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Cats’ reputations have taken a hit in recent years as research has revealed just how many birds die at their furry paws. A 2012 study by the University of Georgia and National Geographic found that U.S. cats could kill as many as 4 billion birds and small animals a year. Similar research in New Zealand prompted a prominent economist to propose ridding the country of domestic cats. But teeth and claws aren’t the only threat to aviation populations. Between 365 and 988 million birds die annually from crashing into windows in the U.S., according to a new report. Other estimates put that number as high as 1 billion. Most bird collision deaths don’t occur on skyscrapers but with the windows of smaller structures. Buildings four to 11 stories high account for 56 percent of the deaths, according to an Oklahoma State University study. Residences account for 44 percent of bird collisions, and skyscrapers cause fewer than 1 percent. A small building kills only a few birds a year compared with the 24 that die due to a single skyscraper, but the United States has 15.1 million low-rise structures and 122.9 million small homes but only 21,000 skyscrapers. Researchers also found that certain species of birds are more vulnerable to deadly window collisions. Anna’s hummingbirds, black-throated blue warblers, ruby-throated hummingbirds, Townsend’s solitaires and golden-winged warblers top the list. How can we make glass less dangerous? There are only a handful of groups actively testing ways to prevent birds from flying into glass. Ornithologist Christine Sheppard oversees one at the Powdermill Avian Research Center in Rector, Penn. Her research has shown that opaque stripes or dots covering just 5 percent of a glass surface can prevent 90 percent of collisions. However, the problem lies in getting people to use such glass. Ornithologist Daniel Klem Jr. has been working to create no-crash glass for nearly 40 years, and he’s had some success. He found that birds — but not people — can see the short wavelengths that make up ultraviolet light. He theorized that window patterns that show up only in UV could deter birds while still giving people a clear view. A chemist devised a UV film that dramatically reduced bird collisions based on Klem’s research, but attempts to finance the project failed. Still, other companies and research labs are testing and marketing UV-reflecting glass and decals, and some places even require buildings to meet particular bird-safety standards. Minnesota structures that receive state funds must include certain bird-safety features in their plans, and since 2011, San Francisco buildings near parks or waterfronts must adhere to avian-safety requirements. Article by Laura Moss

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- 1 What does the good news mean in the Bible? - 2 What is the good news Jesus brings? - 3 Why is the Gospel called the good news? - 4 What does the Bible say about sharing the good news? - 5 What is the main message of Jesus? - 6 Who made the original covenant with God? - 7 What does the Gospel of Mark tell us about Jesus? - 8 What was Jesus mission to the world? - 9 What is the core message of Christianity? - 10 Why did Jesus become human? - 11 Who spread the word of Jesus? - 12 How was Jesus a servant leader? What does the good news mean in the Bible? In Christianity, the gospel, or the Good News, is the news of the imminent coming of the Kingdom of God (Mark 1:14-15). It perceives this as saving acts of God due to the work of Jesus on the cross and Jesus’ resurrection from the dead which bring reconciliation between people and God. What is the good news Jesus brings? What is the good news Jesus brings? good news for all people. includes being loved by God, and being forgiven for bad things. Why is the Gospel called the good news? The word gospel is derived from the Anglo-Saxon term god-spell, meaning “good story,” a rendering of the Latin evangelium and the Greek euangelion, meaning “good news” or “good telling.” Since the late 18th century the first three have been called the Synoptic Gospels, because the texts, set side by side, show a What does the Bible say about sharing the good news? As it is written: How beautiful are the feet of those who bring good news.” This passage goes on in verse 17, “So faith comes from what is heard, and what is heard comes through the message about Christ.” We most clearly hear the message about Christ in Scripture, and so we know that discipleship does not occur apart What is the main message of Jesus? He is believed to be the Jewish messiah who is prophesied in the Hebrew Bible, which is called the Old Testament in Christianity. It is believed that through his Crucifixion and subsequent Resurrection, God offered humans salvation and eternal life, that Jesus died to atone for sin to make humanity right with God. Who made the original covenant with God? The first covenant was between God and Abraham. Jewish men are circumcised as a symbol of this covenant. You shall be circumcised in the flesh of your foreskins, and it shall be a sign of the covenant between me and you. What does the Gospel of Mark tell us about Jesus? Jesus, in the Gospel of Mark is portrayed as more than a man. Mark, throughout the Gospel of Mark tells us that Jesus was of flesh and skin but also tells us what attributes he had that set him apart from the other humans. Mark also tells us the testimony of when Jesus healed a women. What was Jesus mission to the world? Jesus was sent into the world in order that people might have life in relationship with God. The goal of his being sent, according to 14:6, is that people might “come” to the Father, which in the immediate context means that they might know and believe in God. What is the core message of Christianity? The core Christian belief is that through belief in and acceptance of the death and resurrection of Jesus, sinful humans can be reconciled to God, and thereby are offered salvation and the promise of eternal life. Why did Jesus become human? The latter gives a soteriological emphasis to the incarnation: the Son of God became a man so that he could save us from our sins. The former, on the other hand, speaks of the incarnation as a fulfilment of the Love of God, of his desire to be present and living amidst humanity, to “walk in the garden” with us. Who spread the word of Jesus? Although Jesus had died, his message had not. Word of his teachings spread to Jewish communities across the empire. This was helped by energetic apostles, such as Paul and by the modern communications of the Roman Empire. How was Jesus a servant leader? In Jesus is found the example of a servant leader who, though fully divine, took on humanity and the human experience. He did this to redeem us from our sins and this is paramount in all of Christian theology. Nevertheless, He did at least two other things during His residence on this earth.

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Estimation (or estimating) is the process of arriving at an estimate or approximation. The estimate is close to an exact value. For example, the estimation of 52 is 50. As we can observe, 50 is close to 52. Estimation can be used to calculate the value that is nearest to the exact value of the result of a multiplication equation. This can be done using rounding. Example: Each jar has 94 chocolates. Estimate the total number of chocolates. Here we can estimate 94 in two ways: 1) Estimate in tens: as we know, 94 is nearest to 90, as it is only 4 more than 90. 2) Estimate in hundreds: 94 is nearest to 100, as it is only 6 less than 100. So, 94 can be estimated as either 90 or 100. A number can be rounded to its nearest tens, hundreds, thousands, and so on. For this, we simply need to replace the number with its nearest multiple of ten, hundred or thousand, as the case may be. For example, 24 can be rounded to 20, 29 can be rounded to 30. Let’s take another example, 14554 rounded off to nearest tens, hundredths and thousands, 1. If 14554 is rounded to nearest tenths, the number will be 14550. 2. If 14554 is rounded to nearest hundredths, the number will be 14600. 3. If 14554 is rounded to nearest thousandths, the number will be 14000. 4. Also, if 14554 is rounded to nearest ten-thousandths, the number will be 10000. The following steps can be applied to estimate the product using rounding: 1. Firstly, round off the number to the nearest thousands, hundreds or tens. 2. Multiply the rounded number with the other factor to get the result. 3. Use symbol to show that it is an estimate of the actual multiplication result. Example: Estimate 192 × 8. Rounding 192 to the nearest tens will be 190. So the equation becomes, 190 × 8 = 1520 [Multiply] So, 192 × 8 \(\approx\) 1520 or 192 × 8 , is about 1520. The following steps can be followed to estimate the two numbers between which the estimated product of a multiplication equation lies: 1. Firstly, round off one of the factors to the nearest thousands or hundreds or tens. Take two rounded values of the factor, one which is less than the factor and second which is greater than the factor. For example: 13 can be round off to nearest tens as 10 and 20. 10 less than 13 and 20 greater than 13. 2. Multiply the rounded number values with the other factor to get the result. Here we will get two multiplication results. 3. The exact answer or the product will always lie between these two estimated results. 4. This method can be used to find whether the estimated product of a multiplication equation is reasonable or not. Example: 192 × 8, estimate the two numbers the given product is between. We know that 192 can be rounded off to nearest tens as 190 and nearest hundreds as 200. So, we have two estimations. Case 1: When we choose 190, 190 × 8 = 1520 [Multiply] Case 2: When we choose 200 200 × 8 = 1600 [Multiply] So the two estimates are 1520 and 1600. Hence, the product is between 1520 and 1600. Example 1: A student finds a product as given. Find whether the given answer is reasonable or not. Estimate the product. 263 × 3 = 869 We know that 263 can be rounded off to nearest tens as 260 and 270. Here we have two estimations. Case 1: When we choose 260 260 × 3 = 780 [Multiply] Case 2: When we choose 270 270 × 3 = 810 [Multiply] So, The product 263 × 3 will lie between 780 and 810. It is given that 263 × 3 is equal to 869 which does not lie between 780 and 810 Hence, the given answer is not reasonable. Thomas earns $ 4,554 each month. We estimate that he will earn $ 23,000 in 5 months. Determine whether the estimation is greater or less than the actual earning? Thomas’ earning in a month = $ 4,554 Thomas’ earning in 5 months = $ 4,554 × 5 = $ 22,770 [Multiply] $ 23,000 is greater than $ 22,770. So, the estimation of 5 months earnings is greater than the actual amount of earnings. Example 3: Find the two estimates that the product 849 × 4 is between. We know that 849 can be rounded off to nearest tens as 840 and 850. Here we have two estimations. Case 1: When we choose 840 840 × 4 = 3360 [multiply] Case 2: When we choose 850 850 × 4 = 3400 [multiply] Hence, the product of 849 × 4 will lie between 3360 and 3400. Example 4: Estimate the product 62331 × 3. Round off 62331 nearest to the thousands. So 62331 is estimated as 62000. 62000 × 3 = 186000 So, 62331 × 3 \(\approx\) 186000 or 62331 × 3 , is about 186000. Example 5: Which Automobile has a selling price twice as that of Bike’s. From the given graph we can see that, Selling price of car = $25000 Selling price of Bus = $20000 Selling price of truck = $30000 Selling price of bike = $15000 Twice of bike’s price = $15000 × 2 = $30000 [Multiply] We can see that a truck’s price is $30000 which is twice of $15000. Hence, the correct answer is truck. A number can be rounded off to a value which is close to the exact number. Rounding off a number is used to make complex mathematical calculations simple. For example 21 can be rounded to nearest tens as 20. Similarly, a number can be rounded off to nearest hundreds, thousands and so on. By determining the two estimates between which the result of a multiplication equation lies we can tell whether a product is reasonable or not. If the product is in between the two estimates it is reasonable, otherwise not.

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Have you ever wondered why leaves turn color in the fall? They don’t really switch colors – some of those yellows and oranges are there all along! Plants need food just like we do, only thing is, they make their own. They use a type of molecule, pigments, to capture sunlight. The plants can then use that energy to make sugar from carbon dioxide and water (photosynthesis). Each kind of pigment works best at certain wavelengths (the different colors in a rainbow). The most common pigment group, chlorophyll, is really good at using most of the spectrum, except green. Then why are leaves green? That’s because chlorophylls soak up all the other colors. The green light bounces off, hits your eyes, and you see green. In the fall, as the days get shorter, plants slowly stop making the chlorophylls and eventually their green fades away. Once the carotenoids are not swamped out anymore, their colors are finally revealed! Some plants will make anthocyanins as the days get shorter, and so will turn red. In this experiment, you will try to find out how many pigments are in different leaves. You will separate the pigments using filter paper and rubbing alcohol, a solvent. - Filter paper (coffee filter paper works though high-quality filter paper gives the crispest results), cut into long rectangular strips - Rubbing alcohol Supervise young children! Rubbing alcohol is toxic if ingested! - A pencil - A quarter - A small, clear glass - Leaves – choose some you know will turn color in the Fall 1. Tape top of paper strip to a pencil. Balance pencil on top of glass. Trim bottom of strip so it is close to, but not touching the bottom of the glass. 2. Lay paper strip on flat surface. Place leaf near bottom of strip and rub a dark line onto the paper, parallel to the bottom of the strip (see photo). The neater and darker your line, the better your results will be. 4. Observe over the next hour as the alcohol reaches the top of the strip. Remove the strip and lay flat to dry. As the rubbing alcohol moves up the paper (by capillary action), it carries the pigment molecules. Some of the pigments are larger than others. The smallest ones travel fastest so are nearer the top. The bigger ones are closer to the bottom. This chromatography strip is from a beet leaf. Notice the purple betalain pigment at the top. 1. How many pigments do you see (there can be different shades of the same type of pigment – for instance, “chlorophyll a” is almost teal-colored as compared to the darker “chlorophyll b.” 2. Which of your pigments are the largest? 3. Did you get different results from different types of leaves? 4. If you repeated this experiment every couple of weeks until the leaves drop, what would you expect to see? 5. If plants did not have pigments, and so could not make sugar, what would you eat? Think this one through. *Fun tip. Plant pigments are important for us humans! For instance, the carotinoids are powerful antioxidants and help your eyes stay healthy (eat your carrots and tomatoes!). Thank you so much, Heather! I can't wait to try this with my kids. And if you're looking for more fun science from Heather, check out this awesome Rainbow of Ants activity!

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Tennessee’s Oak Ridge National Laboratory is getting $34.7 million to find ways to make cars lighter by improving carbon fiber manufacturing and processing. Though used in race cars and high-performance “supercars,” current carbon fiber composites cost too much for mass market vehicles. Lightweight, strong carbon fiber will raise fuel efficiency, whether that fuel of the future is the natural biogas that you’ll surely one day tap from the compost in your backyard; or biodiesel (made from drought-resistant weeds of course), or the electrons off your shiny new solar roof. The new Carbon Fiber Technology Center will try new feedstocks and new ways to create them, with the idea of reducing the cost of carbon fiber to under $5 a pound. Currently it is between $10 and $20 per pound. We must develop a cheap way to make carbon fiber to reduce the weight of vehicles. The Department of Energy even considers the development and improvement of energy efficiency technologies a strategic national interest. Technologies like cheap carbon fiber will help transform the economy and create jobs, while decreasing carbon emissions. The timing is great. Nanotech holds promise in the field of nano-carbon fiber development making it ever stronger and lighter than steel. For example a nano-Graphene is already being produced by the ton for researchers to work with. Materials like this would surely be one of the nanotech advances to be tested at Oak Ridge. And what better to wrap around the great advances in the new battery technologies that will surely come from the historic levels of R&D investment seen from this administration into battery development for electric vehicles. I don't like paywalls. You don't like paywalls. Who likes paywalls? Here at CleanTechnica, we implemented a limited paywall for a while, but it always felt wrong — and it was always tough to decide what we should put behind there. In theory, your most exclusive and best content goes behind a paywall. But then fewer people read it! We just don't like paywalls, and so we've decided to ditch ours. Unfortunately, the media business is still a tough, cut-throat business with tiny margins. It's a never-ending Olympic challenge to stay above water or even perhaps — gasp — grow. So ... Sign up for daily news updates from CleanTechnica on email. Or follow us on Google News! Have a tip for CleanTechnica, want to advertise, or want to suggest a guest for our CleanTech Talk podcast? Contact us here.

