under the joint. This shackle is installed directly under the joint on a short piece of a V32 section with a length of about 150–200 mm (Fig. 10).
All the shackles were tightened with a lowered torque
It can be clearly observed that the temperature falls significantly below the standard value of
The calculated values of the kinetic coefficient of friction m
Another example of a design solution for a frictional joint, compared to a joint with a braking shackle, which significantly reduces the sliding value, is the use of a shackle with a resistance wedge (Brodny, 2012b). Such shackle causes a significant increase in the resistance force of the joint during the sliding of the sections in the friction prop. However, in the available literature, no results of surface temperature studies of the joint components have been encountered.
As the issues concerning the places of mechanical spark formation on yielding steel arch support and the formation of high-temperature places that may pose a risk of ignition of explosive gas mixtures are poorly recognised, the authors of the article had difficulty in referring to both Polish and foreign literature. The article fills a gap concerning the sparking phenomena of steel arch yielding support during dynamic loading.
Compared to the temperature
Tests of straight sliding joints at impact velocities greater than what is defined in standard PN-G-15533:1997 demonstrated that the surface temperature rises significantly above the permissible temperature
A similar situation occurred during the tests of arching sliding joints obtained from ŁP10/V32/4/A support frames. The maximum surface temperature during testing also exceeded 200°C, and strong sparking in the areas of the upper and lower shackles was observed at yield. This was primarily due to the tearing of the surfaces by the tips of the arching sections and the melting of the corrosion products as a result of the temperature increase at the contact points between the arching sections.
The temperature increase of sliding joints subjected to dynamic impact loading can be limited by preventing excessive joint yields. An additional fourth shackle restraining the movement of the joint, installed directly under the joint, is applied for this purpose in certain types of friction props (e.g. SVtw). This solution is currently not used in arching support frame joints, primarily due to economic factors. The tests demonstrated that using a fourth shackle in the joint prevents rapid joint element temperature increases as a result of excessive yielding. During the testing of straight joints with four shackles, at a torque
In the case of steel arch support systems, the arching sections should be made with the same bend radius to limit the tearing effect of the sections in the joint, which is the primary cause of mechanical sparking. Determining such mechanical parameters of the joints that would limit yielding to a minimum and reduce sparking in the joint requires the conduction of further testing – particularly arching joint testing – involving various types of the V section and the various states of its corrosion, as well as different numbers of shackles in the joint and varied shackle screw nut torques. The aim of further research should also be to test different sliding joints: both existing on the market and new ones, with a view to minimising section slide in the joint, joint friction surface temperature and sparking. The adapted methodology is applicable to all friction straight and arch joints tested, existing on the market, under static and dynamic loading under laboratory conditions.
Result compilation of SV32t straight sliding joint tests under dynamic loading.
|14|Effect of Specimens’ Height to Diameter Ratio on Unconfined Compressive Strength of Cohesive Soil Effect of fibre content on the geotechnical properties of peat The new railway hybrid bridge in Dąbrowa Górnicza: innovative concept using new design method and results of load tests The Temperature Field Effect on Dynamic Stability Response of Three-layered Annular Plates for Different Ratios of Imperfection Safety of Steel Arch Support Operation During Rock Bursts Under Explosive Atmosphere Conditions | <urn:uuid:5b0e078e-7c19-4489-bf59-e30bfe93c6f6> | {
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Accommodations should be informed by formal and informal assessments of students’ strengths and needs. The accommodations should be evaluated for effectiveness and updated or replaced as required. Not all accommodations will address the needs of all students with FASD.
1. Education Essentials
The neurobehavioural model is a brain-based approach developed by Diane Malbin MSW, founder of FASCETS
Education Essentials for Students with FASD: Setting Them up for Success
Education-Essentials pdf Resource
2. Understanding Learning Disabilities – How Processing Affects Learning
The York Region District School Board developed this chart to outline instruction and environmental strategies for students to support a variety of challenges that students with FASD may be experiencing. Referred to as the “waterfall chart”, this resource provides the starting points to think, plan and support programming in response to a student’s assessed areas of strength and/or need. The waterfall chart lists various processing areas, including: phonological processing, language, visual-motor skills, memory, processing speed, attention and executive function. Additionally, the waterfall chart provides a definition, possible signs, instructional strategies, environmental strategies, assessment strategies, and possible assistive technology for each of these processing areas. (Permission to use Received.)
Understanding Learning Disabilities – How Processing Affects Learning | <urn:uuid:cfe85965-ff2c-47b1-86ab-948fff021858> | {
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Published: Thursday, October 10, 2019 @ 12:00 AM
The theme this year for National Bullying Prevention Month is “Stomp out Bullying.” Almost daily there is a news story about a child who was bullied while other kids tape it on their phones and post online. To change the kids who record the bullying into the kids who intervene can start with just one person.
According to the Ohio Department of Education, Ohio law defines bullying, harassment and intimidation as any “intentional written, verbal, graphic or physical act that a student or group of students exhibits toward another student more than once, and that behavior causes mental or physical harm to the other student; and is sufficiently severe, persistent or pervasive that it creates an intimidating, threatening or abusive educational environment for the other student.”
“Military children move on an average of two to nine times throughout their K-12 education,” said Janet Wynn, Child & Youth Education school liaison officer, Wright-Patterson Air Force Base. “New states, new schools and making new friends can be tough, even though military children are known to be resilient.”
Parents play an important role in preventing bullying.
“Modeling at home what behavior is OK and what is not OK is very important,” said Wynn. “Children model what they see.”
It’s important to talk to your kids about their day. Wynn believes that parents should know their children’s social circle, both in person and online acquaintances.
“If a child indicates to their parents that they are being bullied, ask them for specifics and document their responses and reactions,” she said. “Then notify the school to ensure they address the situation.”
“It is a common belief that bullying is a ‘rite of passage,’” said Maj. Natosha S. Onasanya, a public health physician with the 88th Medical Group. “However, we have more information about how bullying can be a threat to the safety and well-being of the victim and bystanders.”
Sometimes, however, a child won’t discuss with his or her parents about being bullied. What can a parent do if a child isn’t talking?
Onasanya points out that the American Academy of Child and Adolescent Psychiatry indicates there are signs a child is being bullied that parents should be aware of. These signs are:
• Missing personal items;
• Physical complaints, hoping to stay home from school;
• Changes in eating and sleeping habits;
• A drop in grades;
• Unhappiness regarding school or trouble over behavior;
• Defensive about their behavior and attitude.
The parents of a bullied child should stay calm, she said. Onasanya stresses that they should involve their child in the solution and together problem-solve the issue. Find out if the child has tried certain things to help themselves.
Meet with the school’s administration and the child’s teacher to strategize on how to address the bully or bullies. It can be as easy as walking away but may also require an adult authority figure at the school to become involved. The bullied child should be assertive and stay around friends, travelling the hallways with friends and/or in a group.
It’s important for the bullied child to report any physical bullying and any weapons or threat of future assault.
There are differences between boy bullies and girl bullies. How can a parent know if their child is a bully?
Onasanya said, “In general, male bully perpetrators may use physical intimidation or threats and have either gender as targets; female bully perpetrators tend to use verbal intimidation or exclusion with female targets.”
Just as there are signs that a child is being bullied, there are also indicators that a child is the bully.
“Many bully perpetrators enjoy controlling or dominating others out of their own insecurity,” said Onasanya. “They may have been the victims of bullying themselves.”
“Here are some signs a bully may display: irritable, low frustration tolerance, poor academic performance and multiple disciplinary issues in the school environment,” she said.
When parents find out their child is bullying and terrorizing other students, Onasanya said they should do the following:
• Calmly speak to the child and openly inquire about their child’s account of the incident(s);
• Provide consequences for their child’s behavior, firmly making a stance that bullying will not be tolerated;
• Implement clear rules and expectations for their child’s behavior, providing fair, consistent consequences. Be sure to recognize and affirm appropriate behavior;
• Create positive memories with your child and closely monitor your child’s activities – social networking and going out with friends;
• Build on their child’s strengths and positive qualities;
• Ensure the school hold their child accountable for the bullying behavior and ask the school administration to communicate any future [bad behavior and improvements in behavior].
Lastly, parents should not overlook sibling bullying. It is very different from sibling rivalry.
Onasanya said, “Sibling bullying can enter a slippery slope of sibling abuse, which is the most common overlooked form of family violence.”
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We cover how to declare and initialize, mutate and use variables and constants.
What is a variable
A variable is a data container that stores behind-the-scenes data temporarily in a system’s memory (RAM) while the program runs. We give these variables meaningful names to allow us to easily work with the data inside.
A variable can store a single type of data, such as a string of characters that form a sentence or a number.
How to declare a variable
To declare a variable, we write the keyword let , followed by the name we want to give the variable and we terminate the statement with a semicolon ( ; ).
This will create an empty variable with whatever unique name we give it. This variable is now ready to accept data to store.
How to assign data to a variable
Now that we have a variable, we can add some data inside of it. To assign data to a variable, we write its name, followed by the = operator and then any data we want to give it. Lastly, we end the statement with a semicolon again.
uniqueName = value;
Now the variable will have data stored inside it and we can use it.
// declaration let message; // assign data message = "Hello World";
How to initialize a variable with a value
If we know the data we want to store beforehand, we can directly assign data to the variable when we declare it. This is called variable initialization.
To initialize a variable, we write the let keyword and the name we want to give it, then the assignment operator ( = ) and the data we want to assign to the variable.
let uniqueName = data;
// initialization let message = "Hello World";
How to use a variable
To use a variable, we simply refer to it by its name. The translator will pull the data from the variable and substitute it wherever we use it.
We can modify the code from our first application.
<script> let message = "Hello World"; document.write(message); // document.write("Hello World"); </script>
In the example above, we create a variable called message with the words “Hello World”. Where we previously wrote the words directly into the document.write() function, we now write the variable name.
When we save the document and open it in the browser, we can see that the words inside the variable are displayed on the page.
As another example, let’s do some simple math with variables.
<script> let x = 5; let y = 3; let result = x + y; document.write("5 + 3 = ", result); </script>
In the example above, we add the value of y to the value of x and store the result in a variable called result. Then we print the result to the webpage.
So the translator substitutes the variable name with its value. The example above would essentially look like this.
8 = 5 + 3 document.write("5 + 3 = ", 8);
How to change data in a variable
A variable is mutable, which means that we can change the data inside the variable while the code is running. We don’t have to set up a new variable each time we need data.
To change (mutate) the data inside a variable, we simply assign the new data to it with the assignment operator.
<script> let message = "<p>Hello World</p>"; document.write(message); // mutate data message = "<p>Greetings</p>"; document.write(message); </script>
In the example above, we mutate the message variable to hold a new value.
What is a constant
A constant is the same as a variable except that it’s value cannot change during runtime.
This is useful so that the application doesn’t accidentally change a value that shouldn’t be changed, such as the value of pi or gravity.
How to declare/initialize a constant
We cannot declare a constant without a value. If we want to create a constant, we must initialize it with a value.
To initialize a constant, we use the const keyword instead of the let keyword.
const uniqueName = value;
We write the name in all capital letters as a convention. It allows us to easily distinguish between regular variables and constants.
const PI = 3.14;
How to use a constant
Using a constant is the same as using a variable. We simply refer to the constant’s name where we need to.
<script> const PI = 3.14; let radius = 3; // calculate the area of a circle let area = PI * radius * radius; document.write(area); </script>
In the example above, we use the constant PI to calculate the area of a circle.
Variable & Constant naming rules and conventions
There are a few rules we should consider when naming our variables and constants.
- A name must start with a letter (a to z or A to Z), an underscore ( _ ), or a dollar sign ( $ ).
- A name cannot start with a number, but may contain numbers.
- Names are case sensitive. For example let a and let A are different variables.
// correct let message; let _message; let $message; // incorrect let #LostSock#TheStruggleIsReal; let (^_^); // correct let mamboNumber5; // incorrect let 21JumpStreet; // correct let aUniqueName; // incorrect let const; // case sensitive let learning; let Learning; let LEARNING;
It’s also a good idea to always follow the naming conventions, especially when working as part of a team.
- Variable names should use camelCase. The first letter of the word is lowercase. If there are multiple words, they are written together and each subsequent word is capitalized.
- Constants can be capitalized, but should use camelCase.
- Names should not be abbreviated.
- Names should be singular, not plural.
// correct let name; let firstName; const name; const lastName; // incorrect let Name; let FirstName; let first_name; // correct let deleteMe; // incorrect let delMe; // correct let employeeList; // incorrect let employees;
It should be noted though that you may be required to follow different conventions by your employer. It doesn’t really matter which convention you follow, the key is consistency.
In this tutorial course we will be following the conventions above, as well as some others that we’ll get to when needed.
Summary: Points to remember
- Variables and constants are temporary data containers, when the application stops (for whatever reason) the data inside is lost.
- Variables can be mutated at runtime, whereas constants cannot.
- Variables use the let keyword at declaration and initialization, and constants use the const keyword.
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For centuries, the poppy has been a symbol of remembrance, sacrifice, and hope. Every year, on November 11, we wear poppies to honor the brave men and women who have given their lives in service of their country. But what does the poppy really symbolize, and how did it come to be associated with war and remembrance?
The answer to that question is a fascinating tale of history and tradition. The poppy has long been associated with death and mourning in many cultures, due to its delicate yet fleeting beauty. But its association with war and remembrance began during World War I, when a Canadian doctor named John McCrae was inspired to write a poem about the poppies he saw growing on the graves of fallen soldiers in Flanders. His poem, “In Flanders Fields,” became an instant sensation and the poppy quickly became a symbol of remembrance for those who had died in war.
Today, the poppy serves as a powerful symbol of sacrifice and solidarity. It reminds us of the ultimate price that has been paid by those who have served their country and it inspires us to honor their memory in our own lives. So the next time you see a poppy, take a moment to reflect on what it represents and say a silent thank you to those who have sacrificed so much for our freedom.
The history of the poppy as a symbol
The poppy has been a symbol of remembrance for fallen soldiers for over 100 years. It all began with the poem “In Flanders Fields” written by Canadian physician Lieutenant Colonel John McCrae during World War I. The poem describes the sight of poppies growing on the battlefields where soldiers had been buried.
Inspired by this poem, American humanitarian Moina Michael began wearing poppies as a tribute to fallen soldiers. She also started selling poppies to raise money for veterans in need. This tradition was adopted by the British Empire in 1921 when the Royal British Legion started selling poppies to raise funds for veterans.
- The poppy became a symbol of remembrance because of the poem “In Flanders Fields”
- Moina Michael started wearing and selling poppies as a tribute to fallen soldiers
- The Royal British Legion adopted the tradition of selling poppies to raise funds for veterans
The use of the poppy in art and literature
The poppy has long been a symbol of remembrance and hope in art and literature. Its symbolism dates back to the Napoleonic Wars in the early 19th century, but it gained widespread recognition after the publication of the poem “In Flanders Fields” by Canadian physician Lieutenant Colonel John McCrae in 1915. The poem describes the poppies growing in the battlefields of World War I, where they bloomed amid the death and destruction.
The poppy’s association with the fallen soldiers of the war led to it becoming a symbol of remembrance. It was worn by people on Remembrance Day, also known as Armistice Day, to pay tribute to those who had died in the war. Since then, it has become a symbol of hope, resilience, and peace, and has been used in various forms of art and literature.
Ways poppies are used in art and literature
- Poppies are often depicted in paintings and photographs as symbols of war and remembrance. Artists such as Vincent van Gogh and Georgia O’Keeffe have used the flower in their work, while photographers have captured images of fields of poppies in bloom.
- Authors have used the poppy as a symbol of war and death in their books. In addition to “In Flanders Fields,” other notable works that reference the poppy include J. R. R. Tolkien’s “The Lord of the Rings” and Dorothy Parker’s “Resume.”
- The poppy has also been used in music, with composers such as Benjamin Britten incorporating its symbolism into their works. Britten’s “War Requiem,” for example, features a prominent role for the poppy.
Poppy symbolism in contemporary art and literature
In recent times, the poppy has continued to be a subject of art and literature. It has been used in various media, including film and television, to represent themes of memory, sacrifice, and loss. For example, in the movie “Wonder Woman,” the character of Diana Prince wears a poppy pin in honor of the fallen soldiers of World War I.
Similarly, in the literary world, authors have continued to use the poppy to explore themes of war, remembrance, and hope. Lesley Nneka Arimah’s short story “Glory” is an example of how the poppy can be used in contemporary literature to explore the effects of war on society and individuals.
The poppy in popular culture
The poppy’s symbolism has been popularized through its use in various forms of media and pop culture. In addition to serving as a symbol of remembrance and hope, it has become associated with other meanings, such as sleep and dreams. This is due to the psychoactive alkaloids found in the opium poppy, from which morphine and other opioids are derived.
|Poppy reference in popular culture||Meaning|
|The Wizard of Oz’s “Poppy field”||Representation of the effects of opium as a euphoric escape from reality|
|Internet meme “I’m So Tired” with a poppy||Humorous reference to the poppy’s association with sleep and dreams|
Despite its many associations, the poppy continues to be an enduring symbol of remembrance, hope, and resilience in art and literature, ensuring that the memory of those who have fallen in war remains alive.
The Significance of the Poppy in Different Cultures
The poppy flower has been a symbol of remembrance and sacrifice in many cultures around the world. Its significance varies and has evolved over time. In this article, we will delve into what the poppy symbolizes in different cultures.
Subsection 1: Europe
- In the UK, the poppy symbolizes the sacrifice of British soldiers in the First and Second World War. It is distributed by the Royal British Legion as a way of fundraising and honoring the memory of those who have died in combat.
- In France, the poppy symbolizes the fallen soldiers of the First World War. The association of the poppy with remembrance began in 1915, after the publication of a poem called “In Flanders Fields” by Lieutenant Colonel John McCrae.
- Several countries in Europe also associate the poppy with Memorial Day, a day of remembrance for those who died in military service or civilian service.
Subsection 2: Asia
In many Asian cultures, the poppy has a very different significance than in Europe.
- In China, the poppy is a symbol of peace and restful sleep. The ancient Chinese believed that poppies had the ability to ward off evil spirits and encourage restful sleep.
- In Japan, the poppy is often used as a symbol of death. It is frequently depicted in Japanese artworks such as ukiyo-e prints and is used to represent the transience of life.
Subsection 3: North America
In North America, the poppy has been adopted as a symbol of remembrance and sacrifice.
|United States||The poppy is distributed by the Veterans of Foreign Wars and the American Legion to raise funds for disabled or hospitalized veterans.|
|Canada||The poppy is worn during the Remembrance Day period to honor soldiers who have died in military service.|
The poppy flower has become an important symbol of remembrance and sacrifice in many cultures around the world. Its significance varies widely, but its beauty and transience remain constant. The next time you see a poppy, take a moment to appreciate the sacrifice and beauty that it represents.
The Meaning of Poppies in War and Remembrance
The poppy has long been a symbol of war and remembrance. This beautiful flower grew in abundance in the Flanders Fields during the First World War, and it was there that Lt. Col. John McCrae wrote his famous poem, “In Flanders Fields,” which helped to popularize the flower as a symbol of remembrance. But what exactly does the poppy symbolize in the context of war and remembrance? Below, we explore some of the meanings associated with this iconic flower.
The Significance of the Poppy in War and Remembrance
- The poppy is a symbol of sacrifice. Its vivid red color represents the blood that was shed by soldiers during times of war. For this reason, it is often worn on Remembrance Day to honor the sacrifices made by those who served their country.
- The poppy is a symbol of hope. Despite the suffering and death that war brings, the poppy serves as a reminder that there is still hope for peace and a better tomorrow. Its delicate nature and vibrant color can bring a sense of optimism to even the darkest of days.
- The poppy is a symbol of resilience. Despite the harsh conditions of war, the poppy is able to grow and flourish. This resilience serves as a reminder of the strength of the human spirit in the face of adversity, and inspires us to persevere in our own lives.
The Role of the Poppy in Remembrance Day
Remembrance Day is a day of reflection and gratitude for the sacrifices made by those who served in conflicts around the world. The wearing of poppies on Remembrance Day has become a tradition in many countries, including Canada, the United Kingdom, and Australia. This simple yet powerful gesture serves as a visible reminder of the sacrifices made by past and present generations, and helps to keep the memory of those who served alive.
The Poppy and the Legion
The Royal Canadian Legion is a veterans’ organization in Canada that works to support veterans and their families, promote remembrance, and advocate for a better quality of life for those who have served. The Legion is perhaps best known for its annual Poppy Campaign, which raises funds to support veterans and their families, and distributes poppies to the public in the weeks leading up to Remembrance Day. The Poppy Campaign is an important part of the Legion’s work to promote remembrance and ensure that the sacrifices made by those who served are never forgotten.
|Canada||Red||Sacrifice, Remembrance, Hope, Resilience|
|United Kingdom||Red||Remembrance, Sacrifice, Hope, Resilience|
|Australia||Red||Sacrifice, Remembrance, Hope, Resilience|
Regardless of where you are from, the poppy is a powerful symbol of the sacrifices made by those who serve their country during times of war. Through its vivid color and delicate beauty, the poppy reminds us of the importance of remembrance, and the need to honor those who have given so much in defense of their country and their fellow citizens.
The Association Between Poppies and Opium
There is no denying the association between poppies and opium. The opium poppy, also known as Papaver somniferum, is the source of opium, a highly addictive drug that is used medically as a painkiller and anesthetic, but is also widely abused for its euphoric effects.
- The opium poppy is one of the oldest known medicinal plants, with evidence of its use dating back to ancient civilizations such as the Sumerians and Egyptians.
- Opium production is now concentrated in countries such as Afghanistan, Myanmar, and Mexico.
- Opium is processed into other drugs such as heroin, morphine, and codeine.
Despite its negative association with drug abuse, poppies have also come to symbolize hope and remembrance for veterans and those affected by war. This is largely due to the poem “In Flanders Fields” by Lieutenant Colonel John McCrae, which was written during World War I and describes the poppies that grew on the graves of fallen soldiers:
“In Flanders fields the poppies blow
Between the crosses, row on row,
That mark our place; and in the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below.”
|Country||Production (Metric Tons)|
Since then, poppies have been used as a symbol of remembrance for soldiers who have died in wars. The poppy appeal, started by the Royal British Legion in 1921, encourages people to wear poppies on Remembrance Day to remember the sacrifices made by servicemen and women. In this way, the poppy has become a symbol of hope and remembrance, even in the face of tragedy and loss.
The Use of Poppies in Medicine and Therapy
Poppies have been used in medicine and therapy for thousands of years. The ancient Greeks used poppy juice to treat pain, while in India, poppies were used to treat diarrhea and fever. Today, poppies are still used in medicine and therapy for a variety of purposes.
Medicinal Uses of Poppies
- Pain Relief: Poppies contain opium, which has been used for centuries to relieve pain. Today, opium is still used to treat severe pain, such as pain caused by cancer or surgery.
- Cough Suppressant: Poppies are also used to make cough suppressants, such as codeine and dextromethorphan. These medications are often used to treat coughs caused by colds or other respiratory infections.
- Sedative: Opium is also used as a sedative, helping people to relax and sleep. It’s used to treat insomnia and anxiety disorders.
Therapeutic Uses of Poppies
In addition to their medicinal uses, poppies also have therapeutic uses. Here are a few ways that poppies are used in therapy:
- Relaxation: Poppy tea is often used in therapy to help people relax and reduce anxiety. The tea is steeped from poppy seeds, and the resulting drink has a mild sedative effect.
- Meditation: Poppies are also used in meditation. The bright red color of the poppy flower is said to symbolize passion and creativity, making it a popular flower to meditate on.
- Aromatherapy: Poppy oil is often used in aromatherapy to help reduce stress and anxiety. The oil can be diluted and used in a diffuser, or added to a warm bath for a relaxing soak.
Poppies in Addiction Therapy
While opium is a powerful pain reliever, it is also highly addictive. For this reason, many addiction therapists avoid using opioids in their treatments. However, some therapists have found that poppies can be useful in addiction therapy. By helping patients to relax and reduce anxiety, poppies can help to reduce cravings for addictive substances.
|Medicinal Use||Therapeutic Use|
Whether used in medicine or therapy, poppies have a long history of helping people to relax, reduce pain, and find peace.
The Role of Poppies in Agriculture and Horticulture
While poppies are most commonly known for their symbolic association with war and remembrance, they also play an important role in agriculture and horticulture. Here are some ways poppies contribute:
- Poppies are grown commercially for their edible seeds, which are used for baking and cooking. Poppyseed oil is also a popular ingredient in cosmetics and other products.
- In agriculture, poppies are often grown as a rotation crop to improve soil health and prevent soil depletion. Poppies have relatively shallow roots that do not penetrate deep into the soil, which makes them a great crop to grow after other plants that have deeper roots.
- As a horticultural plant, poppies are prized for their beauty and ability to attract pollinators. There are many different varieties of poppies, from the single-petaled red poppy to the frilly and colorful Icelandic poppy. Poppies are also relatively easy to grow, making them a great option for beginner gardeners.
Beyond their practical applications, poppies have a rich cultural history as the subject of poetry, art, and music. They are a beloved symbol of peace and remembrance, and their presence in nature serves as a reminder of the fragility and beauty of life.
For a more detailed look at the types of poppies used in agriculture and horticulture, refer to the table below:
|Type of Poppy||Common Uses|
|Opium poppy (Papaver somniferum)||Production of opium, poppy seeds, and poppyseed oil|
|Oriental poppy (Papaver orientale)||Ornamental gardening|
|California poppy (Eschscholzia californica)||Ornamental gardening, drought-tolerant landscaping|
|Icelandic poppy (Papaver nudicaule)||Ornamental gardening|
Overall, poppies are a versatile and important plant with a wide variety of applications. Whether they are being grown for their seeds, improving soil health, or simply enjoyed for their beauty, poppies are a valuable addition to any agricultural or horticultural operation.
The Different Colors and Types of Poppies and Their Meanings
When it comes to poppies, color and type play a significant role in their symbolism. Here are the different colors and types of poppies and their meanings:
- Red Poppies: The red poppy is the most well-known type of poppy and is commonly associated with Remembrance Day. The red poppy symbolizes remembrance of the soldiers who died in World War I and all wars. It also signifies hope, appreciation, and love for those who served.
- White Poppies: The white poppy is another symbol of peace and is often worn instead of the red poppy. It represents mourning and the hope that there will be no more wars in the future. White poppies are also worn to remember civilians who died during wartime.
- Purple Poppies: The purple poppy is worn to honor animals that have served in wars, including horses, dogs, and pigeons. This type of poppy is not as well-known as the red or white poppy, but it has become increasingly popular in recent years.
- Yellow Poppies: When it comes to yellow poppies, there are two different meanings. In some cultures, yellow poppies represent wealth and success, while in others, they symbolize fertility and wealth.
Now let’s take a closer look at the different types of poppies and their meanings.
This is the most common type of poppy and is commonly known as the Flanders Poppy. It is the red poppy that is worn to commemorate Remembrance Day. The Papaver Rhoeas poppy symbolizes the sacrifice and bravery of soldiers who died in World War I and all wars.
This type of poppy is also known as the Opium Poppy and is used to make opium. The Papaver Somniferum is also used in the production of morphine, codeine, and other painkillers. In addition to its medicinal uses, the Papaver Somniferum poppy also represents restful sleep and is sometimes used in relaxation techniques.
|Type of Poppy||Symbolism|
|Papaver Rhoeas||Sacrifice and bravery of soldiers who died in World War I and all wars|
|Papaver Somniferum||Restful sleep and relaxation|
|Papaver Orientalis||Extravagance and luxury|
|Papaver Bracteatum||Hope, fertility, and wealth|
This type of poppy is commonly known as the Oriental Poppy and is known for its large, bright flowers. The Papaver Orientalis poppy symbolizes luxury and extravagance.
This type of poppy is similar in appearance to the Flanders Poppy but is a much brighter shade of red. The Papaver Bracteatum poppy symbolizes hope, fertility, and wealth.
Understanding the symbolism of poppies can deepen our appreciation and understanding of their beauty. Whether you wear a poppy to honor the sacrifice of soldiers or to symbolize hope and peace, these flowers remind us of the important things in life.
The Symbolism of Poppies in Religion and Spirituality
Throughout history, poppies have been revered for their symbolic representation in many religions and spiritual practices. Below are some examples of the significance of poppies in different spiritual traditions.
The Number 9
In numerology, the number 9 holds great significance. it is viewed as a symbol of both endings and beginnings. Nine is also associated with spirituality and higher consciousness. In Hinduism, for example, there are nine planets and nine colors of the rainbow, while in Buddhism, the Buddha is said to have taken nine steps at the moment of his birth. The portrayal of the Nine Unknown Men in fiction is about nine unknown men maintaining knowledge of the world; they could use their power for the better, or the worse.
