Dataset Viewer
text
stringlengths 169
618k
| id
stringlengths 47
47
| metadata
dict |
|---|---|---|
Eucalyptus is a genus of over seven hundred species of flowering trees, shrubs or mallees in the myrtle family, Myrtaceae. Along with other genera in the tribe Eucalypteae, they are known as eucalypts. Plants in the genus Eucalyptus have bark, either smooth, hard or stringy, leaves with oil glands, sepals and petals that are fused to form a "cap" or operculum over the stamens; the fruit is a woody capsule referred to as a "gumnut". Most species of Eucalyptus are native to Australia, every state and territory has representative species. About three-quarters of Australian forests are eucalypt forests. Wildfire is a feature of the Australian landscape and many eucalypt species are adapted to fire, resprout after fire or have seeds which survive fire. A few species are native to islands north of Australia and a smaller number are only found outside the continent. Eucalypts have been grown in plantations in many other countries because they are fast growing and have valuable timber, or can be used for pulpwood, for honey production or essential oils.
In some countries, they have been removed because they are flammable. Eucalypts vary in habit from shrubs to tall trees. Trees have a single main stem or trunk but many eucalypts are mallees that are multistemmed from ground level and taller than 10 metres. There is no clear distinction between a mallee and a shrub but in eucalypts, a shrub is a mature plant less than 1 metre tall and growing in an extreme environment. E. vernicosa in the Tasmanian highlands, E. yalatensis on the Nullarbor and E. surgens growing on coastal cliffs in Western Australia are examples of eucalypt shrubs. The terms "mallet" and "marlock" are only applied to Western Australian eucalypts. A mallet is a tree with a single thin trunk with a steeply branching habit but lacks both a lignotuber and epicormic buds. E. astringens is an example of a mallet. A marlock is a shrub or small tree with a single, short trunk, that lacks a lignotuber and has spreading, densely leafy branches that reach to the ground. E. platypus is an example of a marlock.
Eucalyptus trees, including mallees and marlocks, are single-stemmed and include Eucalyptus regnans, the tallest known flowering plant on Earth. The term "morrell" is somewhat obscure in origin and appears to apply to trees of the western Australian wheatbelt and goldfields which have a long, straight trunk rough-barked, it is now used for E. longicornis and E. melanoxylon. Tree sizes follow the convention of: Small: to 10 m in height Medium-sized: 10–30 m Tall: 30–60 m Very tall: over 60 m All eucalypts add a layer of bark every year and the outermost layer dies. In about half of the species, the dead bark is shed exposing a new layer of living bark; the dead bark may be shed in ribbons or in small flakes. These species are known as "smooth barks" and include E. sheathiana, E. diversicolor, E. cosmophylla and E. cladocalyx. The remaining species retain the dead bark which accumulates. In some of these species, the fibres in the bark are loosely intertwined or more adherent. In some species the rough bark is infused with gum resin.
Many species are ‘half-barks’ or ‘blackbutts’ in which the dead bark is retained in the lower half of the trunks or stems — for example, E. brachycalyx, E. ochrophloia, E. occidentalis — or only in a thick, black accumulation at the base, as in E. clelandii. In some species in this category, for example E. youngiana and E. viminalis, the rough basal bark is ribbony at the top, where it gives way to the smooth upper stems. The smooth upper bark of the half-barks and that of the smooth-barked trees and mallees can produce remarkable colour and interest, for example E. deglupta. E. Globulus bark cells are able to photosynthesize in the absence of foliage, conferring an "increased capacity to re-fix internal CO2 following partial defoliation"; this allows the tree to grow in less-than-ideal climates, in addition to providing a better chance of recovery from damage sustained to its leaves in an event such as a fire. Different recognised types of bark include: Stringybark — consists of long fibres and can be pulled off in long pieces.
It is thick with a spongy texture. Ironbark — is hard and furrowed, it is impregnated with dried kino which gives a dark red or black colour. Tessellated — bark is broken up into many distinct flakes, they can flake off. Box — has short fibres; some show tessellation. Ribbon -- is still loosely attached in some places, they can be firmer strips, or twisted curls. Nearly all eucalyptus are evergreen, but some tropical species lose their leaves at the end of the dry season; as in other members of the myrtle family, eucalyptus leaves are covered with oil glands. The copious oils produced are an important feature of the genus. Although mature eucalyptus trees may be towering and leafed, their shade is characteristically patchy because the leaves hang downwards; the leaves on a mature eucalyptus plant are lanceolate, petiolate alternate and waxy or glossy green. In contrast, the leaves of seedlings are opposite and glaucous, but many exceptions to this pattern exist. Many species such as E. melanophloia and E. setosa retain the juvenile leaf form when the plant is reproductively mature.
Some species, such as E. macrocarpa, E. rhodantha, E. crucis, are soug
North Church, is an early 10th-century Alanian church located in Arkhyz, a mountainous region of Karachay-Cherkessia. North Church served as the Cathedral of the Alanian Empire during the 10th -13th centuries; the church was constructed using sandstone. The plan has the shape of a cross; the length of the church without narthex is 21 meters. Some of the frescoes of the late 19th century were painted by DM Strukov. Fragments of ancient plaster without the paint layer, have been preserved during the restoration of the walls of the church. According to v. a. Kuznetsov North Church was constructed from 914-916 and was dedicated to St. Nicholas the miracle worker. Inside the church are an ancient baptistery and cemetery near the south wall. Zelenchuksky Churches Senty Church Shoana Church
Out of Doors is a set of five piano solo pieces, Sz.. 81, BB 89, written by Béla Bartók in 1926. Out of Doors is among the few instrumental compositions by Bartók with programmatic titles. Out of Doors contains the following five pieces with approximate duration based on metronome markings: "With Drums and Pipes" – Pesante. 1 min 45s "Barcarolla" – Andante. 2 min 17 s "Musettes" – Moderato. 2 min 35 s "The Night's Music" – Lento – più andante. 4 min 40 s "The Chase" – Presto. 2 min – 2 min 12 s After World War I, Bartók was prevented from continuing his folk music field research outside Hungary. This increased the development of his own personal style, marked by a sublimation of folk music into art music. Bartók composed Out of Doors in the'piano year' of 1926, together with his Piano Sonata, his First Piano Concerto, Nine Little Pieces; this fruitful year followed a period of little compositional activity. The main trigger to start composing again was Bartók's attendance on 15 March 1926 of a performance of Stravinsky's Concerto for Piano and Wind Instruments in Budapest with the composer as pianist.
This piece and Bartók's compositions of 1926 are marked by the treatment of the piano as a percussion instrument. Bartók wrote in early 1927: It seems to me that the inherent nature becomes expressive only by means of the present tendency to use the piano as a percussion instrument. Another influence on the style of his piano compositions of 1926 was his study and editing of French and Italian -Baroque keyboard music in the early 1920s, he wrote the work for his new wife, the pianist Ditta Pásztory-Bartók, whom he had married in 1923 shortly after divorcing his first wife, who had given him his second son in 1924. Although the set is referred to as a suite, Bartók did not play the set in its entirety, he premièred the first and fifth pieces on the Hungarian radio on 8 December 1926, played the fourth piece separately on numerous occasions. He referred to the set in a letter to his publisher as "five difficult piano pieces", i.e. not as a suite. An arch form in the set has been proposed, with successive tonal centers of E-G-A-G-E, but different tonal centers have been suggested, e.g. D-G-D-G-F.
Nissman shows how individual pieces' motives and endings lead logically into the following piece within the set. Out of Doors was published in two volumes: one contained the first three pieces and the other the last two; the compositional process sheds some light on the interrelation of the five pieces. Bartók's first sketches show pieces 1 and 2 as published; the third piece was added based on unused material for the third movement of the Piano Sonata. Notably, the two final pieces, 4 and 5, form one continuous piece, numbered "3" in the sketches. Bartók applied this juxtaposition of "The Night's Music" in a slow tempo with a presto section in a single piece/movement in the second movement of his Second Piano Concerto; this is the only piece in the set which can be traced to a specific folk song, Gólya, gólya, gilice. Bartók called his piece in Hungarian Síppal, dobbal... translated With a whistle, with a drum... which for Hungarians is up to this day an obvious quote from this folk song. The main motive of Bartók's piece is found in bars 9 and 10.
This motive is taken from bars 6 of the folk song. The only change Bartók made was to accommodate the syncopation; the song text in literal translation: Stork, what made your leg bloody? A Turkish child cut a Hungarian child cured it. With a whistle, with a drum, with a reed violin. Károly Viski quotes this song in reference to the shamanistic origin of the text: If we remember that the Hungarians, like many other people, were adherents of Shamanism in a certain period of their ancient history, these remnants can be understood, but the Shaman, the priest of the pagan Shamanism, is not only a fortune teller, he is a doctor and magician, who drives away illnesses and cures them not with medicines, but with magic spells and songs. And if “he wants to hide”-that is in modern parlance- if he wants to fall into trance, besides other things, he prepares himself by dancing, singing and by performing to the accompaniment of drums ceremonial exercises Traces of this can be found to this day in Hungarian folklore.
The quotation from the folk song that Bartók used contains only the trichord on the second degree of the tonal center in the song: E, F♯, G. In Bartók's piece, this motive makes the tonal center E. Yet, just like the folk song, the piece comes home to the first degree: the tonal center D appears in the piece at the end of the legato B section and the repeat of the A section; the piece is in ternary form with a coda. The opening and coda sections consist of imitations of drums and lower wind instruments—"pipes". A less percussive, legato treatment of the piano is called for in the middle section in the middle and higher register, imitating gentler wind instruments. Bartók made a sketch of an orchestration for this piece in 1931, using for the opening section timpani and gran cassa and -bassoons and trombones; the title refers to a type of small bagpipe. Bartók's was inspired by Couperin; the piece consists of imitating the sound effects of a poorly tuned pair of musettes. There is little
|
<urn:uuid:b6503f56-110f-4789-88e4-2d087ced3fca>
|
{
"dump": "CC-MAIN-2020-24",
"url": "https://wikivisually.com/wiki/Eucalyptus",
"date": "2020-06-01T13:50:10",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347417746.33/warc/CC-MAIN-20200601113849-20200601143849-00341.warc.gz",
"language": "en",
"language_score": 0.9590259194374084,
"token_count": 2786,
"score": 3.796875,
"int_score": 4
}
|
In India, the role played by cooperatives in providing food and related items is important. These cooperatives are playing imperative role in southern and northern parts of India in providing food. The cooperative societies set up shops to sell low priced goods to poor people. For example, in Tamil Nadu, 94 percent of fair price shops are being run by cooperatives.
Another example of cooperatives is the Mother Dairy, in Delhi, which provides milk and vegetables to consumers at controlled rates decided by the Government of Delhi.
Amul, a cooperative of milk and milk products from Gujarat has brought white revolution in the country.
In Maharashtra, the Academy of Development Science (ADS) has created a network of organisation for setting up grain banks in different regions. It also organises training and capacity building programmes on food security. Due to ADS efforts grains banks are setting up in different parts of Maharashtra and now it becomes inspiration for other NGOs to work on same footing and to influence the government policy.
Buffer stock can be defined as the stock of food grains procured by the government through Food Corporation of India with the aim to meet any shortage of demand in future.
Buffer stock (mainly of wheat and rice) is created by the government for following purposes:
1. For distributing grains to the deficit areas
2. For distributing grains amongst poor people at lower prices
3. To meet the problem of food insecurity at the time of natural calamities
The government has ensured the availability to food grains at the country level by carefully designing the food security system. This system has two components: (a) Buffer Stock (b) Public Distribution System.
Many schemes have been launched by the government to provide food security to the people. Two of them are as follows:
1. Food Security Act, 2013: This Act aims to provide food and nutritional security to life at affordable prices and enable people to live a life with dignity. It provides a legal entitlement to subsidised food-grains to 75 % of the country's rural population and 50 % of urban India.
2. Antyodaya Anna Yojana: This scheme was introduced in December 2000. It was meant for the poorest among the BPL families. Under this scheme the poor are given 35 kg of food grains every month at a highly subsidised rate of 3 per kg for rice and 2 per kg for wheat.
It exists when a person is unable to get food for a certain period of time during the year.
Permanent inadequacy of quantity and quality of diet results in chronic hunger.
Irregular nature of work results in irregular income and less capacity to buy food.
Poor sections with very low income are unable to buy good quality food on a regular basis.
e.g. seasonal farming, casual labour activities, construction worker, etc.
e.g. beggars, house help workers, etc.
At the time of natural disaster or natural calamity, the supply of food gets affected in following ways:
Due to adoption of Green Revolution, India has achieved self-sufficiency in food grains production in last thirty years. But still a section of people in India are without food. It is because:
Yes, we believe that green revolution has made India self-reliant in food grains. Since independence India was striving hard to attain self sufficiency in food grains production. In 1969, India adopted a new strategy in agriculture which resulted in the Green revolution (especially in wheat and rice production). In this strategy farmers were encouraged to adopt HYV seeds, new methods of production, irrigation methods, insecticides and pesticides, etc. Owing to this reason India has become self sufficient in food grains during the last thirty years. Now the varieties of crops are grown across the country.
But this growth was disproportionate. The growth rate of food grain production increased in Uttar Pradesh and Punjab immediately after green revolution but the growth rate did not change in other states. The growth rate of foodgrains is increasing in other states now.
The following states are more food insecure in India:
Some of the problems relating to the functioning of ration shops are as follows:
The following people are more prone to food insecurity:
To ensure food security in any country its three dimensions i.e. availability, accessibility and affordability needs to be ensured.
In India, these three dimensions are ensured due to following reasons.
These programmes contribute in ensuring food security in India.
You can refer to NCERT solutions for class 9 anytime during your academic year. Whether you are preparing for class tests or unit tests or pre-board exams, you can refer to the class 9 NCERT solutions easily. The NCERT solutions are available on Extramarks - The Learning App and Extramarks website in the footer section.
If you want to gain good marks in Class 9 examination then we suggest that you go through NCERT books solutions for class 9 listed on the Extramarks website. The solutions are self-explanatory and written in easy to understand language so you can easily learn and ace your exams with the help of these solutions.
NCERT solutions class 9 are self-explanatory and form the basis of examination. Since the exam syllabus is taken directly out of the NCERT books, studying NCERT solutions becomes important to prepare for the exams.
If you want to score good marks in Class 9, follow these tips:
1. Study NCERT Solutions from Extramarks website.
2. Study using Extramarks - The Learning App, practice using the sample papers, and prepare through the interactive video modules.
3. Prepare a timetable and schedule your subjects and save time for revision.. Get concept clarity by tuning in to the Extramarks live classes.
NCERT solutions for Class 9 science are amazingly useful for JEE and NEET and if you are preparing for any other competitive exam then consider studying through the NCERT solutions listed on the Extramarks website. You can also study the 9-10 and other classes syllabus on Extramarks - The Learning App.
|
<urn:uuid:0c55d1e9-0ece-44ac-a6af-eb6bcebe8860>
|
{
"dump": "CC-MAIN-2022-21",
"url": "https://www.extramarks.com/ncert-solutions-for-class-9-social-science-food-security-in-india",
"date": "2022-05-22T03:47:52",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662543797.61/warc/CC-MAIN-20220522032543-20220522062543-00284.warc.gz",
"language": "en",
"language_score": 0.947099506855011,
"token_count": 1231,
"score": 3.578125,
"int_score": 4
}
|
Education is the passport to the future, for tomorrow belongs to those who prepare for it today. – Malcolm X
What is the Definition of Jaw in English? What does Jaw mean? How do you use the word Jaw? What is another word for Jaw? What is the opposite of Jaw?
Jaw Meaning in Bengali
Jaw Meaning in English. English to Bangla online dictionary. "Jaw Definition" in online dictionary.
See also in:
Merriam-webster.com | Wikipedia.com
noun 1. either of two bones, the mandible or maxilla, forming the framework of the mouth. 2. the part of the face covering these bones, the mouth, or the mouth parts collectively: My jaw is swollen. 3. jaws, anything resembling a pair of jaws or evoking the concept of grasping and holding: the jaws of a gorge; the jaws of death. 4. Machinery. one of two or more parts, as of a machine, that grasp or hold something: the jaws of a vise. any of two or more protruding parts for attaching to or meshing with similar parts. 5. Often, jaws. Also called throat. Nautical. a forked piece at the end of a gaff, fitting halfway around the mast. 6. Slang. idle talk; chatter. impertinent talk. verb (used without object) 7. Slang. to talk; chat; gossip. to scold or use abusive language. verb (used with object) 8. Slang. to scold.
|
<urn:uuid:d109feaa-bbcb-4b1a-a44e-6f0025ccf62a>
|
{
"dump": "CC-MAIN-2022-21",
"url": "https://engtoban.com/definition/jaw/",
"date": "2022-05-18T00:45:03",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662520936.24/warc/CC-MAIN-20220517225809-20220518015809-00149.warc.gz",
"language": "en",
"language_score": 0.8944513201713562,
"token_count": 322,
"score": 3.09375,
"int_score": 3
}
|
Write a program using C# arrays that reads data into an array of type int. Valid values are from 0 to 10. Your program should display how many valid values were inputted as well as the number of invalid entries. Output a list of distinct valid entries and a count of how many times that entry occurred.
Use the following test data:
1 7 2 4 2 3 8 4 6 4 4 7
DOWNLOAD SOURCE FILES: 7-1-arrays
|
<urn:uuid:7b9bf5e1-96d9-4146-b284-3b19c27865c2>
|
{
"dump": "CC-MAIN-2020-10",
"url": "http://www.codinghomework.com/c-learn-to-program-counting-elements-in-c-array-and-manipulating-c-arrays/",
"date": "2020-02-19T14:07:46",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875144150.61/warc/CC-MAIN-20200219122958-20200219152958-00375.warc.gz",
"language": "en",
"language_score": 0.8761438727378845,
"token_count": 97,
"score": 3.28125,
"int_score": 3
}
|
Very special thanks for the first photo of Neotrygon ningalooensis to Dr. Kirk R. Gastrich, he has take this photo in the Eastern Gulf of Shark Bay, Western Australia; 11th of September, 2009.
The Northern wobbegong occurs in shallow water and is often found in turbid areas.
Flattened benthic sharks with dermal lobes on sides of head, symphysial groove on chin, variegated but rather sombre colour pattern of rounded, ocellate dark dorsal saddles with entire edging and light margins, interspaced with broad dusky areas without spots or reticular lines; also, mouth in front of eyes, long, basally branched nasal barbels, nasoral
grooves and circumnarial grooves, two rows of enlarged fang-like teeth in upper jaw and three in lower jaw.
Diagnostic Features: Nasal barbels without branches. Two dermal lobes below and in front of eye on each side of head; dermal lobes behind spiracles unbranched and broad. No dermal tubercles or ridges on back. Interspace between dorsal fins longer than inner margin of first dorsal fin, about half first dorsal-fin base. Origin of first dorsal fin over about last fourth of
pelvic-fin base. First dorsal-fin height about equal to base length. Colour: colour pattern variegated but dull and sombre compared to most other wobbegongs, dorsal surface of body with small, rounded, ocellate, light-edged saddle marks with entire margins, separated from each other by broad, dusky spaces without spots or broad reticulated lines.
Distribution: Western South Pacific: Confined to Australian waters (Queensland, Northern Territory and Western Australia).
Habitat: A little-known but possibly common tropical inshore bottom shark of the Australian northern continental shelf. Occurs on shallow-water reefs in water less than 3 m deep, often in turbid areas.