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Rising atmospheric carbon dioxide (CO2) concentration is causing global warming and ocean acidification (OA), which increasingly are recognized as important drivers of change in biological systems. OA has the potential to alter in many ways the organic carbon biogeochemistry in the ocean, leading to changes in quality of organic matter available for the marine organisms. So far, we know very little about how the sediments, the organisms that live in it and the processes that occur will react to changes in the acidity of seawater. On the Brazilian coast, in particular, the study on the effects of climate change on benthic processes is still incipient. This proposal is an experimental study that combines labeling techniques with stable isotope (carbon and nitrogen) and molecular techniques in order to follow the incorporation of organic carbon and its fate in the benthic community of the marine sediment after the arrival of fresh food, in current conditions and low pH. To this end, we intend to test the following hypotheses: 1) organic material from the microphytobenthos is the main carbon source for benthic communities of coastal areas and 2) OA alters the incorporation of organic carbon in benthic communities (bacteria, half-and macrofauna). The results generated will be extremely useful for understanding how climate change will affect the marine benthic ecosystem. (AU) News published in Agência FAPESP Newsletter about the scholarship: (References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors) HARVEY, BEN P.; GSOTTBAUER, CARINA M.; HALL, EMILIE F.; MANCUSO, FRANCESCO P.; PEREIRA, CAMILA O.; SCHRAM, JULIE B.; STAPP, LAURA S.; ROSA, LINDZAI T. SANTA. Evolution of Marine Organisms under Climate Change at Different Levels of Biological Organisation. Web of Science Citations: 20. (References retrieved automatically from State of São Paulo Research Institutions)

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The terms “earthing” and “grounding” refer to walking barefoot on the earth, which allows for the transfer of free electrons from the earth into your body, through the soles of your feet. These free electrons are among the most potent antioxidants known, and the effects of grounding have been shown to promote health in a number of ways. For starters, walking barefoot can help improve the constant assault of electromagnetic fields and other types of radiation from cell phones, computers, and Wi-Fi a huge benefit for those of us that live your lives with electronics. Grounding effectively alleviates inflammation because it thins your blood and infuses you with negatively charged ions. Inflammation thrives when your blood is thick and you have a lot of free radical stress and positive charges in your body. It is important to know that not all surfaces allow you to ground. Effective outdoor grounding surfaces include sand, grass, bare soil, and unpainted/unsealed concrete and brick. It is possible for you to be grounded even if you’re not barefoot by wearing leather-soled footwear when you walk across these surfaces. The effect is not as effective as barefoot but it’s still present. When walking barefoot on grass, it is best if it is damp and you also want to make sure that it has not been sprayed with round-up or any other weed killers, as they are very toxic. Being grounded in a modern dwelling is another matter. Grounding inside your home is almost impossible, as many common flooring materials are poor conductors. This includes wood and insulating materials, vinyl, carpet, sealed tiles, and marble if it’s chemically treated and placed on top of sealed concrete. Does Your Elevation Impact Grounding? The simple answer to this question is…yes. When you are grounded, meaning in contact with the Earth, it’s impossible for your body to carry a charge, which is good. The more distance there is between you and the Earth, the greater charge your body carries. For every meter you are above the ground, 300 volts of charge will build up in your body. So if you are in a second story bedroom, your charge would be 1,000 volts; this voltage charge could increase your risk of health problems. For example, a study in 2009 found a 40 percent increase in strokes among people living in multistory homes. You can do grounding indoors, this is best done by using a grounding pad or wrist and ankle bands. These work well provided you have a grounded electrical outlet, and can be particularly beneficial if you live in a high-rise building. You can identify a grounded outlet by the fact it’s a 3-prong outlet. Most modern homes built after 1970 will have a grounded electrical system. When using an earthing mat, make sure your bare skin is in contact with it, there should not be a layer of clothing between you and the mat. How Grounding Benefits Your Blood Another reason grounding is so beneficial is how it affects your blood. High-sugar diet, smoking, electromagnetic forces, emotional stress, anxiety, high cholesterol, and high uric acid tend to make your blood thicker and slow-moving which increases your risk of having a blood clot or stroke. Thicker blood is the cause of inflammation, because when your blood does not flow well, oxygen can’t get to your tissues. Grounding helps thin your blood meaning it improves the energy between your red blood cells. When you ground to the earth, your red blood cells now have more charge on their surface, which forces them apart from each other. This action causes your blood to thin and flow easier. It also causes your blood pressure to drop. Grounding Is a Foundational Aspect for Optimal Health Free radical stress from toxic exposures associated with modern life continually depletes your body of electrons. This is one of the primary reasons why you need to eat an antioxidant-rich diet, as antioxidants donate electrons back into your body, thereby helping to help ward off free radical damage to your tissues. However, you don’t have to swallow them all. You can also get these electrons by going barefoot outside. Grounding also helps calm your sympathetic nervous system, which supports your heart rate variability. This in turn plays an important role in balancing your autonomic nervous system. Pain relief, improved sleep, and a generally enhanced sense of well-being are but a few of the health benefits reported by people who try grounding. If you are deficient in electrons, your body is unable to effectively combat inflammation. Grounding is one of the key mechanisms by which your body maintains equilibrium and health. The human body evolved in constant contact with the Earth, and your body needs this continuous interchange of energy in order to function properly. When you stand barefoot on bare earth or sand, electrons from the Earth flow into your body; giving you a natural “transfusion” of healing power. This occurs until you equalize with the Earth, so you never have to worry about getting too much. The process simply stops when your charge returns to zero. It’s as safe and natural as it gets. Grounding mats and bands, along with many other products can be purchased at http://www.earthing.com, there is also books and other interesting information on their website. I have been using the bands for over 6 months and have noticed a huge difference in my health issues and my level of pain relief. I am unable to walk barefoot because of my polio issues so these work perfectly for me.

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Schizophrenia is a common illness. - It is found all over the world in all races, cultures and social classes. - Studies have shown that immigrant and lower socioeconomic populations have a greater than average chance of being diagnosed with schizophrenia than the general population. (Clinical Handbook of Schizophrenia, 2008; Harrison, Gunnell, Glazebrook, Page, & Kwiecinski, 2001). - Worldwide and in Canada, it affects approximately 1% of the population (1 in a 100). - Over 10,000 people in Saskatchewan are affected or will be affected in their lifetime, in a given generation. Schizophrenia is a bio-chemical brain disorder. - It is a serious mental illness with symptoms of “psychosis.” - Psychosis is defined as the loss of contact with reality, and typically involves hallucinations (which can affect all 5 senses), and delusionary thinking. - It is an illness that affects a person’s perceptions, thinking, feelings and behaviour. Schizophrenia is one of youth’s greatest disablers. - Most frequently the illness occurs in the 16 – 30 year old age group. - Individuals diagnosed with schizophrenia in their teen years statistically have lower educational achievement levels, increased homelessness, and face greater difficulty finding gainful employment. - Very often the individual has a perfectly normal childhood until the onset of the illness. - It can also appear later in adulthood. However, onset after the age of 35 is less common, and after the age of 40 is rare. Men and Women are affected with equal frequency. - Generally men between the ages of 16 – 20 will experience schizophrenia for the first time. - Generally women between the ages of 25 – 30 will experience schizophrenia for the first time. - It is thought that women may be protected for these extra years by estrogen and progesterone produced in their bodies. - Each person’s experience with the illness is very individual and symptoms may occur in children as young as 12 years old and younger, though very rare. People with schizophrenia can become discourage, feel hopeless and sometimes become suicidal. - Depression is the most prevalent cause of suicide for people suffering from schizophrenia. - Four in ten individuals diagnosed with schizophrenia will attempt suicide and one in ten will die. - 70% of the suicides occur before the age of 33, particularly with young males, who may be recently discharged from hospital. It is important that there be adequate supports and services in place in the community. We are all affected. - The estimated costs of schizophrenia in Canada due to hospitalization, disability payments and lost wages approach 2 billion dollars annually. - The cost of losses associated with individual potential, family hardships, shattered personal hopes and dreams are impossible to measure. Stigma and Schizophrenia - Due to a lack of understanding about the illness in society, many individuals diagnosed with schizophrenia choose not to disclose their diagnosis with people. - Individuals with schizophrenia typically have a harder time maintaining friendships, finding housing, and work. - The media typically portrays people with schizophrenia as being prone to violence, however an individual with schizophrenia is in fact more likely to be a victim of violence than a perpetrator. There are different outcomes for different people. - The misconception that people cannot recover from schizophrenia leads to hopelessness and despair. This may cause service providers, friends and families to hold a negative perception towards recovery. BUT, the disorder takes many different courses and varies with each individual. Recent research shows that the earlier this illness is diagnosed and treated the better the outcome. The new antipsychotic medications contribute a great deal, especially to the recovery of newly diagnosed persons and do so with less side effects. - Some people have episodes of the illness lasting weeks or months with full remission of their symptoms between each episode. People with schizophrenia are not always psychotic! Others have a fluctuating course where symptoms are continuous but rise and fall in intensity. Some people have little variation of their symptoms over time. - At one end of the spectrum the person has a single episode followed by complete recovery. At the other end, there is the illness that never abates.

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Author: Learner Club In short problem was to find the minimum length substring, whose repetition generates the entire input string. Lets take an example to understand the problem more clearly. Suppose the input string is “abcabcab” and you need to find the minimum length string whose repetition generates the entire input string. So the possible repetition for the given input string could be “abcabc” or “abc” or “bca” or “cab” or “bcabca”. If we write “abcabc” as 2 times then we can generate “abcabcab” as its substring. Similarly input string can be generated as a substring with the repetition of “abc” 3 times, “cab” 3 times and so on. Since the question is to find the length of the smallest string whose repetition generates the entire string. Therefore the answer is 3 because of any of the following three strings “cab”, “bca” or “abc” of length 3. Hence the answer is 3. The brute force solution of finding all possible substrings will give TLE because of large constraint. You need to be familiar with the new concept of prefix function used in KMP string matching algorithm. So the prefix function of the string is the length of the longest proper suffix which is also the prefix of the string. Proper suffix is the substrings of the original string and it does not include the original string. Lets take an example For “aaaa” String the value of prefix function is 3 because the longest proper suffix is “aaa”. Lets take another example, for “ababab” the longest proper suffix is “abab”. Coming back to our original problem. So the answer will be prefix value of input string subtracted from the length of Input string. Lets see how this statement justifies our sample example taken earlier. In previous case our input string was “abcabcab” which is of length 8 and the answer which we computed was 3. Now lets compute the value of prefix function for the given input string. So the longest proper suffix which is also the prefix is “abcab” and it’s length is 5. Now subtracting the lengtho f prefix function from the length of input string gives 3, which matches with our result.

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As heart cancer is a to a great degree uncommon type of cancer, the precise causes of heart cancer are still not clear. The ordinarily known causes of heart cancer are- Gastric cancer, also known as stomach cancer, is a type of cancer which starts in the divider’s cells of the stomach. This sort of cancer begins from the normal cell types present in the stomach’s covering divider. Gastric cancer is a typical type of cancer and it is known not mostly in men above 40 years of age. Gastric cancer has five stages: stage 0 to stage IV. Stage 0 is the early stage and stage IV is the propelled stage. The staging of cancer helps in choosing the best possible course of treatment. A cancer tolerant’s chances of recuperation and the treatment options rely on the accompanying factors- The cancer’s stage whether the cancer is still in the stomach just or it has spread to the surrounding lymph nodes and/or whatever other places in the body. The tolerant’s general wellbeing conditions. Diagnosis and treatment The chances of recuperation are always high if the cancer is diagnosed at an early stage. Be that as it may, in most of the cases of gastric cancer, it is discovered when it reaches a propelled stage. At such a stage, gastric cancer may be treated however can once in a while be cured totally. By and large, five types of treatment options are considered: Surgery: The surgical evacuation of the stomach is considered as the most successful treatment for gastric cancer. This process is termed as gastrectomy. The stomach may be evacuated completely or somewhat. Incomplete evacuation involves evacuation of just a stomach’s piece which contains cancer, its surrounding lymph nodes and some parts of different tissues and/or organs close to the tumor. Chemotherapy: It is a treatment strategy which uses drugs to end the development of cancer cells either by stopping so as to slaughter them or their division. The route by which chemotherapy is administered depends upon the sort and stage of the cancer which is to be treated. Radiation therapy: This is a treatment strategy which uses high-vitality x-rays or other similar kinds of radiation to slaughter the cancer cells or to stop their development. Two types of radiation therapies arrive: outer radiation therapy and inward radiation therapy. Chemoradiation: This strategy combines chemotherapy and radiation therapy to boost the effects of both of these methods. Chemoradiation may be given after a surgery, to bring down the cancer’s risk returning. The heart is one of the human body’s most essential organs. It is the most imperative piece of the circulatory system. Its capacity is to pump blood all through the body through the blood vessels by monotonous musical contractions. Heart cancer is one of the rarest forms of cancer. It is partitioned into two types: essential cancer and secondary cancer. Essential tumors of the heart are those in which the cancerous cells start to develop and create inside the heart itself. This type of heart cancer is extremely uncommon. Metastatic tumors of the heart are those in which the cancer at first originates inside some other organ or at another area and step by step grows and spreads to the heart. This sort of heart cancer occurs more generally than essential heart cancers yet at the same time is exceptionally uncommon type of cancer.

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5 Ways To Use This Time To Teach Your Kids Valuable Life Lessons At some point, every parent worries that their child will not be able to make their own doctor's appointment, change a tire, cook for themselves, and generally manage in the world without us. We picture them living on saltine crackers, wearing the same clothes, and wandering the world unable to put in a load of laundry. Our goal as parents is to get our children ready for life. During the coronavirus quarantine, parents are struggling to home-school on digital platforms, not to mention the efforts put in to get their children to do the actual work. But take a minute to consider this—these uncertain times can be an opportunity. As many of us are under a stay-at-home order with our families, we now have the time to help our children with life skills. How to teach life skills right now. Learning to do laundry, make a doctor's appointment, sew a button, or cook a meal are critical life skills that everyone needs to know how to do to function in life. The process starts early. A young child can learn how to sweep and unload the dishwasher and will grow to take more responsibilities, like washing hair by themselves or organizing their toys. Eventually, the child learns to do the laundry, prepare a meal, and manage a schedule so she can arrive for an appointment on time. - Make a list of life skills and collaborate with your child: Don't present learning life skills as a chore, but rather allow your child to know that working on this will help them become more independent and therefore earn additional privileges. Ask your child where she would like more independence and help her look at what life skills she can build that will help her demonstrate responsibility. Help her understand that the newly acquired skills are helping her learn and grow toward a more responsible and independent person. - Demonstrate and learn together: Whether your child wants to take on the learning or you are working with them, the more you hold back the lectures and make this fun, the more your child will learn. Tie the learning to what is in it for them. As they show you they know how to unclog a sink and clean a bathroom, maybe they can have more freedom and stay up later. Help them understand that before they go to college and have a lot fewer rules, they will need to know how to open an online bank account and do laundry. - Turn your child into a helper: One major life skill is to help others. Look around you and see what other people need. Ask your child to step into the shoes of members of your community. Pick something she sees as a need and then brainstorm how you can help. Is it making masks for the hospital, raking leaves for the elderly person next door, or making care packages for someone who might be alone during this difficult time? - Lean on grandparents for help: This wonderful book Grandma's In the Phone talks about how to work with grandparents virtually to teach things like sewing, crafts, woodworking, cooking, and other key life skills. Grandparents, cousins, and aunts and uncles will love the connection to your child and can teach these skills virtually. - Time management is a life skill: Managing time, making a plan, and thinking ahead are all key life skills. In this time of home schooling, many children are trying to learn this skill. Share the big picture with your child and partner with her to lay out the timeline for her activities and her free time. Ask your child to estimate how much time something will take. Ask her how she will reward herself for a job well done. In the face of our busy lives, we often do things for our children because it is easier and faster. While we are all juggling so much right now, we also have an opportunity to use this time to develop our children and as their original teacher, help them to grow from this experience. Want your passion for wellness to change the world? Become A Functional Nutrition Coach! Enroll today to join our upcoming live office hours.