When it comes to the symbolism of poppies, the association with the number 9 is found in the Papaver rhoeas species, also known as the common poppy. These poppies are known to have nine petals, with the red color representing the blood of fallen soldiers. This symbolism has become a key emblem in remembrance of those lost in war and conflicts.
|Religion/Spiritual Practice||Symbolism of Poppies|
|Christianity||The red poppy represents the blood of Christ and is said to have grown on the spot where Jesus was crucified.|
|Greek Mythology||The poppy represents the god of sleep, Hypnos, and his son Morpheus, who both used poppies to lull people into sleep.|
|Chinese Medicine||The poppy seed is used for its sedative properties to calm the body and mind.|
From Christianity and Greek mythology to Chinese medicine and numerology, poppies have been a significant symbol across various spiritual practices and traditions. Understanding the significance of the poppy can give us a deeper appreciation for its role in connecting the natural world with our spiritual lives.
The controversy surrounding the poppy symbol in modern times
Although the poppy symbolizes the sacrifices made by the soldiers in the wars, it has become a controversial topic in modern times. Some people argue that the poppy has been hijacked by political groups, while others believe that it has lost its true meaning.
The following are some of the controversies surrounding the poppy symbol:
- Political groups: Some people believe that wearing a poppy has become a political statement rather than a way to remember the sacrifices made by the soldiers. For instance, some right-wing political groups have used the poppy as a way to promote their own agenda, leading to debates about whether the poppy should be politicized.
- White poppy: The white poppy is an alternative symbol to the red poppy and is worn by some people who wish to promote peace instead of war. This has led to controversy, with some people arguing that the white poppy undermines the sacrifices made by the soldiers.
- Pressure to wear: Some people feel pressured to wear a poppy, leading to debates on whether it should be a personal choice or a mandatory act of respect for the soldiers who lost their lives in the wars.
Despite these controversies, the poppy remains an important symbol that represents the sacrifices made by the soldiers. It is up to individuals to decide whether or not to wear a poppy and what it signifies to them.
Here is a table of different types of poppies and their meanings:
|Type of Poppy||Meaning|
|Red Poppy||Remembrance of soldiers who died in the wars|
|White Poppy||Peace and non-violent conflict resolution|
|Purple Poppy||Remembrance of animals who served in the wars|
|Black Poppy||Remembrance of black soldiers who served in the wars|
No matter what type of poppy one chooses to wear, the important thing is to honor and remember the sacrifices made by the soldiers.
Wrap it up, Pals, and See You Soon
Well, that’s all, folks! Now that you know the symbolism behind the poppy and what it represents, we hope this article has been informative and enjoyable. Always remember the memories and sacrifices of our brave soldiers and carry them in your heart. We encourage you to visit again soon and discover more fascinating subjects with us. Thanks for reading, Pals! | <urn:uuid:65a73891-5d37-4c93-b1dd-0eae28081f8a> | {
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Carbon dating introduction, production of elemental carbon
This method uses principles of isotopic decay like radiocarbon, but different isotopes argon and argon 40 which have a longer halflife million years. Tree-ring data are from Stuiver et al. The time machine is called the telescope.
When the object is heated to degrees Celsius Speed dating mt pleasant mi trapped electrons are released and this is called a clock resetting event.
While the uranium-lead system can measure intervals in the millions of years generally without problems from the intermediate isotopes, those intermediate isotopes with the longest half-lives span long enough time intervals for dating events less than several hundred thousand years ago.
Generally, we can date things pretty well over the past years, it becomes difficult from about AD to AD because of natural changes in radiocarbon, and since AD dating is quite possible.
Even a small amount of c14 from a contaminant can produce an incorrect date in an old sample. If layers contain dead plant material, they can be used to calibrate the carbon ages. Radiocarbon daters can then date the tree rings and compare the dates with the real age of the tree.
It takes a long time to change the carbon material into the form it needs to be in to be able to be dated.
How does the radiocarbon dating method work?
This tendency to decay, called radioactivity, is what gives radiocarbon the name radiocarbon. This task can be done by accelerator mass spectrometry, which is performed in huge laboratories where the most striking component is the accelerator - a huge tank where isotopes are accelerated.
Plants and animals assimilate carbon 14 from carbon dioxide throughout their lifetimes. Scientists have extended this calibration even further.
DC - Dendrochronology
From this time on, electrons start to build up again because of the natural radioactivity. Thus, together with sulfurirontinleadcoppermercurysilverand goldcarbon was one of the small group of elements well known in the ancient world.
Following the example of carbon, you may guess that one way to use these isotopes for dating is to remove them from their source of replenishment.
But with improvements in this method, it is becoming possible to date the human and animal remains themselves. Libby and his team of scientists were able to publish a paper summarizing the first detection of radiocarbon in an organic sample.
What is Radiocarbon Dating?
Dendrochronology will probably eventually find reliable tree records that bridge this time period, but in the meantime, the carbon ages have been calibrated farther back in time by other means. This gives graphite its softness and its cleaving properties the sheets slip easily past one another.
Besides the cosmogenic radionuclides discussed above, there is one other class of short-lived radionuclides on Earth.
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This activity addresses climate change impacts that affect all states that are part of the Colorado River Basin and are dependent on its water. Students examine available data, the possible consequences of changes to various user groups, and suggest solutions to adapt to these changes.
In this activity, students examine pictures of pollen grains representing several species that show the structural differences that scientists use for identification. Students analyze model soil samples with material mixed in to represent pollen grains. They then determine the type and amount of 'pollen' in the samples and, using information provided to them, determine the type of vegetation and age of their samples. Finally, they make some conclusions about the likely climate at the time the pollen was shed.
In this Earth Exploration Toolbook chapter, students select, explore, and analyze satellite imagery. They do so in the context of a case study of the origins of atmospheric carbon monoxide and aerosols, tiny solid airborne particles such as smoke from forest fires and dust from desert wind storms. They use the software tool ImageJ to animate a year of monthly images of aerosol data and then compare the animation to one created for monthly images of carbon monoxide data. Students select, explore and analyze satellite imagery using NASA Earth Observatory (NEO) satellite data and NEO Image Composite Explorer (ICE) tool to investigate seasonal and geographic patterns and variations in concentration of CO and aerosols in the atmosphere.
Students use real satellite data to determine 1) where the greatest concentrations of aerosols are located during the course of a year in the tropical Atlantic region and 2) their source of origin. This is an inquiry-style lesson where students pull real aerosol data and attempt to identify trends among data sets.
In this activity, which comes at the beginning of a 40-day sequence of activities in an energy module, students observe the transfer of solar energy to different appliances with a solar cell and investigate the effect of using different solar sources to supply energy to appliances.
This activity students through the ways scientists monitor changes in Earth's glaciers, ice caps, and ice sheets. Students investigate about glacier locations, glacial movement, and impacts of climate change on glaciers depending on the depth of research. It is linked to 2009 PBS Nova program entitled Extreme Ice.
This is the first of nine lessons in the Visualizing and Understanding the Science of Climate Change website. This lesson is an introduction to Earth's climate and covers key principles regarding Earth's unique climate, atmosphere, and regional and temporal climate differences.
In this lab activity students generate their own biomass gases by heating wood pellets or wood splints in a test tube. They collect the resulting gases and use the gas to roast a marshmallow. Students also evaluate which biomass fuel is the best by their own criteria or by examining the volume of gas produced by each type of fuel.
This is a teaching activity in which students learn about the connection between CO2 emissionS, CO2 concentration, and average global temperatures. Through a simple online model, students learn about the relationship between these and learn about climate modeling while predicting temperature change over the 21st century. | <urn:uuid:cdb8f5fe-f409-4051-9efe-cfab8c9547cb> | {
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Very popular with engineers, scientists, universities, and high school students, they've been around for a while, ever since IBM installed the IBM 704 mainframe in 1954 employing a 36 bit word, and then in 1957, released the high level Fortran programming language to run on the mainframe. Called a REAL or FLOAT variable, as opposed to an INTEGER. Defined by the IEEE in 1985 as a 32 bit or single precision floating point variable, its 8 bit "exponent" enables the number to be up to 1038 decimal digits in length. It can thus be a very large number, or a very tiny one, with up to 37 zeroes following the decimal point. However, note, beside those leading / trailing zeroes, it contains only 6~7 significant digits (known as its "mantissa"). In the 1960s IBM increased its size to what became known as a 64 bit or LONG REAL variable, now with 15~16 significant digits. It was introduced on the IBM 7094 in 1962, initially as a 62 bit number, becoming 64 bits on the
System/360 Model 44launched in 1965. Defined as Double Precision in later Fortran manuals. In 1964 a competitor Control Data released one of the early "super computers", the CDC 6600, a 60 bit computer that used an 11 bit exponent, enabling the number to be up to 10308 decimal digits in length. However for IBM and most hardware manufacturers, the 8 bit exponent remained the norm. In historic records in terms of expense, the CDC 6600 cost $US1 million to purchase in 1964 currency, as opposed to $360,000 in 1965 for the IBM 360/44. In terms of power, the CDC's CPU apparently ran at 40MHz with a benchmark of 3 million FLOPS (Floating Point Operations per second). In contrast, today, a typical laptop's CPU performs at perhaps about 100 Gigaflops (billion), and a typical GPU (graphics card) can handle 1 - 10 Teraflops (trillion). ... In April 1965 with transistor density on an integrated circuit at 50 components, and the distance between transistors at one twentieth of a millimetre, Gordon Moore at Fairchild Semiconductors said that with development causing that density to double yearly, by 1975 chip density could be at 65,000. In 1971 his newly formed company Intel released the 4004 CPU chip that contained 2,300 components, Moore's Law it was being called. But almost immediately the acceleration halted, 10,000 was the figure in 1975, and Gordon Moore revised his expectation to being a doubling "every two years". Then it sped up again, so he reworded it to "every 18 months". In 2020 as the distance between components approaches the size of atoms, and with a transistor density of 100 million per square millimetre, yes, what comes next? Back to 1980. A major advance utilizing the 11 bit exponent and a 53 bit mantissa was the Intel 8087 math coprocessor launched in 1980, also with a proprietary 80 bit format that was used for temporary intermediate values. The unit was made optional on IBM-compatible PCs until 1989 and the release of i486 chip, and has been integrated ever since. Employed with
Extract from an article in stackoverflow.com What's the difference between a single precision (32-bit) and double precision (64-bit) floating point operation? I read a lot of answers but none seems to correctly explain where the word double comes from. I remember a very good explanation given by a University professor I had some years ago. A single precision floating point representation uses a word of 32 bit.
- dBASE II databases in 1979, with values ranging from 1.8e+63 to 1e-63, and accuracy up to 10 digits.
- Lotus 1-2-3 Spreadsheets in 1983
- dBASE III Plus in 1986, and DBXL, a dBASE compatible. In Section 5.5 in the DBXL manual, it specifies numeric values may range from 1e+308 (i.e. 10308) to 1e-307 and up to 19 significant digits may be stored in a numeric field with one digit reserved for a decimal point. The maximum length of the integer portion is 16 digits, the decimal portion is 15 digits. If the number exceeds 16 digits, just 13 significant digits are retained.
- Microsoft Excel in 1987 and Google Sheets in 2006
- Microsoft SQL Server in 1989 and MySQL in 1995 databases. Current SQL Server databases allow for 38 significant digits
noting that the original IBM mainframe in 1954 with its 36 bit word enabled the mantissa to be log10(227), which is a full 8 decimal digits | <urn:uuid:9df6760b-9b88-4082-8095-4c62a2465b1b> | {
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Birds have many different shapes and sizes to their feet. Like the shape of the bill, the anatomy of birds' feet tells us much about the ecology of different species of birds. Below are several examples of birds feet and what each one can tell us about the group of birds who possess them.
After reviewing this material try the "Who's foot is this?" activity.
|SONG BIRDS or PERCHING BIRDS (warblers, thrushes, wrens, etc.) have independent, flexible toes, with one pointing backwards, ideal for grasping perches. Why don't perching birds fall out of trees when they sleep? When perching birds sit, a tendon on the backside of the ankle automatically flexes locking their toes around the branch. With feet locked, sleeping birds don't fall. As the bird stands up its feet release.|
|WOODPECKERS have two toes pointing forwards and two backwards; for climbing up, down, and sideways on tree trunks.|
|WATER BIRDS such as ducks have webbing between their toes for swimming. GULLS also have feet similar to these so they don't sink while walking in the soft sand or mud near the water's edge.|
|WADING BIRDS. The long toes of herons, which spreads the bird's weight over a large surface area, facilitates walking on soft surfaces near the water's edge (where wading birds like to eat).|
|RAPTORS such as hawks, eagles, and owls use large claws (called talons) to capture, kill, and carry prey with their feet.|
|Pheasants and chickens use their strong feet to scratch the dirt and leaf litter to uncover seeds and insects.|
|Strong-legged flightless birds, like the cassowary, protect themselves by kicking with their powerful feet and sharp claws.| | <urn:uuid:6c4df196-40ca-49e3-a25a-ad2ee3a01cbf> | {
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The stunning region seen here is known by many names — including Messier 17 (M17), the Swan Nebula, the Checkmark Nebula, or the Horseshoe Nebula — but perhaps the “Omega nebula” is the most memorable.
This tremendously large region, which can be found about 5,000 light-years away from Earth in the Sagittarius constellation, is a small part of a large molecular cloud that spans at least 40 light-years across.
Spread throughout this appreciable region is more than 30,000 solar masses of material (like gas and dust). Much of that material still permeates the interstellar medium, but some of it is now locked up in a plethora of massive and hot, blue-white stars (with some belonging to an open cluster of 35 youngish stars). These stars now give life to the nebula by bombarding the surrounding gas with ultraviolet radiation, which strips atoms of their electrons. When they rejoin, they give off a brilliant glow, an effect called ionization
Astronomers estimate that the region’s focal point (the Omega nebula) extends about half way across the length of the nebula, or about 15 to 20 light-years in diameter (one light-year alone is equal to 5,878,000,000,000 miles or 9,461,000,000,000 km), yet it only contains about 800 solar masses of material.
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See translation in french here. | <urn:uuid:fcc05f29-e5d3-43e4-a7bc-722ab5e5631e> | {
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Mexican Immigration and
The Future of Race in America
Spain's conquest of Mexico was not a matter of Marx, nor the ecclesiastical powers of the Catholic Church, but a foretaste of Jacques Casanova ... long before his time. The conquistadores had an interest in gold, and silver, and manpower --- but apparently they were most interested in sex.
It is well reflected in the language. In what they called "New Spain," the word was "coger." In Iberia it meant "to get." In Mexico --- still --- it means "to screw." Whatever name you put on it, for the indigenous people, it meant having the women used, and used badly. It also reflected on the invaders. "The colony's high level of miscegenation challenged not only the labor system but also the Spaniards' very claim to authority ... Peninsular Spaniards already looked down on the [criollos], partly because many of the latter had some Indian ancestry."
Widespread miscegenation "led those at the top of society ... to cling to the concept of racial purity in order to maintain their position of power and authority in society."
For the Indians, too, it all was a matter of life and death ... because of the sicknesses the Spaniards brought with them. "The navigational advances of the Renaissance," says the author, "had unified the disease pools of Europe, Africa, and Asia and unwittingly imported all to America."
Before the conquest, central Mexico, roughly the size of France, may have had a population as high as 25 million ... By 1600, a mere 1-1/2 million survived.
"The demographic disaster that took place [throughout the Americas] after 1492 is probably without counterpart in the history of mankind."
§ § §
Mongrels, Bastards, Orphans and Vagabonds is a crackerjack study of Mexican-American interaction, conflicts and history from the 15th Century to the present. It is crammed with facts:
- In the 18th century, one could obtain from the King of Spain a "Certificate of Whiteness," but "Wealth began to replace race as the primary determinate of social position."
- "By the first decade of the 19th century, non-whites made up four-fifths of New Spain's population of a little more than six million." Spanish laws in 1812 specified that all --- Indians, mestizos, criollos, and Peninsulares --- were equal under the law.
- Unlike the United States, slavery was never tolerated in Mexico. Because of this, in the Texas Republic, Mexico and Mexicans were "viewed as threats to slavery." With independence, black slaves began to escape from there into Mexico. The famous landscaper and architect Frederick Law Olmstead accused the Mexicans of fostering slaves' sinful behavior. "They helped them in all their bad habits, married them, stole a living from them, and ran them off everyday to Mexico," he wrote.
- Because Jim Crow laws were not easy to apply to Mexicans --- too much variation in skin color --- on this side of the border Mexican immigrants were targets of laws dealing with "vagrancy, weapon control, alcohol and drug use, and smuggling." This was, and probably still is, a key method of legal and social control.
- Mexican-Americans were the first to use lawsuits to fight the concept of "separate but equal." "In 1930, a group of parents in Lemon Grove, California, filed the 'nation's first successful legal challenge' to segregation." The same happened in 1931 in Del Rio, Texas.
- The successes of Mexican-Americans in the latter part of the 20th century can be attributed to two main factors. (1) The common knowledge that the market for Spanish-speaking people in the United States is enormous: "The collective buying power of Latinos grew to over $171 billion" by 1989;
To be a consumer was to be wanted; to be wanted was to be equal; to be equal was to be an American at last;
and, (2) the fact that population growth "was being driven more by procreation than migration."
§ § §
Rodriguez is an impeccable writer and fact-gatherer. Some of the details are subtle. For instance, I'm interested in the words used over the centuries for what we now call the Mexican-Americans. Early on the caste system dictated words like "pardo," "mulatto," "mestizo," "morisco," and "castizo." More recently it became "coyote" (3/4 Indian, 1/4 Spanish), "pelados" (low-lifes), "pochos" (watered-down Mexicans), "zambos" (anyone with a problem walking), "Oreos" (dark outside, white inside) --- as well as the more recent "Hispanics," "Latinos," and "Chicanos." The latter is, as the author points in a fascinating disquisition on its origins, "a defiant term that identified those who adopted it as sympathetic to the downtrodden."
Obviously Rodriguez could have titled his book Pochos, Coyotes, Pelados, and Oreos. Obviously, and for good reason, he chose not to do so.--- Carlos Amantea | <urn:uuid:d4486d0b-7616-4f2f-968e-f0ea3e7b24ff> | {
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1.3 United Nations Convention on the Rights of the Child
The UN Convention is a comprehensive human rights treaty. It sets out minimum legal and ethical standards for all children, as well as goals to aspire to. In practice, the Convention is a vision for children, backed up by legal standards. It was drawn up in the UN by nearly all the countries of the world, including East African countries, because previous human rights conventions did not address the specific situation of children. The UN Convention was drafted to meet this lack of provision, and was adopted by the UN in 1989. It has now been ratified by nearly every country in the world: indeed, it is the most ratified international human rights convention in history.
- defines a child as a person below the age of 18 (unless majority is attained earlier)
- applies to all children without discrimination on any grounds
- identifies children as requiring measures of special protection and support
- recognises the importance of family, community and culture in the upbringing, protection and overall well-being of a child.
Understanding the terminology: a summary
What is a Convention?
A ‘Convention’ is a treaty or legal instrument – an agreement in international law between countries. The UN Convention on the Rights of the Child is a wide-ranging international treaty that contains some 40 ‘Articles’ defining the rights of children.
What is a Charter?
A ‘charter’ is another form of legal agreement between countries. The African Charter on the Rights and Welfare of the Child is an agreement between the countries on the African continent.
What are Rights?
Rights are the basic legal, social or ethical entitlements of any human being, including children; for example, the right to health or the right to protection from violence.
What are Articles?
Each right is described in more detail in the Convention in an individual section or paragraph; each of these descriptions is called an Article. For example, the right to health is found in Article 24 of the UN Convention. It contains many specific illustrations of what the right to health means and what governments must do to achieve it, such as reducing infant mortality and providing clean drinking water.
What is Ratification?
Ratification is the process by which an individual country signs up to the Convention and formally makes a commitment, under international law, to implement the Convention’s principles and standards. To date, 193 countries have ratified the Convention or officially committed to it through equivalent means. Somalia, South Sudan and the United States of America are the only countries that have not ratified the Convention. The African Charter has been ratified by 46 African countries, but 8 countries have yet to do so (ACERWC, n.d.).
Activity 1.1: What rights do children have?
Make a list of all the rights you think children have in your country.
Show your list to your colleagues at work and discuss the question of children’s rights with them. See if you can all agree on a list of rights.
Do you think these rights are met for all children in your country?
There are many rights that you may have identified:
- Children have a right to survival, which would include, for example, the right to food, water, shelter and an adequate standard of living to enable their development.
- Children also have a right to optimum development, for which they need access to health care, play and education.
- Children have a right to protection from violence, discrimination and all forms of exploitation.
- Other rights that might seem less obvious concern the child having an identity – for example, the right to a name and a nationality, and the right to be registered at birth.
- Children have a right to family life. This means respecting families, providing them with support to enable parents to care for their children properly, and a child not being removed from their family unless this is in the child’s best interests.
- Children have the right to be treated fairly if they are accused of a crime.
- Finally, children have rights to have their own views, to be listened to and taken seriously, and to make decisions for themselves as they acquire the ability to do so – for example, decisions about their religion, their opinions and their friendships.
Have a look at the summary of the UN Convention, this should be available to you as a resource (if not, it is available in the resources section of the CREATE website), and see which rights you got correct and which other rights you could have suggested.
How far you think these rights are realised for children in your country will depend on which country you live in. Many other factors affect children’s lives: whether their parents are wealthy or poor, whether the child is a girl or a boy, whether they have a disability or not, whether they live in a town or in a rural community. For example, children with disabilities are less likely to be able to exercise their right to education. Adolescent girls are less likely to have the chance to experience the right to play. Poor children in isolated communities are less likely to have access to health care and the best possible health.
So your answers to the question may well depend on where your health facility or the community in which you work is located. However, it is important to remember that all rights apply to all children. All governments have a responsibility to make every effort to make sure that these rights become a reality. | <urn:uuid:869e7a45-e33c-46f1-9478-4950463ef8ae> | {
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“Orality” refers to reliance upon the spoken, rather than written, word for communication. Orality is an ancient phenomenon that continues to the present. Before writing was developed, ethnic groups passed along their cultural traditions, including their history, identity, and religion, through their stories, proverbs, poems, songs, riddles, etc. These are all oral art forms; that is, they are spoken, sung, or chanted. They were (and still are) often woven into ceremonies, dramas, and rites of passage. Purely oral societies pass along everything that matters from one generation to another without putting anything into writing. They rely on the spoken word (including its sung and chanted forms).
That reliance on the spoken word is “orality.” But the term means more than that to the experts who study this phenomenon. When people live by orality, it affects a great many things about their culture. If they do not write anything down, for instance, they have to work more on remembering things, so they tend to repeat well-known, treasured sayings and stories. Oral cultures prefer the familiar. It follows that oral cultures may be slow to accept new information, particularly if it does not come in a memorable format.
Many educated people continue to function as oral communicators in much of their daily lives. They consider people to be the best and most reliable sources of information. Educated people with oral preferences learn best through concrete experiences, on-the-job training, and interactive methods. They prefer a how-to video over printed instructions. Instead of reading in silence, they may listen to audio books and then seek others with whom to discuss what they heard. These are indicators of the presence of orality, and they serve as reminders that orality is not limited to tribal people living in remote locations. It permeates many urban settings and suburbs as well. Even on university campuses a significant portion of students who are asked indicate that they prefer oral approaches to learning.
Oral cultures work at putting every important truth or piece of information into easily-remembered forms. Proverbs are pithy, memorable ways of storing truths. Poems and songs are often easier to remember than simple lists of truths or facts. Oral cultures develop standard ways of structuring proverbs, poems, and stories. Those patterns of organizing spoken language for ease in recall and presentation are also part of “orality.”
These are a few facets of orality, but they illustrate that if we want an oral culture to understand a message, it would be helpful to present it in forms that are more familiar to them. By studying orality we get a better understanding of how oral cultures function. That understanding helps us find the best way to present the Bible’s message (and any other information, for that matter) so they can understand it, retain it, benefit from it and pass it to others. | <urn:uuid:6decf0e4-8a4d-4611-9bed-ea35fe42c50a> | {
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PROBABLY THE MOST DIFFICULT PART OF TEACHING MUSIC FOR THE NON-MUSIC SPECIALIST IS VOCAL HEALTH. THE FOLLOWING TIPS WILL HELP INSURE THAT YOUR STUDENTS ARE NOT INJURING THEIR VOICES IN YOUR MUSIC LESSONS.
These exercises are also excellent for all teachers. We teachers use our voices far more rigourously than most. Learning these simple guidelines will help you protect your voice as well!
The single most important thing you can do for you students vocal health is to start off any singing activity with vocal wearm-ups. Putting your music lesson at the beginning of the day can really be a big plus for your students' health! However these are beneficial exercises whenever you choose to use them.
These Warm-ups have 3 basic principles behind them:
1. Good Posture
2. Proper Breathing
3. Be gentle with your voice and Warm-up before intensive use.
Try the following vocal exercises with your class:
Good posture is very important if you want to get the best out of your and your students' voices. When you are going to sing, watch that the students are in a position of minimum tension and maximum flexibility with ears directly over shoulders, shoulders over your hips. Ask them to check that they can still see their shoulders out of their peripheral vision.
1. GOOD POSTURE - An exercise for practising is to have students pretend they are all puppets dangling on a single string attached to the top of their heads.
Be conscious of how you and your students breathe. Deep breathing is essential for safe, healthy, effective voice production. When you breathe in, aim to feel as if you take in air as low down in your body as possible without your shoulders having to rise. Allow tummy muscles to relax outwards as you breathe in.
2. PROPER BREATHING - Begin your singing with exercices that focus on proper breathing. Panting like a dog or holding hands on the diaphram to feel it expanding outward while breathing in deeply are two such exercises.
After that it's time for a gentle vocal warm-up.
3. VOCAL WARM-UP - First, ask students to massage their faces, lips, and throat to relax tension. Have the class hum an "m" sound gently up and down their voice range to to start the vocal warm-up.
Then, sing a series of round open vowels such as "Mmmeee-Mmmay-Mmmah-Mmmoe-Mmmoo" on one note and then repeating moving up and down the scale.
Check breathing - relax your tummy muscles outwards as you take a breath in.
These exercises will insure properly warmed-up voices. you will be amazed how these simple exercises will make voices (including your own!) sound alive and free.
Other vocal health hints for both you and your students:
- Be sure you keep your vocal folds moist and well lubricated. You can do this by drinking plenty of liquids throughout the day. Be sure your students do this as well.
- Keep tea and coffee consumption to a minimum though, as the caffeine in these drinks dries out the vocal folds and can make the voice sound raspy and scratchy. Alcohol is also bad for the voice, as it dehydrates the body and therefore the vocal folds.
- Take time to take a relaxed, deep breath when you need to before you start to sing or speak. It will make you and your students feel calmer and more confident.
- Don't do all the talking in class - getting others to participate by challenging your listeners, asking them questions and stimulating discussion not only is good teaching practise, it is also important for your health to give your voice a restnow and again!
- After speaking for a long time, warm-down by drinking some tepid water. Yawn and then breathe deeply. A yawn is a good exercise for your kids singing as well.
- To nurse your voice through a cold or a throat infection, steam it - put some hot water in a basin, lean over it gently with a towel over your head and inhale the steam. Be careful not to scald yourself! For the best results, do this several times a day for approximately 10 minutes at a time.
- Look after your voice. Don't strain it. Eliminate background noise before you try to speak loudly over it. If you have to project your voice, always use breath support.
- Watch that you and your students DO NOT push your voices from the throat. When you speak, your navel should move towards your backbone. If this doesn't happen, you won't get the best from your voice and you may even damage your voice without realising it. Look for this in the breathing exercises above.
This page partly adapted from CONRAD VOICE CONSULTANCY site in England
DOWNLOAD needs and NET INFO for using this page:
- QuickTime Musical Instruments info - Download QuickTime 2.1 - Download Crescendo! by Liveupdate - Download Arnold's Midi Player - Download OMS - MacIntosh Midi Users Internet Guide
BACK TO HIGHER DIRECTORIES ON THIS SITE
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SITE designed and Maintained by | <urn:uuid:eea73b9c-2959-449a-8120-e90f859e4093> | {
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This is a 32-page ebook from the Australian Curriculum Mathematics – Measurement and Geometry series that covers:
Location and transformation:
Describe translations, reflections and rotations of two-dimensional shapes. Identify line and rotational symmetries (ACMMG114)
identifying and describing the line and rotational symmetry of a range of two-dimensional shapes, by manually cutting, folding and turning shapes and by using digital technologies
identifying the effects of transformations by manually flipping, sliding and turning two-dimensional shapes and by using digital technologies
Links to other curriculum areas
The world is filled with fascinating shapes and structures that children are forever discovering and questioning. Watch their knowledge and curiosity grow as they learn through the interesting, fun-filled questions and activities in this series. Written by mathematics educator Linda Marshall, for the Measurement and Geometry strand of Australian Curriculum Mathematics, this resource will have students shapeshifting into mathematics superstars in no time! | <urn:uuid:416eae85-630b-4999-ac81-95b263389c0e> | {
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The enslavement of whites extended throughout the american colonies and white slave labor was a crucial factor in the economic. Directly or indirectly, the economies of all 13 british colonies in north america depended on slavery by the 1620s, the labor-intensive cultivation of tobacco for . Geni project: east indian slaves in colonial america the objective of this project is to identify (forced) immigrants from india & madagasc. Browse through an interactive timeline of america's peculiar institution 20 and odd enslaved africans to the british colony of jamestown, virginia, in 1619.