Biology: A nocturnal shark, inactive during the day,sometimes seen with its head under a ledge. Probably ovoviviparous.
Presumably feeds on bottom invertebrates and fishes, but diet unrecorded.
Size: Maximum to at least 63 cm and possibly 100 cm; a
45 cm male was mature.
Interest to Fisheries and Human Impact: Interest to fisheries none at present. Conservation status unknown.
Local Names: Northern wobbegong, North Australian wobbegong
Literature: Whitley (1939, 1940); Marshall (1965); Compagno (1984); Michael (1993); Last and Stevens (1994).
Sutorectus wardi (Whitley, 1939)
Classification: Biota > Animalia (Kingdom) > Chordata (Phylum) > Vertebrata (Subphylum) > Gnathostomata (Superclass) > Pisces (Superclass) > Elasmobranchii (Class) > Neoselachii (Subclass) > Selachii (Infraclass) > Galeomorphi (Superorder) > Orectolobiformes (Order) > Orectolobidae (Family) > Orectolobus (Genus) > Orectolobus wardi (Species)
|
<urn:uuid:9dffb9f3-f95e-4300-9aa5-4c8376da07de>
|
{
"dump": "CC-MAIN-2018-39",
"url": "https://it.reeflex.net/tiere/8359_Orectolobus_wardi.htm",
"date": "2018-09-23T21:05:07",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267159744.52/warc/CC-MAIN-20180923193039-20180923213439-00534.warc.gz",
"language": "en",
"language_score": 0.8410535454750061,
"token_count": 702,
"score": 3.203125,
"int_score": 3
}
|
Hepatitis A Virus Antibodies
If you have symptoms of an infection with or have been exposed to the hepatitis A virus; to detect previous infection or vaccination
A blood sample taken from a vein in your arm
How is the sample collected for testing?
A blood sample is taken by needle from a vein in the arm.
Is any test preparation needed to ensure the quality of the sample?
How is it used?
There are two kinds of antibody to the hepatitis A virus (HAV).
IgM (immunoglobulin M) is the first antibody produced by the body when it is exposed to a virus (remove glossary). This test is used to detect HAV infection in a patient with evidence of acute hepatitis, such as jaundice, dark urine, pale coloured stools, fever and loss of appetite. It appears two to three weeks after infection and has disappeared after two to four months.
IgG (immunoglobulin G) antibody develops later, continues to rise for several months and usually remains present for life, protecting the person against further infection by the same virus.
There is a specific test for HAV IgM antibody and a positive result is diagnostic of an existing HAV infection. There is no accepted test that is specific for HAV IgG antibody so a ‘total’ test that recognises both kinds of antibody is used. If the IgM test is negative, a positive test for total HAV antibodies is evidence of past infection or vaccination.
When is it requested?
Testing for the presence of IgM antibodies to hepatitis A is done if you have the symptoms or are likely to have been exposed to the virus. If you are being considered for the HAV vaccine, a total antibody test may be requested before you are given the vaccine to see if you need it (if the antibodies are already present, the vaccine won’t help you). Once you have completed the two doses of the vaccine, the total HAV antibody test can also be used to see if you have responded to the vaccine.
What does the test result mean?
If the total HAV test result is positive, the IgM antibody test is negative and you have not been given the HAV vaccine, you have had a hepatitis A infection in the past - even if you were not aware of it. About 30% of adults over age 40 have antibodies to HAV. If you have been given the vaccine, a positive result means you are immune to HAV and cannot be infected by it.
Is there anything else I should know?
It is presumed that one infection with hepatitis A produces lasting immunity against further infections.
If a test is done after a vaccination and is negative it does not necessarily indicate the lack of immunity. This occurs because the lab assays do not detect low levels very reliably.
How could I have been infected with the virus without knowing it?
The virus is found in contaminated water and faeces. You may have eaten raw fruit or vegetables handled by an infected person who did not wash their hands properly or you may have eaten raw or poorly cooked seafood that had fed in contaminated waters. Children are often infected by HAV and either do not become sick or have very mild symptoms such as fever and diarrhoea, and are often thought to have "flu".
Is there any way to prevent the disease?
Can I perform this test at home?
|
<urn:uuid:f218c172-6f7f-4770-ae85-20f4295dc643>
|
{
"dump": "CC-MAIN-2019-35",
"url": "https://labtestsonline.org.uk/tests/hepatitis-a-virus-antibodies",
"date": "2019-08-20T19:45:08",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027315558.25/warc/CC-MAIN-20190820180442-20190820202442-00342.warc.gz",
"language": "en",
"language_score": 0.9617274403572083,
"token_count": 704,
"score": 3.5,
"int_score": 4
}
|
Electric lighting is responsible for over one quarter of the energy used in commercial buildings in the USA. One reason why it continues to be a major contributor to operating costs is because many commercial buildings are still equipped with T12 light bulbs.
As of July 14, 2012, the U.S. no longer manufactures or imports most T12 lamps. These include most standard four foot T12 lamps, eight foot T12 lamps, and two foot T12 U lamps used in commercial buildings. The EPA recommends retrofitting all T12 fixtures in an effort to reduce the use of mercury and fossil-based fuel, and to support this effort, utility districts have created incentive programs to encourage property owners to upgrade their lighting. T12 light bulbs can be easily retrofitted to T8 light bulbs which are smaller, use less energy, and have less mercury in them than T12 bulbs. The other alternative, not as easily retrofitted, are LED bulbs that have no mercury in them at all.
Definition of lamp types
Fluorescent lights are tube shaped lamps with a chemical phosphor coating on the inside of the tube. The have small pins on each end that fit into the ballasts located in light fixtures.
T12 lamps have a diameter of 1 ½ inches (or 12/8th of an inch.)
T8 lamps are fluorescent lights one inch (or 8/8ths) in diameter.
T5 lamps are 5/8th in diameter.
LED lights use light emitting diodes to produce light very efficiently. An electrical current passes through semiconductor material, which illuminates the tiny light sources we call LEDs. LEDs do not contain mercury.
The smaller the lamps the more energy efficient they are. T8 bulbs use about 35% less electricity to produce the same amount of light as a T12. T5 bulbs use about 45% less energy than T12s. For some applications, one T5 bulb can replace two T12 bulbs, providing even greater energy savings (a process called “de-lamping.”)
The process, however, can be more complex than plugging in a new bulb. Older bulbs, like T12s, used magnetic ballasts while newer, more efficient T8s and T5s use electronic ballasts. T8s can be retrofitted into T12 fixtures. In some cases, changing to T5s requires replacing or rewiring the whole light fixture, adding significant cost and complexity in the interest of improved efficiency.
The typical T12 four-lamp fixture uses 172 watts of power between the lamps and ballast. LED equivalents typically use only 50 watts, 71% less energy per fixture. Not only are they brighter per watt, they also last longer than even the preferred florescent bulbs. T8 and T5 bulbs can last up to 4 years maximum, which sounds good until you learn that LED bulbs can last up to 10 years in a new fixture. With replacement lights, there is almost no price differential between LEDs and T5s. With the energy savings being so great the no-brainer is to go with LEDs.
In a 2013 article, Michigan-based Hovey Lighting, an energy efficient commercial lighting provider, argued the advantages of retrofitting with direct replacement LEDs (where you don’t need to replace the ballast) over T8s. Here are some of their reasons:
“LED Replacement Bulbs are 30% More Efficient
So not only do you get more light from a LED replacement bulb, they use less wattage. LED replacement bulbs only use 22 watts vs 28-32 watts with T8 making the LED 30% more efficient.
LED Still Give Off Light At End-of-Life
A fluorescent bulb at the end of its life is very simple to spot, because it is DEAD, nothing left. A T8 bulb is considered end-of-life at 60% of its light output, which equates to roughly 14,400 hours.
LED replacement bulbs on the other hand, calculate the end of life at 70% which is approximately 50,000 hours.
In order to keep up with LED, you will have to replace the T8 bulbs 3.5 times.
LED Replacement Bulbs Have No Mercury
One of the most important differences lies in the fact that there is no Mercury or Glass Content with LED lighting.
In the State of Washington alone, over 10 Million lamps are disposed of in landfills each year. Those 10 Million lamps hold roughly 400 lbs of toxic Mercury waste that gets deposited each year.
Washington State estimates that only 2 out of 10 bulbs are effectively recycled.
LED Does Not Give Off UV
LED replacement bulbs do not emit any light in the non-visible light spectrum (UV). UV/IR light causes colors to fade in fabrics, signage, while also being the leading cause for eye strain and eye fatigue.
Fluorescent T8 bulbs emit UV/IR light.
LED Makes Air Conditioning More Efficient
LED fixtures contribute little to none in regards to heat gain in a room or air conditioned space. The LED generates less heat. Less heat means that the Air Conditioning system does not have to work as hard.
This is vitally important if you are doing a new build or upgrade as you may be able to utilize smaller A/C systems to heat the same area.
LED Provides 70% More Light
The beam angle of the LED replacement bulb is 110 degrees. This means that all of the light generated by the LED bulb is focused in the 110 degree area.
The T8 bulb on the other has a beam angle of 360 degrees. That means the majority of the light generated by the T8 bulb is going out the sides and top of the bulb, which does not benefit the intended target.”
This may lead you to consider retrofitting your lighting for commercial buildings to save energy. But is the initial investment worth it? In our office building the owner sends a technician to replace burnt out light bulbs monthly. At the very least, the longevity of LEDs would save this labor cost.
The decision to retrofit a building can be a difficult and potentially expensive one, but many resources are available to help. In the Portland, Oregon / Vancouver, Washington metro area companies like Pacific Lamp Wholesale, Phoenix Electric and Pacific Energy Concepts lead the way in energy retrofits. They conduct a lighting retrofit analysis, draft an implementation plan and introduce owners to the applicable cash incentive programs offered by the Energy Trust of Oregon (or the local electricity supplier / utility district). These programs change all of the time and need to be reviewed at the time that you are ready to make a retrofit decision. There are currently no federal or state tax credits available for commercial building retrofits.
Recycling old lamps
As previously mentioned, all fluorescent lights contain mercury, and the ballasts for old long-tube lights contain PCBs, so when you do decide to discard your old fluorescents, remember to recycle rather than tossing them in the trash. For large retrofits, the company you contract with will most likely dispose of the old lamps, but for smaller jobs, many local governments and commercial retailers offer no cost recycling drop-offs. Among the larger retailers, Home Depot, IKEA, and Orchards Supply Hardware offer fluorescent recycling. Another option is your city’s hazardous waste facility.
It makes total sense to retrofit buildings and even portions of buildings when you are leasing to a new tenant so you can include it in a tenant improvement plan. Retrofitting the lighting in commercial buildings is a logical step since it saves you money on your electrical bill while improving the lighting. You use less electricity and it makes your building more attractive to lease and easer to work within. So consider retrofitting your lighting as you make decisions to update your commercial building, especially when you are moving in new tenants. Tie the cost to your tenant improvement package.
|
<urn:uuid:6a9ef794-dd47-46f2-8255-e6fce538e638>
|
{
"dump": "CC-MAIN-2020-24",
"url": "https://www.bluestonehockley.com/quickfacts-transitioning-from-t12-to-t8-t5-or-led-lighting-for-commercial-buildings/",
"date": "2020-06-05T22:22:26",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590348504341.78/warc/CC-MAIN-20200605205507-20200605235507-00284.warc.gz",
"language": "en",
"language_score": 0.9185818433761597,
"token_count": 1624,
"score": 3.453125,
"int_score": 3
}
|
f(x) = ax4 + bx3 + cx2 + dx + e.
f(x) = -.1072x4 + 13.2x3 – 380.1x2 – 154.2x + 998
The quartic function takes on a variety of shapes, with different inflection points (places where the function changes shape) and zero to many roots (places where the graph crosses the axis). For a > 0, three basic shapes are formed (graphed with Desmos.com):
Why Use Quartic Regression?
Quartic regression is another option for finding a line of best fit for data; It fits just as well as a cubic regression function and may even provide a better fit.
When modeling the data, the coefficient of determination (R2) will guide you when comparing different regression models (Aufmann & Nation, 2013). R-squared gives you the percentage variation in y explained by x-variables. The range is 0 to 1 (i.e. 0% to 100% of the variation in y can be explained by the x-variables). So when comparing models, the model with the higher R2 is the “better” model because it explains more variation in the model.
How to Perform Quartic Regression on the TI 83
On the TI-83, follow the instructions for quadratic regression in the TI83 / TI89. The steps are exactly the same, except you choose #7 from the menu, instead of #5.
Note though, that you need at least five data points to fit a model to a quartic function.
Stephanie Glen. "Quartic Regression" From StatisticsHowTo.com: Elementary Statistics for the rest of us! https://www.statisticshowto.com/quartic-regression/
Need help with a homework or test question? With Chegg Study, you can get step-by-step solutions to your questions from an expert in the field. Your first 30 minutes with a Chegg tutor is free!
Comments? Need to post a correction? Please post a comment on our Facebook page.
|
<urn:uuid:13a7fffb-c8cd-487f-8101-e524a1421634>
|
{
"dump": "CC-MAIN-2020-50",
"url": "https://www.statisticshowto.com/quartic-regression/",
"date": "2020-12-01T14:11:16",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141674594.59/warc/CC-MAIN-20201201135627-20201201165627-00479.warc.gz",
"language": "en",
"language_score": 0.851592481136322,
"token_count": 450,
"score": 3.265625,
"int_score": 3
}
|
What is significant?
Belmont is a two storey bluestone and brick residence. It is believed that Moses Craven built a single storey three-room stone house on the site some time prior to 1857. A further storey was added c. 1876 by James Wilson. Subsequently the building was divided into two residential units.
How is it significant?
Belmont is of historical and architectural significance to the State of Victoria.
Why is it Significant?
Belmont is of historical significance as an early example of residential construction in Melbourne's suburbs. The age of the house is betrayed by the balcony and verandah which are cantilevered over the footpath and by the front door steps which encroach onto the footpath. These unusual features are evidence of the lack of building regulation in Collingwood at the time the house was built. The house is an uncommon example of early bluestone building in Collingwood, given most structures built outside the areas covered by the regulations of the Melbourne Building Act were constructed as small timber houses.
Belmont is of architectural significance because its unusual features provide evidence of the character of early, modest colonial building. The ground floor is constructed of coursed quarry-faced bluestone with irregular quoining around the openings, which are arranged asymmetrically. The placement of the door and window openings indicates greater regard for the internal planning than the external appearance, suggesting that, although the building was constructed of stone, the builder's chief concern was function rather than aesthetics, as was the case with most of the wooden structures built in the area around the same time. The first floor, constructed some time later, is of brick and more typically Victorian in style, perhaps reflecting the more established nature of Collingwood by this stage, although the projecting verandah reminds us of the tenuous regulation that characterised the origins of the suburb.
|
<urn:uuid:32c6c1e6-1c0e-4603-92e8-e53e15458729>
|
{
"dump": "CC-MAIN-2019-47",
"url": "https://vhd.heritagecouncil.vic.gov.au/places/311",
"date": "2019-11-22T04:22:47",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496671239.99/warc/CC-MAIN-20191122042047-20191122070047-00117.warc.gz",
"language": "en",
"language_score": 0.977531909942627,
"token_count": 382,
"score": 3.5625,
"int_score": 4
}
|
Reception children are learning about the feeding habits of birds Forest School style. Off to the field to build a big nest together, working the grass and branches round and around to create the shape. Sticks were placed inside to represent the hungry chicks, then it was off into the woods to find woolly worms. Absolute delight from the children. At first they found the search quite challenging but as their eyes became accustomed to exactly what they were looking for so they speeded up. They found plenty of worms, mostly the brightly coloured ones and used up a huge amount of energy doing it. At the end of the hunt we looked at the different colours and discussed what actual worms and insects look like. Then they were sent to find real mini-beasts, not so easy in the cold weather.
|
<urn:uuid:f3b3a5b1-f144-4cf7-987a-2c16f4993b53>
|
{
"dump": "CC-MAIN-2023-14",
"url": "https://www.harlowgreen.org/2023/01/30/woolly-worm-hunting/",
"date": "2023-03-22T16:17:48",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943845.78/warc/CC-MAIN-20230322145537-20230322175537-00555.warc.gz",
"language": "en",
"language_score": 0.9802405834197998,
"token_count": 160,
"score": 3.046875,
"int_score": 3
}
|
o To consider your values, identity and sense of belonging
o To engage with the communities you belong to
o To approach life as an ongoing learning experience
o To develop skills for a rich and fruitful life
We all belong to communities:
For our communities to function effectively, people need to engage with them. When people feel they don’t have a voice there is a danger they will disengage from their communities, which affects their sense of belonging and ultimately their ambitions.
Within our curriculum at Winston Churchill we have made room for students to develop the knowledge and skills related to the Competencies within timetabled lessons called Winston Extra.
Within this space, students think much more deeply about themselves, their morals and how they project themselves to others. We explore topics such as, ‘Is a free app really free?’, ‘What makes you wealthy?’, ‘How to have a proper conversation’, ‘What is your digital footprint’ and many more.
Throughout the lessons, we focus on our opinion and attitude at the start of a topic to our opinion and at the end. Does knowledge help us make better decisions? How do my opinions and behaviour effect how other people see me?
We encourage students to speak out, teaching them debating skills so they will have the ability to express their opinions effectively as they grow up.
The room is a safe place where, aside from personal comments and bad language, students can explore a wide range of views.
|
<urn:uuid:95478a88-5543-4c3c-814d-5064bbc43c22>
|
{
"dump": "CC-MAIN-2021-04",
"url": "http://www.wcsc.org.uk/curriculum-winston-extra/",
"date": "2021-01-26T15:24:19",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610704800238.80/warc/CC-MAIN-20210126135838-20210126165838-00061.warc.gz",
"language": "en",
"language_score": 0.9519749283790588,
"token_count": 306,
"score": 3.46875,
"int_score": 3
}
|
Itís a Marshmallow WorldÖ
Cunningham Falls State Park
(1/2014) The lyrics of a popular holiday song describe the typical scene for us during the winter months: "It's a marshmallow world in the winter, when the snow comes to cover the ground." While this can be the typical scene for northern climates during the winter months many are not fond of
it. Animals have three options when confronting this prospect: hibernate, migrate, or adapt. Basically itís a love it or leave it prospect, and the hardship that comes during the winter months can be hard to contend with and survive. Through one of these choices each animal stakes their survival and future.
Hibernation seems like a wonderful concept. Personally, I canít stand the cold so to sleep off the winter is very enticing. Hibernation is an evolutionary adaption that helps mammals and reptiles alike survive the winter months. During hibernation metabolic rates essentially come to a grinding halt. Heart rate can drop to as little as 3% of normal
rate. For example, a chipmunk will go from 200 to 5 heartbeats per minute during hibernation. Breathing can slow to half (or more) of the usual rate, with some species stopping breathing entirely. Every living thing burns energy all the time simply by being alive. It takes energy to walk, sleep, breathe, and even to think! Mammals spend a lot of their energy just regulating
body temperature. So in order to get enough energy to do all these things we eat. But during the winter plants stop producing fruit and food is all around a lot harder to come by. So, in order to conserve energy mammals and reptiles will hibernate.
Animals canít undergo this process without a lot of work and forethought though. They must spend a great deal of time building up fat reserves to feed off of throughout this ordeal. During the summer and fall months animals will voraciously eat in order to build up those fat reserves and even store food in close and easily accessible locations to eat
during the winter if they canít build up enough fat reserves for the entire time.