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Identify common fungal parasites and pathogens Parasitism describes a symbiotic relationship in which one member of the association benefits at the expense of the other. Both parasites and pathogens harm the host; however, the pathogen causes a disease, whereas the parasite usually does not. Commensalism occurs when one member benefits without affecting the other. Fungi engage in both these types of relationships with other organisms, but as parasites are responsible for economic and environmental damage, as well as some human diseases. - Describe fungal parasites and pathogens of plants - Describe the different types of fungal infections in humans - Explain why antifungal therapy is becoming less successful in public health Infections in Plants The production of sufficient good-quality crops is essential to human existence. Plant diseases have ruined crops, bringing widespread famine. Many plant pathogens are fungi that cause tissue decay and eventual death of the host (Figure 1). In addition to destroying plant tissue directly, some plant pathogens spoil crops by producing potent toxins. Fungi are also responsible for food spoilage and the rotting of stored crops. For example, the fungus Claviceps purpurea causes ergot, a disease of cereal crops (especially of rye). Although the fungus reduces the yield of cereals, the effects of the ergot’s alkaloid toxins on humans and animals are of much greater significance. In animals, the disease is referred to as ergotism. The most common signs and symptoms are convulsions, hallucination, gangrene, and loss of milk in cattle. The active ingredient of ergot is lysergic acid, which is a precursor of the drug LSD. Smuts, rusts, and powdery or downy mildew are other examples of common fungal pathogens that affect crops. Aflatoxins are toxic, carcinogenic compounds released by fungi of the genus Aspergillus. Periodically, harvests of nuts and grains are tainted by aflatoxins, leading to massive recall of produce. This sometimes ruins producers and causes food shortages in developing countries. Dutch Elm Disease Question: Do trees resistant to Dutch elm disease secrete antifungal compounds? Hypothesis: Construct a hypothesis that addresses this question. Background: Dutch elm disease is a fungal infestation that affects many species of elm (Ulmus) in North America. The fungus infects the vascular system of the tree, which blocks water flow within the plant and mimics drought stress. Accidently introduced to the United States in the early 1930s, it decimated shade trees across the continent. It is caused by the fungus Ophiostoma ulmi. The elm bark beetle acts as a vector and transmits the disease from tree to tree. Many European and Asiatic elms are less susceptible to the disease than are American elms. Test the hypothesis: A researcher testing this hypothesis might do the following. Inoculate several Petri plates containing a medium that supports the growth of fungi with fragments of Ophiostoma mycelium. Cut (with a metal punch) several disks from the vascular tissue of susceptible varieties of American elms and resistant European and Asiatic elms. Include control Petri plates inoculated with mycelia without plant tissue to verify that the medium and incubation conditions do not interfere with fungal growth. As a positive control, add paper disks impregnated with a known fungicide to Petri plates inoculated with the mycelium. Incubate the plates for a set number of days to allow fungal growth and spreading of the mycelium over the surface of the plate. Record the diameter of the zone of clearing, if any, around the tissue samples and the fungicide control disk. Record your observations in the following table. |Results of Antifungal Testing of Vascular Tissue from Different Species of Elm| |Disk||Zone of Inhibition (mm)| |Tissue from Susceptible Elm #1| |Tissue from Susceptible Elm #2| |Tissue from Resistant Elm #1| |Tissue from Resistant Elm #2| Analyze the data and report the results. Compare the effect of distilled water to the fungicide. These are negative and positive controls that validate the experimental set up. The fungicide should be surrounded by a clear zone where the fungus growth was inhibited. Is there a difference among different species of elm? Draw a conclusion: Was there antifungal activity as expected from the fungicide? Did the results support the hypothesis? If not, how can this be explained? There are several possible explanations for resistance to a pathogen. Active deterrence of infection is only one of them. Infections in Humans Fungi can affect animals, including humans, in several ways. A mycosis is a fungal disease that results from infection and direct damage. Fungi attack animals directly by colonizing and destroying tissues. Mycotoxicosis is the poisoning of humans (and other animals) by foods contaminated by fungal toxins (mycotoxins). Mycetismus describes the ingestion of preformed toxins in poisonous mushrooms. In addition, individuals who display hypersensitivity to molds and spores develop strong and dangerous allergic reactions. Fungal infections are generally very difficult to treat because, unlike bacteria, fungi are eukaryotes. Antibiotics only target prokaryotic cells, whereas compounds that kill fungi also harm the eukaryotic animal host. Many fungal infections are superficial; that is, they occur on the animal’s skin. Termed cutaneous (“skin”) mycoses, they can have devastating effects. For example, the decline of the world’s frog population in recent years may be caused by the chytrid fungus Batrachochytrium dendrobatidis, which infects the skin of frogs and presumably interferes with gaseous exchange. Similarly, more than a million bats in the United States have been killed by white-nose syndrome, which appears as a white ring around the mouth of the bat. It is caused by the cold-loving fungus Pseudogymnoascus destructans, which disseminates its deadly spores in caves where bats hibernate. Mycologists are researching the transmission, mechanism, and control of P. destructans to stop its spread. Fungi that cause the superficial mycoses of the epidermis, hair, and nails rarely spread to the underlying tissue (Figure 2). These fungi are often misnamed “dermatophytes,” from the Greek words dermis meaning skin and phyte meaning plant, although they are not plants. Dermatophytes are also called “ringworms” because of the red ring they cause on skin. They secrete extracellular enzymes that break down keratin (a protein found in hair, skin, and nails), causing conditions such as athlete’s foot and jock itch. These conditions are usually treated with over-the-counter topical creams and powders, and are easily cleared. More persistent superficial mycoses may require prescription oral medications. Systemic mycoses spread to internal organs, most commonly entering the body through the respiratory system. For example, coccidioidomycosis (valley fever) is commonly found in the southwestern United States, where the fungus resides in the dust. Once inhaled, the spores develop in the lungs and cause symptoms similar to those of tuberculosis. Histoplasmosis is caused by the dimorphic fungus Histoplasma capsulatum. It also causes pulmonary infections, and in rarer cases, swelling of the membranes of the brain and spinal cord. Treatment of these and many other fungal diseases requires the use of antifungal medications that have serious side effects. Opportunistic mycoses are fungal infections that are either common in all environments, or part of the normal biota. They mainly affect individuals who have a compromised immune system. Patients in the late stages of AIDS suffer from opportunistic mycoses that can be life threatening. The yeast Candida sp., a common member of the natural biota, can grow unchecked and infect the vagina or mouth (oral thrush) if the pH of the surrounding environment, the person’s immune defenses, or the normal population of bacteria are altered. Mycetismus can occur when poisonous mushrooms are eaten. It causes a number of human fatalities during mushroom-picking season. Many edible fruiting bodies of fungi resemble highly poisonous relatives, and amateur mushroom hunters are cautioned to carefully inspect their harvest and avoid eating mushrooms of doubtful origin. The adage “there are bold mushroom pickers and old mushroom pickers, but are there no old, bold mushroom pickers” is unfortunately true. Just like antibiotics cure bacterial infections, antifungal medications save lives by curing dangerous fungal infections. And just like some bacterial infections are resistant to antibiotics, some fungi no longer respond to the antifungal medications that are designed to cure them. This emerging phenomenon is known as antifungal resistance, and it’s primarily a concern for invasive infections with the fungus Candida. Although antibiotic-resistant bacterial infections are a widely-recognized public health threat, less is known about the effects of antifungal resistance and the burden of drug-resistant fungal infections. This highlights the need for an improved understanding of the reasons for their emergence, heightened awareness among medical and public health communities about these infections, and greater attention to methods that can be used to prevent and control them. Invasive fungal infections cause substantial morbidity and mortality and are a costly, common problem in healthcare settings. The fungus Candida is the most common cause of healthcare-associated bloodstream infections in the United States. Each case of Candida bloodstream infection (also known as candidemia) is estimated to result in an additional 3 to 13 days of hospitalization and $6,000 to $29,000 in healthcare costs. What’s also concerning is that some types of Candida are becoming increasingly resistant to first-line and second-line antifungal medications, namely, fluconazole and echinocandins (anidulafungin, caspofungin, and micafungin). Approximately 7% of all Candida bloodstream isolates tested at CDC are resistant to fluconazole, most of which are Candida glabrata., CDC’s surveillance data indicate that the proportion of Candida isolates that are resistant to fluconazole has remained fairly constant over the past twenty years., , Echinocandin resistance, however, appears to be on the rise, especially among Candida glabrata. CDC’s surveillance data indicate that up to 8% of Candida glabrata isolates in 2014 may not be susceptible to echinocandins; this proportion nearly doubled from 4% in 2008. This is especially concerning as echinocandins are the mainstay of treatment for Candida glabrata, which already has high levels of resistance to fluconazole. The stable yet substantial rates of fluconazole resistance and the emergence of echinocandin resistance are concerning because echinocandins are typically used to treat infections caused by C. glabrata, the species that’s most often associated with fluconazole resistance. For multi-drug resistant Candida infections (those that are resistant to both fluconazole and an echinocandin), the few remaining treatment options are expensive and can be toxic for patients who are already very sick. Not surprisingly, there is growing evidence to suggest that patients who have drug-resistant candidemia have poorer outcomes than patients who have candidemia that’s susceptible to antifungal medications., Overall, antifungal resistance is still relatively uncommon, but the problem will likely continue to evolve unless more is done to prevent further resistance from developing and prevent the spread of these infections. Some species of fungi are naturally resistant to certain types of antifungal medications. Other species may be normally susceptible to a particular type of medication, but develop resistance over time as a result of improper antifungal use—for example, dosages that are too low or treatment courses that aren’t long enough., Some studies have indicated that antibacterial medications may also contribute to antifungal resistance; this could occur for a variety of reasons, one of which is that antibacterials reduce bacteria in the gut and create favorable conditions for Candida growth. It’s not yet known if decreasing the use of all or certain antimicrobial agents can reduce Candida infections, but appropriate use of antibacterial and antifungal agents is one of the most important factors in fighting drug resistance. What Can Be Done Antifungal resistance is becoming increasingly recognized, particularly for Candida. Everyone has a role in preventing Candida infections and reducing antifungal resistance. - CDC is: - Tracking trends in antifungal resistance through the Emerging Infections Program by conducting multi-center candidemia surveillance and performing species confirmation and antifungal susceptibility testing on Candida bloodstream isolates., - Using genetic sequencing and developing new laboratory tests to identify and understand specific mutations associated with antifungal resistance in Candida. - Hospital executives and infection control staff can: - Assess antifungal use as part of their antibiotic stewardship programs. - Ensure adherence to guidelines for hand hygiene, prevention of catheter-associated infections, and environmental infection control. - Doctors and other hospital staff can: - Prescribe antifungal medications appropriately. - Document the dose, duration, and indication for every antifungal prescription. - Stay aware of local antifungal resistance patterns. - Participate in and lead efforts within your hospital to improve antifungal prescribing practices. - Follow hand hygiene and other infection control measures with every patient. - Hospital patients can: - Be sure everyone cleans their hands before entering your room. - If you have a catheter, ask each day if it is necessary. Check Your Understanding Answer the question(s) below to see how well you understand the topics covered in the previous section. This short quiz does not count toward your grade in the class, and you can retake it an unlimited number of times. Use this quiz to check your understanding and decide whether to (1) study the previous section further or (2) move on to the next section. - Magill SS, Edwards JR, Bamberg W, et al. Multistate point-prevalence survey of health care-associated infections. The New England journal of medicine 2014;370:1198–208. ↵ - Morgan J, Meltzer MI, Plikaytis BD, et al. Excess mortality, hospital stay, and cost due to candidemia: a case-control study using data from population-based candidemia surveillance. Infection control and hospital epidemiology 2005;26:540–7. ↵ - Vallabhaneni S, Cleveland A, Farley M, et al. Epidemiology and Risk Factors for Echinocandin Nonsusceptible Candida glabrata Bloodstream Infections: Data From a Large Multisite Population-Based Candidemia Surveillance Program, 2008–2014. Open Forum Infect Diseases 2015;2(4):ofv163. ↵ - Lockhart SR, Iqbal N, Cleveland AA, et al. Species identification and antifungal susceptibility testing of Candida bloodstream isolates from population-based surveillance studies in two U.S. cities from 2008 to 2011. Journal of clinical microbiology 2012;50:3435–42. ↵ - Ibid. ↵ - Hajjeh RA, Sofair AN, Harrison LH, et al. Incidence of bloodstream infections due to Candida species and in vitro susceptibilities of isolates collected from 1998 to 2000 in a population-based active surveillance program. Journal of clinical microbiology 2004;42:1519–27. ↵ - Kao AS, Brandt ME, Pruitt WR, et al. The epidemiology of candidemia in two United States cities: results of a population-based active surveillance. Clinical infectious diseases 1999;29:1164–70. ↵ - Vallabhaneni S, Cleveland A, Farley M, et al. ↵ - Alexander BD, Johnson MD, Pfeiffer CD, et al. Increasing echinocandin resistance in Candida glabrata: clinical failure correlates with presence of FKS mutations and elevated minimum inhibitory concentrations. Clinical infectious diseases 2013;56:1724–32. ↵ - Baddley JW, Patel M, Bhavnani SM, Moser SA, Andes DR. Association of fluconazole pharmacodynamics with mortality in patients with candidemia. Antimicrobial agents and chemotherapy 2008;52:3022–8. ↵ - Lortholary O, Desnos-Ollivier M, Sitbon K, et al. Recent exposure to caspofungin or fluconazole influences the epidemiology of candidemia: a prospective multicenter study involving 2,441 patients. Antimicrobial agents and chemotherapy 2011;55:532–8. ↵ - Shah DN, Yau R, Lasco TM, et al. Impact of prior inappropriate fluconazole dosing on isolation of fluconazole-nonsusceptible Candida species in hospitalized patients with candidemia. Antimicrobial agents and chemotherapy 2012;56:3239–43. ↵ - Ben-Ami R, Olshtain-Pops K, Krieger M, et al. Antibiotic exposure as a risk factor for fluconazole-resistant Candida bloodstream infection. Antimicrobial agents and chemotherapy 2012;56:2518–23. ↵ - Vallabhaneni S, Cleveland A, Farley M, et al. ↵ - Lockhart SR, Iqbal N, Cleveland AA, et al. ↵

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Problem 1 [30 points] Consider a classical model of the Helium atom as shown below. Two electrons, each with charge -e, orbit together on opposite sides of a nucleus of charge +2e. The radius of the orbit is a0, and the electrons orbit with a speed v, giving an angular velocity of ω0 = v/a0. The goal of this problem is to compute the radiation that would be emitted in this classical model. a) Show that there is no electric dipole radiation in this model. b) Show that there is no magnetic dipole radiation in this model. c) Compute the electric quadrapole tensor and show that it does not vanish. What is its frequency of oscillation? d) Find Qω, the tensor that gives the amplitude of the electric quadrapole oscillation, i.e. Q(t) = Re [ Qω e-iωt]. Then using the solution to problem 2 on last week's Problem Set 7, find the amplitudes Eω(r) and Bω(r) of the oscillations of the radiated electric and magnetic fields (in the Radiation Zone limit). e) Find the angular distribution dP/dΩ of the radiated power, and sketch a polar plot of your result. (Note: the electric quadrapole tensor you find in this problem will not be the same form as in part (d) of Problem Set 7, problem 2; in that case we assumed Qω was real, while here you should find that it is complex. Hence the angular distribution of the radiation will not be the same as was found there.) Problem 2 [15 points] Using the expressions found in lecture for the electric and magnetic fields of a charge moving with a small uniform velocity v (v << c), compute the total momentum PEM carried by the electromagnetic fields of the charge. Recall, PEM = ∫d3r pEM, where the electromagnetic momentum density is pEM = ε0μ0S = ε0E×B. Show that to lowest order in v, PEM = (4/3) (U/c2)v, where U is the total electromagnetic energy stored in the fields of the charge. (Hint: the algebra only works nicely if you do the calculation to lowest order in v.)