Slavery was the most important institution in colonial british america every area of colonial british america before the american revolution. Every english colony practiced slavery, building an empire-wide system of white the transport of enslaved people to the american colonies accelerated in the. Africans in colonial america these are the first africans in the english north american colonies it is the first mainland british colony to legalize slavery. Period in those west indian and southern mainland colonies where slavery became of white servitude in colonial british america (unpublished phd.
To a degree, the material conditions of slave life were predetermined by the status of the slave during the early colonial period, slaves and indentured servants. The role of white servitude evolved in a similar way during the american colonial period in those west indian and southern mainland colonies. The barriers of slavery hardened in the the north american royal colonies not .
But in colonial america and the caribbean, the word “slavery” had a specific legal meaning europeans, by definition, were not included in it. Men and women with little active interest in a new life in america were often for plantation labor in the southern colonies grew, the institution of slavery began. While there are many misconceptions about this time period in american history, some of the most egregious surround the institution of slavery in the mainland.
Slavery in colonial america, 1619–1776 brings together original sources and recent scholarship to trace the origins and development of african slavery in the. Between 1735 and 1750 georgia was unique among britain's american colonies , as it was the only one to attempt to prohibit black slavery as a. Learn how race and racism evolved within north america's first european the early years of slavery in the colony of virginia, in what is now the united states. Kids learn about the history of slavery during colonial america including indentured servants, the first slaves, how they lived, how slaves were treated, and the.
Slavery in the american colonies the old plantation abby aldrich rockefeller folk art center, williamsburg, virginia i slavery's early presence. Slavery in colonial america essaysslavery played an important role in the economic growth of a young america it grew like a cancer, at first slowly, almost . Slavery did not become a force in the northern colonies mainly because of economic reasons | the making of a nation. Indian slavery in colonial america has 11 ratings and 1 review carole said: this is slightly an odd book to review but not an odd book for me to read i.
Georgia was the only british colony in america in which a sustained effort was made to prohibit the introduction and use of black slaves at a time when the. Colonies in what is now the us slavery came to colonial america in 1619 when the first african slaves were brought to the jamestown settlement in the. The plantation owners saw two advantages to having african american slaves as opposed to the white servants some african americans came to the colonies.Download | <urn:uuid:99a57d69-862c-4c09-86d5-de495d73d2c7> | {
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- How do you teach phonics in a fun way?
- What is the phonic sound of a?
- What order do you teach letters in?
- Do you teach uppercase and lowercase at same time?
- What are the types of phonics?
- What are the 4 types of phonics instructional approaches?
- Does phonics work for every child?
- What are the steps to teach phonics?
- What is the most effective way to teach phonics and why?
- What is the best order to teach phonics?
- Which letters to teach first?
- What age should a child be able to recognize letters?
How do you teach phonics in a fun way?
Fun Phonics Activities for Your PreschoolerHunt for Letters.
Indeed / Getty Images.
Teach Phonics Through Picture-Taking.
Tap into their creative mind when you hand them a camera and send them on a phonics adventure.
Play Alphabet Ball.
Read Phonics Books.
Watch Phonics DVDs..
What is the phonic sound of a?
The 3 above words all include the short A sound, which very much sounds like “AH”. We write the “AH” sound as /a/.
What order do you teach letters in?
What’s the Best Sequence to Learn Writing Letters?scribbles (1-2 years)horizontal and vertical lines, and checked (2-3 years)square (3-4 years)diagonal lines (4-5 years)
Do you teach uppercase and lowercase at same time?
There are many different approaches to teaching children to write. Most have their advantages. But often they teach lowercase letters in conjunction with the uppercase letters. This approach assumes that because your child can recognize lowercase letters, they are ready to learn to write them.
What are the types of phonics?
There are two main types of phonics instruction: Implicit and Explicit. Explicit phonics, also referred to as synthetic phonics, builds from part to whole. It begins with the instruction of the letters (graphemes) with their associated sounds (phonemes).
What are the 4 types of phonics instructional approaches?
Types of phonics instructional methods and approachesAnalogy phonics. … Analytic phonics. … Embedded phonics. … Phonics through spelling. … Synthetic phonics.
Does phonics work for every child?
“Research shows overwhelmingly that systematic phonics is the most effective way of teaching reading to children of all abilities, enabling almost all children to become confident and independent readers.
What are the steps to teach phonics?
How to teach Phonics: A Step-by-Step GuideStep 1 – Letter Sounds. Most phonics programmes start by teaching children to see a letter and then say the sound it represents. … Step 2 – Blending. Children are taught how to blend individual sounds together to say a whole word. … Step 3 – Digraphs. … Step 4 – Alternative graphemes. … Step 5 – Fluency and Accuracy.
What is the most effective way to teach phonics and why?
By far, the best way to teach phonics is systematically. This means moving children through a planned sequence of skills rather than teaching particular aspects of phonics as they are encountered in texts.
What is the best order to teach phonics?
As we stated on our Keys to Success page, phonics instruction must be systematic and sequential. In other words, letters and sounds are taught first. Then letters are combined to make words and finally words are used to construct sentences.
Which letters to teach first?
Letter-Sounds Correspondence Teach the sounds of letters that can be used to build many words (e.g., m, s, a, t). Introduce lower case letters first unless upper case letters are similar in configuration (e.g., Similar: S, s, U, u, W, w; Dissimilar: R, r, T, t, F, f).
What age should a child be able to recognize letters?
Most children can recognize letters between the ages of three and four. Most kids will recognize the letters in their name first. For example, a boy named Jace will probably be able to remember what the letter “J” looks like as well as recognize most other letters in his name. | <urn:uuid:f8cfa034-31d8-43bb-ac70-ed8af72afb78> | {
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Aamir Amin Nowshahri
Down syndrome is a chromosomal condition that can result in a variety of birth defects. It exists all across the globe and commonly results in variable effects on learning styles, physical characteristics or overall general health.
Chromosomes are thread-like molecules of DNA that carry genetic information and it is this DNA which determines how the person will develop. Each cell in the human body contains 46 chromosomes - 23 pairs with half inherited from each parent.
People with Down syndrome have 47 chromosomes in all or some of their cells instead of 46. This is because of an extra chromosome 21 in the cells.
Having extra or abnormal genetic material changes the way the brain and the body develop. People with Down syndrome are at an increased risk of developing several medical conditions. Delayed development and behaviour problems are often reported in children with Down syndrome.
Down syndrome has been prevalent for ages. It was only in the year 1866 that an English physician, John Langdon Down, published an accurate description of a person affected by the condition. Although attempts had previously been made to recognise the characteristics of the syndrome, it was Down who described the condition as a distinct and separate entity.
Down syndrome occurs at conception and experts still do not known why it happens. It is a life-long condition with no cure, and can happen across all ethnic and social groups and to parents of all ages.
Some of the common physical traits of Down syndrome are low muscle tone (degree of muscle tension or resistance during rest or in response to stretching), small stature, an upward slant to the eyes and a single deep crease across the centre of the palm. It is important to note that each person with Down syndrome is a unique individual and may possess these characteristics to different degrees or not at all.
Children with Down syndrome also tend to have a flat face and a short neck. They also have some degree of intellectual disability. For many people with Down syndrome, speaking clearly can be a difficulty. Very often, people with Down syndrome can understand a lot more than they can express with words. This often means that their abilities are underestimated, which can make them feel frustrated.
Many children with Down syndrome are also born with heart, intestine, ear or breathing problems. These conditions can often lead to other problems such as respiratory infections or hearing loss, but most these problems can be treated.
Down syndrome is more likely to occur if women are older when they get pregnant. A 35-year-old woman has about a one in 350 chance of conceiving a child with Down syndrome, and this increases gradually to one in 100 by the age of 40. At the age of 45, the chance is approximately one in 30.
Having a brother or sister who has Down syndrome also increases the risk of conceiving a child with Down syndrome. A previous instance of having a child with Down syndrome also increases the risk.
Screening tests such as an ultrasound or a blood test during the first or second trimester of pregnancy can help show if the developing baby is at risk of developing Down syndrome. These screening tests, however, can sometimes give misleading results. Diagnostic tests such as chorionic villus sampling or aminocentesis can show if a baby has Down syndrome.
There are three types of Down syndrome:
Trisomy 21 (Nondisjunction)
Down syndrome is usually caused by an error in cell division called "nondisjunction", which results in an embryo with three copies of chromosome 21 instead of the usual two. Prior to or at conception, a pair of 21st chromosomes in either the sperm or the egg fails to separate. As the embryo develops, the extra chromosome is replicated in every cell of the body. This type of Down syndrome, which accounts for 95 per cent of cases, is called trisomy 21.
Mosaicism, also known as mosaic Down syndrome, is characterised by a mixture of two types of cells, some containing the usual 46 chromosomes and some containing 47. Those with 47 chromosomes contain an extra chromosome 21.
Mosaicism is the least common form of Down syndrome and accounts for only about 1 percent of all cases. Research has also indicated that those with mosaic Down syndrome may have fewer characteristics of Down syndrome than those with other types of Down syndrome.
In translocation, which accounts for about 4 percent of cases of Down syndrome, the total number of chromosomes in the cells remains 46; however an additional full or partial copy of chromosome 21 attaches to another chromosome, usually chromosome 14. The presence of the extra full or partial chromosome 21 causes the characteristics of Down syndrome.
Though Down syndrome is a genetic condition, only 1 per cent of all cases have a hereditary component. Heredity is not a factor in trisomy 21 and mosaicism. However, there is a hereditary component in one-third of cases of Down syndrome resulting from translocation | <urn:uuid:38e92089-a96f-4226-9aa3-5a321a5b81af> | {
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Arundo donax (Poaceae)
Giant reed is one of the largest grasses, reaching 12-16 feet in height, and looks similar to sugar cane. It was introduced to Hawaii as an ornamental and is native to the Mediterranean. In Hawaii, giant reed is spread vegetatively when soil containing parts of the roots is moved. Across the southern United States, giant reed has spread primarily through waterways and it can be found along roadsides, in ditches and waterways.
In Southern California, resource managers have dubbed Arundo donax the "weed from hell". One example of the problems caused by giant reed was the collapse of a bridge to Camp Pendleton, attributed to massive amounts of giant reed damming the Santa Margarita River during heavy floods. This prompted the military to control the plant for base security reasons. Currently, most populations on Maui are found in yards and open lots. MISC currently limits control efforts to locations that are near wetlands and high value natural areas.
More information on giant reed:
|Some documents posted on the HEAR website are in Adobe Acrobat PDF format. If your computer is not already set up to read these files, you can download the FREE Adobe Acrobat reader. You can set up most web browsers to automatically invoke this reader (as a "helper application" or "add-in") upon encountering documents of this type (refer to your browser's documentation for how to do this).|
|The Hawaiian Ecosystems at Risk (HEAR) project is currently funded by the Pacific Basin Information Node (PBIN) of the National Biological Information Infrastructure (NBII) through PIERC (USGS) with support from HCSU (UH-Hilo). More details are available online.|
|This page was created on 24 March 2004 by EMS, and was last updated on 06 Febuary 2007 by LF. The source material for the content of this page was provided to HEAR by MISC.| | <urn:uuid:d077e009-7c42-4c78-9c41-be07c954ba03> | {
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Solution: Daily Problem Practice [Modern India: Week 28]- 22 April
Q. Despite Panchsheel, continued differences between the two nations led to the Indo-Sino War in 1962. Comment. [20 Marks]
Panchsheel was the Five Principles of Peaceful Coexistence between India and China signed in 1954 by Indian Prime Minister Nehru with China. Five principles were:
- Mutual respect for each other’s territorial integrity and sovereignty.
- Mutual non-aggression.
- Mutual non-interference in each other’s internal affairs.
- Equality and cooperation for mutual benefit.
- Peaceful co-existence.
Jawaharlal Nehru based his vision of resurgent Asia on friendship between the two largest states of Asia; his vision of was governed by the ethics of the Panchsheel, which he initially believed was shared by China, came to grief after Indo-China War in 1962.
Background of Indo-China War:
India and China had boundary disputes China claimed 104,000 km² of territory over Indian territory and demanded rectification of the entire border.
Boundary dispute in western part
The government of India used the Johnson Line as the basis for its official boundary in the west, encompassing Aksai Chin. During the 1950s, China built a road connecting Xinjiang and western Tibet which ran south of the Johnson Line through the Aksai Chin region claimed by India. The Indian position, as stated by prime minister Jawaharlal Nehru, was that the Aksai Chin was “part of the Ladakh region of India for centuries”. The Chinese minister, Zhou Enlai argued that the western border had never been delimited, that the Macartney-MacDonald Line, which left the Aksai Chin within Chinese borders was the only line ever proposed to a Chinese government, and that the Aksai Chin was already under Chinese jurisdiction.
Boundary dispute in eastern part
In 1959, Chinese premier Zhou Enlai wrote to Nehru, rejecting Nehru’s contention that the border was based on treaty and custom and pointing out that no government in China had accepted as legal the McMahon Line, which in the 1914 Simla Convention defined the eastern section of the border between India and Tibet during British Rule. China did not consider Tibet sovereign so treaty settling boundary invalid.
Asylum to Dalai Lama
Besides border disputes, the relations of China and India were further strained on the question of giving asylum to Dalai Lama (spiritual head of the Tibetan people). Right from 1959 owing to large-scale demolition of Buddhist monasteries and confiscation of lands, the Chinese had caused discontent among the Tibetans. In the revolt of the Tibetans, certain insurgents together with Dalai Lama to India. The entry of Dalai Lama was accepted. This infuriated China.
From 1959, in a process that accelerated in 1961, Nehru adopted the “Forward Policy” of setting up military outposts in disputed areas of the Sino-Indian border. China attacked some of these outposts. Amidst such tensions, the Chinese suddenly started a full-scale invasion in 1962. It was a rude shock to Nehru and Panchsheel Principle. The Indian military was unprepared and also unequipped. Both USA and the Soviet extended token help as they were busy with the Cuban Missile crisis.
India lost, and China withdrew to pre-war lines in eastern zone at Tawang but retained Aksai Chin.
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- Click here for Solution of all Daily Problem Practice Questions | <urn:uuid:d53c61eb-3ae1-4cb5-aed2-7338195ba245> | {
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Setting your daily schedule on Saturn could be more challenging than you might think.
Measurements taken by NASA's Cassini spacecraft have shown that the ringed planet might have a longer day than originally calculated from measurements taken by the Voyager 2 probe more than 20 years earlier. In an effort to pin down Saturn's rotation period more accurately, a group of scientists took a mathematical approach to the planet, relying on measurements of its gravitational field.
"While an uncertainty of 15 minutes may appear small compared to the approximately 10.5-hour rotation of Saturn, it is actually important to know [the rotation] accurately," lead scientist Ravit Helled, of Tel Aviv University in Israel, told Space.com via email. "The rotation period has an important effect on understanding Saturn's atmosphere dynamics and internal structure." [See photos of the planet Saturn]
The rotation mystery
When Voyager 2 visited Saturn in 1981, the probe measured the planet's rotation period at about 10 hours, 39 minutes. But when Cassini first arrived at the planet in the early 2000s, it determined Saturn spun once on its axis every 10 hours and 47 minutes, and those numbers changed each time Cassini took a look.
Gas giant planets like Saturn lack solid land masses that could help determine how quickly a planet spins, so scientists have to fall back on other approaches. Voyager and Cassini relied on measurements of the planet's radio radiation, but because those measurements shifted with each observation, they proved unreliable.
Radio radiation isn't the only method for studying the rotation of a gas giant. For planets where the magnetic field is tilted in relation to the axis the planet rotates around, measurements of the magnetic field can reveal how quickly the planet spins. However, Saturn's magnetic field lines up with its rotation axis, which prevents scientists from relying on that measure.
A third option involves measuring how long it takes for a cloud in Saturn's atmosphere to travel around the planet. But the rotation of the atmosphere doesn't necessarily line up with the rotation of the planet, making this method challenging.
Helled and her team decided to instead take a more mathematical approach to determining how quickly Saturn spins. The team searched for solutions for the rotation period by using coefficients to represent the interior, then searched for the rotation period that the most solutions calculated.
"We did not want the derived period to be associated with a specific internal structure, so we accounted for many possibilities within their physical range," Helled said. "There are many solutions, but it was found that they tend to give a similar rotation period." [Take our Saturn quiz]
The theoretical estimate returned a rotation of almost 10 hours, 33 minutes. This is "in very good agreement with previous estimates that used different methods," Helled said.
The results were published online today (March 25) in the journal Nature.
Testing the theory
The newly returned calculation relied on studies of the planet's well-defined gravitational field. As Cassini traveled around the planet, it measured the tug of Saturn on the spacecraft, determining the strength or weakness of the gravitational pull. Although the gravitational field changes based on differences in the interior, the team's mathematical approach allowed for many possibilities for the interior, all of which reproduce the data measured for the gravitational field.
"The advantage of our method is that it is not associated with a specific interior model for Saturn, does not rely on the cloud-tracking wind properties that have large variability, and allows for the large range of solutions constrained by the measured physical properties of the planet and their uncertainties," Helled said.
The team also used measurements of the planet's oblateness to determine their solution. Oblateness refers to the fact that spinning bodies are almost never perfect spheres; the faster they whirl, the more they bulge around the equator. Saturn is rather thick around the middle, more than even Jupiter, which could indicate a fast spin. However, Helled pointed out that winds also affect oblateness, so strong winds around the equator could lead to a bigger bulge.
The new, precise estimates of Saturn's rotation period should help scientists study the structure and interior of the planet. This will provide insights into the conditions present in the protoplanetary disk that formed the solar system, as well as the formation process of gas giants. It could also help to improve understanding of atmospheric dynamics.
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Essay PreviewMore ↓
The Ku Klux Klan was a major factor in carrying the idea of racism. The Ku Klux Klan (KKK) was a secret organization that developed in the South after the Civil War of the 1860s.The organization would use violence and terror to frighten the freed African Americans and prevent them from taking advantage of their newly given rights, particularly the right to vote. Members from the secret organization would disguise themselves in white robes and hoods. The organization was short-lived due to the response of the federal legislation, who were able to destroy the organization and provide greater protection for African Americans and their rights.
The Harlem is a famous neighborhood in New York City. The district is a primary center for political activity and cultural upbringing for African Americans. The neighborhood was originally a Dutch Village, organized in 1968. The district is named after a city in the Netherlands whose name is Haarlem. During the Great Migration, many African Americans began to inhabit the neighborhood in order to escape segregation.
Black Power is a term that was used to imply that African Americans should establish their own political, cultural and social institutions that are independent from the white society. The movement was well-known in the late 1960s and early 1970s.Black power expresses Black Nationalism, which is the rejection of fear from white presence. Many whites dreaded the movement after Black Panthers began to use the movement as their militant organization.
Black Panther is a 10-point program that was created in Oakland, California. The program was founded by Huey Newton and Bobby Seale. The organization insisted freedom, full employment, reasonable living conditions, and proper education for all African Americans. They also wanted to put an end to capitalist exploitation, police brutality, and the release of innocent African Americans from jail. In order to achieve their goals, members of the organization would arm themselves with rifles, wear combat jackets, paraded militia-style, raised clenched fist and holler,” Power to the people”. After the program was constantly being harassed by the police and other internal problems, the organization gradually began to fall apart causing them to lose popular support.
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- The Ku Klux Klan Ideology Originally, the Ku Klux Klan had a structured ideology; it was create by the discontent of the Confederates with the results of the Guerra of the secession in the United States. The fight to resist reconstruction and the fight against the Republican Party. In 1867, their ideology was transformed into slavery and racist, since they were guided by the idea of the inferiority of the black race, claiming that blacks because they were born slaves had to live and die as such; unlike the white race, which were consider superior.... [tags: Racism, Ku Klux Klan, Race]
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- Racism and the Ku Klux Klan Since the early development of society in the United States, racism has always been a divisive issue faced by communities on a political level. Our country was built from the immigration of people from an international array of backgrounds. However, multitudes of white supremacists blame their personal as well as economic misfortunes on an abundance of ethnic groups. African-Americans, Jews and Catholics are only some of the of groups tormented by these white supremacists.... [tags: Papers]
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- If you were an African American living in the 1960’s there was a good chance that you were criticized by the color of your skin on a daily basis, and you most likely weren’t treated as equal to the white society around you. In the 1960’s and 1970’s, it was common for you to know what the Ku Klux Klan and what the Black Panther Party was. A good way for children to learn about the struggles of African Americans during this time is to read books like Roll of Thunder Hear My Cry, One Crazy Summer, and Brown Girl Dreaming.... [tags: Ku Klux Klan, Racism, Black Panther Party]
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- The Ku Klux Klan originated over one hundred years ago and has gone through many changes since its beginning. Although many people know the Ku Klux Klan exists, they do not understand its purpose or how it has changed throughout its life. After the Civil War ended, the Southern states went through a time known as Reconstruction. Ex-Confederate soldiers had returned home now, and they were still upset about the outcome of the war. It is at this point in time that the Ku Klux Klan became a part of everyday life for many Southerners.... [tags: Klu Klux Klan Racism Essays]
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Martin Luther King Jr. was a civil rights activist who led the African-American struggle to achieve full rights that the United States offered to white people. Dr. King displayed how nonviolence could solve social and political disputes. He presented his opinions and ideas in usually in speeches which were able to persuade African Americans to be a fond of him and consider him as an important figure. His hard work gradually eliminated racial discrimination from American life and forced Congress to pass the Civil Rights Act (1964) which guaranteed protection of African Americans and their newly given rights.
Malcolm X was an important civil rights activist during his time. He was the commander for the Nation of Islam, a group that thought African Americans should be able to form their individual nation from white people. Malcolm X also voiced his opinion to the public that African Americans should not be dread the presence of white people and do whatever it takes to defend their rights, even using violence if necessary. After Malcolm X returned from Mecca, a holy city for Muslims, he had a change in opinion similar to Martin Luther King | <urn:uuid:4c6f71dc-6f9f-42b5-acc3-042c0a7095ab> | {
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In addition to rapid accelerations in the rate of sea level rise, a collapse or rapid wastage of major ice sheets could lead to other abrupt changes. For example, if the Greenland ice sheet were to shrink substantially over several decades, a large amount of freshwater would be delivered to key regions of the North Atlantic. This influx of freshwater could alter the ocean structure and influence ocean circulation, with implications for regional and global weather patterns. Compelling evidence has been assembled indicating that rapid freshwater discharges at the end of the last ice age caused abrupt ocean circulation changes, which in turn led to significant impacts on regional climate. The recent ice melting on Greenland and other areas in the Arctic, combined with increased river discharges in the Arctic region (see discussion of precipitation and runoff changes below), may have already led to changes in ocean circulation patterns. However, much work remains to develop confident projections of future ocean circulation changes—and the influence of these changes on regional climate patterns—resulting from ongoing freshwater discharges in the North Atlantic.
Was this article helpful? | <urn:uuid:1a9d8d73-7535-460d-a3fc-56e9612f40c2> | {
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COMMON MERGANSER – (Mergus merganser)
The Common merganser is a fairly large diving duck at around 70 cm (27 in.) long, and prefers fresh over saltwater habitats. The drake is mostly white with a black head with green iridescence. The head has a crest but in the male it is usually not visible. The wings are with except the first upper half, which is black. The tail is grey, the bill red with a dark, down-curved tip. Females are mostly grey with a red-brownish head and white under parts, and the crest is visible. The legs are red in both sexes. Juveniles are similar to the female but lack the head crest.
The Latin genus name ‘mergus’ refers to a water bird, and ‘merganser’ is a contraction of ‘mergus’ and ‘anser’, the latter meaning ‘goose’. Actually this duck is also called ‘goosander’ in Europe and Asia.
The summer habitat of the common merganser encompasses rivers and lakes in the boreal forest of the Northern hemisphere. This duck is a partial migrant, and will move south of its summer range where it can find ice-free bodies of water in the winter.
Common mergansers build their nests in tree holes in the forest, but also use other structures such as chimneys, nest boxes, even holes in the ground. Females can lay up to 17 eggs.
This duck will eat fish and aquatic insects and crustaceans. The bill has serrated edges to help hold fish.
The common merganser breeds on PEI, however this has ‘never been confirmed’ as per the Maritime Breeding Bird Atlas. It is however common around the island, and ‘very common’ in the fall and winter.
Conservation: Although the population numbers of the common merganser has declined markedly in the last few decades, this duck does not yet appear on any list of threatened species. Possible factors for the decline may include pesticides and other pollutants in their environment, and hunting. This duck is also targeted by anglers because of its diet, which includes commercially valuable fish such as trout and salmon. | <urn:uuid:4f51cd67-0363-4e87-a941-e4b10e5212e0> | {
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What can manorial records tell us?
Manorial records are notable for being one of the types of document where information about ordinary people - not just the upper classes - is likely to have survived, perhaps even from the medieval period.
Manorial papers can be an important source for the history of the land. They reveal information about how land was managed and cultivated and also give insights into the nature of land tenure and patterns of inheritance, the developing movement towards enclosure and changes in agricultural practice - for example, what crops were planted and how, and what livestock were kept and why.
Accounts from the manor of Dracklow and Rudheath (Pl E41/20/1) with detail below
Manorial records also contain a wealth of economic and financial detail. It is possible to see changes in accounting practice, to glean information about the changing value of land and of goods, to chart variations in income and expenditure levels, or to follow patterns of inflation, for instance in food prices. These, in turn, may reflect wider economic factors such as a nation-wide crop failure. It is also possible to chart the development of the monetary economy, with the movement away from payment in goods or service towards pecuniary payment.
For family historians and genealogists, manorial records are a useful, if sometimes neglected, source, particularly for the period before extensive parish registers were kept. They are packed with lists of names, sometimes associated with details of occupations or of relationships. Sometimes they may include the age of an individual, perhaps at the time of a surrender or admission, and they may include copies of wills, conveyances or mortgages. In this way, they can be invaluable in helping to build up rounded pictures of individuals.
Terrier of the manor of Newark (Ne 6 M 1/3/2/3/3) with detail below
Perhaps one of the most interesting aspects of manorial records is the fascinating insight they provide into the day-to-day life of ordinary people. By recording details of what people did, when and why, by showing what their individual and common responsibilities were, by noting what they considered to be crimes and how those crimes were punished, by showing which officials operated within communities, they provide a window on the workings of past societies. It is possible, for example, to see who had failed to repair their hedge or ditch, or who had grazed their cattle in the wrong place at the wrong time.
Detail from Presentment of John Wood (Ne M 210)
There is much else to be learned from manorial records. They contain, for example, a great deal of topographical information - the location of particular features, information about field and place names. They may also contain information about the exploitation of minerals in a particular area. Finally, they can even provide evidence for use in population studies.
Plan of Newark (Ne 6 M 1/3/2/3/3) with detail below
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Before the WW2, hindus in US had been fighting a gigantic battle to be considered as 'white' and failed.
Subsequently, they were taken as 'blacks'
"...The political aspirations of Asian Indians were to receive further setbacks with the passage of the Immigration Act of 1917, which virtually barred all Asians from entering the United States. At this time naturalized citizenship was reserved for "whites" only. The Supreme Court’s 1922 decision in the "Ozawa" case, where it was ruled that "white" ought to be interpreted to mean "Caucasian", provided only a short-lived reprieve to jubilant Indians, for in the following year the Supreme Court declared that in the "understanding of the common man", "white" clearly denoted a person of European origins. Thus Bhagat Singh Thind, though a Caucasian of "high-caste Hindu stock," was not entitled to naturalization. Over the next few years, some 45 naturalized Indians were stripped of their American citizenship.."
"..Indians attempted to demonstrate that they were "of pure Aryan blood."
"being lumped together with Africans and Caribbean people as "black"
"The aversion of Indians to being viewed as part of a "black" community no doubt owes something also to their own racism, and as one black man wrote of Indian college students in the 1920s, "the Indian wore turbans so as not to be identified with negroes; they kept their distance, wanted nothing to do with negroes."
"..Indians were zealous in pressing forth the claim that they ought to be considered "white"..
HIndis could use this shooting tragedy to ask for an apology and be considered as sun-tanned 'white' | <urn:uuid:9f076da7-a71d-4258-b467-b36edfc2aae8> | {
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Boosting efforts to fight antibiotic resistance, Stanford researchers have found that a thin membrane, thought to be just a shrink wrap around some bacterial cell walls, has structural properties critical for survival. Drugs that destroy the membrane could be a new approach to treating infection.
For over a century, scientists have studied E. coli, one of the bacteria that cause food poisoning, as a model for fighting infections. Such research has led to a variety of antibiotics that penetrate the protective cell walls of bacteria to kill them.
Now, a multi-university study led by Stanford bioengineer KC Huang reveals that E. coli has managed to keep a big secret about its defenses. He and his collaborators report in Nature that scientists had overlooked the astonishing physical strength of the thin outer membrane that clings to E. coli’s stout cell wall.
Scientists had long known that many bacteria have outer membranes. But until now researchers thought of it like a layer of shrink wrap that simply made it tougher to get antibiotics into cells. But as the new study shows, the outer membrane physically protects the cell and could be a good target for a new class of antibacterial drugs.