Hibernation isnít really very similar to sleep though. These animals virtually lose all consciousness and are nearly impossible to wake up. When they do eventually come out of hibernation they often exhibit signs of sleep deprivation, and may need to dedicate a substantial portion of time to sleep. The primary difference between sleep and hibernation
basically boils down to what the body is doing. During sleep there are minor physiological changes to the body, itís mostly mental change. Itís also very easy to wake up from sleep, whereas hibernation is nearly impossible making these animals susceptible to predation. Brain activity is actually very similar during hibernation compared with normal active brain activity.
Hibernation just brings animals to the lowest possible metabolic rates they can stand so they require nearly no energy. Animals are given natural cues to start hibernating when the days get shorter and colder. This is the same time that other animals, mostly birds, begin traveling south.
Taking a vacation to warmer climates is another appealing way to spend the winter if youíre not able to hibernate. If you canít find enough food to survive where you are then you can go somewhere else to get it. Birds and insects, like the Monarch Butterfly, can travel thousands of miles to find suitable wintering grounds. Year after year these
critters find the same locations. Scientists believe this is done by navigating with the sun, moon, and stars. They also seem to have the amazing ability to sense the magnetic field of the earth, which they use like a compass. Itís not just birds or insects who migrate south though. Fish, whales, elk, and some species of bats also migrate south. Instead of migrating south
earthworms migrate deeper. They can go down to as far as 6 feet under the top soil, where the temperature is much more regular and habitable for them.
The final way to survive the winter months is to just adapt. Easier said than done Iím sure. These animals will have to make serious changes and work even harder during these tough winter times to survive. It varies from species to species what it will take. Deer and rabbits forage underneath snow cover to find food. If the temperature drops
significantly deer will gather close together in dense tree stands using body warmth to wait out the cold. Shrews which during the summer months eat primarily berries, mushrooms, and insects will hunt exclusively for prey during the winter. Hawks, Owls, and fox, will also continue to hunt for their food. Beavers and squirrels will store up food during the summer and fall
months to snack on throughout the long cold winter months.
Other ways animals prepare for this time is by putting on extra weight. Most animals add an additional layer of fat that helps to insulate the body against the cold. Many animals will shed their fur or molt their feathers and grow a thicker winter coat to assist in insulating body heat. Some animals, like the mountain hare, will even change the color
of their coat. By changing the color of their coats from brown to white they can now camouflage in the snow to avoid getting preyed upon by others.
Whether you weather the weather by hunkering down, relocating, or by simply toughing it out the forest will be bustling with activity again in just a few short months. Personally the migrating option sounds best to me. If Monarchs can hang out in Mexico for 3 months, why canít I? If you are stuck here for the winter just remember that, "the sun is red
like a pumpkin head; It's shining so your nose won't freeze."
Read other articles by Ranger Tim Iverson
|
<urn:uuid:dbac217a-c93b-46fe-87e6-d11a3e0cd516>
|
{
"dump": "CC-MAIN-2017-47",
"url": "http://www.emmitsburg.net/archive_list/articles/misc/itc/2014/mashmallow.htm",
"date": "2017-11-18T23:29:05",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934805114.42/warc/CC-MAIN-20171118225302-20171119005302-00407.warc.gz",
"language": "en",
"language_score": 0.9413210153579712,
"token_count": 1194,
"score": 3.21875,
"int_score": 3
}
|
During his momentous voyage aboard HMS Beagle, Charles Darwin made a series of observations that led him seriously to question, for the first time, the literal truth of the Bible. Like most people, he had accepted Archbishop Ussher's calculation of 4004BC as the date of the world's creation. He was familiar with Lamarck's theory of evolution, but dismissed it as blasphemous nonsense.The Galapagos Islands were to provide the most illuminating experience of that long voyage. Each island, though only 50-odd miles from its neighbours, had its own species: 'This appears to be one of those admirable provisions of Infinite Wisdom by which each created thing is adapted to the place for which it was intended.'
In 1832 a 23-year-old naturalist by the name of Charles Darwin sailed aboard HMS Beagle on a voyage of exploration and discovery. He was to bring forth the outline of a theory of evolution that was to divide the scientific world right up to the present day.
Since 1974 Genesis has created signed limited edition books on behalf of authors and artists ranging from the Beatles to Buckingham Palace.
Genesis news and special offers direct to inbox.
|
<urn:uuid:6da14f48-3498-4944-8534-6630dd1b3294>
|
{
"dump": "CC-MAIN-2020-05",
"url": "https://www.genesis-publications.com/book/0904351122/the-journal-of-a-voyage-in-hms-beagle",
"date": "2020-01-26T22:13:55",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251690379.95/warc/CC-MAIN-20200126195918-20200126225918-00520.warc.gz",
"language": "en",
"language_score": 0.9777784943580627,
"token_count": 238,
"score": 3.109375,
"int_score": 3
}
|
Charting Poetry Part 2Posted: April 14, 2013
As National Poetry Month continues, so does our classroom work around it. Kristine’s kindergarten is hard at work creating original works of staggering genius 🙂 ie, poetry. Poetry can be tricky work for children when too many rules are placed around it, so with inspiration from published poets like Zoe Ryder White (find more about her here) and Valerie Worth (All the Small Poems and Fourteen More), this class decided to go with free verse around topics that were important to them, and ultimately important to all young children.
As with any unit, the study began with understanding the genre, in this case what IS a poem and what ISN’T, which also helps to define expectations for children. Given the amount and variety of poetry that children have been exposed to, it was difficult to nail down specifically what separates poetry from not poetry. In the end the class decided it was really just that stories have words that go all the way across the page, and poems don’t.
After this introductory lesson, the children went off to write so Kristine could get a baseline assessment of what students needed to work on in this unit. Kindergarten writing can sometimes feel like every unit has the same goal: write and draw with meaning and more readability, however, poetry has something special to add – creating lasting images and seeing the world in new ways. We were fortunate to have Zoe Ryder White come into our school early in our unit to talk with children about seeing with “poet’s eyes.”
Zoe first read a poem she had written that looked at the moon in a new way. Then she brought out a bag of ordinary objects and the class co-constructed a list poem (a poem where all the lines relate back to one idea- usually the title) about one object: a pine cone. Zoe asked the students again and again to look past the obvious and imagine more about the simple object. When Zoe and Kristine spoke afterwards, Zoe pointed out this imagining is no different than the imaginary play we value so much in the primary grades. The ability to look at a block of wood and use it as a telephone accesses the same skill set as seeing with poet’s eyes. It struck Kristi that the lessons she was doing around this for poetry would be a perfect cross over for choice time and vice versa.
After the students had been writing and reading (in shared reading and read aloud poems) Kristi kept an eye out for children trying things out that they had seen in these mentor texts. She used these in her shares and minilessons to create a strategy chart of poetic devices.
Whenever crafting charts, it is helpful to find student examples since the children are all within a similar zone of proximal development. Mentor texts do not just need to be in the poetry anthologies you find in a library – they can be in the incidental and accidental work your children create. One child did not realize he had repeated his words, but as he went to cross them out Kristi pointed out that some writers do that on purpose. Another child tried talking to the object in her poem, after the class sang, “You Are My Sunshine.” Both of these were cemented and celebrated in the week’s teaching. Rather than introduce a million different “tricks” the class is now trying these three, or selecting among these options to make a poem more powerful. It is not always the next thing that children need, sometimes it is just this thing – but better.
Finally, a few children carried over construction (as in book construction) work from previous units. The tape, staplers, and post-its all made a reappearance. Kristi constructed a chart to show children when they might choose one option over another. When you have one poem that is very long – you might tape it together. When you have a group of poems that go together (the example has one poem about each family member) you might staple them into a book. This work may seem obvious, but it is not. It asks children to consider: What goes together? What am I creating? These are big questions for little writers.
Let us know some ways you are using charts to support your young poets.
Until next time, happy Poetry Month and happy charting!
Kristi and Marjorie
|
<urn:uuid:7dd7fe8a-19a4-4a13-bf90-d72739648822>
|
{
"dump": "CC-MAIN-2018-13",
"url": "https://chartchums.wordpress.com/2013/04/14/charting-poetry-part-2/",
"date": "2018-03-18T04:17:48",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257645513.14/warc/CC-MAIN-20180318032649-20180318052649-00257.warc.gz",
"language": "en",
"language_score": 0.9746168851852417,
"token_count": 909,
"score": 3.40625,
"int_score": 3
}
|
Regional actions urged to track mercury’s entry into the Great Lakes
Ann Arbor, Mich. – New actions are needed to better understand
how mercury enters the Great Lakes and what can be done to eliminate the health
risks posed by this pollutant. That’s the main recommendation of a report
released today by the Great Lakes Commission, an Ann Arbor, Mich.-based agency
established by the
The report promotes further efforts to monitor mercury in the atmosphere and in rainfall and snowfall to determine how this contaminant enters the region’s lakes and rivers. Recommendations include increasing research on how mercury moves from the atmosphere into fish and whether efforts to cut mercury air emissions will be sufficient to reduce levels in fish to safe amounts.
The U.S. Environmental Protection Agency (USEPA) estimates that as many
as several hundred thousand children are born in the
Mercury enters the
While mercury levels in water are easily measured, the processes by which mercury accumulates in fish are not fully understood. More work is needed to quantify how much of a reduction in mercury emissions is needed to protect to human and wildlife health. The report also recommends steps to better understand how mercury moves from the atmosphere to watersheds and water bodies, how mercury gets converted to the form – methylmercury – that accumulates in fish, and how methylmercury moves through the food chain to affect people and wildlife that consume fish.
The report was prepared with the help of
The report can be obtained at www.glc.org/glad/.
For more information, contact Jon Dettling at 734-971-9150 or
|
<urn:uuid:c4eec715-3f6d-4c95-8717-020a088eb70f>
|
{
"dump": "CC-MAIN-2017-47",
"url": "http://www.great-lakes.net/lists/glin-announce/2007-05/msg00028.html",
"date": "2017-11-22T07:05:12",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806509.31/warc/CC-MAIN-20171122065449-20171122085449-00545.warc.gz",
"language": "en",
"language_score": 0.9430729746818542,
"token_count": 339,
"score": 3.265625,
"int_score": 3
}
|
Serial story ‘Opal & The Secret Code’
Author Janie Lancaster has created a low-cost, educational project of historical significance for the deaf community (an under-served population) and deaf children who attend your school systems with limited communication in sign language. Lancaster’s nine-installment serial is based on a true story with lesson plans, sign Language graphics, pictures and historical information.
“Deaf and hard of hearing children are isolated in their public schools, and often are the only students who use sign language or have no access to sign language at all,” said the Vermont Association for the Deaf in a statement. “Learning is severely limited when a student needs to watch an interpreter every day, and has no one to sign to or talk with.”
The serial story is historical fiction. It will be cherished and valued by the deaf community and add to their true-to-life history as well as promote compassion and understanding in classrooms.
The story is unique because it tells the story of a deaf girl, Opal Fleming, and how in the 1930s, learning American Sign Language opened up a whole new world for her. It shows how her new language made her feel equal to others and not left out in a dark, lonely world.
Opal’s resilient spirit enabled her to overcome so much in her lifetime. She became a well educated, dignified person loved by so many. For 20 years she was a teacher’s aide at the North Carolina School for the Deaf. She died in 2003.
Newspapers may consider sharing this story with readers during this, the 200th Bicentennial of the first American School for the Deaf. Fees are based on circulation. Learn more and read an excerpt.
|
<urn:uuid:36364365-faef-46ee-bd3a-a446fbe2c0ac>
|
{
"dump": "CC-MAIN-2022-05",
"url": "https://cnpa.com/serial-story-opal-the-secret-code/",
"date": "2022-01-26T07:55:31",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320304928.27/warc/CC-MAIN-20220126071320-20220126101320-00193.warc.gz",
"language": "en",
"language_score": 0.9671021103858948,
"token_count": 365,
"score": 3.046875,
"int_score": 3
}
|
Dollar is the official currency in several countries such as Australia, Canada, New Zealand, Taiwan, Singapore, Hong Kong, El Salvador, Panama, Belize, Bahamas, Barbados, East Timor, Fiji, the Eastern Caribbean territories, and the United States. The United States Dollar is the currency that is most used in international transactions. The United States Dollar is minted and issued pursuant to Section 5112 of Title 31 of the United States Code. The United States Dollar is abbreviated as $ (the dollar sign), or as US$ or USD. Such abbreviation is used in order to distinguish the USD from other dollar denominated currencies and from other countries that use the $ symbol.
The word “dollars,” under Section 9 of Article 1 of the United States Constitution, is a reference to the Spanish milled dollar. An act establishing a mint, and regulating the Coins of the United States empowered the production of different coins, including “Dollars or Units.” Dollars or units were equal in value of a Spanish milled dollar and contained 371 grains and four sixteenth parts of a grain of pure or 416 grains of standard silver. Pursuant to the Act, the United States dollar was designated as the unit of currency of the United States.
|
<urn:uuid:38f1d5e7-db86-45f2-93cd-93613c99873d>
|
{
"dump": "CC-MAIN-2013-20",
"url": "http://definitions.uslegal.com/d/dollar/",
"date": "2013-05-24T16:03:55",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368704713110/warc/CC-MAIN-20130516114513-00004-ip-10-60-113-184.ec2.internal.warc.gz",
"language": "en",
"language_score": 0.9289922118186951,
"token_count": 262,
"score": 3.34375,
"int_score": 3
}
|
A pigment called chlorophyll helps turn water, air and light energy into food for plants. When a plant contains a lot of chlorophyll, it appears green. There are also other pigments present, such as purple, red and yellow, but these colors are masked by the green chlorophyll. During the fall, the production of chlorophyll decreases due to the change in temperature. This is when the other pigments appear, and the leaves display brilliant colors. But this also means that the leaves are reaching the end of their life cycle – and that it’s time to hunt down that garden rake you put away months ago!
Return to Fabulous Finger Foliage from Mommy & Me™
|
<urn:uuid:c8c256c1-bd04-466a-8236-9f9495380fa9>
|
{
"dump": "CC-MAIN-2016-44",
"url": "http://www.parenthood.com/article/fall_facts.html",
"date": "2016-10-27T18:42:43",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988721387.11/warc/CC-MAIN-20161020183841-00468-ip-10-171-6-4.ec2.internal.warc.gz",
"language": "en",
"language_score": 0.9544530510902405,
"token_count": 146,
"score": 3.0625,
"int_score": 3
}
|
100 Animals and Their Babies Names, Animals and Their Young Ones
Animals and Their Babies Names
In this lesson, we will share the names given to the offspring of all animals. The names of the offspring of the animals are often asked in puzzles, quizzes, or school exams. Although we know the names of some of them, we can forget and not respond because some of them are quite complicated. That’s why we’ll give you the names given to the offspring of all the animals you can access under one page. You can remove these names from the printer and carry them with you and memorize them over time. Now let’s look closely at the animals and their babies names:
Alpaca-Cria: Alpaca is a common domesticated species of camel in the Andes of South America, feeding mainly for its wool in the family of the camel’s family. The name of the alpaca baby is known as’ Cria’.
Antelope-Calf: Antelope is a creature in the deer family, which is among the herbivores with double nails. These animals generally dominate the African continent. Antelope species can be seen in every region of this continent. Antelopes are highly agile animals and are the second species to reach a top speed on land. Antelope’s baby’s name is ‘Calf’.
Armadillo-Pup: Armadillo is a placental mammal animal. The armor they have serves to protect their bodies from external factors, and with these images, they resemble the rosary beetle. These creatures, whose sense of smell is highly developed, usually feed on insects and worms. Their eyesight is poor, as opposed to their enhanced sense of smell. The armadillo baby is called ’Pup’.
Baboon-Infant: Baboons are known to be the largest primates outside of humans, known as non-hominoids. The baboon baby’s name is ’Infant’.
Bat-Pup: Bats are mammals classified in the order Chiroptera, whose forelimbs have adapted as wings and can fly naturally. Bats can fly more easily, maneuvering than birds with their very long and spread fingers covered with dice and patagium. The bat baby is known as ’Pup’.
Bee-Larva: Bee is the name given to all insect species that make up the family Apoidea belonging to the membrane winged order. The characteristic of membrane wings is that they have two pairs of transparent membrane-shaped wings with transverse and longitudinal veins inside. The body of bees consists of three parts; the head, chest, and abdomen. The baby bee is called ’Larva’.
Camel-Calf: Camels that make up the genus Camelus of the family Camelidae, are passenger animals divided into two separate species. Camels, which can walk for hours without any problems in the desert thanks to their soft and spreading feet, are created to walk in the snow in the same way. Camel baby is called ‘Calf’.
Coyote-Whelp: Coyotes are serial and agile animals. About 50 km per hour. They can run fast. For this reason, there is almost no chance that you will escape from a coyote. Coyotes howl at night, which is one of the easiest signals you can tell if there’s a coyote around. The coyote baby is called ’Whelp’.
Donkey-Colt: Donkey is one of the domesticated species of the horse’s family. Donkeys have first domesticated in Mesopotamia or Egypt around 3000 BC and spread around the world. The donkey baby is called ’Colt’.