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On this day in 1918, two heroes engage in an action that would earn each the Medal of Honor. Pfc. Jesse Funk and Pfc. Charles Barger were perhaps an unlikely pair. Funk was a Coloradan and the son of ranchers. Meanwhile, Barger was the son of a convicted murderer; he’d been put up for adoption after his father went to prison. His adoptive parents mostly wanted his help on their Missouri farm. Both men were drafted into the Army during the spring of 1918; they would become friends. Their heroism came on October 31, 1918, as the two served near Bois-deBantheville, France, during the Meuse-Argonne Offensive. That effort would ultimately bring an end to World War I, but the two young soldiers couldn’t know that. Instead, they were focused on what they had learned about two patrols sent into “No Man’s Land” between Allied and enemy trenches. The patrols were to reconnoiter the area and locate enemy lines, but two officers had been attacked and wounded. 2LT John Millis ordered his men to retreat, leaving him and 1LT Ernest Rowell behind in No Man's Land. The soldiers escaped and reported the situation to Colonel Conrad Babcock. Babcock was in a tough spot. He didn’t want to leave wounded men stranded, but he wouldn’t order anyone to undertake such a dangerous rescue, either. Just then, Barger and Funk volunteered. Together, they grabbed a stretcher and started out into the open. “Those darned machine-gun bullets were just singing songs around us and I figured every minute they were going to get us,” Funk said, according to Barger’s biographer. They finally crossed the 500 yards to Millis, but Millis wouldn’t leave. He ordered them to take Rowell instead. Amazingly, the two made it back to Allied lines with Rowell. They had bullet holes in their clothes, but they were uninjured. They went back for Millis, loaded him on a stretcher and ran for their lives. “The stretcher was hit several times,” Barger described, again according to his biographer, “and I saw bullets slash open the seat of Jesse’s pants. A bullet cut the canvas under the lieutenant from side to side, but he was not hit.” Would you believe that, after they got Millis to safety, they went back for another wounded soldier they’d found? “The German machine guns ceased firing and the machine gunners stood up and watched us,” Barger concluded. “It was not an act of goodwill; they just couldn’t understand why we hadn’t been killed long before.” Each man would receive a Medal of Honor, but their stories do not end there. Barger struggled after the war. Today, he would be diagnosed with PTSD, but in the 1920s no one knew what to do. He tried farming again, then served as a police officer. In 1936, he had a total breakdown and was “temporarily deranged,” according to one newspaper report. He tried to kill both himself and his wife. The episode left him badly burned, and he died of those wounds a few days later. “That the breakdown was due to his war experience no comrade of Charles Barger would deny,” a Kansas City Star journalist somberly reported. “Yet through the years every effort made by the veterans’ organizations to persuade the government that sent him to war to admit responsibility for his mental condition ended in failure.” For his part, Funk passed away in 1933 after appendicitis surgery. The public remembered him more fondly. “Going away virtually an unknown youth of the plains,” one newspaper concluded, “Funk so conducted himself on European soil that he became the greatest war hero of all time to residents of Colorado Springs, El Paso County, and the state of Colorado.” “[W]hat I did any man would do who had the chance,” Funk once humbly said. “I was lucky to get the chance.” Enjoyed this post? More Medal of Honor stories can be found on my website, HERE. A Companion to the Meuse-Argonne Campaign (Edward G. Lengel ed. 2014) A World War Hero Dies (Kansas City Star; March 22, 1933) (page 4) A World War Hero Shot (Kansas City Star; Nov. 24, 1936) (p. 6) Colorado Hero Will Not Go Into Vaudeville (Grand Forks Herald; June 26, 1919) (page 2) Death of a War Hero (St. Joseph News-Press; March 29, 1933) (page 5) His Glory Dim in Death (Kansas City Star; Nov. 28, 1936) Jesse Funk, Noted War Hero, is Dead (Abilene Daily Reporter; March 22, 1933) (page 9) Jesse M. Funk War Hero Mustered Out (Carlsbad Current-Argus; March 23, 1933) (page 3) Joseph Bowman, Quietly Exploding: The Life of Medal of Honor Hero Charles Barger (2018) Kathy Feist, He was one of the most highly decorated soldiers during WWI. Now this local hero will have a building in his name (Martin City Telegraph; Nov. 10, 2019) Medal of Honor citation (Charles Denver Barger; WWI) Medal of Honor citation (Jesse N. Funk; WWI) Medal of Honor Monday: Army Pfc. Charles Barger (U.S. Dept of Defense website) Pfc. Jesse N. Funk (Military Health System & Defense Health Agency website) Pfc. Charles Barger (Military Health System & Defense Health Agency website) Pithy News Notes from all parts of Colorado (Elk Mountain Pilot; Feb, 13, 1919) (page 4) The United States in the First World War: An Encyclopedia (Anne Cipriano Venzon ed., 2012) War Diary of 354th Infantry, 89th Division (compiled by Lt. John F. McGrath) (1920)

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Enhancing Crop Yields with Smart Agriculture Technologies Smart agriculture technologies have revolutionized the way we approach farming, offering innovative solutions to enhance crop yields, improve efficiency, and ensure sustainable agricultural practices. This article explores the concept of smart agriculture and discusses how these technologies can contribute to increased crop production. - Definition and Components of Smart Agriculture: Smart agriculture, also known as digital farming or agriculture 4.0, integrates advanced technologies such as the Internet of Things (IoT), Artificial Intelligence (AI), robotics, and big data analytics into agricultural practices. Key components of smart agriculture include: a) Sensor Technology: Various sensors are deployed across fields to collect real-time data on factors like soil moisture, temperature, humidity, and nutrient levels. This data enables farmers to make informed decisions about irrigation, fertilization, and pest management. b) Precision Irrigation Systems: Smart irrigation systems use data collected from sensors to provide water precisely when and where it is needed. This optimizes water usage, reduces wastage, and ensures that plants receive the right amount of moisture for optimal growth. c) Automated Machinery and Robotics: Autonomous machinery and robots are used for tasks such as planting, harvesting, and spraying. These technologies offer precision, efficiency, and consistent performance, resulting in improved productivity and reduced labor costs. d) Data Analytics and AI: Advanced analytics and AI algorithms process the data collected from sensors, providing valuable insights and recommendations for farmers. This enables them to optimize inputs, detect diseases and pests early, and make data-driven decisions. - Benefits of Smart Agriculture Technologies: Smart agriculture technologies offer several advantages that contribute to enhancing crop yields: a) Improved Resource Management: By monitoring soil conditions and weather patterns in real-time, farmers can optimize irrigation, fertilization, and pest control strategies. This results in efficient resource management, reducing waste and maximizing crop health. b) Enhanced Crop Monitoring: Smart agriculture allows for continuous monitoring of crop growth, health, and development. Farmers can detect early signs of stress, diseases, or nutrient deficiencies, allowing for timely interventions and improved yields. c) Increased Operational Efficiency: Automation and robotics streamline farming operations, reducing manual labor requirements and improving overall efficiency. This leads to cost savings and higher productivity. d) Sustainable Practices: Smart agriculture technologies promote sustainable farming practices by minimizing the use of water, fertilizers, and pesticides. This reduces environmental impact, conserves natural resources, and ensures long-term agricultural sustainability. - Challenges and Future Perspectives: While smart agriculture technologies offer immense potential, several challenges need to be addressed for widespread adoption: a) Cost and Access: Initial investment costs and access to advanced technologies may pose barriers for small-scale farmers. Efforts should be made to make these technologies more affordable and accessible to all farmers. b) Data Security and Privacy: As smart farming relies on data collection and exchange, ensuring data security and privacy is crucial. Robust cybersecurity measures should be in place to protect sensitive information. c) Education and Training: Farmers and agricultural professionals need adequate training and education to understand and fully utilize smart agriculture technologies. Capacity-building programs should be implemented to empower farmers with the necessary skills. Conclusion: Smart agriculture technologies offer tremendous potential to enhance crop yields and revolutionize the agricultural sector. By harnessing the power of IoT, AI, robotics, and data analytics, farmers can optimize resource management, increase operational efficiency, and adopt sustainable farming practices. Overcoming challenges related to cost, data security, and education will be vital for the widespread adoption and success of smart agriculture. Embracing these technologies holds the key to a more productive, sustainable, and resilient agricultural future.