“We’ve discovered that the outer membrane can act as a suit of armor that is actually stronger than the cell wall,” said Huang, an associate professor of bioengineering and of microbiology and immunology. “It’s humbling to think that this function had been hiding in plain sight for all these years.”
Huang said the findings suggest new infection-fighting strategies for the roughly half of all bacterial species that, like E. coli, have outer membranes. “If we can attack the outer membrane, infectious bacteria will be pre-weakened for targeting with antibiotic treatments that disrupt cells in other ways,” he said.
All bacteria have a cell wall that surrounds and protects the cell’s inner workings. Many decades ago, scientists discovered that E. coli and many other bacteria have an additional layer, called an outer membrane, that surrounds their cell walls.
Since its discovery, this outer membrane has been used as a way to classify bacteria into those that do and do not react to a common staining technique, called a Gram stain. Bacteria with outer membranes do not react to the chemical stain are called Gram-negative. Bacteria with naked cell walls react to the stain and are classified as Gram-positive.
Both kinds of bacteria can become infectious and, when this occurs, the presence or absence of an outer membrane can also help determine how responsive they will be to antibiotics. Gram-negative bacteria – which have outer membranes – tend to be more resistant to antibiotics.
“Scientists knew that outer membranes were chemical shields,” Huang said. “Thus, it was easy to relegate this third layer to an annoyance when dosing the cell with antibiotics.”
In recent years, however, researchers have had clues that the outer membrane is more important than they’d thought. In one study, Huang’s lab removed E. coli’s cell wall but left its outer membrane intact. Unsurprisingly, the bacteria lost their cucumber shape and became blobs. But a large fraction of these blobs survived, multiplied and ultimately regenerated new cucumber-shaped E. coli.
Enrique Rojas, a former postdoctoral scholar in Huang’s lab and first author on the new paper, said that study was a clue that the outer membrane must play important structural and protective roles.
“We just listened to the data. Science is about data, not dogma,” said Rojas, now an assistant professor of biology at New York University.
Over the last four years, working with collaborators from the University of California, San Francisco, and the University of Wisconsin–Madison, the group members tested the outer membrane’s structural powers.
They suddenly collapsed the pressure inside the bacteria, but instead of causing the cell wall to massively shrink, as prevailing assumptions would have predicted, they found that the outer membrane was strong enough to almost entirely maintain E. coli’s cucumber shape.
In other experiments, they put E. coli cells through two hours of rapid increases and decreases in pressure. E. coli cells normally shrug off these repeated insults and grow as if no changes at all had occurred. However, when the researchers weakened the outer membrane, cells died quickly.
“The presence or absence of a strong outer membrane is the difference between life and death,” Huang said.
The experiments identified a handful of components that give the outer membrane its surprising strength. Drugs that destabilize the deceptively thin outer layer could help destroy infectious bacteria, Huang said.
Huang added that the findings are part of an emerging field of study called mechanobiology. Whereas scientists once viewed cells as sacks of chemicals to be studied by chemical means, today a confluence of tools reveal the infinitely complex structural properties that make cells and organs tick.
“It’s a very exciting time to be studying biology,” Huang said. “We are approaching the point at which our tools and techniques are becoming precise enough to discern, sometimes at almost the atomic level, the physical rules that give rise to life.”
The Latest on: Antibiotic resistance
via Google News
The Latest on: Antibiotic resistance
- CDC: The number of Americans dying from antibiotic-resistant "superbugs" vastly underestimatedon November 14, 2019 at 4:09 pm
Twice as many people are dying from antibiotic-resistant infections, also known as superbugs, than previously thought, according to a report published by the Centers for Disease Control and Prevention ...
- Antibiotic-Resistant Superbugs Infect Nearly 3 Million Americans Each Year, Kill More than 35,000on November 14, 2019 at 11:27 am
A new CDC report has both good and bad news about antibiotic-resistant superbugs.
- Antibiotic-resistant infections are deadlier than before. Here are 5 things to knowon November 14, 2019 at 10:40 am
Antibiotic-resistant infections are a bigger threat than previously thought, according to a new report from the Centers for Disease Control and Prevention. The report, Antibiotic Resistance Threats in ...
- The Threat From Antibiotic-Resistant Germs Gets Scarieron November 14, 2019 at 9:46 am
More than 2.8 million antibiotic-resistant infections occur in the United States each year, and more than 35,000 people die as a result, according to the latest report from the U.S. Centers for ...
- New antibiotics needed "yesterday" to tackle drug-resistant infections, doctor sayson November 14, 2019 at 9:43 am
Antibiotics are expensive to develop and because their use is limited, there's not a lot of profit potential for pharmaceutical companies, CBS News consumer investigative correspondent Anna Werner ...
- The 'post-antibiotic era' is here: Drug-resistant superbugs sicken 2.8M and kill 35K each yearon November 14, 2019 at 7:12 am
Drug-resistant "superbugs" infect 2.8 million people and cause more than 35,000 deaths each year, underscoring the enormous public health threat of germs in what one official describes as a ...
- Antibiotic-Resistant ‘Superbugs’ A Growing Health Crisis, New Report Findson November 14, 2019 at 4:45 am
(CNN) — Every 15 minutes, someone in the United States dies of a superbug that has learned to outsmart even our most sophisticated antibiotics, according to a new report from the US Centers for ...
- Twice as many killed by antibiotic-resistant bacteria than thought, feds say, but infections overall are fallingon November 13, 2019 at 11:37 pm
The findings, published in the first comprehensive estimate by the U.S. Centers of Disease Control and Prevention of antibiotic-resistant infections since its last report in 2013, show that nearly 3 ...
- Antibiotic-resistant infections killing twice as many Americans as once thoughton November 13, 2019 at 5:08 pm
(Reuters) - Nearly twice as many people are dying in the United States from antibiotic-resistant infections than previously believed, U.S. health officials said on Wednesday, as so-called “superbugs” ...
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Tropical volcanoes trigger El Niños, says study
Explosive volcanic eruptions in the tropics can lead to El Niño events, the warming periods in the Pacific Ocean that have dramatic impacts on global climate. That’s according to a new study published online on October 3, 2017 in Nature Communications.
The study used climate model simulations to show that El Niño tends to peak during the year after large volcanic eruptions, such as the one at Mount Pinatubo in the Philippines in 1991.
An El Niño, which is a reoccurring natural phenomenon, happens when sea surface temperatures in the equatorial Pacific Ocean warm up. The increased ocean surface temperatures influence air and moisture movement around the globe, causing worldwide impacts on the climate. For example, strong El Niño events can lead to elevated sea levels and potentially damaging cold-season nor’easters along the U.S. East Coast.
The researchers say that enormous volcanic eruptions trigger El Niño events by pumping millions of tons of sulfur dioxide into the stratosphere, which then forms a sulfuric acid cloud, reflecting solar radiation and reducing the average global surface temperature,
According to the study, sea surface temperature data since 1882 document large El Niño-like patterns following four out of five big eruptions: Santa María (Guatemala) in October 1902, Mount Agung (Indonesia) in March 1963, El Chichón (Mexico) in April 1982 and Pinatubo in June 1991.
Cooling in tropical Africa after volcanic eruptions weakens the West African monsoon, and drives westerly wind anomalies near the equator over the western Pacific, the study says. The anomalies are amplified by air-sea interactions in the Pacific, favoring an El Niño-like response. Climate model simulations show that Pinatubo-like eruptions tend to shorten La Niñas (periods of below-average sea surface temperatures across the east-central Equatorial Pacific that tend to have opposite impacts of El Niño), lengthen El Niños and lead to unusual warming during neutral periods, the study says.
The study focused on the Mount Pinatubo eruption because it’s the largest and best-documented tropical one in the modern technology period. It ejected about 20 million tons of sulfur dioxide.
Alan Robock, a professor in the Department of Environmental Sciences at Rutgers University-New Brunswick, co-authored the study. Robock said in a statement:
We can’t predict volcanic eruptions, but when the next one happens, we’ll be able to do a much better job predicting the next several seasons, and before Pinatubo we really had no idea. All we need is one number – how much sulfur dioxide goes into the stratosphere – and you can measure it with satellites the day after an eruption.
Bottom line: A new study says that large volcanic eruptions cool tropical Africa and spawn El Niños events. | <urn:uuid:fe751af2-d0d9-40f5-81f1-642a7f3c9ae7> | {
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Here is a short video we watched in class
|Subject Area||World History/ Advanced World History|
|Week #||September 23-27 2019|
|Unit of Instruction||Early river civilizations|
SS.6.W.2.2- Describe how the developments of agriculture and metallurgy related to settlement, population growth, and the emergence of civilization.
SS.6.W.2.3- Identify the characteristics of civilization.
SS.6.W.2.7- Summarize the important achievements of Mesopotamian civilization.
SS.6.W.2.8- Determine the impact of key figures from ancient Mesopotamian civilizations.
|Learning Targets and Learning Criteria|
Students will complete a “Gallery Walk” Analyzing Mesopotamian artifacts, then compare the significance on how it relates to the 7 characteristics of civilization.
Characteristics of Civilization listed below:
1- Stable Food Supply 2- Social Structure 3- Government 4- Religion 5- The Arts 6- Technology 7- Written Language
Students will work in their interactive notebooks pages 31-38
Interactive Notebook Pages 31-38. Lesson 5: Ancient Sumer
ALL IEP and ESOL accommodations will be provided daily.
When a student is absent, it is their responsibility to check the absent files in class and copy notes from a peer. Students will have the number of days absent to complete missing work. If you need any assignments emailed, please contact me at [email protected].
Please check remind for weekly updates @6hisivhawn | <urn:uuid:39d1dd8a-6e4e-4358-88f2-e90ca1bbad87> | {
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BETWEEN ASSIMILATION AND ZIONISM
Jewish nationality was not recognized in the area of the Habsburg Empire or the Austro-Hungarian Monarchy and the Jews found themselves in the gap between the ruling žMagyars and many other national minorities in Hungary. At the time of the Jewish settlement in Croatia, the Jews generally spoke German or Hungarian, languages of the dominant nations in the Monarchy.At the time when the Jews became full citizens of the Habsburg Empire, the national struggle of the individual peoples of the Monarchy was in full swing and each domestic national movement expected from the Jews to take the right side.
During the revolutionary years of 1848 and 1849 the Croatian Jews mostly took the side of Ban Josip Jelačić, who supported the idea of civil rights of the Jews.In the 1860s in the Austrian Dalmatia Vid Haj Morpurgo, the Jew from Split, was politically very active.He was a prominent representative of the National Party (Narodna stranka), one of the founders of the newspaper Narodni list,and the owner of the bookstore which served as a meeting place for the members of the Split People’s Party.
In 1870 he was chosen to be the candidate of the National Party for the Dalmatian Parliament. He significantly contributed to the victory of the National Party in the 1882 local elections in Split. After the victory he was appointed municipal president and became the president of the Trade and Industrial Chamber.
The linguistic assimilation began in the mid-19th Century. Until then the Jews usually spoke the languages of the areas from which they came (mostly German, and in the second half of the 19th century, more and more Hungarian). Linguistically, Jews assimilated relatively fast thanks to the fact that most children attended public schools. Croatian as a language of teaching was introduced in the Zagreb Jewish school in 1865.
In 1880 55.6 percent of Croatian Jews listed German as their mother tongue, 30.3 percent listed Croatian and 11.7 percent listed Hungarian; at the turn of the century 42 percent of Jews listed German as their mother tongue, 35 percent listed Croatian and 21 percent listed Hungarian. The assimilation was significantly faster in the city of Zagreb (in 1900 54.1% of Jews in Zagreb listed Croatian as their mother tongue).
The similar process happened with the name changes. At first, the Jews mainly had the traditional Jewish, or traditional German names. Already in the middle of the 19th century they often gave their children Croatian names.
The Jewish elite lived in larger cities (Zagreb, Varaždin, Rijeka and Osijek). They were regarded as the wealthier and the productive citizens who contributed the large number of intelligentsia, while the majority of the Jewish population who lived in small towns belonged to lower middle class, and even some form of the proletariat. Since the 1880s, the number of Jews in liberal professions constantly grew.
In 1846 the Jewish humanitarian society (Israelitischer Humanitätsverein) was founded in Zagreb and it was the first humanitarian organization in Zagreb. The founders were the members of the Epstein family, who wanted to build bridges to other peoples and religions. In time, this society evolved into the association of Jews and Christians – Zagrebačko družtvo čověčnosti, (Zagreb Humanitarian Society), which included many respectable citizens and was dismantled only in 1946.
At the same time, since the 1860s and especially since the 1870s, with the appearance of Antisemitism, national Judaism also appeared in various forms, from Territorialism to Zionism. Zionism evolved as a delayed national movement in Central and Eastern Europe, but also as a reaction to the failures of emancipation and the rise of anti-Semitism, whose results were the pogrom in the Russian Empire in 1881. and the Dreyfuss affair in France.
In Croatia and Slavonia Zionism found its supporters in the mostly limited circles of the university youth, intellectuals, and the minority of Orthodox Jews. In 1898, the Jewish student society Literarni sastanci židovske omladine, cionističke orijentacije, (Literary meetings of the Jewish Youth of Zionist orientation) was founded, and in 1904 the first Zionist conference of college and university students of the southern Slavic nations took place in Brod na Savi (Slavonski Brod).
In 1906 the local organization of the Jewish National Fund, Keren Kajemet Le Israel was founded in Osijek, and three years later, in 1909, the National Association of the Zionists of the southern Slavic countries of Austria-Hungary was founded, also in Osijek. In 1906, the Jews of the Zionist orientation started the first Jewish newspaper in the Croatian language, Židovska smotra which was published until 1916.
BETWEEN ASSIMILATION AND ZIONISM | <urn:uuid:f9e86930-5d71-4333-b013-3ee134c2b853> | {
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Solar Materials are the key to moving off of fossil fuels.
Solar energy technology is changing quickly with researchers around the world working to provide an energy alternative to fossil and nuclear fuels that can finally set us on a path to reduce global greenhouse gas accumulation. Maybe if we are fast enough and smart enough we could actually reverse the situation we have today with the highest recorded level of CO2 being right now in 2017.
As a student of renewable energy, solar technology is one of the most promising and fascinating. Imagine being able to power all of our worlds from the energy provided each and every day from our sun! Imagine not having to pay a utility for your power every month, but instead just make sure you keep your solar panels clean!
A Free Solar Materials Lecture.
For the last 60 years, scientist and engineers have been striving to make electronic devices which convert sunlight directly into usable electricity. These photovoltaic cells are now so efficient that over the last 10 years, the cost of producing electricity from sunlight is now cheaper in some places in the world than the production of electricity from coal-fired power stations.
We are now therefore at a tipping point, where increased future power generation capacity will be dominated by photovoltaics, due to economics rather than environmental concerns. This free video lecture will explore key discoveries and advancements of a new family of photovoltaic materials that have emerged over the last few years and promise to deliver the next generation of more efficient and cheaper photovoltaic cells.
The lecture was recorded on April 26, 2017, at the Royal Society. For more events like this, see our schedule | <urn:uuid:4f7e9f9d-c747-4e40-b9be-a8763c3b65cf> | {
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Mitophagy is a cellular housekeeping process that removes damaged mitochondria. Mitochondria are the power plants of the cell, crucial in all tissues, but particularly so in the energy-hungry brain and muscles. Mitochondrial function declines with age throughout the body, and failing mitophagy is a proximate contributing cause of this issue, allowing dysfunctional mitochondria to accumulate in cells. Why this happens is a topic for study; various important genes relating to mitochondrial structure and mitophagy have alterations in expression levels, a maladaptive reaction to the damaged environment of aged tissues, perhaps. But it is not well understood. Boosting the operation of mitophagy in old tissues may be a useful approach to therapy for age-related conditions, and may also be an important mechanism by which exercise can improve health and reduce mortality older individuals.
Macroautophagy, hereafter referred to as "autophagy," is an evolutionarily conserved pathway involving the engulfment of cytosolic contents by a lipid membrane for recycling of nutrients or removal of harmful aggregates, microbes, and organelles. Mitophagy is one form of macroautophagy that involves selectively targeting and engulfing mitochondria for removal through lysosomal degradation. Activation of this pathway is a result of mitochondria being damaged beyond the capabilities of other quality control methods or in instances in which the cell needs to get rid of mitochondria for metabolic or developmental purposes.
Mitophagy is important for any cell that contains mitochondria. When moving from this idea of a nondescript eukaryotic cell to differentiated, specific cells that make up our body's organs, certain tissues become focal points for discussion. These include muscle cells and neurons because of their specific functions, metabolism, and energy requirements. These cells make up organs with high energy consumption and vulnerability, and slight perturbations in homeostasis can lead to pronounced effects. Although we focus on these two cell types, mitophagy is important in all organs where mitochondria play important roles.
The deep molecular understanding of mitophagy we have stems from the thorough investigation into PINK1 and Parkin, which are both major recessive risk factors for developing early onset Parkinson's disease (PD). The unique structure of the neuron creates an environment where not only does the mitochondrial pool have to be healthy, but it also must be properly transported down the axon to quite distant sites where ATP production and calcium buffering are its two most important functions. An aged nervous system coupled with a decline in mitophagy leads to accumulation of bad mitochondria and is a hallmark of neurodegeneration.
Until recently, surprisingly little evidence directly linked mitophagy to the most common neurodegenerative disease, Alzheimer's disease (AD). Historically, PD etiology was more focused on defective mitophagy, whereas investigation of AD has focused on accumulation of amyloid-β (Aβ) plaques and phospho-tau neurofibrillary tangles. Recent studies have shown that mitophagy is, in fact, affected in AD and, more important, that inducing mitophagy could benefit the pathological and cognitive outcomes. Models of toxic Aβ and tau were shown to impair mitophagy, and increasing mitophagy helped to reduce the plaque and neurofibrillary tangle burden in Caenorhabditis elegans and mouse models.
As with most therapeutics that control a biological process, increasing levels of mitophagy must be carefully controlled because passing an upper limit would induce cell death, so careful modulation rather than constitutive activation would be ideal for this style of treatment. Physiologically relevant stimulation through NAD+ supplementation has been effective in mouse and C. elegans studies in AD. By supplementing with a molecule that is already present in the body, the safety concerns are greatly reduced. Alternatively, by removing the brakes on the mitophagy system, such as the deubiquitinating enzymes, we would also increase levels of basal mitophagy. Regardless of the treatment approach, the ideal therapy will be targeted to the dysfunctional organ because affecting the balance of mitophagy in off-target organs that do not have mitochondrial dysfunction will create additional problems. | <urn:uuid:4767bade-4383-4266-a3a4-93ce6fd47a7a> | {
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What is a Commissioner?
A Commissioner is an office holder appointed by a government to oversee various functions related to the government, such as law enforcement, public utilities, or public health. Commissioners are typically appointed by a President, Mayor, or other high-ranking official. As a Commissioner, one carries out their duties in the service of the appointed government, ensuring that their stated goals are met.
Job Responsibilities & Duties
A Commissioner has a variety of job responsibilities, including:
- Overseeing the operation of the respective organization.
- Developing policies and procedures for organizational and personnel actions.
- Conducting internal investigations and taking corrective action when appropriate.
- Analyzing relevant information and data to arrive at appropriate decisions.
- Preparing budgets and monitoring expenses.
- Addressing staff grievances.
- Prompting strategies for organization’s improvement.
- Ensuring compliance with standards, regulations, and laws.
- Coordinating with other departments and external stakeholders.
Skills & Qualifications
A successful Commissioner typically excels in the following traits and abilities:
- Leadership: Possessing strong leadership abilities in order to guide and motivate teams.
- Organizational skills: Being organized with the ability to prioritize tasks and set policies.
- Problem solving: Having the ability to identify, analyze, and implement solutions to a variety of problems.
- Interpersonal skills: Possessing strong communication and interpersonal skills in order to effectively manage personnel and resolve conflicts.
- Communication: Being able to communicate complex concepts clearly both orally and in writing.
In summary, a Commissioner is an appointed officeholder that is responsible for overseeing the functions of their organization and ensuring their specified goals are met. They must possess strong leadership and organizational abilities as well as excellent communication and interpersonal skills. With these skills, a successful Commissioner can work collaboratively with their team, external stakeholders, and the public at large to bring about positive change. | <urn:uuid:68f1d1b6-9d30-41f8-96c6-551a2558711e> | {
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FREE Reading Strategies & Printables What do your students do with their brains while they are reading? I hope the answer isn't "nothing! For some great reading strategies over what your kiddos need to be thinking about. Before Reading Durin
Games for the classroom: FREE Read and retell game. Love this idea to pass the dice around the room and have 6 students roll and retell. or I could roll as the teacher and choose students to retell. This would also work great for small reading groups.
Teach Your Child to Read - Teach Your Child to Read - Guided Reading Questions Give Your Child a Head Start, and.Pave the Way for a Bright, Successful Future. - Give Your Child a Head Start, and.Pave the Way for a Bright, Successful Future.
Guided reading strategy called "Say Something" allows teachers to see how students are thinking about their texts. Additionally, it provides students w/a tool to help them express their ideas about reading in meaningful ways.
Each card states the child's role in the reciprocal reading group and provides prompts and suggestions for sentence starters as well as strategies they can use. The cards are approximately x and are easily adaptable. I purchased some cheap .
FREE Reading comprehension story wands How I organise my guided reading tub for reading groups classroom organisation free printables literacy groups questioning teach students to ask questions while reading
Great resource to use in guided reading sessions. This gives some great ideas that students can complete which relate to Blooms Taxonomy. Laminate it and use it in guided reading activities and sessions | <urn:uuid:f02d790f-f8c0-4f35-ab9a-747fd9df02f3> | {
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ON 2 December 1853, Orson Shattuck set sail from his home port of New Bedford, Massachusetts, to hunt for whales. Over the next three years, he and the crew of the Eliza F. Mason would travel as far afield as the south Pacific, the Arctic Ocean and the Sea of Japan. During that time, Shattuck witnessed fighting, flogging and desertion. There were accidental fires on board, and a sail-ripping collision with another boat. One man had his leg amputated after breaking it in a fall. Another got a bucket of water thrown in his face for sleeping on the night watch. A sperm whale tried to eat one of the whaling boats. On 12 May 1856, Shattuck himself very nearly died when his steering oar broke and he was catapulted into the sea.
We know all this because Shattuck was the ship’s log-keeper. More than 5000 logbooks and journals exist from the era of North American commercial whaling. They give a remarkable insight into life at sea, but also meticulous detail on which whale species were present where and when. By digitising some of these treasures, a new project aims to use the hunters’ records to shed light on historical populations and migration patterns – and so inform conservation efforts today.
European settlers began whaling off North America’s east coast in the mid-17th century, moving into deeper waters from the 1720s as coastal whale numbers declined. In the 1860s, the US whaling industry began to shrink in the face of foreign competition and reduced demand for whale oil. | <urn:uuid:a2f3f330-8ee8-4e13-9c29-f15e86de9808> | {
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Bach, Carl Philipp Emanuel Bach (1714–1788) was a highly influential composer whose music made a big impact on the period between his father's Baroque style and the Classical and Romantic styles that followed.
Research and examinations have been done on the relics of the saint's body, so that his likeness could be reconstructed.
Their degree of difficulty was such that they were clearly intended for extremely skilled musicians.
In contrast, later published keyboard works were written for and marketed towards home music-making by amateurs; these include six sonatas “for the use of women.” Bach continued, however, to write difficult sonatas, but these were almost never published.
Emanuel learned to play keyboard and violin, becoming proficient enough to assist in his father’s church services and concerts sometime around 1729.
There, he was enrolled in the Thomasschule, where his father taught.
The first part was published in 1753 and dealt with fingering, ornaments, and performance. Around 1750, Bach apparently began to grow unhappy with his Berlin position, as he made two attempts to take over his father’s former position in Leipzig. 1755 was also the year that Bach engaged in a war of words with the second harpsichordist at Frederick’s Berlin court, Christoph Nichelmann, who found Bach’s playing style fussy.
The second part, published in 1762, mostly discussed accompanying. Despite the support of his godfather Telemann, his applications were rejected both in 1750 (the year that the position was left vacant due the death of J. By bringing the matter to Frederick II, however, Bach got the last word.
Sometime before 1740, he received a plum position: harpsichordist to Frederick, Crown Prince of Prussia. His salary was not extravagant, but it allowed him to marry in 1744. Highlights included the two groups of six keyboard sonatas each, known as the “Prussian” sonatas, and the six “Württemberg” sonatas.
He and his wife, Johanna Maria Dannemann, had two sons and one daughter. After they were published in the early 1740s, these sonatas circulated widely and were acclaimed as highly original. | <urn:uuid:162d098d-ad3b-4e18-83e5-d09e53054929> | {
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Words Arranged Alphabetically
A dictionary is a reference book that contains an alphabetical list of words and their definitions, often including information about their pronunciation, usage, etymology, and other related information. This online reference features the following:
- Definition: The definition of a word is its meaning or explanation. It is the most fundamental function of a dictionary, as it helps the reader understand the word's meaning and how to use it correctly in a sentence.
- Pronunciation (US and UK English): The pronunciation of a word refers to the way it is spoken or pronounced. Pronunciation in both US and UK English helps readers to understand how to pronounce the word correctly in different contexts.
- Synonyms and Antonyms: A synonym is a word that has a similar meaning to another word, while an antonym is a word that has the opposite meaning of another word. These help readers expand their vocabulary and understand the nuances of different words.
- Example Sentences: Example sentences are sentences that use the word being defined in context. They help readers understand how the word is used in different contexts and provide a clearer understanding of its meaning.
- Usage: The usage of a word refers to how it is used in different contexts and how it is modified by different prefixes, suffixes, and roots. Our reference provides information on the different forms of a word, such as its plural form or past tense, and how to use these different forms correctly in different contexts.
In summary, an alphabetical list of vocabulary words, or a dictionary, can be a valuable resource for anyone looking to improve their vocabulary, enhance their reading and writing skills, and communicate more effectively. | <urn:uuid:84d0179d-165f-4be0-b11b-cc6e10f9ac2e> | {
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Between A. D. 1300 and 1400 Native American sites similar to those once in Nebraska appear in South Dakota. Late Village Farmer sites in Nebraska do not appear to have been fortified, but several related communities in South Dakota were surrounded by ditches and bastions for defense. The movement into South Dakota resulted in deadly conflicts between people as revealed by heavily fortified villages and skeletal remains with frequent battle-related traumas.
An artist's rendering of what may have happened at Crow Creek.
The villagers were in the process of constructing a defensive ditch,
but their attackers got across it. The attackers burned the earth lodges
and killed almost 500 individuals.
Source - University of South Dakota Anthropology
painting by Martin Wanserski.
At least one village in South Dakota, the Crow Creek site, was the scene of an early 14th century massacre of nearly 500 Village Farmer people attempting to colonize land to the north. They were probably attacked by warriors of the Middle Missouri tradition, Indians indigenous to South Dakota.
These people most likely moved into South Dakota because of climate changes in the Central Plains. Great droughts came more often, and the people could no longer grow their crops as well as they had before. They faced starvation, and so the Village Farmers left their homes and moved to the Missouri River in what is now South Dakota. The drought probably had less effect on the Missouri River where plants had enough moisture to grow.
Archaeologists believe a group called the Middle Missouri tradition people were already living along the Missouri River in South Dakota, but many bands had already moved further north. Consequently, the Central Plains people sometimes actually took over the same village locations left by the Middle Missouri.
In late 1325 A. D. the Central Plains people at the Crow Creek were attacked by the Middle Missouri tradition people. The Middle Missouri people apparently were able to get through the fortification ditch that the Central Plains people had built or were in the process of completing. Earth lodges were burned. The victims were buried in a mass grave on the northern edge of the site, at the top of this picture. Archaeologists have identified 487 victims.
Click here for more about how archaeologists protected the site and honored the Native American dead.
Archaeologists have several ideas about what happened at the Crow Creek Site, about who killed the people and why. One hypothesis is that the attack was carried out by the Middle Missouri villagers from the north who were unhappy that the Great Plains people had moved into the areas and had taken their land.
Other archaeologists believe that the cause had more to do with the environment and overpopulation. There are estimates that nearly 8,000 people lived in the small area along the river. There were simply too many people living in this area, and they ran out of room to grow their crops. The climate also began to change and the people had less and less to eat. This conclusion is supported by the recovery of Crow Creek skeletons that indicate the people suffered from protein and iron deficiency. X-rays of some of the children's bones show growth had started and stopped several times due to food shortages. Some archaeologists have concluded that other Central Plains people wanted the land of the Crow Creek village so they could raise more crops for themselves.
There is some evidence to support the conclusion that battles were fought between other Central Plains people in South Dakota; although, no sites of massacres have been found. It is possible that Central Plains people from different villages got into a pattern of warfare and revenge and did not stop until 100 years later.
While it may not be possible for archaeologists to conclude what specifically caused the Crook Creek Massacre, it appears likely that climatic and environmental changes, population growth, and disputes over food not only played a role in the ultimate massacre, but also movement of Central Plains people from Nebraska into South Dakota. | <urn:uuid:b441d5fa-2dcb-45f6-9157-2d52e8e72137> | {
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Geometry Teachers Never Spend Time Trying to Find Materials for Your Lessons Again!
Join Our Geometry Teacher Community Today!