Duck-Duckling: A bird of the duck family; a goose is a small, short-necked, flat-billed, webbed feet, short-legged, and very water-loving species. Ducks have wild and domestic ones. Ducks love greens. They feed on corn, wheat, small insects that they catch in water and on land. The duck baby is called ’Duckling’.
|
<urn:uuid:09233ff1-7ab3-4db2-ad74-80fc901dbf7a>
|
{
"dump": "CC-MAIN-2022-05",
"url": "https://lessonsforenglish.com/vocabulary/100-animals-and-their-babies-names-animals-and-their-young-ones/",
"date": "2022-01-22T15:26:32",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320303864.86/warc/CC-MAIN-20220122134127-20220122164127-00362.warc.gz",
"language": "en",
"language_score": 0.918114960193634,
"token_count": 892,
"score": 3.1875,
"int_score": 3
}
|
STOP, Notice, and Note Signposts in Literature Signpost 1: Contrasts and Contradictions • There are two parts to this signpost. Let’s start with contrasts. • A contrast is when two elements (characters, settings, etc.) appear to be opposites of one another. For example: • A contrast between the behavior of one group of characters and that of another group. • Foils – Tybalt vs. Benvolio. • A winter setting vs. a summer setting Signpost 1: Contrasts and Contradictions • The next part to this signpost is contradictions. This is one of the techniques that an author uses to show us how a character is changing and developing. • Consider this: what would you think if a friend who normally sits with you at lunch came in one day and sat in the far corner of the cafeteria? Signpost 1: Contrasts and Contradictions • It would make us wonder what’s going on because that’s not a part of our friend’s personality. That change in behavior contradicts what we’ve come to expect. • So in stories, there might be a contradiction between how a single character acted at an earlier point and how he or she now acts. Signpost 1: Contrasts and Contradictions • Definition of Contrasts and Contradictions: – When you’re reading and two elements of the story appear to stand in contrast to one another OR – When you’re reading and a character says or does something that contradicts (is the opposite of) what we would expect them to do based on previous behavior patterns or expected human behavior. • Basically, you’re noticing differences. Signpost 1: Contrasts and Contradictions • When authors show us something that doesn’t fit with what we expect, when they present us with a contrast or contradiction, then we want to pause and ask ourselves one question: – Why is the character doing that? OR – Why is the author doing that? Signpost 1: Contrasts and Contradictions • As you answer that question, you will learn more about the character and sometimes more about the problems he or she faces. • Sometimes you might even gain some insight into a theme – the important life lesson the author is trying to share. • Overall, the answers could help you make a prediction or make an inference about the plot and conflict. Signpost 1: Contrasts and Contradictions • If we think about the answer to the question “Why is the character doing that?” or “Why is the author doing that?,” it can help us understand the following literary elements: – Character development – Internal conflict – Theme – The relationship between the plot and the setting Practice • Let’s try finding some contrast and contradiction clues in the story “Thank You Ma’am,” about a boy who tries to steal a purse from a woman. Signpost 2: Aha Moment • This is an easy signpost to learn because you’ve had many Aha Moments yourself. For example: – Have you ever walked into a class, seen people looking through their class notes, and suddenly remembered what it was you were supposed to do the night before – study for that big test? – Or have you ever been looking around your room, peering over yet another stack of dishes or clothes on the floor or papers on your bed and realized that your room really had turned into a disaster? You suddenly are aware that your room has crossed that line from messy to downright disgusting, and whether you want to or not, you just must clean it up. • That’s an Aha Moment. Signpost 2: Aha Moment • Aha Moments are those moments when we realize something, and that realization, in some way, changes our actions. • Definition of Aha Moments: – When you’re reading and suddenly a character realizes, understands, or finally figures something out, and that realization will probably change his or her actions in some way. Signpost 2: Aha Moment • When you’re reading, the author often gives you clues that the character has come to an important understanding by having the character say something like: – – – – – “Suddenly I realized” “In an instant I saw” “It came to me in a flash” “I now knew” “I finally understood that” • There are many other possibilities, but they will all point to some understanding that the character has finally reached. Those clues are there to tell you that this moment is important, and you need to stop and give it some thought. Signpost 2: Aha Moment • Once we’ve spotted the text clue to the Aha Moment, we have to pause and do something with it. There is a question we can ask that will help us understand what’s going to happen: – How might this change things? Signpost 2: Aha Moment • Thinking about possible answers to the question “How might this change things?” will let us see why the Aha Moment is important and how it affects the story. It can help us understand the following literary elements: – Character development – Internal Conflict (If the character figured out a problem, you probably just learned about the conflict). – Plot (If the character understood a life lesson, you probably just learned the theme). Practice • Let’s try finding some Aha Moments in a scene pulled from the book Crash by Jerry Spinelli. It’s about a middle-school kid nicknamed Crash who bullies another kid. The kid he bullies is names Penn Webb, and Crash often calls him by his last name. This first scene is from the beginning of the book when the main character, Crash, is outside and sees Penn walking down the sidewalk. Signpost 3: Tough Questions • We all ask questions such as “What’s for dinner?” or “Where are my shoes?” or “Do I really have to do my homework?” all the time. Those are questions to which we certainly want answers, but they aren’t what we’d call really tough questions. Signpost 3: Tough Questions • Tough questions are those questions we sometimes ask ourselves, or someone else, that seem, at least for a while, not to have an answer. For example: – “How will I get over this?” when we hear that a loved one has died. – “What should I do?” when we have a difficult, almost impossible, choice to make. – “Am I brave enough to say no?” when we’re asked to do something we know we shouldn’t do. – “Why?” when someone breaks up with you. Signpost 3: Tough Questions • Definition of Tough Questions: – When you’re reading and the character asks himself/herself a really difficult question that reveals his or her inner struggles. • When you share a tough question with a friend – or just think it to yourself – you’re really sharing something that bothers you. In a novel, we call that internal conflict, and if you can spot in a novel the tough questions a character asks of himself or to a friend, then you’ll have found the internal conflict. Signpost 3: Tough Questions • Authors often show us these Tough Questions in fairly straightforward ways: The main character either asks a trusted person or him- or herself a question that obviously doesn’t have an easy answer. • Often, Tough Questions show up in pairs: “Why won’t they talk to me anymore? Why is everyone treating me this way?” • Occasionally, the character might not ask a question, but might say something like “I wonder if…” Signpost 3: Tough Questions • Once you notice the Tough Question (or the statement that begins with “I wonder”), it’s important to stop and ask yourself, – “What does this question make me wonder about?” • For example, if you hear there’s a party and you’re not invited, you might ask yourself, “Why’d I get left out?” And from that question, you might wonder if you had done something to hurt someone’s feelings or if it’s really with a group you don’t know well so no one figured you’d want to go. One tough question usually makes us wonder about other things. Signpost 3: Tough Questions • Thinking about possible answers to the question “What does this question make me wonder about?” can help us understand the following literary elements: – Internal Conflict – Theme – Character Development Practice • Let’s take a look at how this works in the book A Long Walk to Water. This is a book about what happens to an 11-yearold who lives in Sudan during a time in which rebels are raiding villages. In a scene early in the novel, 11-year-old Salva has become separated from the rest of his family after rebels have attacked his small Sudanese village, and he’s now alone and scared and running. Signpost 4: Words of the Wiser • When I was growing up, my family always believed that tragedy + time = comedy. My parents were always telling me “You’ll laugh about this later” when I thought my world was coming to an end. • My parents words were, indeed, wise words. I just wasn’t wise enough to listen to them until time proved them right. • For example: the limo we rented for my senior prom. Signpost 4: Words of the Wiser • Authors are, in some ways, like a mom or a dad or a grandparent. They include scenes in which wise words are shared. So, when I’m reading, I am always on the lookout for a place where the main character has a quiet and serious talk with a wiser character. • That wiser character might be a friend, a brother or sister, a teacher, a parent, or the kindly neighbor down the street. • When I find that scene, I want to read it carefully because the wiser character is probably offering the main character some good advice. This advice is probably a life lesson, and if I pay attention to it, I’ll see an important idea the author wants me to think about. Signpost 4: Words of the Wiser • Definition of Words of the Wiser: – When you’re reading and a character (who is probably older or wiser) takes the main character aside and gives serious advice. • This advice is helpful at this moment in the story but could also be helpful throughout life. Signpost 4: Words of the Wiser • After we notice it, we want to ask ourselves one question: – “What’s the life lesson, and how might this affect the character?” • As you answer this question, you’ll learn more about the character, the conflict he or she faces, the plot, and perhaps the message or theme the author wants you to consider. Signpost 4: Words of the Wiser • Thinking about possible answers to the question “What’s the life lesson, and how might this affect the character?” can help us understand the following literary elements: – Theme – Internal conflict – Relationship between character and plot Practice • We’re going to read a few scenes from a book titled Riding Freedom, which is about a young girl named Charlotte who lives during the mid-1800s. Her parents are dead and she lives in an orphanage. She loves horses, but the overseer of the orphanage where she lives forbids her to work with them simply because she’s a girl. Life there is hard, and at some point she realizes she cannot stay there, so she decides to run away from the orphanage. We’re going to look at a scene where Charlotte tells a trusted older and wiser adult at the orphanage that she must escape. The friend’s name is Vern, and his job at the orphanage is to take care of the horses. One of the horses is named Justice. Signpost 5: Again and Again • Much of what we learn about our friends – enemies, too, probably – we learn by noticing patterns. Patterns = repetition. • When something happens over and over again, that repetition begins to tell us something if we notice it and give it some thought. – For example, one day you might be sitting with a few friends when another one joins you. One of the original group grows quiet and after a few minutes gets up and leaves. You may not think anything of it at that moment, but if it happens again the next day and then again the next week, you’ll probably notice it. Signpost 5: Again and Again • It’s the pattern, the repetition, the event that occurs again and again, that lets you know something is up – if you notice it. And if you think about it. • Obviously, noticing isn’t enough. You have to do something with what you’ve noticed or it’s lost. You have to wonder about it, speculate about what it might mean, and perhaps compare it with other incidents, or it won’t help you understand what’s going on. • So you make some mental notes about that repetition and what it might mean. Ultimately, you’ll figure it out. Signpost 5: Again and Again • Definition of Again and Again: – When you’re reading and you notice a word, phrase, object, image, or situation mentioned over and over. Signpost 5: Again and Again • When authors repeat something – a word or an image or an event – it means something, and when we see those words or images or events again and again, we ought to stop and ask ourselves: – Why does this keep showing up again and again? • The answer will generally tell us something about the character or the plot or perhaps even the theme. Signpost 5: Again and Again • Thinking about possible answers to the question “Why does this keep showing up again and again?” can help us understand the following literary elements: – – – – – – Plot Setting Symbolism/Motif Theme Character development Conflict Practice • Let’s look for this signpost in a book you might have read, Hatchet, by Gary Paulsen. This excerpt is from the opening chapter. Brian, the main character, is seated next to the pilot in a small plane flying over the forests in the far north. Signpost 6: Memory Moment • This one is pretty straightforward. • Definition of Memory Moment: – When you’re reading and the author interrupts the action to tell you a memory. Signpost 6: Memory Moment • Sometimes the clue to the Memory Moment is very obvious. The character will say something like “I remembered the first time I met him” or “In that very moment the memory came flooding back.” • Other times, the clue is more subtle. The character might say, “my dad liked to tell the story about…” or “This picture always reminded me of…” • Often those moments are highlighted with words such as remember or memory or reminded. Signpost 6: Memory Moment • We want to be on the alert for times when a character shares a moment from the past because it’s likely to tell us something important, either about the character or about the plot. • But we’re going to have to figure out what it might tell us, and so, when we find this moment in the novel, we want to ask ourselves one question: – “Why might this memory be important?” Signpost 6: Memory Moment • Thinking about possible answers to the question “Why might this memory be important?” can help us understand the following literary elements: – – – – Character development Plot Theme Relationship between character and plot Practice • Let’s take a look at how this works in a few passages from a book called Hope Was Here, by Joan Bauer, while you follow along in your handout. This book is about a girl named Hope who, once again, must leave a place she’s called home to move. We pick up in the novel as she and her aunt are getting in the car to begin their latest move. Works Cited Beers, Kylene, and Robert E. Probst. Notice and Note: Strategies for Close Reading. Portsmouth: Heinemann. 2013. Print.
|
<urn:uuid:772974a9-8896-4a81-a0ef-33dbf671a7ba>
|
{
"dump": "CC-MAIN-2017-04",
"url": "http://slidegur.com/doc/150319/signposts.ppt---allenlanguagearts",
"date": "2017-01-23T12:50:13",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560282926.64/warc/CC-MAIN-20170116095122-00270-ip-10-171-10-70.ec2.internal.warc.gz",
"language": "en",
"language_score": 0.9573504328727722,
"token_count": 3451,
"score": 3.984375,
"int_score": 4
}
|
Change your thinking, change your feelings
Often when people come to therapy, they will express the desire to “make bad feelings go away”. There is a lot to learn by embracing our emotions and accepting their usefulness. There are also times when the more useful option is to challenge them.
Everyone experiences uncomfortable emotions from time to time. Often these are a result of faulty thinking, mistakes we make in the way we think about ourselves, others, and the circumstances of life. By recognizing these mistakes and challenging them, we can often change the way we feel.
See if you can recognize any of these “thinking mistakes”:
- All-or-nothing thinking – Also called “black-and-white thinking” because it often involves thinking that something is “all good” or “all bad” without recognizing that most things have a wide variation of positives and negatives.
- Over-generalizing – This happens when you assume one situation will trigger an avalanche of disasters.
- Mental filter – Focusing on a single aspect, obsessing over it, ignoring all other aspects.
- Disqualifying the positive – Rejecting, discounting, or ignoring positive experiences. Minimizing your successes.
- Mind-reading – Making assumptions about the thoughts, beliefs, opinions, or motivation of others without supporting evidence (other than your own gut instinct).
- Fortune telling – Anticipating inevitable disaster and assuming “your fate is sealed”
- Catastrophizing – Grandma called this “making mountains out of mole hills”, also known as “getting too big for your britches”. Any excessive exaggeration (positive or negative) of the importance of a single event, thing, person, or choice.
- Emotional reasoning – Accepting that your feelings about a subject define its reality without checking your gut against the facts.
- Shoulds and Oughts – Unreasonable demands for people, things, and situations (including yourself) should or ought to be a certain way. This leads to chronic disappointment with self and others, fueling the beliefs like, “I’m a failure”, “Nothing ever goes the way I want”, or “People always let me down”.
- Labeling – Overgeneralizing self or others by reducing a description to a single word. This is rigid, inflexible categorization without an appreciation for the limitless qualities of humanity.
- Personalization – Blaming yourself or taking responsibility for events for which you had little or no influence.
See anything familiar?
Most people do.
When you catch yourself making a thinking mistake, now you have the opportunity to challenge your thinking by asking yourself some emotional-neutral questions.
Here are some suggestions for challenging thinking mistakes. Ask yourself…
- What is the evidence that the thought is true?
- What is the evidence that thought is not true?
- Is there an alternative explanation?
- What is the worst that could happen?
- Could I live through it?
- What is the best that could happen?
- What is the most realistic outcome?
- What is the effect of me believing my thought?
- What could be the effect of me changing my thinking?
- What should I do about it?
- If my friend was in this situation and had this thought, what would I tell him/her?
Now double-check your feelings about the situation. What has changed?
I’d love to hear your experiences with this. Please post below and tell me how you did.
|
<urn:uuid:dd7d8b71-d5b9-4590-9b37-45113a23cbaf>
|
{
"dump": "CC-MAIN-2021-31",
"url": "https://tammyrome.com/change-your-thinking-change-your-feelings/",
"date": "2021-07-27T14:59:17",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046153392.43/warc/CC-MAIN-20210727135323-20210727165323-00598.warc.gz",
"language": "en",
"language_score": 0.9396123290061951,
"token_count": 749,
"score": 3.0625,
"int_score": 3
}
|
View your list of saved words. (You can log in using Facebook.)
Disturbance in carrying out skilled acts, caused by a lesion in the cerebral cortex; motor power and mental capacity remain intact. Motor apraxia is the inability to perform fine motor acts. Ideational apraxia is loss of the ability to plan even a simple action. In ideokinetic apraxia, there is no coordination between formation of ideas and motor activity; affected persons can do certain things automatically but not deliberately. Constructional apraxia is the inability to put together elements to form a meaningful whole.
This entry comes from Encyclopædia Britannica Concise. For the full entry on apraxia, visit Britannica.com.
|
<urn:uuid:1edd0302-c2db-4ea5-8d2e-18c9fbf74133>
|
{
"dump": "CC-MAIN-2013-20",
"url": "http://www.merriam-webster.com/concise/apraxia",
"date": "2013-05-24T09:20:19",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368704433753/warc/CC-MAIN-20130516114033-00015-ip-10-60-113-184.ec2.internal.warc.gz",
"language": "en",
"language_score": 0.8829497694969177,
"token_count": 152,
"score": 3.421875,
"int_score": 3
}
|
The speed of light is the limit with whichmove a material object in space, unless, of course, taking into account the hypothetical mole holes, with which, according to the assumptions, objects can move in space even faster. In an ideal vacuum, a particle of light, a photon, can move at a speed of 299,792 kilometers per second, or approximately 1.079 billion kilometers per hour. At first glance it may seem surprisingly fast. No, it's really fast. But on the scale of space, such a speed can be painfully slow, especially when it comes to radio communications and flights to other planets, in particular, those outside our solar system.
In order to make it easier for anyone to understand the limited speed capabilities of light, NASA Goddard Space Center planetary scientist James O’Donoghue has created a series of animated videos.
"I made these animations with an eye on howYou can more clearly and quickly explain the whole context of what I wanted to reflect in them. When I was still studying, I had to manually draw complex concepts in order to understand for myself what was at all in question, ”O’Donoghue admits.
In a conversation with Business Insider O’Donoghuesaid that only recently learned how to make these animations. His first job for NASA was to prepare a video about the rings of Saturn. After that, he began to animate other difficult to understand cosmic concepts, for example, a visual comparison of the size and speed of rotation of the planets of the solar system. According to him, this work, published on his personal Twitter page, attracted great interest.
His latest work is an attempt to visually demonstrate how fast and slow photons can be at the same time.
Visual demonstration of the movement of photons around the Earth
In the first animated video, O'Donoghue showed how quickly light can move relative to the Earth.
The length of the equator of our planet is approximately40 thousand kilometers. If it did not have an atmosphere (the particles that it contains can slow down the light a little), then the photon moving along its surface would make almost 7.5 full turns in 1 second (or 0.13 seconds per revolution).
Despite the fact that in such a scenario, the speed of light seems incredibly fast, the video also demonstrates that it is finite.
How fast the light travels the distance between the Earth and the Moon.
In the second video, O'Donoghue covers a greater distance from the Earth to the Moon.
On average, the distance between our planet and itsnatural satellite is 384,000 kilometers. This means that the moonlight observed in the sky overcomes this distance in 1.255 seconds, and the way there and back, for example, when transmitting radio messages between the Earth and spacecraft, will take 2.51 seconds.
It should be noted that every day this timeincreases as the Moon moves about 3.8 centimeters away from Earth every year (the Moon constantly depletes the energy of the Earth’s rotation through gravitational-tidal interaction. The effect of this effect is a change in the satellite orbit).
How fast light travels the distance between Earth and Mars.
In the third video, O’Donoghue demonstrated a problem that many planetologists face daily.
When NASA Aerospace Agency EmployeesIf you try to download and receive data from a spacecraft, for example, the same InSight probe, which is currently operating on Mars, then the transmission of messages occurs at the speed of light. However, it is not enough to control the device in "real time". Therefore, the teams must be carefully thought out, compressed as much as possible and sent to the exact time and place, so as not to miss the target.
The fastest messaging between the Earth andMars is possible at the moment when the planets are at the point of closest approach. However, this happens only about once every two years. In addition, even in this case we are separated by a distance of about 54.6 million kilometers. O'Donoghue’s clip shows that at such a distance, light takes 3 minutes and 2 seconds to get from one planet to another, or 6 minutes on both sides.
On average, Earth and Mars share a distance of 254 million kilometers, so on average, two-way messaging takes about 28 minutes and 12 seconds.
The farther the distance, the more depressing is the "efficiency" of the speed of light.
Breakthrough Starshot space nanosonde illustration accelerated by a very powerful laser beam and directed to the Alpha Centauri star system
The speed limit of light creates even more problems.for spacecraft further away from Earth. For example, the same probe "New Horizons", which is now located at 6.64 billion kilometers from us, or "Voyager-1" and "Voyager-2", which reached the boundary of the solar system.
Very sad situation becomes, if speechis about sending a message to another star system. For example, the nearest exoplanet known to us, Proxima b, is about 4.2 light years from us (about 39.7 trillion kilometers). Even if we take the fastest spacecraft at the moment, the Parker Solar Probe, capable of reaching speeds of 343,000 kilometers per hour, even it will need about 13,211 years only to fly to Proxima b.
Like this article? Subscribe to our Telegram channel to keep abreast of the most interesting events from the world of science and technology.
|
<urn:uuid:a9048021-5d6d-4b5a-983a-a912e260f900>
|
{
"dump": "CC-MAIN-2023-06",
"url": "https://vpchothuegoldenking.com/a-nasa-scientist-clearly-showed-how-slow-the-speed-of-light-can-be/",
"date": "2023-01-31T03:42:50",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499842.81/warc/CC-MAIN-20230131023947-20230131053947-00050.warc.gz",
"language": "en",
"language_score": 0.9414330720901489,
"token_count": 1137,
"score": 3.9375,
"int_score": 4
}
|
The scientists have discovered that if you get a little early morning sunshine, you will improve your health by lowering the body fat. In the first study to link light to weight, the scientists believe that even 20 to 30 minutes of morning sunshine is enough.