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Humans are compared to computers all the time. We both seem to be made up of memory, bandwidth and communication devices all processing at varying of speeds. Most notably, the human brain is often described as the most powerful computer in nature. So imagine the intrigue, when watching a lecture on flow, a question at the end came up: ‘when we overclock computer components they degrade faster, is hacking into flow just overclocking our bodies?’ Short answer; no. But let’s dig a little deeper. Normally when someone talks about overclocking their computer, they specifically mean the processor (CPU). (I won’t go into architectural detail of CPU’s, as we would be here for weeks, but it is fascinating stuff if you’re interested) It carries out all the complex calculations and keeps all the other components running in time with each other. It is essentially the ‘processing brain’ of the computer. So the CPU has a standard ‘base’ clock speed that it runs at, but with some computer witchcraft, you can make it run at a faster speed e.g. 3.6Ghz to 4.4Ghz, improving and potentially hitting its peak performance. You might be thinking that’s no big deal, if it can cope with the higher speed, just run it at that. But this is the issue, and where our flow comparison comes in. In order to run at that higher clock speed, the component is stressed beyond what is the standard level and so degrades faster than if it was processing at the lower speed. This is how basically all man-made objects perform, if you push it further, it degrades quicker. So with all the similarities between humans and computers, does this mean that when we hack into flow, achieve a flow state more often than a normal person, peaking for longer periods, our body will decay faster due to the extra stress on its ‘components’? Well, no it won’t. Your body is not man-made, so to speak. When you train your body, it improves the quality of its components. Think of a tennis player. By training, they improve the condition of their body, allowing them to reach a flow state during their performance. This doesn’t mean they have a shorter life or lose the ability to walk sooner than anyone else. If anything it gives them a longer and better standard of life into a late age as they are constantly improving the body’s capacity. However, one of the downsides of being human, and being very conscious beings, is that we cannot be in flow all of the time. So we are unlikely to ever really test this question to its entirety. So don’t be scared to overclock yourself through flow. You will find that you are simply unlocking the potential you have always had; growing in strength and resilience, allowing you to go further than you ever thought you could. When we went in search of the ultimate base jumper and skydiver, we expected to find someone extraordinary – someone who was used to pushing the limits and had the ability to freeze time. When we finally hooked up with Douggs he was everything we had been looking for and more. Douggs’ wealth of experience is nothing short of outstanding. Douggs has felt flow frequently, in multiple arenas, and when he is not pretending to be Superman he is a motivational speaker, TV presenter, commentator, author, film maker, and stunt man. Douggs is one of the world’s most experienced BASE jumpers, respected both inside and outside the sport. He is a World Champion, World Record holder, and completed well over 3200 BASE jumps and 7000 skydives across more than 42 countries. His list of achievements and highlights include: 2014 World Wingsuit League, China – 2013 World Record for most base jumpers jumping indoors – 2013 First ever BASE jumps in Kuwait from Al Hamra Tower – 2013 1st place in World Extreme Base Championships, Spain – 2013 1st place in Accuracy Competitions in both Turkey & China -2012 World first night human slingshot, Dubai – 2011 World BASE Championships, 2nd place -2008 UK ProBase ‘British Open’: Overall Champion – 2003/04 BASE jumping World Champion: 1st place Aerobatics, 1st place Team, 1st place overall – Many expeditions throughout remote parts of the world including, Baffin Island, China, Norway, New Zealand & 37 other countries -1998 – 2003, 6 time Australian National Skydiving Champion in 4 way and 8 way RW – 2001 – 2003 Australian team member for World Championships – 2002 World Record: 300 way skydive – 12 Gold medals in various state events – and much more. As you can imagine, our interview with Douggs was very insightful. Chris: In skydiving and base jumping it’s (flow) called the zone, but I’ve never heard the actual technical term for it before. Cameron: Yeah, yeah. It’s called different things. Jazz musicians call it ‘being in the pocket’. Different people have different names for it, but everyone knows it when you talk about it. You know, it’s that moment where we’re completely engulfed and everything’s just at one, we’re highly connected and time seems to pause, but then you come out of it and then time forwards winds, and you’re like “Oh my God, what just happened?” Chris: I’ve written a number of articles it. There’s no past, no future, there’s just this present. I call it the now. It’s an incredible feeling. And once you submit to it, that’s… Like, when you’re shaking on the edge or whatever, and then you commit and submit and take those three deep breaths then everything goes still and quiet, and then that beautiful silence that first second is just incredible…and then off we go, and then that’s when you hit it. ——————————– Chris on starting out ————————————- Chris: Base jumping has been the best thing ever for me because it’s allowed me to take everything I’ve learnt in jumping and take it to ordinary life, which has just given me endless possibilities; there’s no negatives, only positives. There’s only… You know, the cup’s always half full now. I think that’s the right one. [laughs] Do you know what I mean? Like, I was lucky I got into base jumping super early and found it, and it just blew me away. I mean, on my first skydive I still blacked out for over five seconds, you know, so my brain wasn’t able to process that information at all. But then I was intrigued by that, went straight back up and did another one. I’ve never been able to get that sensation again, except for—the closest I ever got was when we did a human slingshot a couple of years ago in Dubai, and long story—there’s a video online about it, but we were shooting out so fast that I think we were doing zero to 200 in about a second, about 6-7 Gs, I was able to process the information, but I was almost on my limit of processing it, it was interesting. It’s the only time I got that sensation (complete shut off) back since my first skydive. I think it’s called sensory overload. It’s where your brain is just receiving too much information and it shuts down. But yeah, you never get it back really, so it’s interesting. I’ve always been intrigued from day one about it all. ——————————– Chris on his flow experiences ————————————- Chris: Just when you see I’m in a really good state of flow I generally smile [laughs] because it’s just…I’m actually really relaxed. So, that jump (where I was smiling)… It took us five jumps that day to get to that point. (When in flow) You can just see more, so I see things off in the distance, the cameraman sitting there, and I saw 15 seconds flying past at about 200 Ks/hour, and I smiled at him as I went past super casually. So, that’s… everything’s sort of… Almost happy. [laughs] Like, in this calm trance-like state, but like The Matrix, you know, like “Sh**, it’s actually moving fast” but you’ve just made it all stand still. That’s when I really enjoy it, because everyone’s like “Oh wow, you must get this big adrenaline rush when you do this!” and I’m like “I don’t actually.” [laughs] I get really, really calm and really tranquil. I was just doing some stuff out of my comfort zone this last week, and sh**’s moving fast still, but when we get comfortable then everything just slows down and it’s just poetic almost; it’s beautiful. You almost ~not~ feel invincible, that’s a good word for it. You’re just… you’re on another level to everyone and everything around you. I mean, that’s animal instinct, that’s what animals get. They’re always in flow [laughs]. Another way to explain it is, when we jump off a waterfall ~and~ jump in snow, you ~hit~ that microsecond of a point where everything stops, and if you’re in flow, which I generally am, you’d stop for a lot longer than a microsecond. You’re falling at the same speed as the water droplets, or the same speed as the snow, and whilst it’s only a microsecond you can make it last for seconds, and then it speeds up really quick! It’s exactly like the movies basically. I mean, that’s what The Matrix did, The Matrix put flow into cinema, in my opinion. I always use The Matrix as my way to try and explain it best to the layman, because it shows it clearly on cinema how it all works. ——————————– Chris on his flow limits ————————————- Chris: In traffic (driving)…I can ~miss~, I can can ~swirve~ and miss and do whatever, I just process that information really, really f**king quickly. And then — one that really stands out, my cousin’s a very good motorbike rider, and we did this trail riding – super fast, super thin – and I couldn’t (find flow) —it was the first time when I was like “Mother f**ker! I can’t keep up with my cousin!” When he’s riding a bike he’s in flow for sure, but I couldn’t get there – I’m not good enough on a bike. That was the first time I really understood that I wasn’t… not invincible, and I can’t always find flow. Do you know what I mean? Because you walk around just feeling… not better than everyone else, just… like, you f**king own it all the time, you know, and that’s what makes a champion as well; you’ve got to be able to own it. Confidence and arrogance is a fine line, but you’ve got to walk that line all the time, you know. More arrogant when you’re younger, more confident when you’re older. [laughs] ——————————– Chris on his preparation for flow ————————————- Cameron: What prep helps you get into flow? Chris: For me, training and visualisation for sure. I mean, I jump all the time, and I’m doing extreme sports all the time. When I’m speed flying, I’m absolutely in flow when I’m speed flying as well, but not while I’m on skis, because I’m a sh** skier; as soon as I take off I can do anything. But training for sure. And I think over time being in mountainous environment and an ocean environment so much… you adapt.… Do you know a guy called Dean Potter? Chris: Very ~advanced~ climber. He’s a good friend of mine now, and watching him in the mountains is just… He is a mountain man, you know, because he can adapt, he’s done so much time in the mountains that it’s second nature for him. He doesn’t use ropes pretty much ever. He can just climb mountains because he’s put himself in that situation. Same as the watermen, your Laird Hamiltons and stuff like that. If I put myself in a situation long enough then the more… And also, I do seminars on aerobatics in base, and what I learnt from doing hardcore aerobatics… You know, like from 450 feet doing four or five flips or whatever… Starting from single flips, learning and then pushing, pushing, pushing, pushing, getting to a point where… Like, for us it’s that we have to, I have to accept my own limitations way earlier than I would like – because I don’t want to die, you know – so I don’t run at 100% ever really. But, what I’ve learnt was that coming back from say doing four-five flips on a jump to doing one flip on a jump opens the world up way more. So, you sort of need to push yourself that harder and see with blinkers on, to then pull back and be able to see the world with open eyes. That’s really interesting, and it’s very hard to tell a 20-year old kid to do that because they just want to go crazy. But after coming full circle I don’t generally do all the big flips anymore, I just do the slow rotating ones. I’d be upside down, waving at people in a restaurant off a building or something, because I’m in the flow. But being able to do heaps of flips first has helped me reach that perspective. So, now my brain expects me to do all that stuff, and then when I ~lay it back~ a bit then the brain’s like “Oh yeah, this is much cooler!” [laughs] So, I teach people to not fly with blinkers on with everything they doing, to work themselves up to it and not rush into it. Work themselves up to it, and then when you pull back you’re good. But on the other spectrum of that, the guys—I mean, we’ve just lost a friend last year. They were pushing, pushing, pushing; their 100% performance became a normal percent. My normal performance is 30-50 percent now, just because I’ve lost so many friends and I’m having such a great life. But these guys are pushing so hard, their normal becomes 100%. And you almost need 100% sometimes, because we’re not perfect humans, so when these guys need an extra spike they didn’t have it and died from it. So, I try and teach that a lot as well, because… Yeah, running at 100% all the time… that’s not good for our sport. It’s not surfing where you can sort of get away with it, or skating where you’ll break your ankle or something – we generally die. So, our sport… Whilst our sport is actually one of the safest extreme sports out there, when it goes wrong we die – it’s very simple. It’s not a broken ankle or things like that, so it’s a real tricky one for helping others with that. Cameron: Yeah, yeah. I mean, it’s ~powerful~ what makes the skydiving such an amazing sport for flow, in terms of flow, when you think about it. You know, the consequences are so high when you’re pushing it that you’re almost forced into a state of flow. Your senses engage, the mind has to shut off because it just… it can’t compute everything that’s going on and make those decisions that you need to make, and you’re forced into it. What do you do just before you jump off? You mentioned earlier, you said you take a couple of deep breaths and you kind of sit there. Chris: Yeah. Like, off a cliff—planes are different because it’s so noisy and you’ve got to go at the same time, but from a cliff I’ll gear up. These days I’ll just—well, obviously I’ve got a lot of jumps, so it definitely has evolved, but I’m always scared, that’s one key; I’m always making sure I stay scared. That’s one of the key aspects to getting into flow I reckon as well, don’t be overconfident with everything. And then… Yeah, so I’ll gear up and I’ll prep myself on everything. So, the weather, my skill level, my gut feeling that day, the object that I’m jumping off. You know, because sometimes I’ll walk away as well, and sometimes I won’t jump stuff that my students jump. You know, I have my own little… my own path. But then once I’m geared up I’ll double-check, triple-check everything, make sure I’m cool, and then that way when I go to the edge the only thing I’m scared of is being scared. That’s a key for me as well, because then your mind doesn’t have to think about anything else, it can channel in and focus. And then when it’s time to go… Yeah, generally I’ll be freaking out, but that’s… You’ve got to turn that negative fear into a positive fear. That’s when I’ll take three (deep breaths)—because you’re going to do it anyway [laughs], so you might as well do it correctly. You know, if it gets too much I’d walk away and stuff, but I understand my body and my consciousness. So yeah, when it is time to go I’ll take… basically calm down, take three deep breaths, and on the third breath or fourth breath or whatever I’ll generally just head off. And that way just before you go you’re completely calm, very tranquil, and about to throw yourself into the unknown. But, I mean, if it’s the unknown unknown then that’s another ball game… Like, I do know the outcome could be bad, but it’s a calculated risk, so it’s a very small chance as such, but it could definitely still happen any jump – I’m no more special than anyone else. But once you put yourself in that position and you go then it’s on, and then you’re just hyperaware of everything. I’ll always put myself in uncomfortable positions. Like, just recently I was doing this seminar in front of 120 legends of the sport, and then putting myself up to do a song actually at the ~talent night~ in front of the same people. And I was—they saw me physically shaking with the lyrics, you know, and I still put myself there even though it was f**king terrifying. But, you know, I like doing that. The song was a good one because I was so nervous and my voice was so sh**ful, and then by the end I’ve got the whole crowd clapping and singing with me because I’d entered flow basically in a different environment and just went into rockstar mode sort of thing, without the talent by the way. And by the end I was good, and then afterwards I’m like f**king ~freaking~ out again, but I’d hit that for about a minute of that song, I hit the flow basically. And same with the talks as well, you start out nervous. Dean Potter actually helped me, trying to—I try to do as much motivational speaking as I can now to overcome one of my biggest fears, and he said “Just learn the first two sentences.” [laughs] “Just memorise the first two sentences. You’ve got to start ~say~, and the rest will just pick up in your state of flow basically.” ——————————– Chris on his preparation for flow ————————————- We would like to thank Douggs for his time and insight. We look forwards to following and helping Douggs in his future expeditions. This year’s World Surf League Margaret River Drug Aware Pro 2015 was a truly special event. Not only did I get to spend some time in the Competitors VIP Tent talking with the current best surfers in the world, but I also got to see some insane surfing in some of the best conditions this leg of the tour has seen in years. Some highlights of the event can be seen here. I met up with Tom Carroll at the event to chat about flow and understand how it has been instrumental to his life and surfing. For those that don’t know Tom Carroll he has been voted as one of the top 10 greatest surfers of all time and been crowned World Champion twice. Even today, at the age of 53, he continues to push limits, searching the globe to ride the world’s biggest swells for his TV series ‘Storm Surfers’. In fact, when I met up with him, he had just taken a huge beating, injuring his hip, at the intimidating Boat Ramps surf break – a break not for the feint hearted, especially on a day like today with massive swell. After speaking to Nat Young and Josh Kerr about flow, whose responses echoed the sentiment ‘flow – I’m always in flow, it’s what a I live for’, the legend himself talked about how he sees flow and how he plugs-in. Cameron: Where’s the mic on this… down here. Maybe you hold it. Tom: “Okay, yeah.” Cameron: How did you feel when you’re in it (Flow) and what was your top experiences like? Tom: “Well, I had my first really clear flow movement experience when I was 13 years of age. Obviously I’ve done a lot of surfing, to that point, I’ve been already surfing since seven years of age. I was on a board that I absolutely loved, that really fitted into my body at that time. I was surfing a right-hand point-break which I hadn’t experienced before, but it was a very comfortable place to surf, or something that—I loved surfing a long wave where I got to do a lot of maneuvres on the wave. It was probably for the first time I’d actually ridden a wave where I could do that many maneuvres on, so I was pretty excited. You know, just excited to be out there, loved the board, so I was in a very nice environment. And then, towards the end of the session… I never forget, taking a wave a little bit longer and further down the beach and getting drifted down the beach to a whole new wave.” “There was no one surfing on it, I was by myself so I got into the flow moment, which I recognised as a moment in time where nothing could go wrong. All my timing was absolutely perfectly in harmony with the wave, perfectly in harmony with my body movements and my timing and my understanding of what was happening at that time. I couldn’t get, I could not fall off the board even if I tried. That was a really clear moment, and I can feel it now, I can sense it in my body at this point – I’m 53 now so it’s a long time ago! So yeah, you’re looking at 40 years ago I can sort of get that real clear emotional response in my body to that.” “It was a really lovely feeling, and I just wanted to stay out there and keep in that space, but obviously you’ve got to come in – you know, it’s getting dark.” “It could’ve lasted—I can’t remember exactly the length of that time, but because of the nature of surfing… You know, I’m paddling out, looking for waves, feeling what’s the best wave to take, feeling the drop, feeling the move on the wave, and feeling totally in sync with how the wave was moving, and the board and how I was moving on the wave. It probably lasted up to… You know, I probably came in and out of the experience through that hour or two, but it was long, elongated, suspended… a suspended feeling of flow.” Cameron: Yeah. Describe when you were actually in it and on the wave, ~sort of~ the highest points. Tom: “Yeah, yeah. The highest points was on the wave… “I’d noticed clearly that I couldn’t fall off, that I was totally in sync. I could move wherever I wanted to, I knew with a sixth sense that I was able to push it, I was able to push my board to its limit and I could push myself to my limit at that time. There was no separation between me, the board and the wave, it was all connected and it was all kind of one thing, not separated at all; I was linked up” “The future, drawing way off into the future for my second really clear… and in competition feeling the flow moment was at the Pipe Masters in 1991, I had two day of getting into the flow moment during competition. I’d had a big year of competitive experience that year, I was ~fine-tuned~ emotionally, physically, and you’d have to say spiritually at the same time. My wife was having our first child and she was full of little Jenna. She’s 23 now by the way and also a ballerina, so she’s felt the flow.” “In that time at the Pipe Masters I had several moments where I was just doing and not being, or I guess I was being and not doing; I don’t know how to separate that. I was in the flow in the moments where my body, the wave, the board… nothing was in the way. Everything was in sync, everything was in clear focus and I wasn’t thinking things through, I was just doing it and being it. There was a move that was recorded – you know, they call it the snap ~heard~ around the world, there was that move that was done in the preliminary round, in the first day of competition, and then I ended up going on to win that event the next day. In the final I scored a 10-point ride, I got a very, very late drop where I couldn’t think about it – I was just doing it – and I was able to sort myself, sort my body movement, sort everything out without having to think about it.” “It was all second nature, it was all sixth sense, and most definitely for me… That day I was probably at the top of my game. So, yeah. That was two really clear examples of where I’ve been, but there’s probably been… hundreds of moments where I’ve been felt the flow, and even to the point where I felt it the other day [laughs] here at Margaret River just practicing surfing, just for fun. Yeah.” Cameron: Obviously the critical elements of surfing, the big wave and the consequences of it hurting when it goes wrong help us to kind of push into that pocket and out of our brain and into that moment where we find flow. Is there anything else that you feel is a big help to kind of plugging into that? Is there anything that you do, maybe not consciously, or maybe preparation that leads up to it the morning of, or just before you’re about to paddle, or when you’re looking at the waves before you head out? Tom: “I think connecting with the breath is probably the biggest thing for me. Connecting with my breath at the deepest level, like right down into the hip, into the hips and push my breath. Being aware of my breath and doing a number of breaths very, very consciously brings me further into my body, and that’s where I need to be. Quite often my scattered and very short attention span takes me out of my body, so coming back into my body… One particular exercise I used to do whilst competing was a chant, that’s where I used to say the four Ps which was power, precision, performance, perfect. Power, precision, performance, perfect – it’s like a chant.” Cameron: A mantra. Tom: “A mantra yeah – whilst I was paddling, so each paddle I’d say “power”—as I was paddling out “power, precision, performance, perfect” so my mind would remain focused on what was coming up next for me on the wave. On the wave everything sorted out because I’ve got to respond, I can’t think, the wave’s always sort of drawing me to the present, I can’t… I don’t have time because mother nature aint’ going to wait for me. [laughs] She’s not going to wait, so what I’ve got to do is respond to her so that everything’s sorted out for me once I’m stood up on the wave, as long as I’m out of the way. So, getting myself out of the way by creating—and I’d learnt that working with a mantra helped a lot in bringing myself to the moment and keeping myself focused and not attending—you know, drifting off on to what the other competitor’s doing, what the scores were… I mean, I need to know what the scores were, but that’s secondary to my performance really.” “I’m the only one on the wave, I’m the only one on my board, and I need to be connected to that. I don’t sort of seek constantly and consciously to always be in the flow, I wouldn’t say that’s my main aim, I wouldn’t say that’s… I do look for it for competitive excellence, but not… it’s not something that I always, always go for. I do allow myself space to be… you know, just to be… allowing my brain to move and be elastic so to speak. Because I think that’s absolutely crucial for flow.” Cameron: How do you think flow can help other people? Tom: “I think it helps anyone just to be present in what they’re doing, and this is what… this is pretty much another kind of meditative state that we get to where our body and mind and attention is really placed upon the most important thing, and that is right now. So, we get to attend to be a lot more present in our basic everyday task, whether it’d be doing the washing-up [laughs], whether it’d be opening the car door, whether it’d be… Yeah, just being more present in our relationships, being more present in our life in general. I think ~it’ll~ help us become more able to make clearer decisions and actually help ourselves and others at the same time. It has such a multiple sort of faceted kind of plus to our lives when we get more present. This has been my experience and it’s helped me a lot. We would like to take this opportunity to thank Tom Carroll for his time and words on flow and look forward to hearing his experiences and wisdom on flow in the future. Andrew is a performance coach currently working in New Zealand at the U21 Football World Cup. He kindly agreed to an interview with The Flow Centre so we could pick his brains about how he helps top athletes to plug into flow and peak performance. Andrew starts by quickly reminding us that: “Flow is a skill itself”. It is a state that we can train for and experience in our everyday lives. When we think about flow as a unique mental state that is not combined with notions of luck or some illusive magic space that finds us at random, we can then empower ourselves to find flow frequently in our lives. “If you want to find flow in your performance, practise it in training…we need to practice under pressure.” His words echo one of The Flow Centre’s core messages – if we want to experience flow, then we need to train for it. Andrew has formed a company called Brain Builder, which is built around the philosophy: “Living above the line everyday, day in and day out”. He says this phrase means that we need to adopt a ruthless mindset to succeed and leave nothing to the “too hard basket”. It is a phrase that we can use to instantly assess how we are doing in any given situation – are we above the line? He states we must replicate the performance environment in our training and life as a whole. “Performing at a high level is not a magic switch that we turn on and off…..preparation is key…..you have to guarantee you are doing the best you can in everything you do”. Andrew reminds athletes that we have to be above the line on Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday, not just on game day. One of the primary issues he says athletes face is performing under pressure. Sound familiar? He says: “Pressure is a concept and different for everyone…..when you put your whole self into the performance….and approach pressure with our competitive fire – never give up attitude – the pressure reduces.” “Its very hard to make it as a professional…so if we are not willing to make our bed in the morning how can we expect to make it in professional sport.” When asked about the availability of flow for the average Joe, he replied: “If you put yourself above the line you will be amazed how many flow opportunities come available.” He goes on to say: “It is absurd to think flow is reserved for the elite few…..I see students enter flow everyday.” Later in the interview he sums it up concisely: “Flow is not a magic tablet…it takes practice…but we can experience it multiple times a day.” Andrew describes the flow state as a split screen experience of the event. He explains that sometimes we have a ‘helicopter’ view and see things from a distance, as if we are looking down on ourselves. Sometimes we are the ‘ant’, looking at the minute detail that only an ant digging in the dirt can see. How can we practically experience flow more frequently in our lives? “Control our breathing. If we can take a moment to invest…ten seconds…to control our breathing and really focus on that…we can control our thoughts a lot better.” He continued to say the second piece of advice he offers is to detach from the situation. Understand whether the pressure is situational pressure or pressure from within. Once we understand the situation better we can gain clarity and control. What is the difference between good/best performers and great performers? “In a one word answer: mindset. For me, this means an unshakeable self-belief…..No matter how the odds are stacked up against us the greats have a never give up attitude…..The greats always find a way…they have an inner core and unshakeable self-belief.” “Willingness to put yourself out of the comfort zone and not be afraid of failure builds layers of self-belief.” We would like to thank Andrew for his time and thoughts on flow and peak performance. If you would like to find out more about Andrew, then please get in contact and we will connect the dots, or you can find him on Twitter: @mcbride_andy Tapping into flow is addictive. Thousands of people around the world are hunting it down day-after-day without even understanding what they are searching for. This is part of the reason The Flow Centre exists: to explore the different ways people tap into flow and use this to generate the body of knowledge to allow anyone anywhere to access its power. This article is about extreme exercise and how this can be an entry point into flow. Not everyone has accessed flow through exercise before. It’s definitely not easy and takes both physical and mental training to achieve. Flow in athletics is commonly referred to as ‘the zone’ or ‘peak performance’. For events such as marathons, bike races, triathalons and Ironmans, flow is accessed through the extreme stresses put on the body. If you have taken The Flow Centre course you will understand that part of the break down of our mental states is when we engage in fight, flight or freeze responses during pressured scenarios; as opposed to adopting flow. These pressured scenarios and responses we choose to adopt are as applicable in the extreme exercise realm as any. There are a number of mental hurdles that occur as you go through progressively more intense phases of exercise. I’ve experienced this myself and have occasionally accessed flow states. The times that I have were absolute bliss, which is part of the reason I am addicted to, and passionate about bringing intensity to sport. Lets go through the barriers that exist before you even get close to achieving flow or ‘the zone’ though exercise. A huge part of being healthy and active is physical fitness. You hear it every day and know it well. But flow is the next level reason for why you should get fit. Without a baseline level of fitness it will be impossible to traverse beyond the first barrier of exercise and flow. The first barrier is the initial physical discomfort of training. As you train, your brain is getting massive amounts of input. It is continuously processing our experiences in order to make the next decision. Breathing right, moving right, fatigue, muscle soreness are all part of the package of neural input your brain is processing. If it’s new to you, the initial physical discomfort will dominate your mind. All you will be able to think is ‘when is this going to be over’, ‘how much more do I have to do’, or ‘I want to stop’. This is all a normal part of getting into shape. This first barrier is unfortunately where 80% of the population stops. We are evolutionarily wired to take the path of least resistance so it’s only natural to expect that most people stop here. Hence the constant on and off phases of exercise, diets and fads that people go through. For those who are lucky enough to persist and get past this phase and gain a baseline level of fitness, a multiple or further physical barriers will present themselves. These barriers are where athletes might believe that they are not capable of anything beyond this point. However. these hurdles are actually more mental than physical. The human body is capable of amazing things but mental barriers must be pushed through to achieve them. Each time a new mental barrier presents itself you are faced with a few different options. Fight, flight, freeze or flow. Only through practice and persistence will you be able to choose flow more often; assuming we already have the necessary fitness required to complete the task. After pushing through a number of these fatigue barriers and experiencing a number of ‘second winds’ your mind becomes more engaged in the moment. Higher centres for conceptualising and planning are no longer important so they are shut off. The priority becomes getting through the current circumstance or event so extreme presence and flow is accessed. Tips to finding your flow in exercise: Look for extreme pressure/intensity in your exercise as a way to plug you into flow Actively choose flow over fight, flight and freeze. Do so using a simple exercises that plugs you into the moment. Focus on your breath. Make sure your fitness is above adequate for the task Look for flow through all your exercises Know your body first, then push your limits. When the body says stop keep going. Do this gradually to avoid injury. So there you have it. Find your flow through exercise. Push through the barriers and choose flow over flight, fight, or freeze responses though practice and perseverance.