Note taking guide
This is a long video so please take advantage of the video guide.
0:38 A pie is cut into 6 equal pieces. Arc length =5,4 cm What is the diameter of the pie?
4:23 If you walk a circular track 4 times and the radius of the track is 40 meters what is total distance.
6:38 How many degrees does the minute hand move?
9:00 If minute hand is 4 inches, what is the area of the whole clock?
10:40 Answer to question 5 This is where part 1 ended !!
13:45 What is the length of arc MN
16:00 What is the area of the shaded area
17:30 What is the length of arc GAH
19:38 What is the arc length of QR
21:17 What is the area of the shaded area of circle X
25:12 Answer to sprinkler system question
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Tagged under: geometry ,formula arc length,Arc Length,arc length word problems,circle,math ,moomoomath,Length (Dimension),geometry lessons,finding arc length
Clip makes it super easy to turn any public video into a formative assessment activity in your classroom.
Add multiple choice quizzes, questions and browse hundreds of approved, video lesson ideas for Clip
Make YouTube one of your teaching aids - Works perfectly with lesson micro-teaching plans
1. Students enter a simple code
2. You play the video
3. The students comment
4. You review and reflect
* Whiteboard required for teacher-paced activities
With four apps, each designed around existing classroom activities, Spiral gives you the power to do formative assessment with anything you teach.
Carry out a quickfire formative assessment to see what the whole class is thinking
Create interactive presentations to spark creativity in class
Student teams can create and share collaborative presentations from linked devices
Turn any public video into a live chat with questions and quizzes | <urn:uuid:2cfd0d63-1bd9-42cc-b507-47be043ff7bc> | {
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By Ipaat at English Wikipedia, CC BY-SA 3.0
Persian New Year, also known as Nowruz or Norooz, is the traditional Iranian new year, which is celebrated on the first day of spring, usually around March 20 or 21 on the spring equinox. Nowruz has been celebrated for over 3,000 years in the Balkans, the Caucasus, Central Asia, and the Middle East, including Iran, Afghanistan, Azerbaijan, Tajikistan, and parts of India and Pakistan.
Nowruz is a time of renewal and rejuvenation, and it marks the beginning of a new year in the Persian calendar. It is a time for family and friends to come together, exchange gifts, and celebrate with food, music, and dance. One of the most important traditions of Nowruz is the Haft-Seen table, which is a table set with seven symbolic items, each of which begins with the Persian letter “sin” and represents a different aspect of life.
Nowruz is a time for reflection, forgiveness, and hope for the future. It is a celebration of the natural world, and a time to appreciate the beauty of spring and the promise of new beginnings.
Nowruz, which literally means “new day” in Persian, has been celebrated for over 3,000 years and has roots in Zoroastrianism, one of the oldest religions in the world. Nowruz was originally a Zoroastrian festival, and it was later adopted by other cultures and religions in the region, including Islam, which is now the dominant religion in Iran.
Nowruz is a significant event in the Persian calendar, and it is considered to be the most important holiday of the year. It marks the beginning of the new year and the arrival of spring, a time when nature is reborn and renewed. The celebration of Nowruz is also a reminder of the cultural and historical ties that bind people together in the region.
Nowruz has been celebrated by Iranians and their neighbors for thousands of years, and it has played an important role in shaping the culture and traditions of the region. It is a time for families to come together, exchange gifts, and share a meal. It is also a time to reflect on the past year, forgive others, and set new goals for the future.
Nowruz is a symbol of hope, renewal, and new beginnings. It is a celebration of the cycles of nature and the power of life to triumph over darkness and death. Nowruz is a time to appreciate the beauty of the world around us and to celebrate the joys of life with family and friends.
Tradition and Celebration
Nowruz is a multi-day celebration that usually begins on March 20 or 21, the first day of spring, and lasts for 13 days. The celebration is marked by a number of different customs and traditions, some of which are specific to different regions and cultures.
One of the most important traditions of Nowruz is the preparation of the Haft-Seen table, which is a table set with seven symbolic items, each of which begins with the Persian letter “sin” and represents a different aspect of life. The Haft-Seen table usually includes Sabzeh (sprouted wheat or lentils), symbolizing rebirth and growth; Samanu (sweet pudding made from wheat germ), symbolizing affluence and fertility; Serkeh (vinegar), symbolizing patience and age; Senjed (dried oleaster fruit), symbolizing love; Seer (garlic), symbolizing health; Somagh (sumac), symbolizing the sunrise; and Sekeh (coins), symbolizing wealth.
Another important tradition of Nowruz is the practice of house cleaning or “shaking the house,” which involves cleaning the house from top to bottom to symbolize getting rid of the old and making way for the new.
During Nowruz, people also visit friends and family, exchange gifts, and share meals together. It is common to prepare special foods for the occasion, such as Sabzi Polo Mahi (herbed rice with fish), Reshteh Polo (rice with noodles), and Kookoo Sabzi (herb and vegetable frittata).
In addition to these customs, there are also a number of other traditional activities that are associated with Nowruz, including the traditional game of Buzkashi, which is played with a dead goat, and the practice of jumping over bonfires to symbolize the purification of the body and soul.
Nowruz is a time of joy and celebration, and it is an important occasion for families and communities to come together and share in the spirit of renewal and new beginnings.Tags: Afghanistan, Azerbaijan, India, Iran, Iranian new year, Norooz, Nowruz, Pakistan, Persian calendar, Persian New Year, Tajikistan, Zoroastrianism | <urn:uuid:4813acbb-233b-47dd-8e55-e5f5e08d5bdb> | {
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The brightest quasar or active galactic nucleus ever detected dates back nearly 13 billion years, meaning it originated in the early universe and could potentially aid scientists in understanding the formation process of the first galaxies.
Quasars are extremely luminous super-massive black holes at the centers of galaxies. These black holes are active, meaning they are devouring large amounts of matter that form an accretion disk spiraling toward their centers. The most luminous, powerful, and remote energy sources in existence, quasars emit as much as one thousand times the energy output of the Milky Way galaxy across the entire electromagnetic spectrum.
A research team led by Eduardo Banadas of the Carnegie Institution for Science discovered the quasar PSO J1352.4034-15.3373 emitting the brightest radio emission ever detected as a result of high-speed jets shooting out of it towards Earth.
His discovery was confirmed by Emmanuel Momjian of the National Radio Astronomy Observatory, who, along with his science team, was able to view the jet emitted by the quasar with an unprecedented level of detail.
The researchers found the jets have been traveling for 13 billion years, making this quasar the first known to have been spewing jets within the first billion years of the universe’s 13.8-billion-year existence.
Unlike most quasars, this one does more than suck matter into its black hole. It also emits jets of plasma that travel at almost the speed of light. This makes the jets appear extremely bright when viewed with radio telescopes.
Approximately 10 percent of quasars are known to emit strong radio jets.
“There is a dearth of known strong radio emitters from the universe’s youth, and this is the brightest radio quasar at that epoch by any order of magnitude,” Banados stated.
Following the Big Bang, the universe was dark as it expanded and cooled into neutral hydrogen gas, with few sources of brightness. Approximately 800 million years after the Big Bang, gravity condensed matter into the first galaxies and stars, which released energy, causing the neutral hydrogen to lose an electronic and become ionized, generating light.
“The jet from this quasar could serve as an important calibration tool to help future projects penetrate the dark ages and perhaps reveal how the earliest galaxies came into being,” Banados emphasized.
Findings of the study have been published in two separate papers in The Astrophysical Journal. | <urn:uuid:9c3201fb-2db9-4f69-b789-1e5531637e86> | {
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Taxonomy is the practice and science of classification. The word comes from the Greek τάξις 'order' + νόμος 'law' or 'science'.
Originally the term only referred to the science of classifying living organisms, now called specifically alpha taxonomy; however, the term is now applied in a wider sense and now may refer either to a classification of things, or to the principles underlying that classification.
Almost anything, animate objects, inanimate objects, places, concepts, and events, may be classified according to some taxonomic scheme. Taxonomies, which are composed of taxonomic units known as taxa (singular taxon), are frequently hierarchical in structure, commonly displaying parent-child relationships.
The term taxonomy may also apply to relationship schemes other than hierarchies, such as network structures. Other taxonomies may include single children with multi-parents, for example, "Car" might appear with both parents "Vehicle" and "Steel Mechanisms"; to some however, this merely means that 'car' is part of several different taxonomies. A taxonomy might also be a simple organization of objects into groups, or even an alphabetical list. In current usage within "Knowledge Management", taxonomies are seen as slightly less broad than ontologies.
Mathematically, a hierarchical taxonomy is a tree structure of classifications for a given set of objects. It is also named Containment hierarchy. At the top of this structure is a single classification, the root node, that applies to all objects. Nodes below this root are more specific classifications that apply to subsets of the total set of classified objects. So for instance, in common schemes of scientific classification of organisms, the root is called "Organism" followed by nodes for the ranks: Domain, Kingdom, Phylum, Class, etc. (more details below).
Taxonomy and mental classification
Some have argued that the human mind naturally organizes its knowledge of the world into such systems. This view is often based on the epistemology of Immanuel Kant. Anthropologists have observed that taxonomies are generally embedded in local cultural and social systems, and serve various social functions. Perhaps the most well-known and influential study of folk taxonomies is Émile Durkheim's The Elementary Forms of Religious Life. The theories of Kant and Durkheim also influenced Claude Lévi-Strauss, the founder of anthropological structuralism. Lévi-Strauss wrote two important books on taxonomies, Totemism and The Savage Mind.
In alpha taxonomy, as the scientific classification of organisms, the system includes the root called "Organism" (as this applies to all living things, it is implied rather than stated explicitly), followed by the ranks: Domain, Kingdom, Phylum (plural, phyla), Class, Order, Family, Genus, and Species, with over 40 various other ranks sometimes inserted, such as subphylum, superorder, subfamily, subtribe, or subspecies to handle complex groups such as insects (more at: scientific classification or Linnaean taxonomy).
In cladistic taxonomy (or cladism or cladistics), life forms or living organisms can be classified by clades, which are based on evolutionary grouping by ancestoral traits. By using clades as the criteria for separation, cladistic taxonomy, using cladograms, can categorize species into other groups besides the ranks of class, order, family, etc. of Linnean taxonomy.
Other taxonomies, such as those analyzed by Durkheim and Lévi-Strauss, are sometimes called folk taxonomies to distinguish them from scientific taxonomies that claim to be disembedded from social relations and thus objective and universal.
The neologism folksonomy should not be confused with "folk taxonomy" (though it is obviously a contraction of the two words). Those who support scientific taxonomies have recently criticized folksonomies by dubbing them "fauxonomies" (French word "faux" means "false").
The phrase "enterprise taxonomy" is used in business to describe a very limited form of taxonomy used only within one organization.
- Carolus Linnaeus, the father of modern taxonomy
- Cladistics, the most prominent of several forms of phylogenetic systematics
- Jean-Baptiste Lamarck
- Linnaean taxonomy
- History of plant systematics
- Celestial Emporium of Benevolent Recognition, a fictional Chinese encyclopedia with an "impossible" taxonomic scheme.
- Knowledge representation
- Ontology, but also Ontology (computer science)
- Scientific classification
- Bloom's Taxonomy
- ↑ Common mnemonic devices used for Kingdom-Phylum-Class, etc. include: "King Phillip Came Over From Greece Singing," "King Phillip Came Over From Germany Saturday," "King Phillip Came Over For Good Soup," and "Keep Ponds Clean Or Frogs Grow Scarce," "King Phillip Came Over For Great Spagettii," and "King Phillip Came Over For Good Sex" or in America, "Kenneth Plays Chess On Friday" (+genus species). | <urn:uuid:bbdef01f-f92d-43bf-89c3-7be3f599db6f> | {
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NASA snaps photo of remote planet 25 light years away using visible light spectrum, a first
Earth orbit - NASA's Hubble Space Telescope has taken the first ever visible light picture of a planet in orbit around a distant star. The planet, dubbed Fomalhaut b, is estimated to be three times the mass of Jupiter. It orbits Fomalhaut, some 25 light years from Earth. The star system is in the constellation Piscis Australis, or "Southern Fish." Singing... "When you see the Southern Fish for the first time..."
A continuing effort
NASA's Infrared Astronomy Satellite (IRAS) recorded excessive dust surrounding Fomalhaut in the 1980s. NASA was later able to resolve visible light images (taken by Hubble's High Resolution Camera) of the region around Fomalhaut in 2004. These showed a massive debris field some 21.5 billion miles in diameter, roughly 3x the diameter of our solar system, with a very defined inner edge making it appear like a ring. The field is believed to be comprised of varying size objects, some as small as dust particles, others larger than Pluto.
The ring's defined shape led Hubble astronomer Paul Kalas to propose in 2005 that the sharp inner edge may be gravitationally induced. Once it was proposed there may be a planet there, the hunt was on.
Two years apart
After taking visible light images of the region some 21 months apart, a very faint image showed a clear track of movement. These separate dots are believed to be Fomalhaut b in orbit around its star, with an orbital period of 872 years using Kepler's laws of planetary motion. If true, these faint dots would be the first ever visible light images captured of another planet. Stellar.
According to Kalas, "Our Hubble observations were incredibly demanding. Fomalhaut b is 1 billion times fainter than the star. We began this program in 2001, and our persistence finally paid off."
Mark Clampin from NASA's Goddard Space Flight Center, said, "Fomalhaut is the gift that keeps on giving. Following the unexpected discovery of its dust ring, we have now found an exoplanet at a location suggested by analysis of the dust ring's shape. The lesson for exoplanet hunters is 'follow the dust'."
Future efforts by NASA will include the use of infrared cameras in the search for water vapor in the atmosphere. If found, this would serve as the first evidence of planetary water outside of our solar system. Such evidence may also yield clues about the age of the planet, now estimated to be 100 million years.
Astronomers will continue to track Fomalhaut B's orbit to more precisely determine the planet's mass. | <urn:uuid:9ae3e7a8-8a6e-4ff5-9e18-ab6625001cd6> | {
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Hello Math Teachers! Basic questions on calculating standard deviation with small data sets to help students understand standard deviation and interpret similarities and differences using real world situation. Includes: mean, range, and variance. Scaffolding on first questions to help students get started.
I use these questions with my Algebra 1 classes as homework or as a class work activity.
Standards: Aligned with common core standards and item specifications for Florida’s 8th Math FSA. Common Core Math Florida MAFS.912.S-ID.1.2, PARCC, CST, TEKS, CCSS HSS-ID.A.2, HSS-ID.A.4
Check out some of my other Math Worksheets
Correlation Coefficient PDF Matching Worksheet
Histograms Create and Interpret Statistics PDF Worksheet
Relative Frequency Tables PDF Worksheet
Two Way Tables Statistics PDF Worksheet
Scatter Plots for Common Core PDF Worksheet
Mr. Slope Guy in Mathville, Florida
This purchase is for one teacher only.
This resource is not to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses. If you are a coach, principal, or district interested in a site license, please contact me for a quote. This resource may not be uploaded to the internet in any form, including classroom/personal websites or network drives. | <urn:uuid:2ba12772-655b-4f38-851a-993414f7af99> | {
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Where does the arrangement of the elements in the periodic table come from?
The arrangement of the elements in the periodic table comes from the electronic configuration of the elements. Because of the Pauli exclusion principle, no more than two electrons can fill the same orbital. The first row of the periodic table consists of just two elements, hydrogen and helium.
Who suggested the arrangement of the modern periodic table?
In 1869, Russian chemist Dmitri Mendeleev created the framework that became the modern periodic table, leaving gaps for elements that were yet to be discovered. While arranging the elements according to their atomic weight, if he found that they did not fit into the group he would rearrange them.
What information can be sourced from a periodic table?
Within each element square, information on the element’s symbol, atomic number, atomic mass, electronegativity, electron configuration, and valence numbers can be found.
Which best explains how elements are arranged on the modern periodic table?
Elements are arranged from fewest protons to most protons. What do atomic numbers represent? A scientist creates a new synthetic element in a laboratory.
Why is knowledge of the arrangement of the elements in the periodic table significant?
To summarize, the periodic table is important because it is organized to provide a great deal of information about elements and how they relate to one another in one easy-to-use reference. The table can be used to predict the properties of elements, even those that have not yet been discovered.
What was special about the arrangement of his table?
In 1865, the English chemist John Newlands arranged the known elements according to their properties and in order of increasing atomic mass. He placed the elements in a table. As he studied his arrangement, Newlands noticed that all of the elements in a given row had similar chemical and physical properties.
What is significant about the arrangement in terms of atomic number?
atomic number, the number of a chemical element in the periodic system, whereby the elements are arranged in order of increasing number of protons in the nucleus. Accordingly, the number of protons, which is always equal to the number of electrons in the neutral atom, is also the atomic number.
What is the modern periodic table?
The modern periodic table is used to organize all the known elements. Elements are arranged in the table by increasing atomic number. In the modern periodic table, each element is represented by its chemical symbol. The number above each symbol is its atomic number.
How is the modern periodic table different from Mendeleev’s table?
The main difference between Mendeleev and Modern Periodic Table is that Mendeleev’s periodic table orders the elements based on their atomic mass whereas Modern periodic table orders the elements based on their atomic number.
How are elements arranged on the periodic table they are arranged in order from most abundant to very rare and unstable?
The periodic table is an arrangement of the elements in order of increasing atomic number. Elements that exhibit similar chemistry appear in vertical columns called groups (numbered 1–18 from left to right); the seven horizontal rows are called periods.
Why is the modern periodic table organized the way it is?
Once you understand how the modern periodic table is organized, you’ll be able to do much more than just look up element facts like their atomic numbers and symbols. The organization of the periodic table allows you to predict the properties of the elements based on their position on the chart. Here’s how it works:
What are the elements on the periodic table?
Each element has its tile or cell in the periodic table. The exact information given for the element varies, but there is always the atomic number, the symbol for the element, and the atomic weight. The element symbol is a shorthand notation that is either one capital letter or a capital letter and a lowercase letter.
Who invented the modern periodic table of elements?
The periodic table that we study today is the modern periodic table and was invented by Dmitri Mendeleev. However, Mendeleev was not the first one who grouped and arranged the elements in the form of a periodic table. The following are a few attempts to classify elements that took place prior to the recognition of modern periodic table.
How do scientists organize elements into a table based on properties?
Scientists have organized the elements into a table based on their properties. This table is called the Periodic Table. Dimitri Mendeleev, a Russian scientist, is credited with the creation of the Periodic Table. Mendeleev based his arrangement of elements on both increasing atomic mass and similar properties. | <urn:uuid:c663ce32-716d-4756-ac49-c4b9c551c8a0> | {
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An API is usually related to a software library. The API describes and prescribes the expected behavior (a specification) while the library is an actual implementation of this set of rules. A single API can have multiple implementations (or none, being abstract) in the form of different libraries that share the same programming interface. The separation of the API from its implementation can allow programs written in one language to use a library written in another. For example, because Scala and Java compile to compatible bytecode, Scala developers can take advantage of any Java API. API use can vary depending on the type of programming language involved. An API for a procedural language such as Lua could primarily consist of basic routines to execute code, manipulate data or handle errors, while an API for an object-oriented language such as Java would provide a specification of classes and their class methods.
Language bindings are also APIs. By mapping the features and capabilities of one language to an interface implemented in another language, a language binding allows a library or service written in one language to be used when developing in another language. Tools such as SWIG and F2PY, a Fortran-to-Python interface generator, facilitate the creation of such interfaces. An API can also be related to a software framework: a framework can be based on several libraries implementing several APIs, but unlike the normal use of an API, the access to the behavior built into the framework is mediated by extending its content with new classes plugged into the framework itself. Moreover, the overall program flow of control can be out of the control of the caller and in the hands of the framework by inversion of control or a similar mechanism.
An API can specify the interface between an application and the operating system. POSIX, for example, specifies a set of common APIs that aim to enable an application written for a POSIX conformant operating system to be compiled for another POSIX conformant operating system. Linux and Berkeley Software Distribution are examples of operating systems that implement the POSIX APIs.
Microsoft has shown a strong commitment to a backward-compatible API, particularly within their Windows API (Win32) library, so older applications may run on newer versions of Windows using an executable-specific setting called “Compatibility Mode”. An API differs from an application binary interface (ABI) in that an API is source code based while an ABI is binary based. For instance, POSIX provides APIs, while the Linux Standard Base provides an ABI. | <urn:uuid:fd34a283-dc0a-43d5-9604-57830adb3bd2> | {
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(Section 2.1: An Introduction to Limits) 2.1.2 NotationWe can write: limx±1fx()=3. Alternatively, we can write: ±3as x±1. A graph can demonstrate this.Consider the graph of y=; here, y=3x2+x±1. (Figure 2.1.a) Imagine that the arrows in the figure above represent two lovers running towards each other along the parabola. What is the y-coordinate of the point that they are approaching? It is 3.
This is the end of the preview.
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Kids definition of cell membrane. Cell membrane lesson for kids:
In cell biology, an organelle is a part of a cell that does a specific job.
Cell membrane definition for kid. It is made up of cellulose. The definition of a cell. Whether you are a single cell or a blue whale with trillions of cells, you are still made of cells.
Dictionary and thesaurus definition of cell membrane notice: The cell membrane is semipermeable—that is, some substances can pass through it but others cannot. Bacteria, fungi and plants have cell walls.
Organelles typically have their own plasma membrane round them. In 1972, two american scientists, s.j. The primary cell wall is formed by cellulose laid down by enzymes.
The cytoplasm is composed mainly of water, with some solids. In plant cells, the membrane encapsulates the protoplasm. The cell membrane is a thin flexible layer around the cells of all living things.
When you start thinking about the nucleolus, you might assume that it is a part of the nucleus, and you would be right. The cell membrane consists of a lipid bilayer, including cholesterols that sit between phospholipids to maintain their fluidity at various temperatures. This characteristic enables the cell to admit or block substances from the surrounding fluid and to excrete waste products into its environment.
When molecules are evenly distributed, then an equal number of molecules are entering and leaving the cell. The thin outside layer that surrounds the cytoplasm of a cell and controls the movement of materials into and out of the cell. The rigid outermost cell layer found in plants and certain algae, bacteria, and fungi but absent from animal cells.
It is made up of proteins and lipids and often contains molecular receptors. The membrane also contains membrane proteins, including integral proteins that go across the The cell membrane is a multifaceted membrane that envelopes a cell's cytoplasm.
The semipermeable membrane that encloses the cytoplasm of a cell. The cell membrane is a thin but tough wall surrounding the cell. Proteins and lipids are the major components of the cell membrane.
It allows some substances in and keeps others out. Sort of like the skin. The cell membrane is composed of two thin layers of phospholipid molecules studded with large.
Search the meaning and definition of over one hundred thousand words! The cell membrane plays an important role in regulating the entry and exit of specific substances within the cell. The cell membrane has fine pores through which it allows selective substances to pass through.
Its basic job is to separate the inside of cells from the outside. All cells are contained by a cell membrane that keeps the pieces inside. In animal cells, that is all there is.
This cell wall gives shape and makes it rigid, it also allows the free flow of substances. Also called cytomembrane , plasmalemma , plasma membrane. When the cell divides, the nuclear membrane dissolves and the nucleoplasm is released.
In all cells, the cell membrane separates the cytoplasm inside the cell from its surroundings. But it blocks the entry of harmful substances. It is possible to observe osmosis, or the diffusion of water across a cell membrane, by performing a simple experiment using two slices of potatoes, two glasses of water and table salt.
The cell wall is found in plant cells and surrounds the cell membrane. Most of the cell's organelles are in the cytoplasm. Cell membrane synonyms, cell membrane pronunciation, cell membrane translation, english dictionary definition of cell membrane.
As you begin to study the cells in greater detail, you are going to begin to learn and appreciate the immense importance and value of cytoplasm. The cell membrane is a thin flexible layer around the cells of all living things. The thin membrane that forms the outer surface of the protoplasm of a cell and regulates the passage of materials in and out of the cell.
See the dictionary meaning, pronunciation, and sentence examples. Cytoplasm definition for kids when it comes to the various elements that make up cells, there is no doubt that cytoplasm is one of the most significant elements of them all. A cell is surrounded by a cell membrane or plasma membrane.
Its basic job is to separate the inside of cells from the outside. It is sometimes called the plasma membrane or cytoplasmic membrane. Cell membrane, also called plasma membrane, thin membrane that surrounds every living cell, delimiting the cell from the environment around it.
The name organelle comes from the idea that these structures are to cells what an organ is to the body. Cell membrane is a protective covering that acts as a barrier between the inner and outer environment of a cell (in animals). When you think about a membrane, imagine it is like a big plastic bag with some tiny holes.
More than filling the cytosol in a cell does more than just suspend the organelles. Most of the membrane is made up of special fatty molecules called phospholipids as well as protein molecules. After all, the cell, cell membrane, and all the activities the cell engages in occur at levels too small for the naked eye to see.
In all cells, the cell membrane separates the cytoplasm inside the cell from its surroundings. The cell membrane is a thin structure with pores, or holes. Enzymes also combine with other molecules to help fix the cell membrane.
It is composed of a thin layer of protein and fat. Cell wall synonyms, cell wall pronunciation, cell wall translation, english dictionary definition of cell wall. Most of the cell’s constant work of keeping alive is performed in the cytoplasm.
The cell membrane is the semipermeable membrane of a cell that surrounds and encloses its contents of cytoplasm and nucleoplasm. It is sometimes called the plasma membrane or cytoplasmic membrane. It allows useful substances to enter the cell.
Such as the nuclear membrane, your nucleolus is responsible for creating other types of organelles that float throughout your body, especially ribosomes. Images obtained through electron micrography reveal the bilayer structure of cell membranes. The model notes that the membrane itself is fluid, in.
In the human body, food we have digested reacts with oxygen in the mitochondria to make energy for the cell. After the cell nucleus has reformed, the nucleoplasm fills the space again. The inner membrane is wrinkled with lots of folds and performs a number of functions to help make energy.
The cell membrane separates the cell from the surrounding interstitial fluid, the main component of the extracellular fluid. This organelle is also referred to as plasma membrane. There are many types of organelles in eukaryotic cells.
The membrane also forces out waste products. It protects the integrity of the cell along with supporting the cell and helping to maintain the cell's shape. Cell membranes according to cell theory, cells are the main unit of organization in biology.
The nucleolus helps to create 50%. Nicolson, developed the fluid mosaic model to describe the structure and functions of the cell membrane. | <urn:uuid:fb69ee91-f2f5-4071-8bfc-3b55b773a3df> | {
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- Special Sections
- Public Notices
A laser instrument made in Los Alamos and meant for Mars has completed the first leg of its journey — over land — to the Jet Propulsion Laboratory.
Next year, the instrument called the ChemCam will be on the Red Planet, helping to find out what elements are in Mars’ rocks and soil from a distance of 23 feet from Curiosity, the new rover.
“ChemCam will act as a geochemical observatory, providing composition data to understand if Mars was, is, or will be a habitable world. It will also help the rover team pick the most promising targets on which to use the rover’s other instruments,” said Sylvestre Maurice, the French lead for the instrument.
At JPL, ChemCan will be installed on Curiosity.
The ChemCam instrument was conceived, designed and built by a U.S.-French team, led by Los Alamos National Laboratory, , CNES and the CESR at the Observatoire Midi-Pyrénées in Toulouse.
ChemCam is the first instrument of its kind.
“We brought together a lot of new ideas to make this instrument a reality,” said Roger Wiens, the instrument’s principal investigator, from Los Alamos. The way it works, ChemCan fires pulses of laser light at potentially distant targets using a technique called laser-induced breakdown spectroscopy (LIBS), to measure the chemical content of the target samples.
The laser beam vaporizes a pinhead-sized area on the target. A spectral analyzer then peers at the flash of light from the vaporized sample.
The Curiosity rover is by far the biggest and most capable robot ever destined for Mars.
It is nuclear powered and, at a weight of more than 1984 pounds is about the size of a small car.
The capsule that will be used to carry the rover into the Mars atmosphere is even larger than the Apollo capsule that housed three astronauts for missions to the Moon.
ChemCam is one of 10 instrument packages on the rover. The other instruments are capable of identifying minerals, sniffing out organic materials, observing the weather and radiation environment, and drilling several centimeters into the Martian rocks.
Curiosity is set for launch from Florida in November of 2011 and will arrive at Mars in August 2012. | <urn:uuid:13c9827a-4a13-46f6-889f-cbe7ebed8da8> | {
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Single Step Algebra Problems (Addition and Subtraction Based)
Aligned To Common Core Standard:
Grade 6 Equations and Expressions - 6.EE.B.7
Printable Worksheets And Lessons
Step-By-Step Lesson- The focus here is to get in the habit of
determining the inverse operation that is next to the variable.
Step-By-Step Lesson- Find the opposite operation of a sum.
Lesson - You are provided with problems that contain each of
the basic operations.
Lesson Explanation - Students can easily see how both problems
are the opposite of one another.
1 - Time to let our little ducklings loose on this topic by
Worksheet 2 - Put it all together and make them determine the
View Answer Keys- All the answer keys in one file.
Subtraction Homework Sheets
All these sheets focus on equations that contain differences.
Addition Equations Practice Worksheets
All sum based work can be found below.