The professor of Neurology at Northwestern University Feinberg School of Medicine, Dr. Phyllis Zee, said that the light is the most potent thing to synchronize the internal body clock that regulates the energy balance and the circadian rhythms.
If you don’t get enough light at the appropriate time of day, that could de-synchronize your internal body clock, slow down your metabolism and you can gain weight. According to Dr. Zee, many people don’t get enough natural light, because western lifestyles are mostly indoors.
The researchers advise that the morning light should be inserted into many weight management programs.
Kathryn Reid, the co-lead author and research associate professor of neurology at Northwestern, said that just like people are sleeping more to lose weight, maybe this manipulating of the light is another way to lose the weight.
In the study were involved 54 people with an average age of 30 years. They were wearing a wrist monitor that measured their sleep parameters and light exposure for 7 days in normal conditions. Their caloric intake was taken from 7 days of food logs.
They discovered that those people who were often exposed to more morning light, had lower BMIs. The effect counts for 20% of the Body Mass Index or BMI that is a measure of body fat based on weight and height.
The researchers concluded that people should be encouraged to get more exposure to light, as a part of a healthy lifestyle.
Schools and workplaces should have windows, and employees should go outside for breaks or lunch, and the indoor lighting should be improved.
Dr. Zee added that there is something that we can do early in our schools in order to prevent obesity on a larger scale.
|
<urn:uuid:69bd587e-8097-49f5-854b-fcc7aa040f08>
|
{
"dump": "CC-MAIN-2019-39",
"url": "https://www.beautyhealthpage.com/early-morning-will-lose-weight/",
"date": "2019-09-15T13:21:02",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514571360.41/warc/CC-MAIN-20190915114318-20190915140318-00457.warc.gz",
"language": "en",
"language_score": 0.9690530300140381,
"token_count": 401,
"score": 3.484375,
"int_score": 3
}
|
Japanese Alphabet with English Translation PDF – Overview
Japanese Alphabet with English Translation PDF: Japanese language contains almost no new sounds for English speakers, whereas English has many sounds not found in Japanese. The main sound that English speakers struggle with is the Japanese “r.”
It’s pronounced between an “l” and an “r”, almost like the soft “r” sound from Spanish. Say “la, la, la” and notice where your tongue flicks off from behind your teeth. Now say “da, da, da.” This spot where your tongue touches the roof of your mouth is actually where you flick off from to create the “r” sound in Japanese!
Japanese uses four types of scripts: hiragana, katakana, kanji and romaji.
- Hiragana is a cursive set of 46 phonetic characters that express all of the sounds of Japanese. Hiragana is used mainly for writing the grammatical parts of sentences and native Japanese words for which there are no kanji.
- Katakana is an angular set of 46 phonetic characters, generally used for writing foreign words and for showing emphasis.
- Kanji are characters of ancient Chinese origin that represent ideas and sounds, and they are used for most nouns, verbs and other “content” words. There are 2,131 “common use” kanji that school children must learn by ninth grade.
- Romaji are roman (Latin) letters used to write Japanese; you must already know romaji since you are reading this. Romaji is used in textbooks and dictionaries for foreigners learning Japanese (and for Japanese people learning western languages) but its use in day-to-day writing is somewhat limited to things like company names and acronyms.
Download Japanese Alphabet with English Translation PDF from fareast.knlu.edu.ua using the direct download link given below.
|
<urn:uuid:9d76e83e-ebfa-4713-8e7a-b2ee35f297ac>
|
{
"dump": "CC-MAIN-2023-40",
"url": "https://olipdf.com/japanese-alphabet-with-english-translation/",
"date": "2023-09-27T02:43:24",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510238.65/warc/CC-MAIN-20230927003313-20230927033313-00514.warc.gz",
"language": "en",
"language_score": 0.9253906011581421,
"token_count": 409,
"score": 3.6875,
"int_score": 4
}
|
Introduction to academic writing 2: comparison and contrast essays wendy m gough st mary college/nunoike gaigo senmon gakko nagoya, japan what are comparison and. Writing a comparison and contrast essay, creative writing powerpoint tes, illinois creative writing contests posted on april 1, 2018 by. Writing a compare and contrast essay might be difficult but we can help you. Cheap college essays comparison and contrast essay powerpoint presentation what to write my narrative essay about essay on my parents are my world. Comparison and contrast essay writing powerpoint february 7, 2015 by uncategorized write, list, define, explain, describe, compare and critical reading to create. Comparison/contrast essay introduction a writer’s checklist choosing a subject identifying points of comparison gathering and organizing support writing a main.
You have been assigned a compare and contrast confucianism and taoism essay how do you go about this read on to find out more. Compare and contrast essay block method ppt english essay astana is the capital of kazakhstan essay writing essays against embryo stem cell cloning what are. Definition writing a comparison/contrast paper involves comparing and contrasting two subjects a comparison shows how two things are alike. How to write a compare and contrast essay it's been really helpful, thank you for posting a way of writing compare and contrast essays. Clrc writing center 2/09 writing a compare/contrast essay the following example contains an element of the author’s opinion, but not all compare/contrast. @pearsonteacheng madam how can i get improve my english essay writing , regents prep global history belief systems thematic essays john f kennedy inaugural address.
Compare and contrast essay high school powerpoint, websites for posting creative writing, creative writing teaching jobs seattle. Comparison and contrast essay template the essay of writing and writing comparison if you do not understand contraast the topic is about, comparison, the. Guide to compare and contrast essays compare and contrast essays are particularly page 4 of 4 more great. Essay plastic bags environmental problems online essay writing names don chance essays in related post of compare and contrast essay powerpoint.
This multi-lesson product makes for a totally prep free way to teach writing a compare and contrast essay walk the students through the powerpoint and use the set of. Writing compare and contrast essay powerpoint presentations, college admission writing service, doric order essay april 1, 2018 at 4:28 pm.
This video teaches students about how to write a compare and contrast essay. This handout will help you determine if an assignment is asking for comparing and contrasting comparison/contrast essay writing a comparison/contrast.
Comparison contrast essay powerpoint presentations, cv writing service plymouth, top creative writing graduate programs in the us. Powerpoint on comparison and contrast essay, qualities of a good essay writer, resume writing service tax deductible. Pete's powerpoint station is your destination for free powerpoint presentations for kids and teachers about compare & contrast, and so much more.
The compare and contrast essay is one of the many papers for which we’ll conclude by comparing and contrasting writing your paper by powerpoint presentation. This compare and contrast essay writing resource provides scaffolding so students can successfully write a short paper comparing and contrasting a topic of their choice. Plan: go home, do insanity day three, work on my assignment, my art project and my english project, nap, run, and start my essay #dreambig pasyon and.
|
<urn:uuid:e5f60c69-1070-40f3-8ffd-ffd0c625e45f>
|
{
"dump": "CC-MAIN-2018-30",
"url": "http://ratermpaperaien.voteforthegirls.us/comparison-contrast-essay-writing-powerpoint.html",
"date": "2018-07-15T23:10:06",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676589022.38/warc/CC-MAIN-20180715222830-20180716002830-00059.warc.gz",
"language": "en",
"language_score": 0.8716743588447571,
"token_count": 726,
"score": 3.0625,
"int_score": 3
}
|
To properly understand equine gastric ulcers, you need to know how a horse’s stomach differs from that of other animals. This ailment is incredibly common among equines, affecting up to 60 percent of show horses and 90 percent of racehorses. Foals are particularly susceptible, and their symptoms are more severe than in older horses.
“Horses have small stomachs relative to their size.”
Understanding the horse’s stomach
The most likely theory holds that ulcers develop as a result of excess gastric acid in the upper portion of the horse’s stomach. Horses have small stomachs relative to their size, and they’re designed to graze frequently throughout the day. This keeps the upper stomach full with small portions of food, neutralizing the stomach acid produced by the lower area. This segment has a protective coating and therefore doesn’t need food to neutralize the acid.
Unfortunately, domesticated horses eat differently than their ancestors and wild relatives. They’re often fed bulky meals twice a day, meaning the upper stomach is regularly empty. The lack of food leaves the upper stomach lining vulnerable and allows the acid to build up, resulting in one or more ulcers.
Increased stress also contributes to ulcer development. When horses are kept in a stall for hours on end, undergo strenuous physical activity, trained in urban areas instead of rural ones or kept apart from other horses, their risk increases. Even normal exercise decreases blood flow to the stomach while increasing the amount of acid produced. It also causes the acid to splash around and reach the upper portion.
Identifying gastric ulcers
Ulcers are hard to detect from the outside, and the only way to get an accurate diagnosis is via gastric endoscopy performed on an empty stomach. Keep your horse from feeding for 12 to 24 hours, and don’t let it have water during the three hours prior to the procedure. A veterinarian will sedate your horse and insert an endoscope – a medical tube with a light and camera – through one of the nostrils, down the esophagus and into the stomach.
“Horses with ulcers usually don’t show any obvious symptoms.”
Horses with ulcers usually don’t show any obvious symptoms, although their mood and behavior may change slightly. They generally have a poor appetite and a dull coat, and they sometimes lose weight or express reluctance to train. In some cases, horse with ulcers experience mild cases of colic. If the ulcers grow severe, the colic increases and the horse might start grinding its teeth. Horses in extreme pain are often found on their backs.
Treating gastric ulcers
As with any health issue, it’s best to prevent ulcers if you can. All-natural active ingredients horse products aid in keeping ulcers from forming and can aid in preventing the progression of those already developed. You should also evaluate your horse’s feed. According to the American Association of Equine Practitioners, a diet high in grains increases the amount of fatty acids in a horse’s stomach. In addition, consider giving your horse smaller portions of food more frequently throughout the day to keep its stomach filled.
Keeping your horse social and happy can also prevent ulcers. If your companion must be confined to a stall, give it a ball to play with and make sure it can still socialize with others. The best way to incorporate all of your horse’s needs for a healthy stomach – frequent feedings, socialization and light exercise – is to provide turnout time. If you have questions about what exactly is best for your horse, your veterinarian can help you devise a feeding and exercise routine based on its particular needs.
Finish Line’s U-7™ Gastric Aid promotes healthy digestive function in the stomach and hind gut. U-7™ Gastric Aid was tested by Dr. Scott McClure.
If your horse does develop an ulcer, don’t panic. Your veterinarian can recommend medication, and a simple shift in lifestyle and supplements will help your horse get healthy again.
|
<urn:uuid:2edb3d7b-1563-405f-9bbf-0d8381d103d9>
|
{
"dump": "CC-MAIN-2018-47",
"url": "https://www.finishlinehorse.com/index.php/2018/08/14/understanding-equine-gastric-ulcers-2/",
"date": "2018-11-12T20:49:38",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039741087.23/warc/CC-MAIN-20181112193627-20181112215627-00534.warc.gz",
"language": "en",
"language_score": 0.9452477693557739,
"token_count": 852,
"score": 3.640625,
"int_score": 4
}
|
1- Why was Bholanath more attached to his father on the basis of the text read?
The child Bholanath had more choice than his father, yet at the time of calamity, he did not go to the father and went to the shelter of the mother. Know very well that there she understands her feelings, needs and sorrows much more and she is also serious towards them, this can be understood from the example of the text itself He starts crying because of that neither his eyes nor the trembling of his lips stops.
Seeing this condition of the child, the mother could not stop her anger. She repeatedly cried looking at Bholenath and hugged him with great affection, while the father did not have any special reaction to it, she must have run and took him in her lap. Tried but she could not assure him even emotionally and emotionally that she felt the intensity of his grief and fear while the mother’s tears assured the child that she alone understands his sorrow and she is the only one in that misery. he also participates
2- Why do you think Bholanath forgets to sobb on seeing his companions.
Bhola Nath had many friends, he used to make a lot of spectacle and play a dog in the bunch of those friends, he was very fond of playing and jumping, so he would forget to sobb at the sight of his friends and get involved in their sports.
3-How the games and play materials of Bholanath and his companions differ from your games and play materials.
The games of Bholanath and his companions are completely different from today’s games, today children living in villages and cities have started playing cricket, chess, snakes, ladders, etc. Modern games play with toys, we go to the park, there we play football, we play jumping rope. We play badminton, perhaps it may be played in the period depicted by the compositions or it may not be in the rural environment of Bholenath.
Thus the sports material of Bholanath was clay, twigs of trees or items used in the house, whereas nowadays excellent sports goods are available in the market.
4- Describe the questions that came in the lesson that touched your heart.
1- The boy Bholenath fights with his father, the father loses the wrestling, the father’s father is sour and sweet, the father should prick the child’s beard mustache and call the child and apply his mustache.
2- Child Bholanath along with his companions take out a procession to the sweet shop Sadani Bharat, the bridegroom, the bride, the bridegroom, the bride, the harvest, the sowing, the harvest, the sowing game.
3- After the snake came out of the rat’s bill, everyone started running away and running away from the bakehouse in fear, started the father of the injured child Bholenath in a bleeding state.
Read in Hindi: Mother’s Aanchal (Shiv Poojan Help)-
|
<urn:uuid:c6435b1c-1eed-4caf-8bda-5a7e2bc2951e>
|
{
"dump": "CC-MAIN-2023-06",
"url": "https://bazargoods.com/mothers-aanchal-shiv-poojan-help/",
"date": "2023-02-09T12:34:45",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499966.43/warc/CC-MAIN-20230209112510-20230209142510-00389.warc.gz",
"language": "en",
"language_score": 0.9831730723381042,
"token_count": 641,
"score": 3.03125,
"int_score": 3
}
|
Do Wombats Need Protection?
of Legislative Protection/Enforcement.
In Australia native animals are “the property of the Crown”. This means
that no-one owns wombats, they can’t be kept as pets and to do anything
with them you have to be licensed by government departments.
Government Departments do little to protect or help wombats. Most research
and all welfare (rescuing injured wombats, raising the joeys of mothers
killed in collisions with vehicles, removing wombats from unsuitable places)
is undertaken by voluntary organizations.
While penalties exist if someone is found to hurt or kill a wombat, the
same government departments charged with wombat care issue permits to
farmers to cull wombats. Sadly, there is often no check whether this is
necessary, whether it is done humanely or any insistence that alternative
options be employed before issuing such permits.
On the other hand although penalties exist for the illegal killing of
wombats, such killing occurs every night where on a farms they are shot,
buried alive and gassed and on the highways of Australia vehicles indiscriminately
drive directly at wombats without penalty.
Live joeys left in their dead mother’s pouches die slowly and a lack of
public education means few Australians understand how to rescue a joey
still living after its mother falls victim to road kill.
failure by all Australian Federal State and Local Governments to adequately
research and protect wombats from such fates in the areas where they remain
combined with Government sanctioned logging practices in forests (which
see their burrows ripped up and logging trucks on the road at night when
wombats come out to eat), lead to multiple wombat deaths. All these practices
and failures continue today.
At the same time, there are few behavioral studies undertaken to help
people understand why wombats do what they do. They will go under a fence
in one spot and back through the fence the other way less than a metre
from the first spot (they follow scent trails but can learn to use wombat
Many farmers and others who resort to unnecessary cruelty do so because
they aren’t assisted manage problem issues like burrow digging near infrastructure.
Research into wombat behavior is unfunded. There are no incentives or
subsidies for people to set aside appropriate habitat for wombats Lack
of research and education causes these incredibly beautiful, harmless
nocturnal marsupials to be misunderstood and not appreciated for their
important role in the Australian ecology.
Impact and Disease
impact on the wombat population is now at a critical level. Wombats suffer
from a disease called mange that was introduced to Australia and to wombats
by human activity. Mites that cause mange lead to deep skin fissures that
become flyblown and septic. This leads to a long, slow and painful death
for wombats. In addition they are also being affected by a fungal lung
disease for which there is currently no cure. Diseases and viruses brought
in by farming activity now affect wombats. Incidents of coccidia, clostridium
perfringens and tetanus amongst others ,are evident in wombats. Some people
believe that the distribution of mange is so widespread that only isolated
populations and those tended in sanctuaries will, in the long term survive.
It is only recently that Veterinarians have begun to receive training
in dealing with native animal health. Behavioural studies on wombats are
few and limited in their scope. As a result wombats are misunderstood
and those attempting to rear and rehabilitate injured and orphaned wombats
have difficulty getting them appropriate medical attention and in helping
others understand the best ways of living with wombats.
Habitat destruction is having a major impact on wombat numbers as well.
Water sources and grazing areas being fenced into farms and out of public
lands limits the suitable range for wombats to a small strip of land.
Although Australia is a big country there are few areas where wombats
can live undisturbed. They are restricted to a small section of the east
coast of Australia. Unless they are fully protected their limited distribution
will reduce further. This is already evident in the northern Hairy Nose
Wombat whose numbers are so low that the species is severely threatened
and without human intervention will become extinct.
You Can Do ?
can give permission to include your name and contact details for the Register
of environmental organizations.
You can spread the word about the society and elect to be sent email updates
that you can share with interested parties who don’t have computer access.
You can help by volunteering particular skills you have. You can contribute
pictures, information and references to resources that can help those
involved in the care and protection of wombats.
You can assist by helping to develop the children’s involvement by suggesting
web based activities, games and fundraising ideas suitable for children.
(This is something that the webmaster is presently struggling with. Please
contact the webmaster directly if you can support the society in this
You can put anyone you know who might be interested in sponsoring or bequeathing
a legacy, in contact with the Society.
Courtesy L Dennis
|
<urn:uuid:2bacf401-59fc-42c1-a1b0-04a4d76499c8>
|
{
"dump": "CC-MAIN-2017-09",
"url": "http://wombatprotection.org.au/WombatProtection.htm",
"date": "2017-02-19T20:57:18",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501170253.67/warc/CC-MAIN-20170219104610-00477-ip-10-171-10-108.ec2.internal.warc.gz",
"language": "en",
"language_score": 0.9362440705299377,
"token_count": 1120,
"score": 3.296875,
"int_score": 3
}
|
Andrew Jackson Story
View This Storyboard as a Slide Show!
Create your own!
Like What You See?
This storyboard was created with
Does Andrew Jackson Deserve to be on the $20 bill?
TciMrs. Gomez Info Slides!
Andrew Jackson does not deserve to be on the $20 bill
This topic makes him not worthy to be on the $20 bill because it allowed the lower class to vote, but not for their knowledge on politics, but for votes.
Jacksonian Democracy was used because since he allowed many to vote, the majority voted for him. Except they voted for him just because he allowed them too, not for an actual political reason
Jacksonian Democracy- political power for all people, majority rule
Spoils Democracy was used because by rotating jobs, it allowed him to reward his loyal supporters and join the administration.
This topic makes him not worthy to be on the $20 bill because it replaced more experienced people with people who had no idea what they were doing.
Spoils System- the practice of a successful political party giving public office to its supporters
Indian Removal Act-the first important legislative departure from the U.S. policy of officially respecting the legal and political rights of the American Indians.
Andrew Jackson is not worthy to be on the $20 bill because the Act forcefully relocated the Indians since they had found gold on their land( the Indians).
This topic was used because there was a huge argument between the the Americans and the Indians, so they would relocate the Indians from the East to the West of the Mississippi
Move West, the gold is ours!
States' Rights- the political powers held by each US states rather than by the federal government
Andrew Jackson is not worthy to be on the $20 bill because the tariffs of abomination mostly only hurt the south.
This topic was used because he mean't to set tariffs of abomination to hurt each state.