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Palmer amaranth (Amaranthus palmeri) is a problematic annual broadleaf weed in the amaranth genus. It has several common names including carelessweed, dioecious amaranth, Palmer’s amaranth, Palmer amaranth and Palmer’s pigweed. Palmer amaranth (Amaranthus palmeri) is an adaptable and invasive weed found in several Illinois counties since 2012. The plant can be introduced to farm fields through contaminated cattle feed, manure, birds, hay or mulch, equipment or vehicles not properly cleaned. During the 2016 growing season, Palmer amaranth was found on some land enrolled in USDA programs, like the Conservation Reserve Program (CRP). In a few cases, Palmer amaranth was found in seed purchased for the pollinator and other wildlife plantings. Individuals obtaining seed for pollinator plantings need to ensure the seed they purchase contains no Palmer amaranth seeds. Palmer amaranth is considered a serious pest that poses a potential threat to annual crops in Illinois. NRCS is working closely with the Farm Services Agency (FSA) to help farmers and landowners address this invading weed on land in the Conservation Reserve Program (CRP) and other land. A document with Illinois-specific guidance and resources are available to help farmers identify if this exact species is on their farm fields, to successfully eradicate (kill) plants found on the farm, and to carefully control the spread of this species or its seed. Successful eradication/elimination of Palmer Amaranth can be accomplished using: Spot herbicide treatment Broadcast herbicide (pre/post) Broadcast non-selective herbicide To learn more, please review the following helpful publications and the Illinois NRCS Technical Note. For more specific guidance, contact your local county NRCS team. Palmer amaranth is an annual weed that is fast growing (possibly more than 3 inches per day), can grow to more than 6 feet tall, and produces many small viable seeds (100,000–500,000 seeds). Seed can remain dormant in the soils and germinate years later. Palmer amaranth has the potential to spread to agricultural fields, can be very difficult to control, can significantly increase production costs, and may reduce crop yields due to competition. Additional conservation practices, such as Conservation Crop Rotation, Integrated Pest Management, Residue and Tillage Management, No-Till or Reduced Till, and Cover Crops, may be used if found in crop fields. Fast-growing cover crops and those with allelopathic qualities (the release of chemicals by one plant that inhibits the growth of adjacent plants) should be considered. Identification of Palmer amaranth should be done with assistance of your State department of agriculture and land grant university extension specialists. Program participants are responsible for contacting these agencies for assistance. Palmer amaranth can develop resistance to herbicides, such as glyphosate and acetolactate synthase-inhibiting herbicides (ALS). The landowner, operator, or program participant should seek recommended control measures from State agricultural and extension specialists. NRCS will not develop chemical pest suppression recommendations, consistent with 190-GM, Part 404, “Pest Management.” A multi-pronged approach to address Palmer amaranth may include a combination of mowing during establishment before seed maturity, hand weeding, burning, and spraying. Mowing alone will not disrupt seed production. The presence of Palmer amaranth does not necessarily constitute a stand failure. Stand success or failure is determined by plant density. States will use their established stand establishment guides for determining stand success or failure. Successful stands with Palmer amaranth should also have it removed. After seed maturity, terminating the stand by tillage spreads and incorporates the mature seed, making it harder to achieve control in the future. Inverting the soil to bury the seed will leave the field susceptible to erosion and is not recommended by NRCS. Broadcast herbicide application on the entire field may not kill Palmer amaranth and, since the herbicide may kill all broadleaf species, the reduced competition from desirable plants allows the weed to further establish a monotypic stand. Desirable plants may need to be reestablished following appropriate program requirements. Sources of Palmer amaranth introductions may include cattle feed, manure, birds, hay or mulch, clothing, equipment or vehicles that have not been cleaned properly, or as a contaminant of native seed mixes purchased for conservation plantings. Program participants should purchase native seed from reputable sources. Land owners planning conservation seed mixes should seek relevant important information about what they are purchasing from their commercial source. Producers and landowners should look closely at the seed label, in particular the “weed seed” analysis. An “all State noxious weed seed” test may be useful for detecting species of concern which may not be on your State’s noxious weed seed list. Seed laboratory test results and information on weed seed content and species that may be present for each species in a mix may be obtained from the seller. A weed seed listing of “Amaranthus sp.” or “pigweed” may indicate a number of species in this genus. Palmer amaranth is difficult to distinguish from other Amaranthus species. A genetic test for Palmer amaranth seed has been recently validated and may be available in the coming months for additional testing when Amaranthus seed is detected in a seed test. Confidential and voluntary safe reporting is essential. What You Need to Know Palmer amaranth is a weed that can significantly reduce crop yields and increase crop production costs. Palmer amaranth is a weed that can be difficult to control and can develop resistance to several commonly used herbicides. Besides the introduction through seed mixes, other sources of Palmer amaranth introduction may include contaminated cattle feed, manure, birds, hay or mulch, and equipment or vehicles which have not been properly cleaned. In the upper Midwestern states, Palmer amaranth cannot be readily identified in fields until late June or early July. Landowners and farmers should be proactive in identifying palmer amaranth on their property to prevent Palmer amaranth from reseeding. Landowners can actively search for it in crop fields, borders, ditches, conservation lands and around dairies.

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Subglottic and Tracheal Stenosis Subglottic stenosis is a condition in which a child’s airway is obstructed due to congenital (present at birth) narrowing of the airway in this region, or from scarring just below the vocal cords. The scar typically develops early in childhood, often because the child was born premature and needed a breathing tube for awhile as their lungs developed. This breathing tube, though life-saving, can result in a scar and subglottic stenosis. Subglottic stenosis causes breathing difficulties for the child. These difficulties can be mild or severe (the narrower the airway, the more difficulty the child will experience when breathing). The image on the left shows cricoid cartilage of the neck that is normal in shape and therefore allows for normal breathing through the airway. The image on the right shows cricoid cartilage of the neck that is elliptical in shape, indicating subglottic stenosis. The image above shows a popularized grading system for classifying the degree of severity of subglottic and tracheal stenosis. Significant subglottic stenosis may require placement of a tracheostomy tube to bypass the narrow part of the airway. The tracheostomy is generally placed to allow the child to breathe, feed, and grow until they become healthy and stable enough for further surgical interventions to then allow the tracheostomy eventually to be removed. Pediatric airway reconstruction in the form of either laryngotracheal reconstruction or cricotracheal resections is designed to rebuild the airways and to allow the tracheostomies to be eventually removed (see pictures and videos). For a child without major heart, lung, or other medical issues, airway reconstruction has approximately a 90-95% success in allowing the tracheostomy tube eventually to be removed. Subglottic Stenosis: The above photograph is from an endoscopic exam of a child with subglottic stenosis. Tracheal Stenosis: The above photograph is from an endoscopic exam of a child with tracheal stenosis.