Subtraction Equations Practice Worksheets
Equation that have an inverse of addition. | <urn:uuid:ce2c0534-17c7-4d2a-80b2-a377bb5f4b7d> | {
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The snout is rather short, broad, and rounded, without prominent flaps of skin beside the nostrils. The eyes are large and circular, with nictitating membranes (protective third eyelids). There are 11–13 tooth rows in either half of both jaws. The teeth have broad bases, serrated edges, and narrow cusps; the front 2–4 teeth on each side are erect and the others increasingly oblique. The five pairs of gill slits are moderately long, with the third gill slit over the origin of the pectoral fins. The first dorsal fin is high and falcate (sickle-shaped). There is a low interdorsal ridge running behind it to the second dorsal fin, which is relatively large with a short free rear tip. The origin of the first dorsal fin lies over or slightly forward of the free rear tips of the pectoral fins, and that of the second dorsal fin lies over or slightly forward of the anal fin. The pectoral fins are long and narrow, tapering to a point. The dermal denticles are closely spaced and overlapping, each with five (sometimes seven in large individuals) horizontal low ridges leading to marginal teeth.
Despite sharks being portrayed as notorious aggressive animals, very few incidents have involved blacktip reef sharks, none being fatal. Still the importance of an apex predator is vital to a balanced and healthy ecosystem. Unfortunately, this species is very susceptible to reef gill netting. And sharks all around continue to be threatened by fishing pressure resulting in a decrease in many shark populations.
A heavy-bodied shark with a "typical" streamlined shape, the Caribbean reef shark is difficult to distinguish from other large requiem shark species. It usually measures 2–2.5 m (6.6–8.2 ft) long; the maximum recorded length is 3 m (9.8 ft) and the maximum reported weight is 70 kg (150 lb). The coloration is dark gray or gray-brown above and white or white-yellow below, with an inconspicuous white band on the flanks. The fins are not prominently marked, and the undersides of the paired fins, the anal fin, and the lower lobe of the caudal fin are dusky.
The International Union for Conservation of Nature (IUCN) has assessed the Caribbean reef shark as Near Threatened; its population has declined off Belize and Cuba from overfishing and exploitation continues in other regions. They are also threatened by the degradation and destruction of their coral reef habitat. Commercial fishing for this species is prohibited in United States waters. They are protected in the Bahamas due to their significance to ecotourism, as well as in a number of Marine Protected Areas (MPAs) off Brazil and elsewhere. However, enforcement against illegal fishing is lacking in some of these reserves, and many areas in which this species is abundant are not protected.
Tax-deductible donations made to Tetiaroa Society help fund critical conservation efforts, scientific research being conducted at our Ecostation, and education programs for the local schools. Your contribution also helps us advance what we are doing on Tetiaroa as a model for island/earth sustainability. We deeply appreciate your generosity and look forward to sharing our progress with you.
There is a variety of biotic reef types, including oyster reefs and sponge reefs, but the most massive and widely distributed are tropical coral reefs. Although corals are major contributors to the framework and bulk material comprising a coral reef; the organisms most responsible for reef growth against the constant assault from ocean waves are calcareous algae, especially, although not entirely, coralline algae. | <urn:uuid:239b02dd-c9ef-4190-ad39-0a334298ae5f> | {
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5.4.1 What is Reflection?
Activity 5.11: What is Reflection?
This is a required activity for Challenge 8: The Reflection Challenge.
The Reflection Challenge begins by asking you to read “What is Reflection?” When you have read this, you are asked to relate some of the ideas to a situation you have experienced. After reading “What is Reflection?,” please use the back button on your computer to return to Learning to Learn course content.
When you have read the resource, select a situation you have recently been involved in. With this situation or experience in mind, try to answer the eight question at the end of “What is Reflection?” Write your answers down in your Learning Journal under the heading “Challenge 8: What is Reflection?” When you have done this, read through what you have written and use your Learning Journal to answer this question: Which aspect of learning from this course will be most important to you in the future? | <urn:uuid:d918da83-a737-4051-9090-27c136b85498> | {
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How Psychologists Ask and Answer Questions
Module 2 Research Strategies How Psychologists Ask and Answer Questions -I-
Our intuition and common sense
Hindsight Bias we tend to believe, after learning an outcome, that we would have foreseen it the “I-knew-it-all-along” phenomenon Overconfidence we tend to think that we know more than we do Perceiving order in random events Our eagerness to make sense of the world We overestimate our own intuition
Thinking Critically With Psychological Science
To believe with certainty, we must begin by doubting Thinking that does not blindly accept arguments and conclusions examines assumptions identifies hidden values evaluates evidence assesses conclusions
The Scientific Method The Process of Research Observing a phenomenon
Formulating an idea Testing an idea Generalizing or refining the idea
The Scientific Method Formulating an idea Testing an idea
Initial phase of research, in which observations, beliefs, information, and general knowledge lead to a new idea or a different way of thinking about some phenomenon Testing an idea Organizing countless observations into a theory Formulating testable predictions: hypotheses Testing the hypotheses Using operational definitions of concepts Generalizing or refining the idea
The Scientific Method Theory Hypothesis
an explanation that integrates principles and organizes and predicts behavior or events. Theory explains the underlying reason of the observed phenomenon Produce hypotheses Hypothesis a testable prediction, often prompted by a theory, to enable us to accept, reject or revise the theory.
The Scientific Method Theory explains the underlying reason WHY?
Testing hypotheses using operational definitions
a statement of procedures (operations) used to define research variables Also enables other researchers to replicate example- intelligence may be operationally defined as the score obtained from the intelligence test measures Psychological well-being can be operationally defined as high level of life satisfaction and low depression. Academic success can be operationally defined as GPA.
The Scientific Method Replication
repeating the essence of a research study to see whether the basic finding extends to other participants and circumstances usually with different participants in different situations the research findings can be generalizable to other samples/situations.
Methods of psychology Description (to describe)
Correlation (to predict) Experimentation (to understand)
Methods of psychology To describe human and animal behavior and mental processes, psychologists conduct: Case studies Surveys Observations (naturalistic / lab)
Description Case Study
observation technique in which on individual (or few incidences) are studied in depth in the hope of revealing universal principals Studies of brain damaged individuals Piaget Suggest hypotheses for further studies Problems?? May be unrepresentative cannot be generalizable
Description Survey Looks at many cases with less depth.
Ask people to report thier behaviors or opinions. Market surveys Koç University student satisfaction survey Problems??
Who do we survey? Usually question a representative, random sample of people seleced from a population. Population all the cases in a group, from which samples may be drawn for a study Random Sample a sample that fairly represents a population because each member has an equal chance of inclusion
How do we ask questions? If there is a serious fuel shortage this winter, do you think there should be a law requiring people to lower the heat in their homes, or do you oppose such a law? Should be 39.4 % Oppose 60.6 % If there is a serious fuel shortage this winter, do you think there should be a law requiring people to lower the heat in their homes, or do you oppose such a law because it would be too difficult to enforce? Should be 26.0 % Oppose 74.0 %
Description Naturalistic Observation
observing and recording behavior in naturally occurring situations (or in more controlled environments) without trying to manipulate and control the situation Dating behaviors of Koç University students? Problems?
Methods of psychology 2. To predict human and animal behavior and mental processes, psychologists conduct - Correlational studies: the examination of the quantitative relationships between two or more variables how does one behavior relate to the occurrence of another behavior? if we know one behavior’s pattern can we then, in turn, predict the pattern of occurrence of another behavior?
Variable Defined Any characteristic or attribute that varies in amount and kind Gender Success Weight, Height Self-esteem Reaction time in a learning experiment Intelligence Achievement motivation Any characteristic or attribute of persons, objects, or events that can take on different numerical values. These different values are called attributes So gender: variable female: attribute personality: variable extravert: attribute
(positive or negative)
Correlation Correlation Coefficient a statistical measure of the extent to which two factors vary together, and thus how well either factor predicts the other Indicates direction of relationship (positive or negative) Correlation coefficient r = +.37 Indicates strength of relationship (0.00 to 1.00)
Correlation does not imply causation
Three Possible Cause-Effect Relationships could cause (1) Low self-esteem Depression or (2) Depression could cause Low self-esteem or Low self-esteem (3) Distressing events or biological predisposition could cause and Depression
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The French government placed 20,000 of the approximately 100,000 harkis repatriated to France following the Algerian War in the Rivesaltes camp. Located in rural French Catalonia, it had previously lodged foreigners and French citizens whom the government removed from society. The decision to house the harkis in this camp, made during summer 1962 as the French government extricated itself from its 132-year empire in Algeria, symbolized that they were aliens: Berber and Arab repatriates, nearly all of whom obtained French nationality shortly after they arrived in France, were targeted by government housing policies that distanced them from public view. The camp's architecture, living conditions, isolation from French citizens, military oversight, and “reeducation” classes, beyond functioning as powerful symbols, reinforced—and contributed to—the government's treatment of the harkis as aliens. Over the twenty-seven months it remained open, Rivesaltes fostered an exilic existence for these harkis and socially excluded them from French society. | <urn:uuid:a7a85c00-c80d-44b1-9b07-aa7e0c508c4b> | {
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This is Why We Must Be Teaching With Imagination, and How to Do It
In a truly creative classroom, teachers need to plan time in their lessons for change and growth. They must allow children to transition from knowledge gathering and memorizing to synthesizing and puzzle solving. This comes from teaching with imagination and encouraging students to learn in the same way.
Imagination is what stays when teachers are gone from their students’ lives. It’s what students have taken from a creative classroom and into real life. While basic knowledge and facts are important building blocks, imagination is the synthesis of that knowledge. It’s the vehicle that gets learners from point A to point B on their own.
Creativity is a process that can be learned for sure, but the fuel that fires it—our imagination—is a personal voyage of discovery that we can encourage. Students have to use and trust their own imaginations in order to exercise them. It’s a path they have to take on their own. We can guide them through the process by teaching with imagination and modelling that wonder, but it’s their own skills that will serve them.
What we can do is give them ample opportunities to use their imaginations in settings that challenge their creativity. We can ask the right questions and give hints, but we have to stand back. This is a big part of teaching with imagination.
Why do we need to continue teaching with imagination? Because imagination drives human discovery.
Fostering a Creative Classroom With Imagination
Why do we need to always be teaching with imagination? As previously discussed, since we can’t teach imagination itself, as teachers we need to model it. We have to remain imaginative in our own problem-solving tasks. This is especially true when it comes to helping students overcome learning difficulties that might arise. Here are a few ways we can do that.
Encourage Growth: Let them know the difference between knowledge and imagination. Posters can be starting points for conversation; say, things like:
- Now that we know the facts, let’s see how can use that information to solve this problem.
- What kinds of strategies can we use to tackle this issue?
No matter what, when teaching with imagination, keep your language focused on Growth Mindset. Your own curiosity has to be infectious.
Keep Playing: Try word games, puns and riddles, solve-the-mystery stories, lateral thinking puzzles, and more. It’s one thing for them to solve the ones we give them—when they make them up themselves, it’s all the sweeter. You’ll find plenty of inspiration for play in this Critical Thinking Workbook.
Be inspired: Imagination inspires and teachers and friends who imagine outwardly inspire those around them. Their love of learning and curiosity are infectious. There seems to be an erroneous concept that facts have to be presented first before the fun imaginative investigations can take place, but don’t get stuck there. Imagination gives rise to other questions. It’s then that new facts can be presented with more relevance than if you simply were to give them to students on the board.
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Learning anything comes with some kind of labour whether it's time spent, a search for meaning, or a simple struggle to understand. Every learner is different, and with those differences eventually will come the process of overcoming learning... | <urn:uuid:aa6924f4-6fb6-400a-bc1f-929aa02b073d> | {
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A diode is a unidirectional conductive component made of semiconductor materials.The product structure is generally a single PN junction structure, which only allows current to flow in one direction.Diodes are widely used in rectification,voltage stabilization,protection and other circuits,and are one of the most widely used electronic components in electronic engineering.
Diode Characteristics Test is to apply voltage or current to Diode,and then test its response to excitation.Usually,Diode Characteristics Test requires several instruments to complete,such as digital multimeter,voltage source,current source, etc.However,a system composed of several instruments needs to be programmed,synchronized, connected,measured and analyzed separately.The process is complex, time-consuming,and takes up too much test bench space;Complicated mutual trigger operations have disadvantages such as greater uncertainty and slower bus transmission speed.
Therefore,in order to quickly and accurately obtain Diode test data such as current-voltage (I-V), capacitance-voltage (C-V) characteristic curves, etc.One of the best tools for implementing Diode Characteristics Test is a source measure unit (SMU).The Source measure Meter can be used as a stand-alone constant voltage or constant current source,voltmeter,ammeter,and ohmmeter,and can also be used as a precision electronic load.Its high-performance architecture also allows it to be used as a pulse generator,waveform generator,and automatic Current-voltage (I-V) characteristic analysis system supports four-quadrant operation.
The diode iv characteristic is one of the main parameters to characterize the performance of the PN junction of a semiconductor diode. The diode iv characteristics mainly refers to the forward characteristic and the reverse characteristic.
When a forward voltage is applied to both ends of the diode,in the initial part of the forward characteristic,the forward voltage is very small and the forward current is almost zero.This section is called the dead zone. The forward voltage that cannot make the diode conduction is called the dead zone voltage.When the forward voltage is greater than the dead-zone voltage,the diode is forward-conducting, and the current rises rapidly as the voltage increases.In the current range of normal use,the terminal voltage of the diode remains almost unchanged when it is turned on,and this voltage is called the forward voltage of the diode.
When the reverse voltage is applied,if the voltage does not exceed a certain range,the reverse current is very small,and the diode is in a cut-off state.This current is called reverse saturation current or leakage current.When the applied reverse voltage exceeds a certain value,the reverse current will suddenly increase,and this phenomenon is called electrical breakdown.The critical voltage that causes electrical breakdown is called the diode reverse breakdown voltage.
The diode characteristics that characterize the performance and application range of diodes mainly include parameters such as forward voltage drop (VF), reverse leakage current (IR) and reverse breakdown voltage (VR).
Under the specified forward current,the forward voltage drop of the diode is the lowest forward voltage that the diode can conduct.The forward voltage drop of low-current silicon diodes is about 0.6-0.8 V at medium current levels;the forward voltage drop of germanium diodes is about 0.2-0.3 V;the forward voltage drop of high-power silicon diodes often reaches 1V.When testing,it is necessary to select different test instruments according to the size of the working current of the diode: when the working current is less than 1A,use the S series source measure meter for measurement;when the current is between 1 and 10A, it is recommended to use the P series pulse source measure unit;HCP series high current desktop pulse source is recommended for 10~100A;HCPL100 high current pulse power supply is recommended for above 100A.
Depending on the material and structure of the diode,the breakdown voltage is also different.If it is lower than 300V,it is recommended to use the S series desktop source measure unit,and if it is higher than 300V it is recommended to use the E series high-voltage source measurement unit.
During high current testing,the resistance of the test lead cannot be ignored, and the four-wire measurement mode is required to eliminate the influence of the lead resistance.All PRECISE source measure meters support the four-wire measurement mode.
When measuring low-level currents (<1µA),triax connectors and triax cables can be used.The triaxial cable consists of an inner core (main, the corresponding connector is the central contact),a protective layer (the corresponding connector is the middle cylindrical contact),and an outer sheath shielding layer.In the test circuit connected to the protection terminal of the source measure meter,since the protective layer and the inner core of the triax are equipotential,there will be no leakage current,which can improve the low current test accuracy.
In addition to I-V test, C-V test is also required for diode parameter characterization. The C-V measurement method can obtain characteristics such as diode doping concentration and defects; the diode C-V test solution consists of S series source measuring unit, LCR, test fixture box and host computer software. | <urn:uuid:4934ffd9-dc5f-4c19-97a6-62105b31dfff> | {
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Benjamin Cousins, a researcher for IFPRI, says that today there are many situations, such as cohabitation without marriage, to which traditional norms do not apply. Consequently, “Many women have lost access to land.” In addition, the men are largely considered the “household heads” and are the only ones who are named on title documents.
Occasionally, in the event of separation, divorce, or widowhood a woman’s right to the land is upheld. In these cases, however, “Widows lucky enough to get land were allocated the smallest lots” (Kimani). This is one of many examples of how women are systematically disadvantaged. When cultures view women as unequal to men, they often receive unequal opportunities in government and are thus hindered from improving their own condition (“Women’s Land”). Without equal opportunity, “Women are economically disempowered” and “do not enjoy the same economic, social and cultural rights as men” (Kameri-Mbote). Disempowerment of women is only worsened by women’s limited access to education. Young girls’ lack of education keeps women “largely unaware of the law, or, if aware, unable to seek their active implementation” (Kameri-Mbote). Due to highly patriarchal communities and traditions, boys are typically the ones who inherit land (Kimani).
Women are expected to have access to land through her father before marriage and through her husband after marriage. However, after marriage land is often inherited by a son or other male relative, not the wife. Today, these traditions prove to be a serious obstacle to improving women’s access to land. Even though women would not have more rights than men, Strengthening land rights for women can “disrupt existing power balances” (Markham). For example, some men may view stronger women’s land rights as a threat to their authority or masculinity. Such a threat may cause some to react violently to their perceived loss of control (Markham).As a result of traditions and cultural norms, women often lack sufficient rights to their land, despite women in Africa contributing to “70 percent of food production,” and “nearly half of all farm labor” (Kimani). Land rights are most often “held by men or kinship groups controlled by men, and women have access mainly through a male relative” (Kimani).
A map of percent agricultural land owned by women paints a clear picture of the problem: | <urn:uuid:7e0373af-4f53-41ba-b8fa-f2e52a07329a> | {
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By the summer of 1816, as the ash cloud circulated high above the northern hemisphere, climate changes were destroying vital crops in Europe, the U.S. Northeast, and the eastern Canadian provinces.
Among the hardest hit of Northeastern states was Vermont.
The state was already struggling after the War of 1812 also known as America's Second War of Independence against the British. When this climate crisis hit the state's slowly recovering post-war economy in 1816, it spelled disaster for many Vermonters.
Farmers, especially war veterans returning to Vermont fields after the War of 1812, bore the brunt of the natural disaster in the state.
According to most Vermont weather records-based largely on newspaper accounts-January and February 1816 were warm and spring like. Such warm winter weather didn't indicate the terrible summer to come in the Year Without a Summer.
"March (1816) was cold and stormy. Vegetation had gotten well along in April, when real winter set in," wrote a newspaper reporter.
"Sleet and snow fell on 17 different days in May. In June there was either frost or snow every night but three. The snow was five inches deep for several days in succession in the interior of (the Adirondack Mountains in) New York, and from ten inches to three feet in Vermont and Maine.
"July was cold and frosty, ice formed as thick as windowpanes in every one of the New England states. August was still worse. Ice formed nearly an inch in thickness and killed nearly everything green in the United States and in Europe."
According to the same reporter, by the spring of 1817, corn prices skyrocketed; the crop price jumped from $5 in 1816 to $10 a bushel in 1817.
Observers often wonder why 1815, rather than just 1816, wasn't as bad a year weather wise. After all, Tambora erupted in April of 1815. But the effects of the volcanic winter were delayed as will occur in 2010-11, following the prolonged Icelandic Eyjafjallaj kull eruption. | <urn:uuid:b1508b42-4feb-442f-9cc5-930ab30fcc98> | {
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Stars twinkle due to the Earth’s atmosphere. As light from a star travels through the vacuum of space and enters our atmosphere, it encounters varying layers of air with different temperatures and densities. These layers cause the light to refract, or bend, in different directions. This refraction varies constantly due to atmospheric turbulence, making the star’s light appear to flicker or ‘twinkle’ when observed from the ground.
Let’s discuss in detail
Unravelling the Mystery of Twinkling Stars
The Journey of Starlight: Stars emit light that travels vast distances across the vacuum of space. This journey is straightforward until the light reaches the Earth’s atmosphere, where the twinkling phenomenon begins.
Entering the Earth’s Atmosphere
Upon entering the Earth’s atmosphere, starlight encounters layers of air with varying temperatures and densities. These atmospheric variations are primarily due to factors like altitude, geographical location, and weather conditions.
The Effect of Atmospheric Turbulence
The differing air densities and temperatures cause atmospheric turbulence. This turbulence bends or refracts the light rays from the star as they pass through the atmosphere, a process known as atmospheric refraction.
Constantly Changing Refraction
The refraction of starlight is not constant but changes rapidly due to the ever-shifting nature of the Earth’s atmosphere. These fluctuations result in the light path of the star altering continuously as it travels to the observer’s eye.
Visual Perception of Twinkling
To the observer on the ground, these variations in refraction make the star’s light appear to change in brightness and position. This perceived flickering or ‘twinkling’ is more pronounced for stars near the horizon, as their light passes through more atmospheric layers.
The Atmospheric Influence
Thus, the twinkling of stars is a result of atmospheric turbulence affecting the path of starlight. This natural phenomenon highlights the complex interaction between celestial light and the Earth’s atmospheric conditions. | <urn:uuid:7e5a6cbc-024c-47fb-959f-faec29e38aac> | {
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As a form of media, advertising can be defined as a way of communicating to an audience in attempt to persuade them to take an action, such as to make a purchase. Modern advertising is usually based on research that is paid for by a company and targeted towards a specific group of people.
Advertising began to really develop during the 19th and 20th centuries when new forms of media were spreading. Innovations like the printing press allowed for advertisements to reach larger audiences. In today’s internet era, advertisers can now reach millions of viewers with online advertisement.
Even though we generally associate advertising with the targeted ad campaigns we have grown used to seeing, advertising can be much simpler than that. The earliest advertisements were signs hung over stores to let people know what service was associated with the business. Since many people were illiterate, the advertising would be simply a picture such as a boot for a shoe-makers shop.
As advertising began to develop into more complex mediums, an advertising theory grew. This theory established a series of steps that consumers must go through before they will take the desired action suggested in the advertisement. The first of the steps is simply awareness followed by knowledge, liking, preference, conviction, and the purchase (or other action).
There are many techniques used in advertising today ranging from sex appeal to fear tactics. Now, there are even companies which can monitor consumers’ subconscious brainwaves in order to determine an advertisement’s effectiveness. | <urn:uuid:3503ecf8-c197-49e4-a96c-260dc31b1e38> | {
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Do your students struggle to make inferences? Do they have trouble explaining a conclusion once they draw one? Perhaps they do not really understand the difference between explicit and implied information. With this worksheet, you can easily conduct a formative assessment, practice making inferences and drawing conclusions, review before a test, or wrap-up a lesson. Using a brief, original passage, students determine whether information is explicit or implied, and document their inference with a quote from the text. It can be used as a Do Now/Bell Work, homework, mini-lesson, or assessment. | <urn:uuid:0629b9dd-86ea-4806-add8-8a8499970dd2> | {
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The results showed that the alpha receptor played a key role in increasing aggression in short days and decreasing aggression in long days.
"So the differences in how estrogen affected behavior in long days compared to short days could not be explained by the hormone using different receptors in different times of year," Trainor said.
So how did estrogen have opposite behavioral effects depending on seasonal light conditions?
The researchers generated another hypothesis by using microarrays, small chips that examine thousands of genes at a time to see which ones are active. They compared genes from mice living in winter-like short days with those living under longer day lengths. The results showed that certain genes associated with estrogen were more active in the long-day mice than in the short-day mice.
That suggested estrogen works in mice living in long days through these specific genes, creating a genomic pathway leading to less aggressive behaviors, Trainor said.
The flip side of this finding is that estrogen increases aggression in short-day mice through different cellular mechanisms not involving genomic pathways.
While it would be difficult to test that hypothesis directly, neuroscientists know that when hormones work through genomic pathways, behavioral effects can take hours, days or even weeks to occur. But neuroscientists believe that when hormones send messages to cells outside of this gene-controlled network, behavior can change in minutes.
So in another study, the researchers injected short-day and long-day mice with estradiol, a type of estrogen. The findings showed that the injection increased aggression in mice in winter-like short days almost immediately. It had no noticeable immediate behavioral effect on the mice living in longer day lengths.
Overall, then, these studies showed estrog
Source:Ohio State University | <urn:uuid:f6992141-49f3-40e3-8716-0d02754d414b> | {
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Griqualand West is proclaimed a separate Crown Colony .The discovery of diamonds in South Africa in 1866 resulted in a flood of treasure hunters, especially from England, streaming to the interior of the country. Ownership of the diamond fields was contested by the Boer republics of the Orange Free State and the Transvaal, as well as various other groups like the KhoiKhoi, Koranas under Andries Waterboer, and the Batlhaping under Chief Mankuroane.In 1870, Transvaal President Andries Pretorius declared the diamond fields as Boer property. Immigrant miners were enraged and a former British sailor called Stafford Parker organised his fellow countrymen and drove all the Transvaal officials out of the area. On 30 July 1870 he declared the Klipdrift Republic and by December of the same year about 10 000 British settlers made their home in the new republic. Parker was also chosen as President It was also called the Digger's Republic and the Republic of Griqualand West.In the 5th of August 1879 it became a separate British Crown Colony. However, this did not settle the conflict of ownership. The Batlhaping under Mankuroane and the Qriquas rebelled against British in an attempt to regain their independence. British forces crushed the rebellion. Chief Mankuroane fled to neighbouring Tswana chiefdoms but Chief Montshioa of the Barolong Boo Ratshidi urged other Tswana chiefs not to give rebellious chiefs refuge in their chiefdoms. Finally, British forces captured Chief Mankuroane and Qriqua leaders. The republic sat next to the Vaal River, but existed for an extremely short time. During the following year Boer forces attempted to regain the territory through negotiation, but were unsuccessful, and on 27 October 1871 British forces marched in and occupied the small country. It became the Griqualand West colony and eventually was incorporated into the Orange Free State.
Potgieter, D.J. (ed) 1973. Standard Encyclopaedia of Southern Africa POP-SLA. Cape Town: Nasionale Opvoedkundige Uitgewery.|https://www.buckyogi.com/footnotes/natkl.htm|https://flagspot.net/flags/za_kd.html
www.sahistory.org.za › Culture of South Africa | <urn:uuid:17a435b1-ca18-444a-8fca-c8599fcffe0d> | {
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This assignment uses brief scenarios and Excel to teach discrete probabilities including Binomials, Hypergeometric, and Poisson. Students are asked to pair values from the problem with the correct variable. Then, students are given instructions for using Excel functions to calculate binomial, hypergeometric, and poisson distributions. The workbook contains 4 tabs where the first tab goes through each step of calculating mean, variance, and standard deviation of a general discrete distribution. The Binomial tab begins with a single Binomial calculation and then walks the student through a cumulative calculation. The last 2 tabs are Hypergeometric and Poisson. This assignment has been used in a Community College setting. | <urn:uuid:ea351aeb-b787-4ff6-9e3a-b037924ec21d> | {
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This year I will stress growth mindset with all of the children. People used to think that we were either smart or we weren't. Our intelligence was fixed; however, our brains can grow and change over time. Our brains are like a muscle. We need to use them to get stronger and smarter.
People with a fixed mindset will avoid challenges and give up easily. People with a growth mindset will embrace challenges, give their best effort, and believe their intelligence can change if they work hard.
In the classroom, I will encourage the children to have a growth mindset when they encounter struggles. Below are some ways you can also help your child to have a growth mindset.
1. Talk about having a growth mindset with your child. At the end of the day, ask, "Were mistakes made today and what did you do to overcome them?"
2. Praise your child for the effort put into a task. Try to avoid saying, "You're so smart." Instead try saying, "Wow! You worked really hard."
3. Help your child understand that failure is okay! Remind your child that the brain grows when faced with challenges.
4. Help your child to believe in his/her abilities. Guide your child to redirect his/her thinking when tempted to give up.
Learn More About Growth Mindset | <urn:uuid:4e6ade6e-639d-43ad-b4b6-7a4604aaf5d0> | {
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Abraham Lincoln came to understand that to achieve a lasting peace, slavery must end.
Grade Range: 9-12
Resource Type(s): Reviewed Websites, Primary Sources, Lessons & Activities
Duration: 90 minutes
Date Posted: 10/11/2016
The goal of this inquiry is to introduce students to historiography as they wrestle with historical significance within the context of a historical controversy. The common narrative about the end of slavery has given credit to President Abraham Lincoln, who earned the nickname “The Great Emancipator.” However, over the past 30 years, many scholars have sought to revise this narrative, with a critical mass now arguing that the slaves freed themselves. Students look at the laws that emancipated certain slaves over time and then examine the arguments contemporary historians have made about who was responsible for freeing the slaves. This inquiry invites students to engage with the actual historical debate, but rather than focusing on the veracity of claims, students concentrate on the significance of the issues behind the claims. By looking at the controversy about who freed the slaves, students should understand why this issue matters 150 years later. It is important to note that, in their contrasting interpretations, scholars do not really disagree on the facts of emancipation, but rather on the interpretation of those facts. This crucial difference is key to helping students engage in what it means to think and act like historians.