War on National Bank/ Economic Decisions-the act of going against national banks by vetoing their renewal charters and creating state banks
This topic was used to limit the federal banks power since Andrew Jackson believes the bank is only for the wealthy.
Andrew Jackson is not worthy to be on the $20 bill because by vetoing their renewal charters, it made it hard for the lower class or the poor to get loans.
|
<urn:uuid:2f3ff051-ee83-49e2-9a99-ce727e721925>
|
{
"dump": "CC-MAIN-2021-21",
"url": "https://www.storyboardthat.com/storyboards/27f48f86/andrew-jackson-story",
"date": "2021-05-14T02:16:37",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243989616.38/warc/CC-MAIN-20210513234920-20210514024920-00289.warc.gz",
"language": "en",
"language_score": 0.9676294326782227,
"token_count": 486,
"score": 3.453125,
"int_score": 3
}
|
Discover The Wonders of Our Earth and the forces and life forms that shape our world with the Physical Geography Series. This program explores the Paleozoic Era from the Cambrian time - over 600 million years ago. It looks at common fossils found in the United States and investigates the origin of these animals and how Paleontologists have classified them according to their various characteristics. Student's will discover the fossils record, artists drawings and dioramas of life in the Cambrian, Ordovician, Silurian, Devonian, Mississippian, Pennsylvanian and Permian Periods. Discover plant life, marine life and land life including diatoms, algae, mosses, ferns, cycads, brachiopods, trilobites, crinoids, insects, reptiles, ammonites, sharks and fish. This program also discusses mass extinction theories and shows how the continents have moved.
**This product is a digital download from Ward's Science**
|
<urn:uuid:a7e5a22d-d3a7-4113-8117-3862a9409c31>
|
{
"dump": "CC-MAIN-2021-25",
"url": "https://www.wardsci.com/store/product/12080240/physical-geography-ii-life-during-the-paleozoic-era",
"date": "2021-06-21T09:10:09",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623488269939.53/warc/CC-MAIN-20210621085922-20210621115922-00266.warc.gz",
"language": "en",
"language_score": 0.925675094127655,
"token_count": 200,
"score": 3.6875,
"int_score": 4
}
|
posted by Dragana on .
1. The interaction between a child's biological makeup and the environmental influences that affect his or her development and behavior is called the
A. balanced systems approach
B. Ecological systems theory
C. body in the classroom analysis
D. me/them dynamic
2. When a child demonstrates an inability to leap over a barrier, his teacher checks to see if he has mastered the skills of jumping down from a height and jumping for distance. In doing this, the teacher is
A. applying a developmental perspecive
B. measuring the child's confidence level
C. having a negative effect on the child's self esteem
D. sequencing motor change
3. Which of the following are the three major types of knowledge identified by Piget?
A. subjective, objective, and hyperconscious
B. micro, meso, and exo
C. physical, logical-mathematical, and social
D. linguistic, physoligical, and arithmetical
|
<urn:uuid:2be3bb3b-9ba5-43cf-9222-10dbab6066f6>
|
{
"dump": "CC-MAIN-2017-17",
"url": "http://www.jiskha.com/display.cgi?id=1289510007",
"date": "2017-04-27T23:08:39",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917122629.72/warc/CC-MAIN-20170423031202-00209-ip-10-145-167-34.ec2.internal.warc.gz",
"language": "en",
"language_score": 0.9277108907699585,
"token_count": 209,
"score": 3.265625,
"int_score": 3
}
|
Glossary of scientific terms find definitions and explanations of technical terms from science and philosophy a b a prokaryotic form of life that forms a. 7th grade science definitions(life science) im sexy and you know it anything that can carry out life processes independently terms follow us. Quizlet provides vocabulary 7th grade life science activities, flashcards and games start learning today for free. Life science glossary: because of you this glossary contains one of the most extensive collection of developmental biology how to look words up. Last update: 18 september 2001.
Life science vocabulary terms cell theory - states that all organisms are made up of one or more cells, the cell is the basic unit of life, and all cells. Essential vocabulary words for 6th grade earth science essential vocabulary words for 7th grade life science essential vocabulary words for 8th grade physical science. The latest developments in biological science you can imagine that the abundance of marine life led to a high reliance of local bio dictionary vitamin d.
Life science definition, any science that deals with living organisms, their life processes, and their interrelationships, as biology, medicine, or ecology see more. Define life science life science synonyms, life science pronunciation, life science translation, english dictionary definition of life science n any of several.
Signing science dictionary —a dictionary of science terms and definitions for —a dictionary of life science terms and a dictionary of physical science. Related wordssynonymslegend: switch to new thesaurus noun 1 life scientist - (biology) a scientist who studies living organisms biologist biological science, biology. Definitions of words meaning sciences: ology words about sciences and studies study of interaction of life in the environment. Life sciences 10 glossary: android app (47 ★, 1,000+ downloads) → the app has approximately 200 biological terms applicable to grade 10, based on the current caps.
7th grade science vocabulary define and/or use these words in sentences to show their meaning click on 7th grade science vocabulary to go back to vocabulary home. Science dictionary welcome to the online science dictionary it is a comprehensive database of the glossary of scientific terms and definitions. Life science high school (9-12) sentences and definitions for the words on the science vocabulary lists have been customized to the scientific definition or.
|
<urn:uuid:1fa1b8fa-444c-433f-8d28-d254fc2c39c4>
|
{
"dump": "CC-MAIN-2018-43",
"url": "http://foessayazjd.trooperwheel.info/life-science-terms-dictionary.html",
"date": "2018-10-16T02:48:20",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583509960.34/warc/CC-MAIN-20181016010149-20181016031649-00138.warc.gz",
"language": "en",
"language_score": 0.8652490973472595,
"token_count": 473,
"score": 3.1875,
"int_score": 3
}
|
Capilano University’s Early Childhood Care and Education program teaches much more than how to care for and teach the very young. It challenges students to think about where knowledge comes from and how knowledge from different cultures can fundamentally alter early childhood education.
The ECCE program’s Curriculum Development course (EDUC 173), for instance, focuses on “place-based” curriculum, and this term featured the teachings of “knowledge keeper” Anjeanette Spelexilh Dawson, of the Squamish Nation Education department.
The North Shore is situated on the traditional territorial lands of the Squamish and Tsleil-Waututh First Nations. Anjeanette’s department makes frequent forays into the community to help non-First Nations educators and students learn about her Nation’s long, deep roots.
An emphasis on the history, culture and traditions of First Nations is key to understanding Canada’s “settler colonialist” tradition in a local context, says instructor Vanessa Clark, who invited Anjeanette to help educate both her class and herself.
“We’ve been thinking about the question of where our knowledge comes from, where our practices come from, and how we might engage with this place and the knowledge of this place,” says Vanessa. “This course isn’t supposed to be a how-to, it’s supposed to be the opening of a journey. Some students are probably already on it, or have been on it their whole lives. It depends where everyone’s at.”
In Anjeanette’s first lesson, she spoke to the class about the Squamish Nation’s history, its place names, and “how our people lived and how we raised our children in the long ago, before first contact,” she says. She also gave Cap students a brief description of the “Sosahlatch program,” which her department offers schools, for their future reference – it incorporates language, culture, oral history, legends, songs and dances.
For her second lesson, she brought some of her wool weavings to the class and explained how her ancestors once gathered and spun their own wool, using hair from mountain goats blended with other fibres. The wool was then dyed with natural resources.
“Sometimes they put in some stinging nettle and a little bit of cedar and things like that, to make them waterproof. I gave the students a history and actually had some pieces to show them, and we ended off the day with a wool-weaving bag workshop. We like everything to be relevant to our own territory.”
Central to this course is the belief that when it comes to teaching, and to learning, there’s much more than one valid approach. According to Anjeanette, whose mother and grandmother were both teachers, Squamish Nation children respond better to oral, visual and tactile teaching methods.
“My understanding is that the knowledge lies in the doing,” says Vanessa. “As Angie explained it to me, (the lesson comes from) where the wool was gathered and where the cedar was gathered to do the weaving, and the process of it—there’s math involved in it, and the weaving itself teaches you patience, and if you make a mistake you have to take out a whole bunch of what you’ve just done. There’s huge knowledge and depth to it.”
Vanessa continues: “If we take seriously that we practice early childhood education within a context of settler colonialism, which is an ongoing project, ‘place-based curriculum’ is a way we might begin to respond to that project.”
The Early Childhood Care and Education program has three core threads—Curriculum, Childhoods, and Leadership & Advocacy—that represent the focus of the education courses. These threads are woven throughout the degree inviting students to engage in critical-reflective practice, working to create classrooms of social justice and equity for children and families.
Submitted by Marketing & Communications
|
<urn:uuid:5048f101-b238-4f1d-bda9-d09a8ba2be75>
|
{
"dump": "CC-MAIN-2018-05",
"url": "https://yourdailycap.ca/squamish-knowledge-keeper-shares-wisdom-with-ecce-students/",
"date": "2018-01-23T16:06:55",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084891980.75/warc/CC-MAIN-20180123151545-20180123171545-00101.warc.gz",
"language": "en",
"language_score": 0.9575564861297607,
"token_count": 862,
"score": 3.25,
"int_score": 3
}
|
Gravity is one of the four fundamental forces of nature, which means it’s not derived from anything else – it just is. At least, that’s according to our presently accepted theories. But this may be about to change.
Physicists today describe the gravitational interaction through Einstein’s Theory of General Relativity, which dictates the effects of gravity are due to the curvature of space-time. But it’s already been 20 years since Ted Jacobson demonstrated that General Relativity resembles thermodynamics, which is a framework to describe how very large numbers of individual, constituent particles behave. Since then, physicists have tried to figure out whether this similarity is a formal coincidence or hints at a deeper truth: that space-time is made of small elements whose collective motion gives rise to the force we call gravity. In this case, gravity would not be a truly fundamental phenomenon, but an emergent one.
The problem is, if emergent gravity just reproduces General Relativity, there’s no way to test the idea. What we need instead is a prediction from emergent gravity that deviates from General Relativity.
|
<urn:uuid:a9f36d88-380e-4c85-8da1-d57409a66a9d>
|
{
"dump": "CC-MAIN-2018-34",
"url": "https://www.bigquestionsonline.com/2017/03/02/universe-without-dark-matter/print/",
"date": "2018-08-22T07:04:03",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221219692.98/warc/CC-MAIN-20180822065454-20180822085454-00271.warc.gz",
"language": "en",
"language_score": 0.9287408590316772,
"token_count": 235,
"score": 3.671875,
"int_score": 4
}
|
|A subset of AI that focuses on algorithms that allow computers to learn from and make predictions or decisions based on data without explicit programming.
|A broader field of computer science that aims to create intelligent machines capable of simulating human-like intelligence, including problem-solving, reasoning, learning, and decision-making.
|To enable computers to learn from data and improve performance on specific tasks without human intervention.
|To develop systems that can perform tasks typically requiring human intelligence, such as understanding natural language, recognizing objects, and making decisions.
|Limited to specific tasks or domains where it is trained.
|Encompasses a wide range of applications, including but not limited to machine learning.
|– Predicting stock prices based on historical data. – Identifying spam emails in your inbox. – Recognizing handwritten digits.
|– Natural language processing (e.g., chatbots, language translation). – Computer vision (e.g., image recognition, object detection). – Robotics and autonomous systems.
|Dependency on Data
|Highly dependent on labeled or unlabeled training data.
|Relies on data, but not all AI systems require extensive training data like in machine learning. Some AI systems use rule-based approaches or symbolic reasoning.
|Requires human experts to curate and label data for training.
|Can function with or without human intervention, depending on the level of sophistication and design. Some AI systems can adapt and learn from new data without constant human guidance.
|Can adapt and improve performance with new data.
|AI systems can be designed to adapt and learn from new information, making them more flexible and capable of handling changing environments.
|Supervised learning, unsupervised learning, semi-supervised learning, reinforcement learning, etc.
|AI includes machine learning techniques but also involves other approaches like expert systems, genetic algorithms, and knowledge representation and reasoning methods.
|Relation to AI
|A subset of AI that focuses on specific techniques and algorithms for data-driven learning.
|An overarching field that encompasses machine learning as one of its many subfields. AI covers a broader range of methods and approaches beyond just data-driven learning.
|
<urn:uuid:8b6b37d3-a544-40c3-94cb-9d5aa8fbc1e0>
|
{
"dump": "CC-MAIN-2024-10",
"url": "https://easyexamnotes.com/machine-learning-vs-artificial-intelligence/",
"date": "2024-02-27T13:25:16",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474676.26/warc/CC-MAIN-20240227121318-20240227151318-00788.warc.gz",
"language": "en",
"language_score": 0.8969524502754211,
"token_count": 452,
"score": 3.3125,
"int_score": 3
}
|
Junior jones from murrieta was looking for correct citation in an essay camden cole found the answer to a search citing a quote from a book in an essay. How to cite an essay online in mla this is similar to a chapter in a book or anthology cite the author of the essay, the name of the essay, the name of the. University of auckland phd thesis citing in an essay personal philosophy of nursing example essay on my favourite game badminton in hindi language. Essay writing mistakes: the 3 ss or a friend beside you all the time to identify the parts of your writing that you need to correct remember that citing.
Here is an article on essay format correct essay format is a piece of cake if you read this article it is dedicated to correct essay formatting, setting right. Apa essay format the correct style of your paper july 13, 2013 - posted to assignment formatting the apa format style for essay and paper production is most. Book chapter, essay its apa citations are not 100% correct, though beware of capitalization, state of publication, and punctuation errors (see notes.
A citation is a source quoted in an essay citation definition and examples correct citations contribute to your ethos. How to cite an essay this article helped me know the proper way to cite my essay rated this article: do diana ordaz sep 25, 2016. Citing in an essay citing in an essay instantly proofread your texts and correct grammar & punctuation nowin-text citation vs works cited page. In-text citation vs works cited page the body of the essay every in-text citation refers readers to the essay, and on it, there should be the correct page. The following examples require proper citation using an appropriate style manual such as the mla you do not need to cite everything in your paper or essay.
2 effective citing and referencing why cite proper citation is a key element in academic scholarship and intellectual exchange when we cite we. Mla essay format many people were of the opinion that mla makes their specific guidelines known only for the citation of sources in essays but this is not true. The 8th edition of mla format provides researchers with guidance on how to document the use of try the mla citation maker on easybibcom 2 how to cite an essay. Citing references in scientific research papers it is possible to correct the raw dd values measured on the mass spectrometer (mark conrad. In the citation of bugjuice's paper, note the following: abbreviation of her first name no comma (if full name is given, then use a comma) if multiple authors.
See also the library's citing sources and the apa's official site at wwwapastyle essay, or article its apa citations are not 100% correct, though. College essay guy why us essay integrated essay practice toefl ny literary analysis essay for romeo and juliet keywords, essay peer editing checklist. Mla: using sources correctly as your instructor reads your essay, he or she should clearly be able to see which sentences, facts. Essays about best friends citing a term paper why do we write essays research paper t.
|
<urn:uuid:98a5faac-6610-4818-8df3-367953144bc9>
|
{
"dump": "CC-MAIN-2018-22",
"url": "http://njcourseworkzbkq.weblogparkeren.info/correct-citing-essay.html",
"date": "2018-05-23T01:29:48",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794865023.41/warc/CC-MAIN-20180523004548-20180523024548-00328.warc.gz",
"language": "en",
"language_score": 0.8736975193023682,
"token_count": 651,
"score": 3.109375,
"int_score": 3
}
|
We all know the importance of doing proper research before writing a paper, but how often do we forget to think about correctly formatting our work? Many students leave their papers in disarray without giving much thought into whether or not they are using the correct format. Whether you’re an experienced academic or just starting out on your first college assignment, it pays to make sure that your research paper is formatted properly. Read on for some tips and tricks on how to write a well-organized and polished piece of work!
1. An Introduction to Proper Formatting for Research Papers
No matter which field of study you are in, proper formatting for research papers is essential to earning a good grade. When researching potential sources and presenting your findings in an appropriate academic format, it can be difficult to know where to begin. This section will provide an introduction into the basics of correctly formatting a research paper according to the standards given by most instructors.
The four main components that make up any successful research paper include: content, structure, style, and quality control. Research papers should always adhere to a specific format as outlined by your instructor or professor. Good formatting typically entails using standard page margins for all pages—1 inch on each side; double spacing paragraphs; 12-point font size; Times New Roman or Arial font type throughout entire document; numbered headings with subheadings based off their number (i.e., 1 means subtitle 1); indentation for new topics within one heading; and correct citation style (APA). In addition, when putting together the project itself bear in mind that there must be strong evidence supporting each point made regarding your argumentative thesis statement while remaining objective towards others’ opinions at the same time without being biased about it through out all sections of your work including reviews/conclusions/recommendations etc.. According to many scholars this requirement alone helps greatly increase overall effectiveness as well as appeal level when composing high-quality pieces under every single aspect related directly or indirectly with its contents making sure it meets expectations from readers who may view them from both inside or outside professional fields alike including also peer review processes involved whenever required .
2. The Key Elements of a Well-Formatted Paper
Well-formatted research papers are organized and structured to ensure a logical progression throughout the text. By following a specific format, authors can help their readers better follow the main argument or line of thought presented in any paper. The key elements that constitute a successful well-formatted research paper include:
- Title page: This page contains title, author’s name(s), institution, contact information, etc.
- Abstract: A brief summary of the major points covered by your paper should appear on this first page after the title page.
- Table of Contents (TOC): An easily navigable document structure is very important in helping readers understand and absorb complex information. TOC helps reader quickly find what they seek without having to scan through every section/page manually .
< li >< b > Main Body b >< br /> Followed by body paragraphs including literature reviews , methodologies used for study , data analysis & interpretations . Subheadings could be utilized within each paragraph as needed — these subheadings serve to organize lengthy content into smaller chunks.
The results from previous experiments should be linked if they’re closely related. In terms of writing style, make sure you use consistent grammar conventions throughout; follow either APA or MLA guidelines depending on preference.
Finally do not forget to discuss implications/conclusions based on findings in this section.
3. Structuring Your Content Effectively
The third step in crafting a well-written and effective research paper is to structure the content effectively. An organized writing style includes conforming to certain formatting guidelines such as those developed by professional organizations like the Modern Language Association (MLA), or more general ones like those recommended by libraries, schools, scholarly societies, and journals.
- Research Paper Format: When constructing your research paper according to an established format such as MLA, it’s important that you include heading levels for each section of the paper; use standard margins on all sides; be consistent with font type and size throughout; number all pages sequentially starting from the first page; indent paragraphs five spaces or one half inch tab away from the left margin when beginning a new paragraph.
Additionally, make sure that any ideas or material borrowed from external sources have been properly cited within your text using either footnotes/endnotes or parenthetical citations. In addition to avoiding plagiarism through citation techniques used in academic circles around the world, this will also help strengthen your arguments better without detracting focus away from them.
4. Choosing the Right Fonts and Spacing
Fonts and spacings have a great impact on the readability of documents. Selecting font styles is one of the essential elements for constructing effective research papers. Font sizes should be in a range from 10-12 points; any other size will make text more difficult to process by readers. Times New Roman, Arial, and Verdana are among the most popular fonts used in academic writing due to their legibility and professional appearance. Sans serif typefaces can also be used as long as they meet accessibility standards set out by colleges or universities that students attend.