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Shachne Hiller was born in the Jewish ghetto of Krakow, Poland in 1940. When he was two years old, the Gestapo started liquidating the ghetto. Shachne's parents Helen and Moses Hiller were desperate to save their only child. With the help of the Jewish underground, Helen snuck out of the ghetto one night with Shachne and visited family friends Josefa and Bronislav Jachovitch, a childless Catholic couple. Helen begged the Jachovitches to take Shachne and hide him from the Nazis, and the Jachovitches agreed. Helen gave the righteous couple an envelope containing all the Hillers' valuables, and another containing letters. One letter read, “If I or my husband do not return when this madness is over, please mail this letter to America to our relatives. They will surely respond and take the child. Regardless of the fates of my husband or myself, I want my son to grow up as a Jew.” Hiding a Jewish child was a crime punishable by death. The Jachovitches moved frequently and made sure to cover their tracks. They tried their best to comfort the little boy when he cried for his parents. The Jachovitches loved Shachne as their own son. In 1946, they learned that Helen and Moses Hiller had died in the ovens at Auschwitz. Josefa was a devout Catholic, and she decided to baptize Shachne. She went to the local parish priest, who was young and newly ordained. Josefa told her story to the priest, who listened carefully to every word. When she finished the dramatic tale, the priest asked her, “And what was the parents’ wish when they entrusted their only child to you and your husband?” Josefa told the priest that Helen’s last request was that her son stay Jewish, and be returned to his people if his parents died. The young priest told Josefa that he could not baptize the child against the wishes of his biological mother. He urged Josefa to contact the Hillers’ relatives in America, and send the boy to them to be raised as a Jew. Josefa listened to the young priest, and despite Polish laws forbidding orphan children from leaving the country, she fought the bureaucracy for 3 years until Shachne was included in a group of European orphans taken to North America by the Canadian Jewish Congress. As heartbroken as his mother was handing Shachne over to the Jachovitches, Josefa Jachovitch was heartbroken at putting him on an ocean liner bound for New York. Shachne was raised in America by his relatives, the Bergers. He grew up to be a successful businessman and remained an observant Jew all his life. He stayed in touch with Josefa, sending her gifts and money, and comforting her in her old age. In 1978, Shachne (now Stanley Berger) received a letter from Josefa Jachovitch with astonishing news. The young parish priest who'd made sure that Shachne Hiller stayed Jewish had just been elected Pope. Pope John Paul II, the first Polish pope, significantly improved relations between Jews and the Catholic Church. He was beloved by Catholics the world over for his big heart and strong leadership. Pope John Paul II was canonized in 2014 and is now known as “Saint John Paul the Great." For saving a little boy’s life, we honor the Jachovitches, and for ensuring that the boy retain the faith of his fathers, we honor Saint John Paul the Great, as this week’s Thursday Heroes. Originally published on Facebook

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Roanoke County Genealogy, Wills, Estates, Probate Records, Marriages The county, located in the Blue Ridge Mountains, was established during March of 1838 when an Act of the Virginia Legislature took the southern part of Botetourt County. It was named for the Roanoke River. Later, in 1845, additional territory was transferred to Roanoke County from Montgomery County. Salem was originally the county seat until Salem became an independent city and the Roanoke Court House was removed to the Cave Spring District. Ultimately, the Roanoke towns and cities became a district for the territory known as " Roanoke" Adjoining counties are Bedford, Botetourt (whose land was transferred into Kentucky), Craig, Floyd, Franklin, and Montgomery Counties. Essentially, genealogists with ancestors in the Blue Ridge Mountains should research all of these counties to understand more about where their ancestors resided or migrated from. Images of Wills and Estates 1838 to 1903Testators: Abbott, Andrew | Abbott, Richard | Agee, Jubel | Aisheart, Annie | Allison, Robert | C. | Anderson, Joseph Alexander | Armstrong, Edward | Armstrong, Mary | Armstrong, Phares | Baer, Sallie Ann | Ballard, A. B. | Bandy, John | Bandy, Joseph W. | Bandy, Richard | Banks, John H. | Barnett, David | Barnhart, Davis | Barnett, Giles | Barrier, W. A. | Bass, Mary | Bazzel, Mary | Bell, George M. | Bennett, Mary | Betts, Sarah | Board, G. B. | Board, Martha | Bolin, James | Bonsack, Jacob | Bonsacks, John | Boon, Godlove | Boon, Zebulon | Bradley, Lydia | Bradshaw, India | Bramwell, Joseph B. | Branch, Ann | Breckinridge, Elizabeth | Brown, Abram | Brown, Mary Jane | Brubaker, Elias Brubaker, Henry | Brunk, Jacob | Bryant, Reuben | Bryant, William D. | Burchett, J. R. | Burkett, Davis | Burkett, Mary | Burnett, Joshua | Burnett, Sarah | Burns, Samuel T. | Burwell, Nathaniel | Butt, Henry | Campbell, Clark | Campbell, James | Campbell, John | Campbell, Joseph | Campbell, Lucy, Mrs. | Campbell, Mary A. | Campbell, Randall | Carney, Charles | Carney, Susannah | Carr, George Watson | Chalmers, James | Chapman, Henry H. | Chapman, John S. | Cirkle, John | Claiborne, Willie | Cocke, Charles | Coffman, David | Coleman, Virginia | Coles, Elizabeth | Collins, Abraham | Coon, John | Corley, J. B. | Corley, Lydia | Craig, Malinda | Craig, Robert | Crawford, James Sr. | Crawford, Martha | J. Crawford, Samuel Cron, William | Cron, William R. | Cumpston, Mary Mitchell | Custer, Jacob | Custer, Samuel | Custer, Susan | Dandridge, William | Davis, John T. | Deaton, Francis | Deaton, John | Dent, Harvey J. | Denton, Phebe | Deyerle, Charles | Deyerle, David | Deyerle, James | Deyerle, Joseph | Deyerle, Serena | Dickenson, J. E. | Dilliard, Alfred | Dillard, Louisa | Dingledin, Balser | Duckwiler, Joseph | Duckwiler, Salome | Dyler, Cornelius | Eakin, Hannah | Eakins, Hester | Edington, James | Edington, John | Eller, Abraham | Eller, John Sr. | Eller, John W. | Estes, Benjamin | Evans, Elizabeth | Evans, Jonathan | Faris, Benjamin | Farley, William | Ferguson, David | Fischer, Adolph Hugs | Fishburne, Margaret | Fowler, Jacob | Fowler, Thomas | France, John S. | France, Madison | France, Mary | Francis, John | Francison, Lewis | Frantz, Ann | Frantz, Peter | Frey, John | Frier, J. B. | Gaines, Kemp | Gardner, Virginia | Garman, Adam | Garst, Ann C. | Garst, Frederick | Garst, George | Garst, George Sr. | Garst, Jacob | Gish, David Sr. | Gish, Elizabeth | Gish, George | Goff, Minerva | Goff, Nelson | Goff, Whitfield | Goin, Norman | Goins, Sallie F. | Goldman, Augaletta Goode, John H. | Goodwin, David | Goolsby, Thomas | Gordon, Simon | Graves, W., Colonel | Greass, Jacob | Green, John W. | Greenhow, John | Griffin, John H. | Grisso, Joel | Grisso, John | Ground, George | Gusonou, Adam | Hale, Henry | Hall, William| Sr. | Hannah, James H. | Hannah, Patterson | Hannah, Sarah | Hansbrough, G. W. | Harlowe, Julia | Harris, Benjamin | Harris, Elizabeth | Harris, John | Hartman, Abraham | Hartman, George | Hartman, John | Hartman, Luke C. | Hartman, Mary | Hartman, Michael | Harvey, Alford | Harvey, Francis | Harvey, Robert | Hays, Zachariah | Henderson, Bettie | Henderson, John | Henry, Samuel W. | Henry, William | Holcombe, Anne | Holcombe, William | Holland, Luther | Holley, Fannie | Horner, George Moisley | Houston, Thomas J. | Howbert, George | Howbert, Lydia | Howbert, Samuel | Howell, James | Huff, Harriet D. | Huff, Harriett | Huff, James | Huff, Robert | Huffman, Caleb | Hunt, John | Hunter, Thomas | Hupp, Abraham | Jack, Edward | Jack, Fannie | Jack, Matilda | Jackson, Andrew | James, Mary | James, R. B. | Jeter, Ira | Jewell, Thomas | Johns, George | Johnson, David | Johnson, Lucy J. Johnston, Elizabeth | Johnston, John | Johnston, Joseph | Johnston, Lucy A. | Johnston, Margaret | Jones, Richard | Karsey, Virginia | Keagy, Benjamin | Keaggy, Henry | Keagy, Elizabeth | Kefauver, Peter | Kefauver, Sarah | Kelly, Sarah | Kent, Jane | Kent, John |. King, Joseph | Kittinger, John | Kyle, James | Langhorne, James | Lavender, C. F. | Lavender, Thomas | Lavinder, Elizabeth | Lawton, Jane | Ledgerwood, Margaret | Ledgerwood, Rebecca | Ledgerwood, William | Leffler, Joseph | Lewis, Jane | Lewis, Maria | Lewis, Robert Sr. | Littrell, John | Logan, Giles | Logan, James |. Logan, John | Logan, Letitia | Logan, Robert | Lowry, George | Loyd, Robert | Lunsford, Thomas | Mann, Agnes | Marks, William | Martin, Fannie M. | Martin, Robert | Mason, Daniel | McCantey, John | McCauley, Susan | McClanahan, Elijah | McClanahan, James | McClanahan, Lucy | McClung, John B. McDonald, Belle | McFadden, Page | McHenry, Mary | Miller, George | Miller, Martin | Miller, Michael | Minnix, Lewis | Mitchell, John | Moore, Emily | Moore, Joseph | Moorman, Elvira Moorman, John | Moorman, Mark | Moorman, Philip | Morgan, D. A. | Mossman, George | Murray, Jacob | Murray, James | Murry, Catherine | Muse, Benjamin | Muse, Charles | Muse, John | Muse, John Wesley Sr. | Muse, Joseph |. Muse, Sarah | Myers, David | Neal, Armstead | Neal, Owney | Nelms, Moses | Newman, Lewis | Nighdy, George | Noffsinger, Susan | Oliver, Carter Bacon | Oliver, Charles | Oliver, Charles E. | Oliver, Lucy | Owens, David | Pace, Valentine | Palmer, James W. | Parker, James M. | Parrish, John | Patterson, Ephraim | Persinger, Jacob | Persinger, John | Persinger, Mary | Persinger, William | Perkins, Benjamin | Pettit, William | Petty, Abner | Philip, Samuel Sr. | Poage, Elijah | Poager, John | Poager, Margaret | Powell, Jennie | Powell, W. P. | Powers, Henrietta | Powers, Urias | Preston, Louisa | Pritchard, Joseph | Pritchard, Martha | Pryor, Nancy | Pullin, Caroline | Quarles, Abram | Ragland, Ellen | Rayford, Betsy | Read, Betsey | Read, Davis | Renn, Catherine | Renn, John | Rettinger, Michael | Reynolds, Andrew | Rhodes, Frederick | Rhodes, William | Richards, David | Richardson, Lewis W. | Richardson, Nancy | Richardson, William | Riffey, Elizabeth | Riffey, Thomas | Riffler, James | Ripley, Henry | Roberts, Sue | Robinson, Thomas | Ronk, John | Rouk, William | Rucker, Lindsay Ruddell, Michael | Ryall, James | Scott, James | Scott, John | Scruggs, William Henry | Sedon, Gustavus | Sessler, Mark | Shanks, Susan | Shartzer, James | Shaver, Adam | Sheffey, Malinda | Shelor, Susanna | Shiner, John | Shirey, Elizabeth | Shootman, Nicholas | Short, Polly | Showalter, Sam Simmons, S. F. | Sims, William | Slatter, Jacob | Slaughter, Cornelia | Sloan, David | Smith, A. McD | Smith, Charles | Smith, Jacob | Smith, John | Smith, John | Snider, Henry | Snyder, Aron | Snyder, Charles | Snyder, Christian | Snyder, P. H. | Snyder, William | Sorrel, Letitia | Sovern, Anderson | Sowers, Emeline | Spessard, Hezekiah | Spessard, John | Spessard, Michael | Stevens, Charles | Stevens, Jacob | Stevens, Susan | Stover, Joseph | Strickland, M. W. | Strickler, John | Sublett, T. C. | Swartz, Christian | Taliff, Margaret | Tarver, George H. | Tarver, James | Taylor, George P. | Terrill, Sarah | Terry, J. M. | Thomas, Charles | Thomas, Elias | Thomas, Eliza | Thomas, Marshal | Thrasher, Frederick | Thrasher, Mary | Thrasher, Paul | Thrasher, Sallie | Tower, Albert | Trout, Alexander | Trout, George | Trout, Michael | Tyler, James | Tyree, Cornelius | Tyree, Ella | Tyree, Nannie | Utz, James | Vanzant, Julia | Vinyard, Abraham | Waldrond, Laban | Walsh, Joseph | Walter, William Sr. | Walton, Fannie | Walton, John | Walton, Thomas | Walton, William | Watts, Edward | Watts, William | Webber, Sallie | Webster, David | Webster, Henry | Webster, Henry | Wenger, Joseph | Wertz, Christian | Wertz, Jacob Sr. | Wertz, John | Wertz, Peter Sr. | West, Calvin | White, C. O. | White, Mary B.| Willet, David | Williams, David | Williams, Margaret| Williamson, Stephen H. | Williamson, William L. | Withers, John | Withers, Julia | Withers, Maria | Withrow, Joel | Wolfenden, Augustus Wolfenden, Thomas | Woods, Joseph | Woods, Joseph and Sarah | Woolford, Walton | Wray, Juble | Wright, Joseph | Zirkle, Lewis Images of Wills and Estates 1841-1844Testators: Asberry, Joel | Blain, George Washington | Blains, George | Burwell, Nathaniel | Carr, Emma W. | Evans, Tifton B. | Frost, Michael | Greiner, Eagen | Hammond, Esom | Humphrey, orphans | Hunt, H. S. | Hurst, James | Jeter, Ira | Johnston, John W. | Johnston, Lewis B. | Oliver, Matilda M. | Wilson, Jesse Images of Wills and Estates 1841 to 1898Testators: Blain, George Washington | Bradley, Allen | Bush, Peter | Forsyth, H. A. | Garst, George | Garst, John | Garrand, John | Hannan, Esom | Howbert, Lucinda | Huff, Fannie P. | Logan, Martha D. | Miller, Jacob C. | Peel, Georgian A. | Persinger, James S. | Robertson, Anderson | Rubaker, Benjamin | Turner, Gideon | Wertz, Elizabeth The Other Side of the BridgeTake a walk on the other side of the bridge and Join the Pioneer Families Community to enjoy more genealogy records and resources. Most families traveled rather extensively in the old days, searching for fertile land. While families grew in size, soil in Virginia was quickly depleted from planting tobacco, and planters, of necessity, had to let land lie vacant for several years in a stretch. Settlers were already searching for more land before the Revolutionary War. For this reason, the bounty grants and land lotteries opened up new opportunities. The custom was that the first-born son inherited the family plantation. Younger brothers had to move on and make their own way. An examination of deed records reveals that friends and relatives moved in droves towards the new opportunities. As families crossed into other States, it then becomes necessary for the genealogist to examine the county records at every stop they made. This website strives to upload as many county records as possible on a weekly basis. That means images of old wills, estates, inventories, appraisements, guardianships, deeds, and marriages, as well as bible records, cemeteries, pensions, obituaries, and traces of genealogies. Take a look at this map to study how your ancestors may have crossed over in Virginia. A vast number of immigrants first entered Pennsylvania and took the wagon trails south and southwest About the French and Indian WarDuring the years that Cromwell and his party were in power in England and after Charles II was restored to the English throne, the colonists cleared the forests, planted fields, traded with the Indians, and established their homes in the wilderness of the New World. And the migration continued with settlers in Pennsylvania and Virginia pushing further westward into the valley of Ohio, while the English settlers in New York made their way through the forest towards the Great Lake. However, more than seventy years before Jamestown was settled, a French explorer by the name of Cartier entered the Gulf of St. Lawrence, sailed up the river of the same name, and took taken possession of the wilderness country in the name of France; afterward known as the great French stronghold in America. Then, in 1608, a Frenchman by the name of Champlain sailed up the beautiful river St. Lawrence and was so charmed with the scenery of the country that he began to plant a colony on the site of what is now Quebec. The settlement soon became a city and the capital of the French possessions in America. The French were also the first explorers of the vast interior regions of our country. Their fur traders and trappers kept on good terms with the Indians, and slowly pushed along the shores of the Great Lakes until they had established a chain of trading posts from St. Lawrence to Lake Superior. About the time of King Philip's War in New England, Father Marquette discovered the upper Mississippi and floated down this great river nearly as far as the mouth of Arkansas. However, it was the brave French explorers and fur traders by the name of La Salle who gave France the right to claim as her own the vast domain of the Mississippi valley. When these sons of the forest found the English encroaching upon their lands and hunting grounds, they resented it. Meanwhile, another concern, the Indian tribes had steadily diminished, and they were unable to cope single-handed with the English. Hence they naturally looked to the French for help, and the French readily induced the Indians to join them against the English and their American descendants. It was a fierce struggle. English and American blood flowed like water before it ended. The Indians never fought in an open field, but always after their own fashion. They trusted sudden attacks, especially at night, and to rapid raids, doing their savage work suddenly and retreating swiftly into the forest. Lonely families and small settlements suffered the most. Like lightning out of the clear sky came the horror of an Indian night attack. The war-whoop waked the midnight sleepers and the glare of burning cabins lighted up the darkness. The massacre of defenseless women and children crimsoned the earth in scores of settlements during these cruel wars. Source: The Story of American History for Elementary Schools by Albert F. Blaisdell (1902). Indian Villages, etc. The Battle of Crown Point Massacre and Torture of the Moore Family