United States History Standards (Grades 5-12)
Historical Thinking Standards (Grades 5-12)
Common Core State Standards (Grades 9-10)
CCSS.ELA-Literacy.RH.9-10.2 (Key Ideas and Details): Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.5 (Craft and Structure): Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-Literacy.RH.9-10.6 (Craft and Structure): Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Common Core State Standards (Grades 11-12)
CCSS.ELA-Literacy.RH.11-12.2 (Key Ideas and Details): Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.5 (Craft and Structure): Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
CCSS.ELA-Literacy.RH.11-12.6 (Craft and Structure): Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 9-12)
D2.Civ.4.9-12.(Civics): Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested.
D2.His.14.9-12. (History): Analyze multiple and complex causes and effects of events in the past.
D3.2.9-12. (Gathering and Evaluating Sources): Evaluate the credibility of a source by examining how experts value the source.
D3.3.9-12. (Developing Claims and Using Evidence): Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims.
D3.4.9-12. (Developing Claims and Using Evidence): Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both.
D4.2.9-12. (Communicating and Critiquing Conclusions): Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical). | <urn:uuid:38fc6fb1-e710-4614-bee2-24d162fdcbeb> | {
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Published on Dec 4, 2012
View full lesson: http://ed.ted.com/lessons/what-makes-...
What trials unite not only Harry Potter or Frodo Baggins but many of literature's most interesting heroes? And what do ordinary people have in common with these literary heroes? Matthew Winkler takes us step-by-step through the crucial events that make or break a hero.
Lesson by Matthew Winkler, animation by Kirill Yeretsky. | <urn:uuid:d802211a-9919-4958-8420-bbdf10db6e16> | {
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What is this resource?
Part of a 10-chapter series, the 12 pages of chapter 5 share how schools and Local Education Agencies can create positive school environments where diversity is valued as is the inclusion of English Learners (ELs) with their same age peers. If a program is designed to be segregated, this document provides guidelines to ensure students move from the segregated setting to environments with their non-EL peers as soon as possible. The tools include a diversity self-assessments for students, resources to address harassment and bullying, samples of a self-monitoring aid, and resources. The entire series can be found at: http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html
Why is it valuable?
The full inclusion of English Learners (ELs) depends on their interaction with peers and access to coursework alongside their non-EL peers. This chapter addresses both of these issues through offering overview information, tools, and resources.
Authors: U. S. Department of Education, Office of English Language Acquisition
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Also known as custard apple, chirimoya )
by Scott Sheu
“Deliciousness itself,” was Mark Twain’s characterization of this luscious fruit after sampling its flesh. The meltingly soft texture and fragrant flavor of the fruit has caused it be called the custard apple at times, although it is not to be confused with the actual custard apple. It is also referred to as the “lost fruit of the Incas” or the “pearl of the Andes” and was often depicted on prehistoric ceramics by prehistoric cultures in Peru (Oxford).
Origins and Distribution
The cherimoya is native to the slopes and valleys of the Andes Mountains in Ecuador and Peru. The cherimoya could already be found in southern Mexico, Central American, and further down in South America by the time the Spanish conquistadors came in the sixteenth century.
From the eighteenth century onwards, the cherimoya was disseminated throughout the world. The cherimoya is infamous for being a demanding crop; it requires much attention and prefers a mild, subtropical climate, preferably on mountain slopes that are close to the ocean. In 1871, California became the first and only place in the United States that produces the cherimoya.
The cherimoya is an important commercial product in Chile, where it is considered the national fruit by some. Though the tree can be found in various subtropical locales, the only places that produce the fruit on a significant commercial scale are Chile, California, and Spain though it is popular as a garden fruit throughout the northern countries of South America (Van Damme and Scheldeman). Because the fruit splits open and bruises extremely easily, the cherimoya was rather difficult to find until recently.
The cherimoya plant is a smaller, dense tree that is evergreen or semi-deciduous. Its branches are spreading and hold dark green, ovular leaves that are a velvety texture on the underside. The leaves range from 2-8 inches long, are typically 4 inches wide, and have prominent veins. The tree produces fragrant, brown and pink-colored flowers that have six petals and are hermaphroditic: they exist as female flowers for 36 hours and then open into male blossoms (CRFG).
The fruit of the cherimoya is heart-shaped or conical, and usually measures 10-20 cm long and 7-10 cm wide. The skin is pale green and thin, and is slightly raised so that it resembles scales, causing its appearance to be compared to the globe artichoke (Oxford). The cherimoya’s flesh is creamy white, custard-like soft, moderately juicy, and has a subtle fragrance. It is described by most as tasting like a cross between a pineapple, banana, strawberry, and papaya. The flesh contains many hard, black seeds that should not be consumed because of their toxicity.
Culinary Usage The cherimoya fruit is a prized dessert fruit and regularly sells for extremely high prices outside of plantation areas. Its tantalizing flesh is soft enough to resemble custard or ice cream and it is often frozen to encourage the resemblance. In fact, it is often used as an ice cream flavor in Peru and is a popular filling in Chile as an ice-cream wafer and cookie filling (NRC).
It is most commonly eaten by simply scooping the raw flesh out of the fruit or peeling it. The cherimoya can also be transformed into a drink; Colombians mix the juice with water and a slice of lemon for beverages (Morton).
The cherimoya fruit skin and its crushed seeds are toxic; ingestion of either is discouraged except by those well familiar with their medicinal qualities. The seeds have been used for insecticides while a dilution of the skin can induce paralysis.
The dried flowers are used as flavoring in snuff in Jamaica while rural Mexicans sometimes use a dilution of the seeds to induce vomiting or defecation (Morton). The pulverized seeds are also used to kill lice and treat parasitic skin problems. The skin can also be brewed into a tea for treatment of pneumonia.
HYPERLINK “http://www.rarefruit-sa.org.au/Espalier/Fruit/Cherimoya%20Espalier.jpg” http://www.rarefruit-sa.org.au/Espalier/Fruit/Cherimoya%20Espalier.jpg
HYPERLINK “http://en.wikipedia.org/wiki/File:Cherimoya_cut_hg.jpg” http://en.wikipedia.org/wiki/File:Cherimoya_cut_hg.jpg
HYPERLINK “http://www.tradewindsfruit.com/cherimoya5.jpg” http://www.tradewindsfruit.com/cherimoya5.jpg
“Cherimoya.” California Rare Fruit Growers (CRFG). Web. http://www.crfg.org/index.html. Morton, Julia. “Cherimoya.” Fruits of Warm Climates. Miami: Florida Flair Books, 1987. Web. http://www.hort.purdue.edu/newcrop/morton/index.html. Popenoe, Wilson. Manual Of Tropical And Subtropical Fruits. New York: MacMillan, 1920. Print. United States. National Research Council (NRC). Advisory Committee on Technology Innovation. Lost crops of the Incas : little-known plants of the Andes with promise for worldwide cultivation. Washington D.C.: National Academy, 1989. Print. Van Damme, Patrick, and Xavier Scheldeman. “Promoting cultivation of cherimoya in Latin America.” Food and Agriculture Organization of the United Nations 50 (1999). Web.http://www.fao.org/docrep/x2450e/x2450e00.HTM. | <urn:uuid:6ae407c8-cad5-4ec9-8e66-2966ddab1038> | {
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Click on the links below to preview selected pages from this course.
- Introduction to Regression Analysis
- Predicting a Value
- A Regression Analysis Example
- A Regression Analysis Example, continued
- Calculating the Y-Intercept
- Prediction Using the Resulting Equation
- Given the following creatinine standards:mg/dLAbsorbance30.1460.2690.38What is the correct form of the regression line?
- Given the data and linear regression line you calculated on the previous question, what is the expected absorbance of a 10 mg/dL sample?
- True or false: you should make a scatterplot of your data before you calculate the regression line.
- A scatterplot of the data below is shown on the right, confirming a linear relationship. Given the following data, calculate the regression line.xy2 9...
- Introduction to Least Squares Method of Best Fit
- Introduction to Least Squares Method
- The Least Squares Line
- Standard Error of Estimate
- Calculate the sum of squares for line B. To do this, you must calculate , the difference y-, and the squared difference (y-)2 for each point, and then...
- Using the sum of squares from the previous question (440.25), calculate the Standard Error of Estimate for line B to the nearest thousandth using the ...
- Least Squares Calculation
- Determining the Least Squares Line
- Formulae for Determining the Slope and Intercept
- Calculating the Standard Error of Estimate
- Correlation Coefficient
- Example Regression Line Calculation
- Using the Least Squares Formulae
- Determining Se and r2
- Data for Questions
- Using the data, calculate the total of the (x-)(y-) values. What is the total (rounded to the nearest whole number)?PointReference Method (x)Test Meth...
- Using the same data, calculate the total of the (x-)2 values. What is the total?The average of x is 20 and the average of y is 23.8.PointReference Met...
- Using the formulas below and the information from the previous questions (shown again in the table below), what are the slope and y-intercept of the l...
- What is the Standard Error of Estimate for this regression line, using the shortcut form of the equation shown below:a = 2.4b = 1.070= 23.8PointRefere...
- Calculation of Confidence Intervals for Least Squares
Level of instruction: Intermediate
Intended audience: This course is appropriate for laboratory professionals, and for students in clinical laboratory science programs who want a review of the statistics that are analyzed for assessment of quality control.
Author Information: Mary Ann Fiene, MT(ASCP), has authored several articles on the subjects of curriculum development, competency evaluation, and job restructuring. Her articles have appeared in the Journal of Allied Health, American Journal of Medical Technology (now published as Clinical Laboratory Science), and Medical Laboratory Observer.
Ms. Fiene was affiliated as an educator with the Kettering Medical Center School of Medical Technology.
Alan Reichert, PhD, is a professor of finance at Cleveland State University in Ohio.
About the Course: This course is part of a series of courses adapted for the web by MediaLab Inc. under license from Educational Materials for Health Professionals Inc. Dayton OH, 45420. Copyright EMHP. The course was reviewed and revised in 2012.
These are the most common topics and keywords covered in Linear Regression Analysis: | <urn:uuid:99c5cee1-9734-42ee-a5dd-5be53a6236c1> | {
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Differentiated Instruction Benefits All Students
- Students come into our classrooms and schools with different backgrounds, cultures and a wide range of cognitive abilities, assets and experiences. Sometimes the only thing students in a classroom have in common is their age!
- Fair does not always mean equal – sometimes we need to think “outside the box” so that we can meet the needs of our diverse learning population. In order to be fair to all students we must differentiate their learning AND our instruction.
Teachers will know...
...practical methods to build interest with students
...how to motivate the unmotivated
...how to use Storytelling for Project-Based Learning
...how to grab and keep student interest
...how to incorporate fun and divergent ways of learning
...how to develop critical thinking in the student’s approach to learning
...how this can be modified for all kids and communities
...how to become real to their students
...how to use human graphing to get immediate feedback from students
...how to quickly assess how effective their lesson is going | <urn:uuid:e9ac92cb-8c3c-4d02-a536-dfdf4a41d018> | {
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Dr. GoldenMany eating disorders (EDs) programs have noted a marked increase in the number of teens who previously were obese or overweight presenting with frank eating disorders. In their attempt to lose weight, these adolescents may have resorted to unhealthy and unsustainable methods such as skipping meals or using diet pills or laxatives.
Even though their weight now is in the normal range, these individuals have medical and psychologic findings similar to those with classic anorexia nervosa. They may present to the pediatrician with severe bradycardia or orthostasis, signs of medical instability.
A new AAP clinical report addresses the interaction between obesity prevention and EDs in teenagers. It also provides pediatricians with evidence-informed tools to identify behaviors that predispose to both obesity and EDs and guidance on messaging.
The report Preventing Obesity and Eating Disorders in Adolescents, from the AAP Committee on Nutrition, Committee on Adolescence and Section on Obesity, is available at http://pediatrics.aappublications.org/content/early/2016/08/18/peds.2016-1649 and will be published in the September issue of Pediatrics.
Behaviors linked to weight problems
While most adolescents who develop an eating disorder were not previously overweight, some teens may develop an eating disorder as they try to lose weight.
Research has shown that certain behaviors such as dieting, weight talk and weight teasing predispose to both obesity and EDs in teens, while frequent family meals are protective of both conditions.
Research has shown that frequent family meals protect against obesity and eating disorders in teens. A new AAP clinical report recommends that families eat together as a way to model healthy food choices.
Dieting, defined as caloric restriction with the goal of weight loss, was associated with a twofold increased risk of becoming overweight and a 1.5-fold increased risk of binge eating five years later in a large prospective study of healthy teens (Neumark-Sztainer DR, et al. Am J Prev Med. 2007;33:359-369).
Another study found that normal weight girls who dieted in ninth grade were three times more likely to be overweight in 12th grade compared with non-dieters (Stice E, et al. J Consult Clin Psychol. 1999;67:967-974).
Weight talk, or comments made by family members about their own weight or to the child to encourage weight loss, has been linked to both overweight and EDs. Teasing children about their weight also has been associated with the development of overweight, binge eating and extreme weight-control behaviors in girls and overweight status in boys.
Body dissatisfaction is a known risk factor for both obesity and EDs. Adolescents who are more satisfied with their bodies report parental and peer attitudes that encourage healthful eating and exercise to be fit, rather than dieting.
Obesity prevention messaging, if done correctly, should not predispose to EDs in teens. The clinical report recommends that pediatricians do the following to prevent weight-related problems:
- Discourage dieting, skipping of meals or use of diet pills to lose weight. The focus should be on a healthy lifestyle rather than on weight.
- Encourage more frequent family meals, which provide an opportunity to model healthy food choices and provide time for teenagers and parents to interact.
- Promote a positive body image among adolescents. Body dissatisfaction should not be used as a reason to lose weight.
- Encourage families not to talk about weight but rather to talk about healthy eating and being active to stay healthy.
- Carefully monitor weight loss in an adolescent who is obese or overweight to ensure the teen does not develop the medical complications of semi-starvation.
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2013-9-3 there is a support document for each indicator and it has been provided as living things) their environment and take notes of their learning. 2018-6-1 noun, plural: living things thus, a living thing refers to any organism or form that has life when inside their host,. 2012-12-3 animal adaptations to the desert materials copy of student to their environment objectives living things to live in the desert. 2018-6-14 effects: the non-living environment when living things get too hot or too cold, their other living things the effects of the living environment will.
Ambient assisted living and enhanced living environments: principles, technologies and control separates the theoretical concepts concerning the design of such systems from their r read full description. Ecology definition is the relationships between a group of living things and their environment ecology defined for kids ecology noun ecol. 2008-12-24 welcome to the exciting and amazing world of living things go outside and look around you look at the sky, the soil, trees, plants, people, animals.
2018-3-7 to understanding individual animals, and in turn populations of animals, you must first understand the relationship they have with their environment the environment in which an animal lives is referred to as its habitat a habitat includes both biotic (living) and abiotic (non-living) components of. 2018-5-30 environment is everything that is around us it can be living or non-living things it includes physical, chemical and other natural forces living things live in their environment. 2017-10-24 all living organisms respond to their environment living things respond to their environment response to stimuli is an important characteristic of life.2017-8-31 living things are organisms that display the wwwreferencecom by a community of organisms interacting with their environment both living and. 2000-4-10 the biosphere is a life-supporting global ecosystem, where each living things depends on each other and the environment the ecosystem includes all living organisms and the abiotic or nonliving environment on which they depend for their energy and the nutrients they need to live. Collins english dictionary the study of living things, their environment, and the relation between the two the new dictionary of cultural literacy,. 2008-5-23 this relationship evolved as a response to their feeding patterns living in large groups is not in the large scheme of things, the spider monkey was. 2016-7-8 different animals tend to live in different habitats that suit their which thrive in an environment that suits them see if you can spot living things.
2018-6-14 we explain 7 characteristics of life with video tutorials and quizzes, description: learn about the living things duplicate their genetic code and produce. Independent lifestyle in a welcoming environment nestled in the scenic beauty of knoxville's countryside free eco living tips if you have a college degree and want to become an advanced practice registered nurse your future begins here non-nurses can earn their clinical a description of living things and their environment doctorate in four. 2018-6-10 big ideas characteristics of life there are a few aspects of living things that are common to all living things these characteristics of living things include: are made up of one or more cells, can reproduce, grow and develop, obtain and use energy, and respond to their environments. 2012-8-29 living organisms produce offspring of their own kind make you less fit for your environment cooperation may occur between two species who provide things.
2007-10-8 living things and their environment match the correct letter with the description 1 plants make their own food in a process called 2. 2018-6-11 energy cycle in living things energy to allow plants and animals to do their is essential for sensing your environment as well as for reacting to. 3rd grade science skills interactions between living things and their environment you will also find a description of each object in the deck.Download | <urn:uuid:ae13e2fc-5f2e-45f1-ad47-13caae7a7905> | {
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Flaubert’s childhood could provide great insight into his predisposition for depression. He was born on December 12th in 1821. He had four brothers and a sister. Three of his brothers, who were very close in age to Flaubert, died at a very young age (Gastaut et al., 1984). Flaubert had a complicated relationship with his younger sister, Caroline. They were close to one another; however, Flaubert struggled to keep up with her academically (Gastaut et al., 1984). Flaubert was believed to have dyslexia, which could have resulted in feeling isolated and contributed to low self-esteem as a child (Gastaut et al., 1984). His niece, Madame de Commanville, described Flaubert’s dyslexia, stating, “My grandmother taught her eldest son to read and then wished to do the same with the second child. Little Caroline learned rapidly at a time when Gustave was still trying, but could not succeed. After great effort to understand the symbols, which meant nothing to him, he would burst out in great tears” (Gastaut et al., 1984). It seems likely that Flaubert’s early childhood had a great influence on his confidence. Seeing his sister have an easier time learning to write and read as his first introduction into schooling, could have made him feel incompetent and powerless. Growing up in the 1820s, there were no scientific terms for dyslexia or any other learning disabilities. Without the words to describe or understand why he had a difficult time learning to read and write, only compounded his feelings of frustration with himself.
As Flaubert entered school, he dedicated his time to learning to read in order to keep up with his peers. Madame de Commanville commented on Flaubert’s voracious reading, “But when Gustave was almost nine and entry into College came near, it was essential to learn [to read]…Gustave became resolute and then over several months caught up with other children of his age” (Gastaut et al., 1984). By ten years old he was reading the works of French historians and writers such as Michelet, Froissart, Commines, and Hugo. By 13 years old, he was writing plays, historical dramas, and novels (Gastaut et al., 1984). He once stated, “My life is not its acts, but its thoughts.” (Gastaut et al., 1984). Flaubert internalized his childhood more so than one would expect a young thirteen year old would. Despite Flaubert overcoming dyslexia, he seemed to never be on the same intellectual or emotional developmental timeline as his peers. Due to Flaubert spending his childhood writing novels and plays, it seems as though he did not dedicate time to making friends. Spending his youth primarily alone may have contributed to his feelings of depression and disconnection to those around him. Flaubert had made comments in his adult life contemplating his ‘melancholia’ (Steegmuller, 1980); however, we see that his habits of rumination were present as a young boy, expressing that his life is about ‘its thoughts’. Research has shown that rumination is a symptom and ‘perpetuator’ of Major Depressive Disorder (Papageorgiou & Wells, 2003). Both young Flaubert’s statement and avid desire to write could be symptoms of his depression, as writing is a form of rumination. It is evident that Flaubert’s level of intellectual curiosity and drive was unparalleled as a child, making him stand out amongst his peers. This could have contributed to having him live a life of ‘thoughts’ rather than actions because he did not find common interest among his peers who were not reading french philosophers as a young boy, thus feeling isolated.
Further contributing to Flaubert’s proneness to depression was his closeness to his father’s work as a doctor. Flaubert’s correspondence exhibited an interest in death as a young boy. On recounting his childhood, he discussed his infatuation with his father’s work on cadavers. He stated, “The dissecting room of the hospital gave on our garden. How many times my sister and I used to climb the trellis, cling to the vines, and peer curiously at the cadavers on their slabs! The sun shone on them, and the same flies that were flitting about us and about the flowers would light on them and come buzzing back to us…I still see my father raising his head from his dissecting, and telling us to go away” (Steegmuller, 1980). Flaubert remembers this ominous part of his childhood quite vividly, even the flies that would hover around him and the bodies evoke a feeling of unease. This appeared to be a common occurrence for Flaubert, as his father would repeatedly tell him to go away. Other accounts of Flaubert described him as visiting the morgue quite frequently as a child (Steegmuller, 1980). It appears as though Flaubert had an infatuation with death that is unusual for a young child.
Further adding to Flaubert’s unusual childhood habits is his description of observing the mentally ill as a young boy. He remembered, “The first time I saw insane people was here in Rouen, in the asylum, with poor Pere Parain. Sitting in cells, chained around the middle, naked to the waist, disheveled, a dozen women were screaming and tearing their faces with their nails. I was then perhaps six or seven. These are good impressions to have when young: they make a man of you” (Steegmuller, 1980). Flaubert looks fondly back on what would typically be extremely traumatic experiences for a young child. It is challenging to understand mental illness and violence as a six or seven year-old; yet Flaubert remembers this as an integral moment of maturity for him. It is possible that Flaubert felt connected to the mentally ill and even deceased. Such experiences would indubitely affect one’s own mental health. This is not to say that Flaubert’s peculiar upbringing caused his depression, but it is possible that there were markers of mental illness at a young age that have been overlooked. | <urn:uuid:b9544e27-a85c-4e7c-bd79-2e652947a8fc> | {
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1887-1921: Prehistory: The International Union of Catholic Students
“If Catholics were not the first to found an international student union, it seems at least that they were the first to have the idea.” In 1887, Baron George de Montenach of Fribourg, Switzerland, the president of the Swiss Students’ Society proposed the idea at the General Assembly of the Society to create an “International Union of Catholic Students.” On August 23rd, 1887, Montenach’s idea was accepted by the Society and it was approved by Pope Leo XIII. The bishop of the diocese, the future Cardinal Mermillod, led the discussions of the provisional committee. Georges de Montenach was chosen as President of the Union and traveled around Europe to visit with the existing student organizations and to help in the establishing of new ones.
Because of the efforts of Montenach and other leaders, over 7,000 students traveled to Rome in 1891 for a pilgrimage. As part of that event, 1,700 of them attended the assembly of the Union and 300 of them worked on drafting the statutes, with Fribourg as the headquarters. “Unfortunately, political complication soon gave a mortal blow to this young Union. And eventually very little remained of this Congress. Different efforts, notably in 1893, 1900 and 1917, to give life again to the Union, were fruitless.”
The Union would play an important role as it was closely linked with what was called the Fribourg Union. The Fribourg Union, made up of lay intellectuals met each October from 1885 to 1891 to study contemporary problems that had emerged with the divisions of classes, the emergence of the industrial worker class and the other social problems emerging in the era of industrialization. Because of this work, the Fribourg Union was charged with the task to be a “think-tank” in helping Pope Leo XIII to draft the historic foundational document of modern Catholic Social Teaching, Rerum Novarum by Pope Leo XII.
Although the International Union of Catholic Students was short lived its vision would continue with the national groups, especially the Swiss Students’ Society, the Federazione Universitaria Cattolica Italiana (FUCI) and the different German student associations. | <urn:uuid:0f047660-beb0-4e07-9a0d-4ca5ca4326e6> | {
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GCSE Mathematics. Targeting Grade C. Handling Data Unit 3 Interpreting Graphs. If not you need. TOP: Practise interpreting different charts Practice 1: What do scatter diagrams tell you? Practice 2: How do you read a line graph? Practice 3: How to compare box plots.
Targeting Grade C
Unit 3 Interpreting Graphs
If not you need
TOP: Practise interpreting different charts
Practice 1: What do scatter diagrams tell you?
Practice 2: How do you read a line graph?
Practice 3: How to compare box plots.
Practice 4: What do stem and leaf diagrams tell you?
TOP:Make two comments for each of the following charts. Also,
state which bar is the mode.
The number of people who play golf are represented in this pictogram
Represents 20 golfers
2) The bar chart shows information about the favourite drink of each student in a class.
Practice 1: Look at the following scatter diagrams. Do they have positive or negative correlation and what does that mean?
Practice 2: For the following line graph, answer the questions given.
1) Barry’s pulse rate is taken every 6 hours over 3 days. The graph shows his pulse rate in beats per minute.
Practice 3: Compare the following box and whisker plots. Remember to compare
the median (middle bar in the box) and the lower and upper quartiles (lower and
upper bars of the box), as well as the start and end points of the whiskers.
Quartiles represent Quarters of the data – the lower quartile is ¼ of the data and is found ¼ of the way along the data set. The upper quartile is ¾ of the data and is found ¾ of the way along the data set. The median is ½ or 2/4 of the data.
Practice 4: For the following stem and leaf diagram, answer the questions given.
Sherri recorded the number of students late for school each day for 21 days. The stem and leaf diagram shows this information.
a) Find the median number of students late for school.
b) Work out the range of the number of students who are late for school.
Next for answers
Lower Quartile = 152
Upper Quartile = 177 | <urn:uuid:bd1e9292-4bc7-4006-b13f-80032b312a74> | {
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Nelson River geographical name
River, north-central Manitoba, Canada. Flowing out of northern Lake Winnipeg into Hudson Bay, it is 400 mi (644 km) long. It was discovered in 1612 by the English explorer Thomas Button, and a trading post of the Hudson's Bay Company was established there c. 1670. Fur traders used the river as an inland route. The Hudson Bay Railway now follows most of the river's course.
This entry comes from Encyclopædia Britannica Concise.
For the full entry on Nelson River, visit Britannica.com.
Seen & Heard
What made you look up Nelson River? Please tell us what you were reading, watching or discussing that led you here. | <urn:uuid:92dd5c34-d3f4-4085-9282-9eacd06eab44> | {
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In a array x, count the number of times the number n appears in x.
for example: x = [1 2 3 4 3 2 1 2] and n = 2 the answer should be 3, because 2 appears 3 times in x
Inner product of two vectors
Back to basics 9 - Indexed References
peta to nano (x-ray)
03 - Matrix Variables 5
prime test 2
Add the positive numbers
Connect 4 (the boardgame)
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The memristor is formally defined as a two-terminal element in which the magnetic flux Φm between the terminals is a function of the amount of electric charge qthat has passed through the device. Each memristor is characterized by its memristance function describing the charge-dependent rate of change of flux with charge.
It can be inferred from this that memristance is simply charge-dependent resistance. If M(q(t)) is a constant, then we obtain Ohm’s Law R(t) = V(t)/ I(t). If M(q(t)) is nontrivial, however, the equation is not equivalent because q(t) and M(q(t)) will vary with time. Solving for voltage as a function of time we obtain
This equation reveals that memristance defines a linear relationship between current and voltage, as long as M does not vary with charge. Of course, nonzero current implies time varying charge. Alternating current, however, may reveal the linear dependence in circuit operation by inducing a measurable voltage without net charge movement—as long as the maximum change in q does not cause much change in M.
Furthermore, the memristor is static if no current is applied. If I(t) = 0, we find V(t) = 0 and M(t) is constant. This is the essence of the memory effect.
The power consumption characteristic recalls that of a resistor, I2R.
As long as M(q(t)) varies little, such as under alternating current, the memristor will appear as a resistor. If M(q(t)) increases rapidly, however, current and power consumption will quickly stop.
Magnetic flux in a passive device
In circuit theory, magnetic flux Φm typically relates to Faraday’s law of induction, which states that the voltage in terms of electric field potential “gained” around a loop (electromotive force) equals the negative derivative of the flux through the loop:
This notion may be extended by analogy to a single passive device. If the circuit is composed of passive devices, then the total flux is equal to the sum of the flux components due to each device. For example, a simple wire loop with low resistance will have high flux linkage to an applied field as little flux is “induced” in the opposite direction. Voltage for passive devices is evaluated in terms of energy lost by a unit of charge:
Observing that Φm is simply equal to the integral over time of the potential drop between two points, we find that it may readily be calculated, for example by an operational amplifierconfigured as an integrator.
Two unintuitive concepts are at play:
The upshot is that a passive element may relate some variable to flux without storing a magnetic field. Indeed, a memristor always appears instantaneously as a resistor. As shown above, assuming non-negative resistance, at any instant it is dissipating power from an applied EMF and thus has no outlet to dissipate a stored field into the circuit. This contrasts with an inductor, for which a magnetic field stores all energy originating in the potential across its terminals, later releasing it as an electromotive force within the circuit. | <urn:uuid:433062f0-1b84-40c2-b80b-4d63957a9be3> | {
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Posted on May 25, 2017
Welcome to Mrs. Molina’s 2nd Grade Classroom! You may contact me at [email protected]!
Mondays: Computer 8:15 – 9:00 and Spanish 12:45 – 1:15
Tuesdays: Art 12:30 – 1:30
Wednesdays: Spanish 12:00 – 12:30
Thursdays: Music 9:30 – 10:15
Fridays: Gym 9:45 – 10:45
This week in Balanced Literacy/Science, we have begun to finish our Pollination Unit. This week we learned about the anatomy of a bee and the important parts of the body bees need to survive. For example, we learned that the bee has a pollen basket in its rear legs to store and carry pollen and nectar. Their antennas have sensory cells that allow the bee to smell and touch. We also learned a little bit more about different pollinators and we compared and contrasted their ways of pollinating. Did you know bats pollinate over 300 different types of fruit? We finished the week by reading different featured articles and identifying the different text features that are in featured articles and why including these text features are important. Beginning on Tuesday, students will begin their final, final performance task in Literacy. Students will be put into four groups and given a topic, relating to bees and pollination. Then individually, students will write their own featured article. The four groups are:
- The Bee Life Cycle and its Anatomy
- The Pollination Process
- The Roles of the Honey Bee, Workers, Drone, and Queen Bees
- Other Pollinators
In Mathematics, we continued to learn about the attributes of 2-dimensional shapes. The learned how to identify the angles in each shape. An angle forms when two sides of a shape touch. We also used square tiles to make rectangles to identify the rows and columns that can be used to create rectangles. Finally, we learned how to separate shapes by halves, thirds, and fourths.