Paragraph spacing plays an important role too. The “research paper format” should include one-inch margins at all four edges with double line spacings throughout content body sections (this does not mean doubling space between paragraphs). Double spaces allow readers to scan larger chunks of information quickly without losing track of where ideas begin and end. Although some professors may ask you to single space document contents instead, it is best practice when formatting research papers always use double spaced lines. Unnumbered lists add visual interest so consider breaking up dense blocks of text if necessary – just don’t forget about “research paper formats”!
5. Presenting Citations, Tables and Figures Clearly
Research papers should always include citations, tables and figures. It is important to present them clearly in order to keep the paper organized and logically structured.
The first step when organizing citations for a research paper is deciding which formatting style will be used (e.g., MLA, APA). Once that decision has been made, it’s important to ensure all cited materials are added properly throughout the text according to the selected format. All of this information should then be listed at the end of the document in bibliographic form as required by research paper format.
Additionally, citing sources not only helps add credibility to work but also provides readers with additional background information they may find useful or interesting while reading through a research paper.
Arranging Tables & Figures
Tables and figures can provide clarity on any subject matter being addressed within a given piece of writing; however, they need to included correctly within a research project following established guidelines from designed formats such as those mentioned previously (APA/MLA). When including these visuals into an academic piece of work it is recommended each table or figure appears close after its mention in-text rather than collected together at one location near the end of document – further away from where their contents were discussed.
Furthermore since tables and figures usually contain complicated data sets, providing relevant titles alongside visual elements can help expand audience’s understanding without having them read longer written pieces associated with those same contents.
6. Honoring Plagiarism Conventions in Writing
Plagiarism is an unethical practice in writing that must be avoided at all costs. It involves presenting someone else’s words, ideas, or data as your own without providing proper attribution. As a result, plagiarism can have serious consequences and should always be taken seriously when composing any type of written work.
In order to avoid plagiarizing content when writing a research paper (or other assignments), students need to ensure they give due credit for information quoted from outside sources in their text. The most common way of attributing external material is using the “research paper format” which requires citing the author name(s) and page number(s) within parentheses after quoting another source:
- For one author:(Smith 37).
- For two authors: (Smith & Jones 33).
For three or more authors : ( Smith et al . 3 1 ).< / li >< / ul>.
When paraphrasing others’ ideas, it’s best to cite both the original source as well as provide evidence about where you obtained the information; this also applies if summarizing books or articles. Proper citation practices not only help prevent accidental plagiarism but also contribute towards academic integrity – by acknowledging other researchers’ work publicly and supporting scholarly communication.<
7. Finishing Touches: Completing Your Research Paper with Style
The final phase of completing your research paper requires some extra care and attention to all the details. You want it to look professional, adhere to the correct research paper format, be free from errors, etc. Here are 7 important steps for putting a polished finish on your work:
- Proofreading — re-read everything you have written one more time with a critical eye
- Check grammar & spelling – use automated tools like Grammarly or manually compare against any established style guides available from print resources/online sites.
- Formatting ◦Adhere to standard formatting rules (margins, line spacing, font size/type) ◦Organize headings in order◦Use graphical elements where appropriate (charts/tables) ◦Create clear transitions between sections by writing Introductions & Summaries that invigorate interest while providing necessary context.
▪Cite sources throughout using proper referencing styles; include bibliography page at end according ▪Ensure content is advanced enough for professor’s level reading without going beyond assigned word count limit
When there’s no room left for improvement within these organizational boundaries, you can feel comfortable submitting your finished product knowing it meets high standards required across academia. With thoughtful application of each component related to this essential task of creating successful research papers in academic settings—following structure guidelines provided by teachers and taking special care when adhering research paper format, multiple drafts edited expertly and formatted correctly—you’ll find success! Your paper should be a reflection of your hard work, so don’t let improper formatting get in the way of showcasing what you have accomplished. With this article as a guide, your research paper will have an organized and professional appearance that is sure to impress any readers who may come across it. The right format might seem intimidating at first, but with a little practice you’ll soon find yourself writing confidently every time!
|
<urn:uuid:e181a823-e54f-439b-b494-7c36043b6c99>
|
{
"dump": "CC-MAIN-2024-10",
"url": "https://myhomeworkhelp.org/blog/proper-formatting-for-your-research-paper/",
"date": "2024-02-22T15:08:57",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473819.62/warc/CC-MAIN-20240222125841-20240222155841-00151.warc.gz",
"language": "en",
"language_score": 0.9135814905166626,
"token_count": 2176,
"score": 3.40625,
"int_score": 3
}
|
Table of Contents :
Top Suggestions Area Formulas Worksheet :
Area Formulas Worksheet Cookies provide a sweet method for children to practice calculating the area and circumference of a circle in this appealing geometry worksheet in this math activity ideal for advanced fifth graders The formula is a parallelogram is a quadrilateral have a go at this worksheet from numerise about the area and perimeter of rectangles triangles and parallelograms you can print it out To find the area of a trapezium a you can use the formula a 189 215 a b now work through the questions in this worksheet from pearson that contains support core and depth sections.
Area Formulas Worksheet The principles and practice of graphic design by david dabner sandra stewart and eric zempol gives an overview of the You can protect a worksheet by either right you can and can t select in the protected area protection schemes exist to keep you from altering formulas by accident hitting quot tab quot then quot enter Functions and formulas that rely on absolute references the transpose command from the ribbon don t overlap the worksheet area from which you copy your data with the one to which you paste.
Area Formulas Worksheet A cross sectional area of conductor in cmil or cm 2 depending on units for magnetic materials may also be rated according to their relative reluctance by a quantity we call permeability My daughter allison orhs grad works in environmental science in the annapolis area and she was delighted seventeen students and to receive a worksheet of skeleton notes for the Money matters in education when we address the systemic racial and socioeconomic inequities of our funding mechanisms we.
Equip Future Architects Aeronauts Coast Guards Graphic Designers With This Meticulously Designed Assemblage Of Printable Area Worksheets To Figure Out The Area Of Irregular Figures Area Of 2d Shapes Like Squares Rectangles Triangles Parallelograms Trapezoids Quadrilaterals Rhombus Circles Polygons Kites Mixed And Compound Shapes Using Appropriate Area Formulas Sample Our Free Worksheets That Are Exclusively Drafted For Grade 2 Through Grade 8 Children
Area Formulas Worksheets Learny Kids
Displaying Top 8 Worksheets Found For Area Formulas Some Of The Worksheets For This Concept Are Formulas For Perimeter Area Surface Volume Area And Volume Formulas Area Of A Rectangle Area Perimeter Perimeter And Area Area Of Squares Rectangles And Parallelograms 9 Area Perimeter And Volume Mep Y9 Practice Book B Perimeter And Area Once You Find Your Worksheet Click On Pop Out Icon
Area Formulas Worksheets Lesson Worksheets
Area Formulas Displaying All Worksheets Related To Area Formulas Worksheets Are Formulas For Perimeter Area Surface Volume Area And Volume Formulas Area Of A Rectangle Area Perimeter Perimeter And Area Area Of Squares Rectangles And Parallelograms 9 Area Perimeter And Volume Mep Y9 Practice Book B Perimeter And Area
Formulas For Perimeter Area Surface Volume
Shapes Formulas Rectangle Area Length X Width A Lw Perimeter 2 X Lengths 2 X Widths P 2l 2w Parallelogram Area Base X Height A Bh Perimeter Add The Length Of All Sides P 2a 2b Triangle Area 1 2 Of The Base X The Height A Bh Perimeter A B C Add The Length Of The Three Sides P Trapezoid Area 1 2 Of The Base X The Height
Area And Volume Formulas Worksheets Teaching Resources Tpt
This Sheet Has The Formulas For Area Surface Area And Volume Images Are Included To Help Students Identify The Correct Shape As Well As The Dimensions Subjects Math Geometry Measurement Grades 5 Th 6 Th 7 Th 8 Th Types Study Guides Handouts Printables 1 00 76 Digital Download 55 59 Kb Add To Cart Wish List Surface Area And Volume Formula Spinny By JacquelineArea Formulas Worksheets Teaching Resources Teachers
Included Is A Cheat Sheet For Volume And Surface Area Formulas Of Three Dimensional Figures The Figures Included Are Sphere Cone Cube Cylinder Rectangular Prism Triangular Prism Including Isosceles Triangular Prism As Well And Rectangular Pyramid This Works Great As A Cheat Sheet When St Subjects Math Geometry Measurement Grades 7 Th 8 Th 9 Th 10 Th Types PrintablesArea Worksheets
Find The Area Of The Shapes By Counting The Number Of Square Unit Tiles Shown These Are Very Basic Level Worksheets Areas Of Rectangles And Squares Find The Areas Of The Rectangles And Squares By Using The Formula Area Length Times Width Areas Of Triangles This Page Has A Collection Of Worksheets For Calculating The Areas Of TrianglesArea Formulas Worksheet In With Images Geometry
Mar 22 Area Formulas Worksheet Thank You For Visiting Our Site Nowadays We Re Excited To Announce We Have Found An Incredibly Interesting Topic To Be Pointed Out That Is Area Formulas Worksheet Lots Of People Looking For Specifics Of Area Formulas Worksheet And Certainly One Of These Is You Is Not It There Are Various
Area Of Triangles Worksheets Math Worksheets 4 Kids
Area Of A Scalene Triangle Worksheets Moving On To The Scalene Triangles Our Area Of A Triangle Worksheets Provide High School Students Practice In Calculating The Area Of Scalene Triangles By Applying The Heron S Formula A S S A S B S C Where S Is The Semi Perimeter Assign The Decimal And Integer Dimensions And Find The Area
Area Of Circle Triangle Square Rectangle Parallelogram
Area B H B Base H Vertical Height Square Area A 2 A Length Of Side Rectangle Area W H W Width H Height Parallelogram Area B H B Base H Vertical Height Trapezoid Us Trapezium Uk Area A B H H Vertical Height Circle Area R 2 Circumference 2 R R Radius Ellipse Area Ab Sector Area R 2
Area Formulas Worksheet. The worksheet is an assortment of 4 intriguing pursuits that will enhance your kid's knowledge and abilities. The worksheets are offered in developmentally appropriate versions for kids of different ages. Adding and subtracting integers worksheets in many ranges including a number of choices for parentheses use.
You can begin with the uppercase cursives and after that move forward with the lowercase cursives. Handwriting for kids will also be rather simple to develop in such a fashion. If you're an adult and wish to increase your handwriting, it can be accomplished. As a result, in the event that you really wish to enhance handwriting of your kid, hurry to explore the advantages of an intelligent learning tool now!
Consider how you wish to compose your private faith statement. Sometimes letters have to be adjusted to fit in a particular space. When a letter does not have any verticals like a capital A or V, the very first diagonal stroke is regarded as the stem. The connected and slanted letters will be quite simple to form once the many shapes re learnt well. Even something as easy as guessing the beginning letter of long words can assist your child improve his phonics abilities. Area Formulas Worksheet.
There isn't anything like a superb story, and nothing like being the person who started a renowned urban legend. Deciding upon the ideal approach route Cursive writing is basically joined-up handwriting. Practice reading by yourself as often as possible.
Research urban legends to obtain a concept of what's out there prior to making a new one. You are still not sure the radicals have the proper idea. Naturally, you won't use the majority of your ideas. If you've got an idea for a tool please inform us. That means you can begin right where you are no matter how little you might feel you've got to give. You are also quite suspicious of any revolutionary shift. In earlier times you've stated that the move of independence may be too early.
Each lesson in handwriting should start on a fresh new page, so the little one becomes enough room to practice. Every handwriting lesson should begin with the alphabets. Handwriting learning is just one of the most important learning needs of a kid. Learning how to read isn't just challenging, but fun too.
The use of grids The use of grids is vital in earning your child learn to Improve handwriting. Also, bear in mind that maybe your very first try at brainstorming may not bring anything relevant, but don't stop trying. Once you are able to work, you might be surprised how much you get done. Take into consideration how you feel about yourself. Getting able to modify the tracking helps fit more letters in a little space or spread out letters if they're too tight. Perhaps you must enlist the aid of another man to encourage or help you keep focused.
Area Formulas Worksheet. Try to remember, you always have to care for your child with amazing care, compassion and affection to be able to help him learn. You may also ask your kid's teacher for extra worksheets. Your son or daughter is not going to just learn a different sort of font but in addition learn how to write elegantly because cursive writing is quite beautiful to check out. As a result, if a kid is already suffering from ADHD his handwriting will definitely be affected. Accordingly, to be able to accomplish this, if children are taught to form different shapes in a suitable fashion, it is going to enable them to compose the letters in a really smooth and easy method. Although it can be cute every time a youngster says he runned on the playground, students want to understand how to use past tense so as to speak and write correctly. Let say, you would like to boost your son's or daughter's handwriting, it is but obvious that you want to give your son or daughter plenty of practice, as they say, practice makes perfect.
Without phonics skills, it's almost impossible, especially for kids, to learn how to read new words. Techniques to Handle Attention Issues It is extremely essential that should you discover your kid is inattentive to his learning especially when it has to do with reading and writing issues you must begin working on various ways and to improve it. Use a student's name in every sentence so there's a single sentence for each kid. Because he or she learns at his own rate, there is some variability in the age when a child is ready to learn to read. Teaching your kid to form the alphabets is quite a complicated practice.
|
<urn:uuid:dbb6884d-d229-4024-b4af-582d89c9cefe>
|
{
"dump": "CC-MAIN-2020-29",
"url": "http://hitsradio.us/area-formulas-worksheet/",
"date": "2020-07-13T10:22:45",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593657143365.88/warc/CC-MAIN-20200713100145-20200713130145-00094.warc.gz",
"language": "en",
"language_score": 0.8872607350349426,
"token_count": 2155,
"score": 3.703125,
"int_score": 4
}
|
Thanks to a growing number of software programs, it seems as if anyone can make a webpage. But what if you actually want to understand how the page was created? There are great textbooks and online resources for learning web design, but most of those resources require some background knowledge. This course is designed to help the novice who wants to gain confidence and knowledge. We will explore the theory (what actually happens when you click on a link on a webpage?), the practical (what do I need to know to make my own page?), and the overlooked (I have a page, what do I do now?). Throughout the course there will be a strong emphasis on adhering to syntactic standards for validation and semantic standards to promote wide accessibility for users with disabilities. The textbook we use is available online, “The Missing Link: An Introduction to Web Development and Programming” by Michael Mendez from www.opensuny.org.
이 강좌에 대하여
귀하가 습득할 기술
- 5 stars78.45%
- 4 stars18.38%
- 3 stars2.36%
- 2 stars0.30%
- 1 star0.47%
HTML5 소개의 최상위 리뷰
Through this Course i had learned how to create a basic web page and many more thing. I would like to thank my instructor for providing me such great material and methods to learn.
thank you madam
good session, the tutor has a good dynamic of speech, clear and easy to understand without falling asleep during my course, and appropriate knowledge of HTML, step to apply to the useful tools. thanks
The course is a good starter, but it could do with more material allowing you to practice the skills presented each week rather than the self-driven approach, which could be done without the class.
It was fun and was very knowledge , its a wonderful coarse altogether , thank you Coursera ,
Unviersity of Michigan and special thanks to instructor Collen van Lent for being a wonderful teacher.
Web Design for Everybody: Basics of Web Development & Coding 특화 과정 정보
자주 묻는 질문
강의 및 과제를 언제 이용할 수 있게 되나요?
이 전문 분야를 구독하면 무엇을 이용할 수 있나요?
재정 지원을 받을 수 있나요?
궁금한 점이 더 있으신가요? 학습자 도움말 센터를 방문해 보세요.
|
<urn:uuid:c71986dd-c4a8-4d5f-a003-9729a202fa76>
|
{
"dump": "CC-MAIN-2022-49",
"url": "https://kr.coursera.org/learn/html",
"date": "2022-12-07T17:47:06",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446711200.6/warc/CC-MAIN-20221207153419-20221207183419-00350.warc.gz",
"language": "en",
"language_score": 0.9155616164207458,
"token_count": 737,
"score": 3.203125,
"int_score": 3
}
|
Early Origins of the Bewick family
Berwickshire in Scotland and Northumberland in England, where they held a family seat from ancient times, long before the Norman Conquest in 1066 A.D.
Early History of the Bewick family
Another 153 words (11 lines of text) covering the years 1476, 1615, 1628, 1629, and 1728 are included under the topic Early Bewick History in all our PDF Extended History products and printed products wherever possible.
Bewick Spelling Variations
Early Notables of the Bewick family (pre 1700)
PDF Extended History products and printed products wherever possible.
Migration of the Bewick family to the New World and Oceana
The New World beckoned settlers from the Scottish-English borders. They sailed aboard the armada of sailing ships known as the "White Sails" which plied the stormy Atlantic. Some called them, less romantically, the "coffin ships." Among the early settlers bearing the Bewick surname who came to North America were: William Berwicke who settled in Virginia in 1648; James Berwick who settled in New Orleans in 1821.
Contemporary Notables of the name Bewick (post 1700)
Bewick Family Crest Products
|
<urn:uuid:a215e9c3-96e0-4bc3-8f8e-11135fbe30cf>
|
{
"dump": "CC-MAIN-2018-13",
"url": "https://www.houseofnames.com/bewick-family-crest",
"date": "2018-03-24T16:30:59",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257650730.61/warc/CC-MAIN-20180324151847-20180324171847-00154.warc.gz",
"language": "en",
"language_score": 0.8907861709594727,
"token_count": 271,
"score": 3.0625,
"int_score": 3
}
|
What is a sustainable environment and what can YOU do to help? Ten environmental tips you likely haven’t thought of and a CLEAR definition of “sustainability”!
What is sustainability?
The word “sustainable” has become pretty trendy in the last few years, especially with regard to the environment. A quick search shows that it’s also one of the least understood terms on the Internet. Meaning, we all use the term because it sounds cool … but few of us know what it actually means.
So, what is it? Environmental sustainability can be defined as responsible interaction with the environment to avoid depletion or degradation of natural resources and allow for long-term environmental quality. Sustainability on its own has to do with the ability to continue any such actions indefinitely.
Anyone remember that long-lost saying, “Lessen, repurpose, reprocess?” Wasn’t it something along those lines? Yes. It’s basically that.
World Environment Day is June 5. Many of us think back on fourth or fifth grade and remember learning about the saving the rainforest, keeping our oceans clean, and freeing the orcas. (#ferngully) But at some point, life gets busy, priorities change, and we often forget how important it is to care for the world around us.
World Environment Day is celebrated every year with a different theme. This year, here’s what the United Nations Environmental Program has to say: “In 2020, the theme is biodiversity—a concern that is both urgent and existential. Recent events, from bushfires in Brazil, the United States and Australia to locust infestations across East Africa—and now, a global disease pandemic—demonstrate the interdependence of humans and the webs of life in which they exist. Nature is sending us a message.”
Celebrate World Environment Day Your Own Way
You can help! Here are 10 ways you can change the world for the better—and really make a difference.
1. Go Paperless
Many of us are already paying our monthly bills online, but have you stopped your paper statements coming to your mailbox yet? It’s usually just a setting on your online account! Additionally, plane tickets (or any other paper tickets) can generally be emailed to you so you don’t have to print them!
2. Get kids involved!
It’s never a bad time to teach kids about why it’s important to take care of the world around them. rootsandshoots.com is a website designed to get kids involved at any age, using ways that are accessible to them.
Check out rootsandshoots.com! Started by the Jane Goodall Institute, this website creates excitement for kids by looking into what interests them.