This week in Religion, we continued to learn about Mary, the mother of Jesus. We learned that just like our ceremony last week, churches and people all over the world celebrate Mary with special ceremonies and masses throughout the year. On January 1, churches celebrate Mary and that she is the mother of Jesus. She is the holiest saint, born free from sin. She was chosen by God to carry his child. She lived her life the way God wanted her to. She was kind, giving, and always helped others.
During Social Students, we learned about reasons why people work. People work to earn an income. With that income, we must make choices, to buy things we need over things we want. If we need a new pair of sneakers, it is more important to buy that than the newest video game. We learned that there are many different jobs we can do, in order to earn an income. We are consumers, we do not make most of the things we need to survive, we buy them. People who make the things we need are producers, like famers or a tailor.
FIELD DAY 2017: Wednesday May 31, 2017
For Field Day, ALL children must bring in TWO water bottles, sunscreen, a towel and a snack in a paper or plastic bag. These items can be placed into a drawstring bag (or something similar) for your child to carry and bring outside. It is important your child bring in these items on this day. Thank you for your cooperation.
- Brings all necessary items in for field day.
- The NY Historic Society in House Field Trip money was due today. Please send it in ASAP. The fee is $7. Thank you.
Thank you all for what you do! Have a great Memorial Day Weekend!!!! | <urn:uuid:efaf5a33-c94b-4c06-aa50-5cba93b1e4b8> | {
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It takes a lot of skill, experience, talent and artistry to create tooth restorations that look so natural that no one can tell them apart from the originals. To do so requires understanding of the normal anatomy of a tooth as well as of the interactions of light and color.
How the anatomy of a tooth determines color
The color that we perceive when looking at a tooth results from the combined appearance of the tooth’s center core (dentin layer) and its covering enamel. Going from the outside in, the enamel is made of tightly packed crystals of calcium, which cause it to be one of the hardest substances naturally produced by animals. The crystals are also responsible for a tooth’s brilliance and translucence. The dentin is more like bone, a porous living tissue composed of microscopic tubes, interspersed with more calcium crystals. In the very center of the tooth is a central chamber containing the pulp and nerves.
Each of these layers has its own physical and optical properties. Since the enamel is translucent and the dentin is more opaque, most of the tooth’s color comes from the dentin and is transmitted through the enamel layer. Factors that affect this transmission include the thickness and age of the enamel as well as external tooth whitening.
If the enamel is more translucent, more of the color of the dentin shows through. If it is more opaque, the enamel absorbs and reflects light so that less color is visible and the enamel looks brighter.
The language of color composition and reflected light
Color means the whole spectrum in the rainbow. The spectrum is made up of the three primary colors — red, blue, and green. When all are combined, they create white light.
Hue refers to the brightest forms of the colors. The color we perceive depends on the dominant wavelength of light that is reflected by an object.
Value refers to a color’s lightness or darkness. A brighter color has a higher value.
Chroma is the amount of identifiable hue in a color. An achromatic color (without hue) appears gray.
Saturation is a measure of a color’s intensity.
This terminology of color is used not only by dentists and dental technicians, but also by a wide range of artists. It implies expertise and understanding of how colors work, how they vary and change and affect one another.
Contact us today to schedule an appointment or to discuss your questions about bonding to repair chipped teeth. You can also learn more by reading the Dear Doctor article, “Artistic Repair of Front Teeth with Composite Resin.”
Starting college is one of life’s biggest transition moments, the first time many young people can truly say they’re on their own. Their freshman year can be both exhilarating and frightening.
The reason for this seeming dichotomy is that both exciting opportunities and harmful pitfalls abound in college life. One such pitfall that’s often overlooked involves dental health: it’s all too easy to neglect good habits and adopt bad ones. But while it may not seem as harmful as other dangers, inattention to your dental health could create consequences that plague you long after graduation.
But being diligent about dental care can help you avoid serious problems now and in the future. At the top of the list: brush and floss your teeth daily and continue seeing a dentist at least twice a year. Hopefully, your parents or guardians have trained you in these vital habits—and they’re definitely habits you should continue for the rest of your life.
Close in importance to good oral hygiene is a healthy diet. Besides eating primarily “natural” food—fresh fruits and vegetables and less-processed foods—you should also set limits on your sugar consumption. This carbohydrate is a primary food for disease-causing bacteria, so limiting as much as possible the sugar you eat to just meal times will lower your risk for tooth decay.
Another area in which you should tread wisely is alcohol consumption. Besides the obvious consequences of alcohol abuse, immoderate drinking can also cause dental problems. Alcohol (and smoking) tends to dry out the mouth, which can increase the levels of oral bacteria and in turn increase your risk of both tooth decay and periodontal (gum) disease.
Finally, avoid getting piercings involving the lips, mouth or tongue even if it’s the thing to do. Piercing hardware can chip teeth and contribute to the shrinking back of the gums (recession). And be sure you practice safe sex: unprotected sexual activity could expose you to viral infections that cause oral problems including cancer.
Your college years should be an exciting and memorable experience. By practicing these and other common sense dental habits, you’ll be sure to remember these years fondly.
If you would like more information on dental care during college, please contact us or schedule an appointment for a consultation. You can also learn more about this topic by reading the Dear Doctor magazine article “10 Health Tips for College Students.”
People improve their smiles for a lot of reasons: to better their career prospects, to put some juice in their social lives or just to do something special for themselves. But you may have an even stronger reason: a once-in-a-lifetime event—maybe your wedding day—is coming up soon.
You have several options for transforming your smile for the big day—and some are even quite economical. Here are 4 affordable ways to make your smile beautiful for that forever moment.
Cleanings. While dental cleanings should already be part of your regular dental care, scheduling one right before a big event can do wonders for your smile. Not only can your hygienist remove any lingering dull and dingy plaque and tartar, but they can polish your teeth for a brighter shine. Remember, though: dental cleanings support your own hygiene efforts, they don't replace them. Your own daily practice of brushing and flossing will also help you maintain a beautiful smile.
Teeth Whitening. You can also get an extra boost of brightness with a tooth whitening procedure. Using a professional bleaching solution and other techniques, your dentist can lighten your smile to your tastes, from a more natural hue to dazzling white. The whitening effect, though, is temporary, so plan to see your dentist no more than a few weeks before your big day.
Bonding. Perhaps a tiny chip is all that stands between you and a knockout smile. Your dentist may be able to repair that and other minor defects by bonding tooth-colored materials to the chip site. These composite resin materials have the shine of enamel and can be color-blended to match your tooth's natural shade. Composite resins are also fairly rugged, although you should avoid biting down on hard foods or objects.
Veneers. Although more expensive than the previous options mentioned, veneers are still affordable compared to crowns or bridgework. Usually made of thin layers of dental porcelain, dentists bond veneers to the front of teeth to mask mild to moderate problems like heavy staining, disfiguration and minor gaps. But because veneers are custom-fabricated by a dental lab, you'll need to plan them with your dentist at least six months before your event. The resulting change to your smile, though, may well be worth the wait.
If you would like more information on transforming your smile for a special event, please contact us or schedule an appointment for a consultation. You can also learn more about this topic by reading the Dear Doctor magazine article “Planning Your Wedding Day Smile.”
Is having good oral hygiene important to kissing? Who's better to answer that question than Vivica A. Fox? Among her other achievements, the versatile actress won the “Best Kiss” honor at the MTV Movie Awards, for a memorable scene with Will Smith in the 1996 blockbuster Independence Day. When Dear Doctor magazine asked her, Ms. Fox said that proper oral hygiene was indeed essential. Actually, she said:
"Ooooh, yes, yes, yes, Honey, 'cause Baby, if you kiss somebody with a dragon mouth, my God, it's the worst experience ever as an actor to try to act like you enjoy it!"
And even if you're not on stage, it's no fun to kiss someone whose oral hygiene isn't what it should be. So what's the best way to step up your game? Here's how Vivica does it:
“I visit my dentist every three months and get my teeth cleaned, I floss, I brush, I just spent two hundred bucks on an electronic toothbrush — I'm into dental hygiene for sure.”
Well, we might add that you don't need to spend tons of money on a toothbrush — after all, it's not the brush that keeps your mouth healthy, but the hand that holds it. And not everyone needs to come in as often every three months. But her tips are generally right on.
For proper at-home oral care, nothing beats brushing twice a day for two minutes each time, and flossing once a day. Brushing removes the sticky, bacteria-laden plaque that clings to your teeth and causes tooth decay and gum disease — not to mention malodorous breath. Don't forget to brush your tongue as well — it can also harbor those bad-breath bacteria.
While brushing is effective, it can't reach the tiny spaces in between teeth and under gums where plaque bacteria can hide. But floss can: That's what makes it so important to getting your mouth really clean.
Finally, regular professional checkups and cleanings are an essential part of good oral hygiene. Why? Because even the most dutiful brushing and flossing can't remove the hardened coating called tartar that eventually forms on tooth surfaces. Only a trained health care provider with the right dental tools can! And when you come in for a routine office visit, you'll also get a thorough checkup that can detect tooth decay, gum disease, and other threats to your oral health.
Bad breath isn't just a turn-off for kissing — It can indicate a possible problem in your mouth. So listen to what award-winning kisser Vivica Fox says: Paying attention to your oral hygiene can really pay off! For more information, contact us or schedule an appointment for a consultation. You can read the entire interview with Vivica A. Fox in Dear Doctor's latest issue.
For most dental procedures you’re usually back to your regular routine in no more than a day or two (or even hours) afterward. For the most part, the mouth heals rather quickly.
But there may still be a short period of discomfort after tooth extraction, gum surgery or similar invasive procedures. The good news is you will most likely have no need for strong narcotic painkillers — milder, over-the-counter pain relievers are usually sufficient to manage your discomfort.
The most common of these are known as non-steroidal anti-inflammatory drugs (NSAIDs). This group of pain relievers — which include aspirin and ibuprofen — block the release of substances in the body known as prostaglandins that stimulate inflammation that increases pain in damaged tissues. They’re much preferred for mild to moderate pain because they don’t have the side effects of steroids or narcotics like morphine or codeine. They also tend to be less costly than these other prescription drugs.
But while they’re reasonably safe, they can cause problems if you exceed the recommended dosage or use them for prolonged periods. Their blockage of certain chemicals reduces the clotting mechanism in blood leading to a blood-thinning effect. Not only will this increase bleeding, it can also damage the stomach lining and cause ulcers if used over a period of weeks. Improper dosage of NSAIDs has also been linked to miscarriages and repeat heart attacks, which is why they’re not recommended for use during pregnancy or with patients with a history of heart or intestinal problems.
But if taken as directed by your physician or dentist — usually no more than 2,400 milligrams a day and only for a few days — such side effects are quite rare. The benefit is much more common: about five hours of pain relief from a single dose for most people. With the help of ibuprofen or similar drugs, you’ll be on your feet after your dental work in no time.Â
If you would like more information on managing pain after a procedure, please contact us or schedule an appointment for a consultation. You can also learn more about this topic by reading the Dear Doctor magazine article “Treating Pain with Ibuprofen.”
This website includes materials that are protected by copyright, or other proprietary rights. Transmission or reproduction of protected items beyond that allowed by fair use, as defined in the copyright laws, requires the written permission of the copyright owners. | <urn:uuid:03693d9e-3af1-4afc-a338-569f71908cbd> | {
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- Describe how automatic and manual control modes affect generator operations
- Explain the speed droop mode of engine control
- Explain the isochronous mode of engine control
- Explain the kW control mode of engine control
- Describe the engine starting circuit permissive logic
- List the conditions which may result in an automatic engine shutdown/auto-stop
- List the conditions which may result in an engine load reduction
Available in English
When you complete this lesson, you will be able to explain the electrical control modes used to maintain engine speed and the control systems used for starting, stopping, and maintaining safe engine operation.
Sign up to receive free safety resources from Vivid.
Subscribe for Safety ▸ | <urn:uuid:c7835a0e-aefd-4809-97b3-511eaa71977f> | {
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Touchscreen is prevalent and is integrated with many devices, machines, and instruments and is applied to various industries nowadays. There are some different types of touchscreens in terms of structure, functions, and performance. But almost all touchscreen devices contain a touch detection component, a digitizer, a liquid-crystal display (LCD) and backlighting. The combination of these components allows a touchscreen device to detect touch commands as well as project images. These elements work together to enable a touchscreen device to detect touch commands and also present visuals.
To detect the user’s touch position and transmit it to the touch screen controller after receiving it, the touch detection component is placed in front of the display screen. The touchscreen digitizer is a component that transforms analog touch signals into digital touch signals. The LCD is an electronic display that uses liquid pixels as its defining feature. LCDs are required for touchscreens to produce images. A touchscreen won’t produce images if it merely has a digitizer and no display. The LCD is often a panel that is positioned behind the digitizer in touchscreen devices. The visuals on the touchscreen are created with the cooperation of the LCD and backlighting. Since LCDs can’t produce their own light, they require a separate lighting system in order to function. In LCD touchscreens, light-emitting diode (LED) backlighting is often employed. LED backlighting has a long lifespan, high energy efficiency, and substantial illumination. To spread the light produced by LEDs more evenly, some LED backlighting also makes use of optical fiber or light guides.
In addition to the common features mentioned above, the main four types of touchscreens in the market differ in some ways in terms of structure.
Projected Capacitive Touchscreen
The capacitive touch screen generally consists of four layers. A protective glass layer serves as the outermost layer, followed by a conductive layer, a non-conductive glass screen, and a fourth, conductive layer, which serves as the innermost layer. It uses a matrix of tiny electrodes under the glass surface. Compared with resistive touchscreens that used individual wires attached to each pixel, capacitive touchscreen offers thinner displays and higher resolution.
Projected capacitive and surface capacitive touchscreens are well-known capacitive touchscreen types. The primary difference between projected capacitive and surface capacitive touchscreens is that the latter uses two layers of electrodes whereas the former uses a single layer of electrodes.
Resistive touch screens consist of two conductive layers separated by invisible spacers. The layers are covered with transparent indium tin oxide (ITO) coatings that are both electrically conductive and resistive. The bottom layer is usually made of glass or film and the top layer is mostly made of film.
Resistive touch panels come in two different structural configurations. Whether glass or polycarbonate is utilized as the support material (part of the bottom layer), determines how the constructions are different. Film/Glass is a more typical construction for resistive touch panels. The difference lies in the material of the bottom layer and the accompanying support.
Surface Acoustic Wave Touchscreen
The surface acoustic wave touch screen is made of a single glass sheet that has reflectors, receiving transducers, and transmitting transducers. Ultrasonic waves are produced by transmitting transducers and pass across the panel’s surface. The receiving transducers catch the ultrasonic waves after they have been reflected by the reflectors.
SAW touchscreens have a top layer composed entirely of glass. SAW touchscreens have excellent optical clarity thanks to its top layer made entirely of glass. The glass top layer of a SAW touchscreen allows for more light to enter through.
An infrared touch screen is made up of an LCD monitor, an IR touch frame, and an infrared touch overlay. Typically, the overlay is a sheet of protective glass enclosed by an IR touch frame that contains embedded infrared LEDs and photodetectors. To fix the frame and transmit the infrared light emitted by those LEDs, an optical bezel of some sort will be installed between the glass and the frame.
IR LEDs generate invisible infrared beams from the optical bezel, forming grids on the surface of the overlay. Photodetectors are placed to detect interruptions of beams when touch events occur on the screen.
Top One Tech is expertise in providing our customers with projected capacitive touch screens, infrared touch screens, touch monitors and all-in-one touch computers, as well as related customization, production, OEM&ODM services. | <urn:uuid:e018ea38-722a-493b-ad6c-4f2a8ab874a2> | {
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Using a screen reader? You may notice some content and functions are not yet fully supported. As we work to improve our online accessibility, please call one eight hundred four six four seven seven two six. Representatives are available 24 hours a day, 7 days a week to assist you.
Your meter is an instrument that records the amount of energy
that enters your home. The meter measures the gas or electricity flowing through
it and then records this flow of gas or electricity in the numbers on its dials
or digital screen.
If you want to verify a meter reading, or if your NIPSCO bill
seems higher than expected, there’s an easy way to check how much energy
you’ve used by reading your meter.
Here is the general rule to follow for dial-type meters: When
a pointer is between numbers, always read the smaller number. For example,
the pointer on the left seems to have reached 4. To be sure, check the dial
to the right. If the pointer here is zero or beyond, then the pointer of the
previous dial is indeed registering the number in question. In this case, 4
is the correct reading for the left dial and 1 is the right dial reading. The
only exception to the rule is when the pointer is between “9” and
“0”. In that case, you’d read “9” since the “0”
represents “10”. If the pointer is between “0” and “1”
, though, you’d read “0” since the pointer is starting a new
Here are some other helpful meter-reading tips:
Notice that the pointer of each dial moves in the direction
shown by the arrow on the dial.
A complete cycle of each dial causes the pointer of the next
dial to the left to advance from one number to the next. It is similar to your
Many meters have extra dials, sometimes labeled "test
dials". These dials are not used to record your meter reading. Read only
the dials that register 1,000 or more cubic feet of gas.
Record the readings on the dials of your meter carefully in
the same order that the dials appear on your meter.
If you have a remote meter index, reading your meter is easy
because the actual reading appears on the face of the index.
Remember, when the pointer is between two numbers, read the | <urn:uuid:03b95bb4-fbff-4755-8154-2dd3fdd5f32f> | {
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PSY 341K • Language and Thought-W
12:30 PM-2:00 PM
In this course we will explore some questions about the relation between language and thought, taking a Cognitive Science approach. Languages vary in many ways, yet the minds of speakers are similar. We will look at questions about the words people use and how they think; whether language structure affects thought; and some cognitive aspects of language. The course will begin with a short, general introduction to the study of language. The words people use affect and reflect the way they think. We'll consider studies of word use in areas such as war, politics, minority groups, by and about women. At the level of structure, we will study the 'Whorfian' hypothesis, which says in its strongest form that the structure of a language determines the way speakers think. There are interesting studies which compare speakers of English and languages with radically different structures. We will look at supporting and dissenting studies in areas such as color, time, and space. In studying the relation between language and cognition, we will look at clinical studies of normal children and adults, and pathological cases (spina bifida, Williams syndrome). We will ask whether language and cognitive development always proceed together, as they do in normal people, or whether the two can be dissociated.
Final paper; homework; discussion notes; midterm exam
A packet of selected articles and book chapters. | <urn:uuid:51da709c-28a6-401e-91ad-52c52a742c44> | {
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War and its aftermath has grave consequences on people and the environment. Health systems and education suffer, as do supplies of food and water. The legal system is weakened and freedom of speech is restricted. Accountability for state abuses diminishes or even disappears during war. Human rights of women, children, minorities and refugees are particularly compromised.
In addition to the loss of lives, wars also decrease the birth rate. During World War II, about 20 million births were prevented because of the reduced birth rate. Children are considered potential enemies, which makes war more dangerous. In addition, they lack a clear concept of death and are often subjected to atrocities that would not be tolerated by adults.
Some think war is a matter of economic competition. In the past, it was a matter of nation-states battling each other. But the terrorist attacks of September 11 changed the world’s perception of war. In the past, wars were viewed as a conflict between nation-states, and between city-states.
Contemporary war theories divide into two distinct schools. One is based on philosophical and political theories, while the other is based on economic and technological considerations. Both schools include pessimists and optimists. Psychologists and ethologists have contributed to these theories. But no single school has come up with the definitive explanation for war.
War has many dimensions, and strategic leaders must understand this in an expansive way. To do this, we must take a look at how war occurs in a global society. We must consider the complex characteristics of war, who engages in it, and how wars affect future societies. By doing this, we can build strategies to prevent future wars.
The first major Cold War military action occurred on the Korean peninsula in 1954, which resulted in the deaths of five million Koreans. Eventually, the peninsula was split in two, South Korea and North Korea. There was also a conflict on the Indochinese peninsula. French forces supported by the U.S. fought Vietnamese forces. It subsequently settled into a short hiatus.
Propaganda is a vital tool in the national war effort. It appeals to people’s minds, muscles, and money to sacrifice for the cause. In addition, propaganda informs the entire population about the war. This is one of the most powerful weapons in war. The media is the most effective tool for mobilizing a nation. | <urn:uuid:1eda3bf1-8627-4a49-b960-84aefc5a17a3> | {
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Gamma Ray Burst
January 30, 2004
Why do x-ray rings appear to emanate from a gamma-ray burst? The surprising answer has little to do with the explosion itself but rather with light reflected off sheets of dust-laden gas in our own Milky Way Galaxy. GRB 031203 was a tremendous explosion -- a gamma-ray burst that occurred far across the universe with radiation just arriving in our Solar System last December 3. Since GRBs can also emit copious amounts of x-rays, a bright flash of x-rays likely arrived simultaneously with the gamma-radiation. In this case, the x-rays bounced off two slabs of cosmic dust nearly 3500 light-years distant and created the unusual reflections. The longer path from the GRB, to the dust slab, to the XMM-Newton telescope caused the x-ray light echoes to arrive well after the GRB. Click the image for animation. | <urn:uuid:67b26eac-9a88-4f4a-bcbe-6956d4d5502c> | {
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The Blue Damselfly is a beautiful yet fragile bug, with body made of multiple segments. Despite their beauty, Damselflies are extremely voracious predators. This animal is widespread and very common near most still water basins in Europe, the temperate climate area in Asia, as well as a part of North America.
The bug itself has an elongated body, reaching 24-28 mm in length, with a wingspan of more than 35 mm. The eyes are very large and located on the sides of the head, for better food finding. As the name suggests, the Blue Damselfly is indeed coloured blue, a few black spots along the body. Study shows that this animal has looked like this for millions of years and practically has not changed.
The eye positioning of the Blue Damselfly allows it to spot prey in all directions
Blue Damselflies are very common in large numbers near slow flowing waters, overgrown lakes or ponds. They spend most of their lives between the various water plants, where the mature individuals always find enough food, while the females can also find appropriate places for laying eggs. Although the Damselfly has three pairs of legs, they’re not suited for walking, which is why the bug can only fly and not walk. The Blue Damselfly can be observed from early spring to fall.
The development cycle of this animal consists of two stages – the nymph stage when the animal lives underwater and the mature individual life when the bug lives in the air. Nymphs live only in the water and grow quickly, feeding on water organisms. Before becoming a mature individual, the nymph drops the skin about ten times. Upon starting to live in the air, the Damselfly starts looking for a mating partner. After copulation, the female lays eggs on the leaves of water plants. In warmer regions, the Damselflies can mate even three times a year, while in colder areas, the nymph’s development can take up to two years.
Grown individuals have three pairs of legs that are perfectly suited for catching a variety of flies and insects. The Damselfly flies into a swarm of mosquitoes or other bugs and catches prey with the legs, afterward ripping it apart with the strong jaws. They will often fly over plants and pick up larvae and worms. Nymphs, however, prefer a more ambush-like attack. They wait at the bottom of the water basin for a possible prey and then shoot out a specially developed hook-like overgrowth which is located under its head.
Because of their lack of agility, Blue Damselflies often become prey to other Damselflies, birds or any other insect eaters. Also, upon just developing into mature individual state, these bugs are completely unprotected and many of them become a meal to fish or birds. As for human encroachment, these bugs do not seem to be affected as severely as other species of animal. The biggest threat probably is the destruction of the Damselfly’s natural habitat and pollution of rivers and lakes, but currently their population remains stable all around the world.
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Urban and regional planning can and should be a critical part of any long-term climate change prevention strategy. It plays a role in transportation plans that seek to reduce automobile use, congestion and urban sprawl. Such plans are also key to reduce water consumption and the prevention of sea level rise. Urban planning, however, has also contributed to systemic racism across the U.S.
In recent years, urban planning has often focused on the preservation and building of green spaces and new types of lighting installed along city streets. But such an approach goes far from addressing how the decisions of city planners have caused harm to communities of color – from massive mid-twentieth century redevelopment in cities like New York to the building of freeways across Los Angeles. More often than not, America’s highways have been divided, and even obliterated, Black communities.
There are numerous examples of how historically racist city planning practices still have an impact on cities and towns across the U.S. today. The seven-year-long Flint water crisis is among the leading examples of how majority Black communities have endured, among many problems, huge public health risks.
Studies have shown that in many cities like Sacramento, poorer neighborhoods can experience anywhere from 5 to 20 degrees Fahrenheit warmer temperatures in comparison to wealthier and whiter tree-lined communities. Inequalities within Philadelphia have caused the air pollution in its Black neighborhoods to be linked to increased cases of asthma and respiratory diseases that make it among the most deadly air to breathe in the country. Cities in California’s Central Valley have also seen a huge difference in air quality between poor and wealthier neighborhoods, often the legacy of past urban planning decisions.
Denver is one city with leadership that appears aware of how previous city planners’ redlining policies have had long-term effects on poorer and more diverse neighborhoods; the results have included a roadmap that local officials say can help reverse that trend. To that end, Denver’s city government been prioritizing new parks, tree-planting and trail networks to be placed in its areas including northern neighborhoods that city officials had long overlooked. The city’s overarching goal – one shared by other U.S. cities - is to take on urban “heat islands” while improving public spaces that are needed for the people in those neighborhoods to enjoy during those warmer months.
Critics in Denver have been concerned about how these efforts could accelerate gentrification within those neighborhoods, and how past governmental planning interference has long made some residents wary of the city government’s insistence that it wants to help. Nevertheless, by partnering with local non-profits and having open and honest discussions about the what had occurred across Denver in years past, local leaders say they are taking the steps needed to strengthen its neighborhoods in a much more sustainable and equitable way.
The bottom line is that city sustainability plans must go beyond a focus on the environment: They must be inclusive and ensure they no longer contribute to systemic racism, a trend that the pandemic has actually exacerbated. Urban planners and municipal leaders need to deploy new tactics such as allowing communities’ voices be heard, the inclusion of local residents in any decision-making process and a commitment to transparency can help ensure climate justice is a guarantee not only for the few, but for all.
Image credit: Cassie Gallegos/Unsplash
Todd Jones is a Bay Area native who has dedicated his career to sustainable business and fighting climate change. He enjoys the outdoors and spends his free time playing sports, hiking, reading, and exploring new places. He is an alumnus of both Unity College and UC-Santa Barbara. | <urn:uuid:6fdc579a-2ab1-4f6d-9530-6e3e24c05a10> | {
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Deforestation and Degradation
Around the world, forests are being destroyed at a rate of about thirteen million hectares a year and deforestation accounts for an estimated 17 – 20% of all global emissions. In addition, forests and other terrestrial carbon sinks play a vital role in preventing runaway climate change, soaking up a full 2.6 Gt of atmospheric carbon every year. The destruction of forests, therefore, not only emits carbon – a staggering 1.6 Gt a year, which severely impairs forests’ capacity to absorb emissions from other sources – but also drastically reduces the amount of forested land available to act as a carbon sink in the future.
However, the effects of deforestation extend beyond carbon. Rainforests provide a wide variety of ecosystems services, from regulating rainfall to purifying groundwater and keeping fertile soil from eroding; deforestation in one area can seriously damage food production and access to clean water for an entire region. The value of global ecosystem services has been estimated at 33 trillion USD each year (almost half of global GDP), but these services have been taken for granted without a mechanism to make the market reflect their value1. Rainforests are also a home and source of income for a huge number of people in Africa, Asia, and South America. Despite this, economic pressures frequently drive both local communities and national governments in the developing world to exploit these forests in ways that are unsustainable, clear-cutting vast areas for fuel, timber, mining, or agricultural land.
REDD and REDD+
Reduced Emissions from Deforestation and Degradation (REDD) is an emerging system for bringing rainforest conservation within the carbon market. Under this system, companies can offset their carbon emissions by buying credits from programmes that work with local communities to protect sections of rainforest. REDD+, the system currently under discussion through global climate negotiations, broadens the scope of REDD by incorporating conservation, sustainable forest management, and the enhancement of forest carbon stock.
The UN created a collaborative initiative in 2008 to help developing countries create national REDD+ regimes. The UN-REDD programme, funded by donors such as Norway, Denmark, and Spain, has three phases: the development of a national strategy for REDD+; the implementation of that strategy using UN-REDD funds; and the sale of verified REDD+ credits. The countries piloting the UN-REDD programme are the Democratic Republic of Congo, Tanzania, Zambia, Indonesia, Papua New Guinea, Vietnam, Bolivia, Panama, and Paraguay. Most of the national programmes in these countries have now reached the second phase – implantation using UN-REDD funds. | <urn:uuid:655c1408-3875-4aba-975d-407a75ac7c0f> | {
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Subsets and Splits