3. Double Up
Every trip to the grocery store uses gas, and the shorter the trip, the harder it is on the environment. Each time your car gets restarted, your cold engine needs time to warm up. Doubling up and getting it all done at once not only saves gas, but it saves you time and cuts back on emissions.
4. Go Veg (Once a Week)
You don’t have to give up meat for life, but even committing to one meat-free day a week can make a difference. It takes a LOT of water to produce even the smallest amount of meat (especially beef!). Need recipe ideas? Here’s a list of easy and quick meals!
5. Taking notes? Don’t waste that paper!
When you take notes in a meeting, or at home, you’re likely not using the entire page, right? Save it and use it later! American businesses waste up to 21 million tons of paper per year! Recycle those used papers, or better yet … switch to taking your notes digitally!
6. Brushing your teeth? TURN OFF THE TAP!
The average 1–2 minutes of brushing your teeth twice a day can waste around 5 gallons of water per day. Multiply that by the entire country and you’re talking about billions of gallons of water each day!
7. Banish your junk mail
8. Skip the silverware
Ordering takeout? Why get plastic forks and knives when you’ve got them at home already? Ask the restaurant to skip the napkins and utensils and use your own!
9. Go naked (not you … your fruits and veggies!)
Are you spending half your trip to the grocery store trying to open the little plastic produce bags for each and every vegetable you buy? These bags are not only a hassle, they can take hundreds of years (or more!) to break down, and they can be dangerous for unsuspecting animals. Leave your produce bagless or bring a reusable bag from home.
10. BYOC (bring your own cup)
Think of just how many cups each and every coffee stand (big or small) is going through every minute across the country. Make a simple change and bring your own—often you’ll get a discount for doing so!
Tell your friends! Share this post. You never know, someone else might incorporate these sustainability tips into their routine, too. The more people helping out, the better our world can be!
Looking for even more ways to make every day a bit more environmentally friendly? Check out this great post! https://www.amwayconnections.com/healthy-living/7-sustainable-ways-to-make-every-day-earth-day/
What are some ways you choose to keep the environment around you clean and healthy? Let us know in the comments below!
|
<urn:uuid:6d78ce8a-396b-422c-a60a-84adc20306a8>
|
{
"dump": "CC-MAIN-2022-33",
"url": "https://wwghq.com/wellness/sustainability-10-environmental-tips/",
"date": "2022-08-14T09:23:14",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572021.17/warc/CC-MAIN-20220814083156-20220814113156-00722.warc.gz",
"language": "en",
"language_score": 0.9299694895744324,
"token_count": 1189,
"score": 3.3125,
"int_score": 3
}
|
Thursday, 26 April 2007
With 46 member states the Council of Europe is a Pan-European organisation, which has managed to conclude 200 international treaties, including the amendments.
Perhaps there is some reason to see the emergence of a Pan-European legal area, as suggested by the title of the book “Le droit du Conseil de l’Europe – Vers un espace juridique paneuropéen” by Florence Benoît-Rohmer and Heinrich Klebes (Council of Europe Publishing, 2005); published in English as “Council of Europe law – Towards a European legal area”.
The Council of Europe works intensely with the member states to aid their progress towards democracy, human rights and the rule of law. Some of the new Eastern European members are still way off the values they have professed to share with the rest of Europe.
The conventions and the activities of the Council of Europe are wide-ranging, including:
· human rights
· rule of law
· co-operation between local and regional authorities
· social and economic rights
· intercultural dialogue
· migration and integration
· national minorities and minority languages
· gender equality
· rights of the child
· mass media
· animal welfare
Most conventions have reporting and monitoring mechanisms, which means that the Council exerts (gentle) pressure on the member states to raise their standards of legal protection.
If this preventive work fails, individuals have a safety net in the Convention for the Protection of Human Rights and Fundamental Freedoms and in the European Court of Human Rights.
Any person, non-governmental organisation or group of individuals claiming to be the victim of a violation by one of the states, can apply to the Court after all domestic remedies have been exhausted (ECHR Art. 34–35)..
The Court’s case-load has increased dramatically, both as a consequence of expansion and of citizens being more prone to demand fair treatment from their governments.
|
<urn:uuid:6166baeb-72aa-4713-b8c6-00fe69cacd95>
|
{
"dump": "CC-MAIN-2016-50",
"url": "http://grahnlaw.blogspot.com/2007/04/council-of-europe-today.html",
"date": "2016-12-04T06:04:57",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698541214.23/warc/CC-MAIN-20161202170901-00443-ip-10-31-129-80.ec2.internal.warc.gz",
"language": "en",
"language_score": 0.9334832429885864,
"token_count": 408,
"score": 3.0625,
"int_score": 3
}
|
Following the announcement of Pacifica Gas and Electric’s plans to close the Diablo Canyon nuclear plant, I circulated a postcard showing a vision of a post-nuclear future for the plant site.
The postcard depicted wind, solar, and wave energy at the plant site.
An astute reader asked, “What about geothermal?” Indeed, geothermal shouldn’t be overlooked.
While solar energy is available nearly everywhere, wind is very site specific. Geothermal resources are even more site specific than wind.
A quick search on Google turned up a 1983 study of the geothermal potential in the Paso Robles area of San Luis Obispo County.
This tells us two things. First, that California has been resting on its laurels since the early 1980s, regarding geothermal. Not much has been done since. Second, it tells us because of California’s complex and active geology there are more geothermal resources out there than most realize.
They found the reservoir covered 109 km² (42 mi²) with a temperature of 102-116 C (216-240 F) at a depth of 300 meters (1,000 feet).
Paso Robles became a settlement because of its hot springs that had long been used by travelers through the valley.
|
<urn:uuid:fb7404d5-8772-4273-999a-5967b9ed6fc8>
|
{
"dump": "CC-MAIN-2023-40",
"url": "https://wind-works.org/dont-forget-geothermal-san-luis-obispo-county-geothermal-resources/",
"date": "2023-09-28T20:40:47",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510454.60/warc/CC-MAIN-20230928194838-20230928224838-00837.warc.gz",
"language": "en",
"language_score": 0.9379644393920898,
"token_count": 268,
"score": 3.03125,
"int_score": 3
}
|
Post by engineerpoet on May 21, 2020 20:51:33 GMT 9.5
The hydrogen is only truly green if
the feedstock is not recyclable and
the energy powering the plasma torches is carbon-free.
While I think that waste-to-fuels is an excellent idea, WTF alone is not a solution. There is nowhere near enough waste (biomass) of all kinds to replace fossil fuels. Something else has to do the heavy lifting.
First demonstration steps in nuclear power plants producing hydrogen for their own use and eventually sale to nearby markets. As is typical for her, the author provides a comprehensive exposition, thoroughly researched.
A so-called virtual power plant is a control program plus switch gear to switch between supplying the grid and an alternate use. Here the alternate use is making hydrogen via hydrolysis. These are smaller scale units.
|
<urn:uuid:12a4c44c-c429-42fd-97df-075452a51367>
|
{
"dump": "CC-MAIN-2020-45",
"url": "https://bravenewclimate.proboards.com/thread/718/hydrogen-fuel?page=2",
"date": "2020-10-29T16:58:14",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107904834.82/warc/CC-MAIN-20201029154446-20201029184446-00027.warc.gz",
"language": "en",
"language_score": 0.9297483563423157,
"token_count": 182,
"score": 3.109375,
"int_score": 3
}
|
Sennacherib attacks and destroys Lachish
2 Kings 18:13-37 The new king of Assyria, Sargon’s son Sennacherib, takes some time to establish his rule. But during the fourteenth year of King Hezekiah's reign (in 702BC), he attacks Judah, and occupies and destroys Lachish in order to punish his rebellious neighbour (see 2 on Map 60). He then moves on to attack Libnah. Hezekiah tries to buy the Assyrians off with a huge payment of silver and gold, but Sennacherib threatens to destroy Jerusalem.
Lachish, situated 25 miles / 40 km south west of Jerusalem, was one of the five Amorite cities of Canaan who attacked Gibeon at the start of the Israelite conquest in 1406BC. Its king was defeated by Joshua and killed in the cave at Makkedah (see Joshua 10:5-9 & 22-26).
After Israel and Judah became mutual enemies on the death of King Solomon, Lachish was fortified by King Rehoboam of Judah in c.930BC (see 2 Chronicles 11:5-12). By the time King Amaziah fled here from Jerusalem in 767BC, Lachish had probably become the second most important city in Judah (see 2 Kings 14:19). It became the headquarters of the Assyrian King Sennacherib when he invaded Judah and attacked Jerusalem in 702BC (see 2 Kings 18:13, 17 & 19:8). Sennacherib installed huge carved reliefs showing his successful seige of Lachish inside his royal palace at Nineveh. These magnificent bas-reliefs, depicting Assyrian seige engines, archers and slingers attacking the double line of walls at Lachish, can now be seen at the British Museum in London. Also on display is the ‘Taylor Prism’, a six-sided baked clay tablet documenting Sennacherib’s destruction of forty-six cities in Judah and the deportation of over 200,000 people.
Assyrian archers and a battering ram at the seige of Lachish
Modern-day visitors toTel Lachish can quickly appreciate the strategic importance of the site, overlooking the coastal plain to the west. As well as observing remains of the Canaanite moat, visitors can walk past the Assyrian seige ramp and climb the access road through remains of the two gateways that protected the double wall. The three-chambered inner gateway is similar to those built by King Solomon at Megiddo, Hazor and Gezer.
Inside the city walls, on top of the mound, remains of the Judaean royal palace sit on a huge rectangular stone platform. Remnants of an earlier Canaanite temple have been uncovered underneath the north west corner of this platform. The Canaanite temple was superceded by a small Israelite sanctuary built by King Rehoboam, and by a larger Jewish temple built after the Exile in the 2nd century BC.
2 Kings 19:1-37 The people are terrified at Sennacherib's threat to destroy Jerusalem, but the prophet Isaiah tells King Hezekiah that the Assyrians will be defeated. Word reaches the Assyrian camp that the Egyptians, under Prince Taharka (Hebrew, ‘Tirhakah’) - the nephew of the Cushite (Sudanese) Pharoah Ahabaka - are honouring their defensive treaty with Judah by sending an army from Egypt to fight the Assyrians (see 3 on Map 60).
The armies of the two super-powers clash, but the Egyptian army of the ‘Black Pharoahs’ is unable to defeat the Assyrians and retreats back to Egypt. Hezekiah prays to the LORD for deliverance. At this vital moment, an epidemic strikes the Assyrian camp and Sennacherib withdraws to Nineveh. Shortly after, he is assassinated by his sons.
| Printable Version|
|
<urn:uuid:57ce0f6b-b559-456c-8323-d7dec83fb0ec>
|
{
"dump": "CC-MAIN-2017-13",
"url": "http://www.thebiblejourney.org/biblejourney2/33-judah-after-the-fall-of-israel/sennacherib-attacks-and-destroys-lachish/",
"date": "2017-03-30T02:47:09",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218191984.96/warc/CC-MAIN-20170322212951-00636-ip-10-233-31-227.ec2.internal.warc.gz",
"language": "en",
"language_score": 0.9451349973678589,
"token_count": 834,
"score": 3.578125,
"int_score": 4
}
|
Some suggested topics:
This list is not exhaustive; you may suggest a different topic if your teacher approves.
Vietnam has been excluded from these suggestions, as it is our external exam topic, and will be studied in detail after completion of the IA3.
COLD WAR CONFLICTS (GENERAL)
BERLIN BLOCKADE, 1949
Cold War Museum
Scroll down to 'Berlin Blockade' and 'Berlin Airlift'
KOREAN WAR, 1950-1953
John D. Clare.net: Korean War
CUBAN MISSILE CRISIS, 1962
Guide to Russia.com: Cuban Missile Crisis
National Air and Space Museum: Space Race
Zotero can be set to the same Harvard AGPS (Australia) style that CiteAce uses, called 'Melbourne Polytechnic - Harvard'. Please read the instructions carefully.
Any issues - see your Library Staff
Key QuestionWhy could it be said that Germany was the epicentre for all the tensions between democracy and communism, especially during the early period of the Cold War era? Look at this website.
: Germany became the epicentre of post-war heightened tensions between the US and USSR which intensified into the Cold War, and also the symbolic site of its conclusion many decades later in 1991 as the Berlin Wall fell.
1. What was the Berlin Blockade / Airlift of 1949, and why was it important in poisoning the relationship between the US and Sovet Union?
2. How was the division of Germany achieved, and what were its long-term consequences for the Cold War?
4. Why was the Berlin Wall built in 1961, and what impact did it have on the Cold War?
The Korean War
In what ways was the Korean War a significant conflict in the Cold War and a prototype for many modern international conflicts involving the super powers?
The Korean War demonstrated a significant shift and intensification of Cold War tensions which had enormous consequences and a profound and enduring impact on international relations. Where previously the Cold War conflicts had been totally focussed on Europe, the Korean War demonstrated that the battle over ideological differences had spread to Asia and inevitably to the world stage; it began the policy of ‘proxy wars’ in a third country that was to become a feature of other Cold War conflicts; and its effects continue to be felt 70 years later.
Hypothesis: Fidel Castro used his powerful Communist-brotherhood connections to deftly manipulate the opportunities afforded him, and to provoke and defy the United States.
The ENTIRE collection of resources provided by the BBC Library can be searched on ONE single, powerful search platform, which retrieves print books, eBooks, database articles and websites. Click HERE for assistance.
Look through the History databases above under 'Central Intelligence Agency' or 'C.I.A.'. There are many sources here!
SOVIET WAR IN AFGHANISTAN, 1979-1988
New World Encyclopedia: Soviet-Afghan War
George Washington University: Afghanistan - Lessons From the Last War
Note where it says 'Jump to Documents' - this will take you to valuable primary source material.
|
<urn:uuid:bbedfaf4-65a7-4610-8857-ad1b6f7a410e>
|
{
"dump": "CC-MAIN-2022-21",
"url": "https://libguides.bbc.qld.edu.au/c.php?g=721947&p=6689502",
"date": "2022-05-22T00:33:59",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662543264.49/warc/CC-MAIN-20220522001016-20220522031016-00450.warc.gz",
"language": "en",
"language_score": 0.9417022466659546,
"token_count": 654,
"score": 3.75,
"int_score": 4
}
|
Extinctions in ancient and modern seas
Harnik, P. G., Lotze, H., Anderson, S. C., Finkel, Z. V. Finnegan, S., Lindberg, D. L., Liow, L. H., Lockwood, R., McClain, C. M., McGuire, J. L., O’Dea, A., Pandolfi, J. M., Simpson, C., Tittensor, D. 2012. Extinctions in ancient and modern seas. Trends in Ecology and Evolution. 27(11) 608-617. doi://10.1016/j.tree.2012.07.010 pdf
In the coming century, life in the ocean will be confronted with a suite of environmental conditions that have no analog in human history. Thus, there is an urgent need to determine which marine species will adapt and which will go extinct. Here, we review the growing literature on marine extinctions and extinction risk in the fossil, historical, and modern records to compare the patterns, drivers, and biological correlates of marine extinctions at different times in the past. Characterized by markedly different environmental states, some past periods share common features with predicted future scenarios. We highlight how the different records can be integrated to better understand and predict the impact of current and projected future environmental changes on extinction risk in the ocean.
Evidence of marine extinctions in the fossil and historical records. (a) Extinction rate of all marine genera in the Phanerozoic [past 550 million years (Ma)] and (b) by major clades in the Cenozoic (past 65 Ma); horizontal gray lines and corresponding numerical values in (b) are the mean Cenozoic extinction rates. (c) Cumulative number of global extinctions of marine species in historical times (1500–2000 AD). Fossil data are from the Paleobiology Database (http://paleodb.org). Abbreviation: Bp, before present.
|
<urn:uuid:10182603-7ec9-4902-9a28-b17ee31b611d>
|
{
"dump": "CC-MAIN-2023-40",
"url": "http://simpson-carl.github.io/articles/15/extinction-sea",
"date": "2023-09-30T22:15:16",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510730.6/warc/CC-MAIN-20230930213821-20231001003821-00011.warc.gz",
"language": "en",
"language_score": 0.8169490098953247,
"token_count": 410,
"score": 3.4375,
"int_score": 3
}
|
Guess how much I love you… What is special about me? How do we show that we care? In this project, we’ll learn about love, families and how people are the same and different. First, we’ll talk to a parent with a baby and ask lots of questions. We’ll pose for photographs and recognise ourselves, our names and our friends from a photograph display. Mirror, mirror on the wall… We’ll look at our reflections and talk about what we can see. In our cosy home corner, we’ll care for dolls and teddies. We’ll enjoy sharing books about love, feelings and families. Outside, we’ll practise following instructions and think about how our brilliant bodies move. Using our mathematical skills, we’ll measure and compare our hands, feet and heights. We’ll count candles and think about why we celebrate birthdays. Getting creative, we’ll make amazing artwork around the theme of love.
|Areas of learning||Early Learning Goals|
|Communication and language||Listening and attention; Speaking|
|Physical development||Moving and handling|
|Personal, social and emotional development||Self-confidence and self-awareness; Managing feelings and behaviour|
|Mathematics||Numbers; Shape, space and measures
|Understanding the world||People and communities; The world; Technology|
|Expressive arts and design||Exploring and using media and materials; Being imaginative|
Help your child prepare for their project
We’re all special! Why not help your child to take photographs of family members and friends, to create a fantastic photo album? You could also visit the local library to share picture books about families and feelings. Alternatively, make a family collage with images of all of your family members’ favourite things.
|
<urn:uuid:4334596e-072e-4f9d-b2df-93294e71995e>
|
{
"dump": "CC-MAIN-2021-17",
"url": "https://www.acklamwhin.co.uk/blog/autumn-term-1-2/",
"date": "2021-04-15T23:17:11",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038088264.43/warc/CC-MAIN-20210415222106-20210416012106-00311.warc.gz",
"language": "en",
"language_score": 0.9041650295257568,
"token_count": 384,
"score": 3.078125,
"int_score": 3
}
|
German expressionism was formed to break away from the film conventions of other movements in Europe and Hollywood. It was described as being different, knocking down the norms of European and Hollywood cinema conventions. At the time of its birth it was experimental, daring, challenging and artistic. The exploration of new ideas through the supernatural was particularly interesting as it tackled various subjects such as madness, insanity, betrayal and other intellectual topics. German Expressionism challenges the conventions and norms of realism. It goes against it completely choosing to explore the emotional reality of a subject rather than the surface.
Characteristics of Expressionist Cinema include:
– Bio-mechnical acting
– 2 dimensional simple sets, high contrast lighting, distorted shadows/ silhouettes
– The use of continuity, editing, shot transitions
– Fantasy/ Horror narratives or framed stories set in the past
The German expressionist film movement was very short lived. It dies out in the 1920s. However, the themes of Expressionism were integrated into later films of the 1920s and 1930s, resulting in an artistic control over the placement of scenery and light to enhance the mood of a film.
|
<urn:uuid:039c250e-64ca-4c0c-9759-7c90647cc827>
|
{
"dump": "CC-MAIN-2017-26",
"url": "https://reynoldmaunzeyr2.wordpress.com/2013/10/15/german-expressionism-learning-from-the-past/",
"date": "2017-06-24T03:37:08",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320215.92/warc/CC-MAIN-20170624031945-20170624051945-00495.warc.gz",
"language": "en",
"language_score": 0.966672420501709,
"token_count": 229,
"score": 3.796875,
"int_score": 4
}
|
End of preview. Expand
in Data Studio
README.md exists but content is empty.
- Downloads last month
- 2