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Mathematics is intertwined in everything we see and everything we do. A level Mathematics broadens students knowledge, deepens curiosity into its intricacies and develops skills for further study or employment. A level Mathematics both extends knowledge learnt at GCSE, such as algebra and trigonometry, and introduces students to new concepts and skills, such as calculus and mechanics. The Mathematics curriculum at A level consists of three different areas; Pure Mathematics, Statistics and Mechanics. Below is a list of the different topics within these areas; Pure Mathematics: Algebra I, polynomials and Binomial Theorem, differentiation, exponential and logarithms Statistics: Collecting, representing and interpreting data, probability and discrete random variables, hypothesis testing Mechanics: Vectors, units and kinematics, forces and Newton’s laws Pure Mathematics: Algebra II, sequences, numerical methods, trigonometric identities, differentiation, integration and differential equations Statistics: Probably and continuous random variables, hypothesis testing II, large data set Mechanics: Motion in two-dimensions, forces Exam Board and Specification Exam Board: Edexcel Exam Specification: A level Mathematics 9MA0 Please see the entry requirements document here Is This Course Right For Me? Did you enjoy Mathematics at GCSE? The algebra topics in particular? Then A Level Mathematics is for you. In Pure Mathematics you will build on the solid base you have developed at GCSE and explore familiar areas of algebra and geometry in greater depth while also being introduced to the branch of Mathematics known as Calculus. You will also look at applying a range of mathematical techniques in Statistics and Mechanics to model a variety of different situations. You will find the style of learning and expectations very similar to those in Year 11. Lesson time will be spent working through examples together and gaining confidence in that topic. You will be expected to complete a large amount of work outside lessons which will involve working through exercises from the book as well as work from other sources. You should be aware of the increased level of challenge. Please watch our short video to see what studying Mathematics and Further Mathematics at Guilsborough Sixth Form is like. Studying Maths at A level is very rewarding. I have learnt parts of maths I never knew existed and it is going to really help me with my chosen career Abigail, Year 12 Student Every lesson I am challenged in Maths. The support I get from my teachers helps me to understand the most difficult areas. Sam, Year 13 Student Where will A Level Mathematics take me past Sixth Form? A level Mathematics is required for those who would like to continue to study Mathematics at university and is desirable for many other degrees and careers. The Mathematics studied at A level and the skills developed are used in many careers such as - Accounting and Finance Some of our past students who have studied Mathematics at A level now have careers in; - Engineering with companies such as Dyson, Land Rover Jaguar Please visit out Careers Guidance page for more information Some examples of universities and their entry requirements to study Mathematics and other related degrees are; University of Durham BSc Mathematics requires A*AA University of Birmingham BSc Mathematics requires AAA Coventry University BSc Mathematics requires ABB University of Leicester BEng General Engineering requires BBB

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One night residents, tourists and fishermen alike went to bed in the coastal village of Speyside on the island of Tobago. The next morning greeted everyone in the most shocking way possible. From April to September 2015 the Caribbean experienced a severe occurrence of a new type of natural disaster. Sargassum seaweed washed up on the shores of several islands causing pertinent issues for coastal and fishing communities. Though the seaweed has been washing up on the region’s shores for about 5 years, its quantity in 2015 was unlike anything seen before, raising its threat level to a national issue. What exactly is this seaweed, and what is being done to prevent its negative effects? The seaweed is actually a brown algae and its type is new to the region meaning it is an invasive species. As some may know invasive species are referred to as any flora or fauna that is not native to a specific area, country or region. The phenomenon occurred from April to September last year, which is an unusually long time span for seaweed to float into Caribbean waters. Furthermore it is expected to happen again. Warmer temperatures, nutrients from the Amazon and Congo rivers, as well as the ever present Sahara dust in the atmosphere all combine in the Atlantic ocean providing the perfect environment for the sargassum seeds to flourish, gather and make its way to the Caribbean islands. In this episode we visit the Institute of Marine Affairs who took the lead in combating the problem in Trinidad and Tobago, to learn more.

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Manually cutting trees with a ground crew can be quite a tedious and slow process. However, human ingenuity can find creative ways to solve a problem more efficiently. In the US, contractors have implemented a different method for cutting trees across several miles more efficiently. They have started using a helicopter with an aerial saw attached to trim down trees. This method of cutting trees is known as aerial trimming. The main purpose of these kinds of projects is to remove excessive tree branches from spanning further onto roads or power lines. This method is mostly used in remote areas where trees have overgrown on power lines, pipelines, or other infrastructure. Trimming Trees From A Helicopter Using An Aerial Saw Click here to watch more videos like this. This process is a lot faster and cheaper than a crew of people hanging from buckets to trim the trees. However, there is a ground crew that will follow the helicopter from behind that clear any debris of stems and branches. The aerial saw might look dangerous, but it is completely safe, and even the pilot is not in direct contact with it. However, a safety buffer must be in place when using this method in a residential area. Fortunately, this method is mostly used in areas where it is difficult for contractors to perform manual labor. The saw is carried by an MD 500 helicopter and powered by a 28-horsepower engine. There are ten circular saws placed on a twenty-foot shaft using a gimbal mount. The method was first utilized in 1983 by Randall Rogers of Pea Ridge, Arkansas. Since then, other American contracting companies have utilized the aerial saw to trim paths in mountainous and difficult-to-access areas. Let us know what you think about this aerial saw in the comment section below. Click here to read more articles like this.

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Measles has been around for at least 1500 years according to writings found in China, India and the Mediterranean basin (Fetter et al., 1996). But this virus also has a long history in South Africa. First appearing in Cape Town in 1789 the virus took hold, leading to waves in 1806-7 1839, 1852, 1861, and 1871 (Fetter et al., 1996). During this time, infections were relatively uncommon but deadly (Fetter et al., 1996). Over the next 50 years, the virus slowly spread east to cause epidemics in places like King Williams Town. A place which suffered 6 years of Measles waves. Although it should be noted that as the virus became more common, it became less deadly (Fetter et al., 1996). The Anglo-Boer War So when the Anglo-Boer war happened, the deadliness of the virus shocked everyone (Fetter et al., 1996). At the time, there was wild speculation on what was killing these prisoners, with rumours even circulating that they had been poisoned by the British military (Fetter et al., 1996). Fetter et al., (1996), examined primary sources that, to their knowledge, have not been previously consulted. They found that, measles was the leading cause of death in camps that were established for Boer and African civilians in the Transvaal and the Orange Free State (Fetter et al., 1996). Based on the death registers, measles accounted for at least 30% of all deaths in these camps (Fetter et al., 1996).

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If you’ve ever seen a rainforest in person, you were probably amazed at how beautiful it was because of the vegetation and plant life contained within it. Plants are fascinating organisms, and they are found in millions of varieties throughout the world. Most people have the ability to plant a garden no matter what kind of climate they live in. Botany, also known as plant science or plant biology, is the study of plant life. Botany is a wide-ranging subject that is classified under the realm of biology. So if you’re a biology major in college, you’ll likely be taking a course that specifically or partially deals with botany. It involves subtopics that include the structure, growth, development, reproduction, and diseases of plants. According to TopTenTopTen.com, the following 10 botany textbooks are the best books on this topic that are currently on the market and in use by professors and students: 1. Living with Plants: A Guide to Practical Botany by Donna N. Schumann, Elwood B Ehrle, Richard W Pippen, and Kathryn Simpson (1992 – Mad River Printing, Inc.) 2. Economic Botany: Plants in Our World by Beryl Simpson and Molly Ogorvaly (2000 – McGraw-Hill) 3. Botany: An Introduction to Plant Biology by James D. Mauseth (2008 – Jones & Bartlett Publishers) 4. Planetary Influences upon Plants: Cosmological Botany by Ernst M. Kranich (1986 – Biodynamic Literature) 5. Essential Atlas of Botany by Parramon Studios (2003 – Barron’s Educational Series) 6. The Botany of Desire: A Plant’s-Eye View of the World by Michael Pollan (2002 – Random House Trade Paperbacks) 7. Botany Illustrated: Introduction to Plants, Major Groups, Flowering Plant Families by Janice Glim-Lacy and Peter B. Kaufman (2006 – Springer Publishing) 8. Botany in a Day: The Patterns Method of Plant Identification by Thomas J. Elpel (2004 – HOPS Press) 9. Botany (Waldorf Education Resources) by Charles Kovacs (2006 – Floris Books) 10. The Brother Gardeners: Botany, Empire and the Birth of an Obsession by Andrea Wulf (2009 – Knopf Publishing) If you need any of these botany textbooks for your biology classes or any other textbooks for your other college classes, make sure you utilize Textbooks.org. There are tons of websites out there that sell and rent textbooks, but in order to get the best prices, you have to shop around. Textbooks.org will allow you to do this by simply typing in the title or ISBN of the book you need. You’ll get a complete list of all your options on where to get the books on your shopping list.

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Yamato and Heian The Yamato Clan claimed the sun goddess as its ancestor. They lived on rich farming land on the island Honshu. They did not have control all of japan even thogh the emperors claimed they did. The Yamato had influences from Northeast Asia, China, and Korean. The Spread Buddhism, adopted a written language, made a bureaucracy too. The Heian Clan had the the Fujiwaras family that controlled Japan for most of the Heian Clans period. The Fujiwaras often married their daughters to heirs to the throne. The Heian Clan's Nobles lived in palaces and loved elegance and beauty. The women wore elegant silk dresses, had lots of poetry, and spoke in the Japanese language. The Heian Clan also had some early forms of literature in the Japanese language.

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Silk Weaving in Benares Design Vocabulary of Benarsi Silk The design vocabulary of Benaresi textiles is quite large -- the motifs commonly used are geometric, trellis designs as well as delicate florals. Many motifs have been inspired by nature, and Benarsi brocades have been known for their butis (small single flower), butas (a large flower) and jaal (shrub). Did You Know? - Connoisseurs can tell Benarsi silk from Chinese silk just by the sound it makes. The thicker threads and higher starch content in Benares silk makes it rustle audibly unlike Chinese silk, which makes no sound at all. - To cut costs in trying times, today Benarsi weavers rarely weave silk on silk (ie, with silk thread on silken wefts). Instead, they use kela silk (a natural fibre obtained from plants which is only Rs 250 a kilo) or polyester in the weft (bana, in local parlance) of the fabric. This not only brings down the cost and the quality of the sari, it also cuts weaving time as Kela silk yarn is thicker than real silk, and takes lesser time to weave. History of Benarsi Silk Weaving The weaving of fine, gossamer-like silk has been a tradition in Benares since 500 B.C. During the Mughal period (from the early 16th through the mid-18th century), Islamic religion forbade the depiction of animals and people, thus fostering the elaborate floral brocades that made Benaras famous. This is when motifs such as the creeping vine and the mango design, the inspiration for European paisley, developed. Then during British colonial rule, Benaras weavers started making Chinese-style tanchoi embroidery for the Parsi community, a minority group, who used their clothing to distinguish themselves from the Hindu majority. During the 1890s, weavers who had visited England used wallpaper sample books to create new designs. These days, the Muslim weavers also make the maroon cloth used by Tibetan robes and the rich brocades that frame Thangka paintings. Threats to the Silk Weavers in Benares The state of the silk weavers in Benares, according to several news reports, is quite pathetic. Consider these facts released by the Craft Revival Trust, which has been working to highlight the plight of these weavers -- - Only half of the one lakh strong weavers community has work. The rest are unemployed. - The average family income of those employed is now down to approximately Rs.2,500/pm. - Others involved in secondary/associated occupations like the dyers and warpers are in a similar, if not worse, plight. - Reports of weavers committing suicide (see BBC News Night – Paul Mason report) - Reports of weavers selling their blood to make ends meet. (NDTV report by Shikha Trivedi) Here are some of the threats they currently face -- - Large scale import/ dumping of Chinese copies of Benarasi Saris and fabric lengths at rock bottom prices. - Large scale copying and sales of Benarasi look-alike saris and fabric lengths in polyester yarn made by mills in Surat, Gujarat. - Shrinking market for high quality Benaras brocades as zardozi embroidered saris are being promoted by designers, and are currently in vogue. The irony of it is that while on the one hand China is dumping copies of Benarasi weaves - India is importing much needed, silk yarn from them. The weavers are largely dependent on this yarn for their weaving needs and cannot survive without this import. Possible Measures to Aid Benarsi Silk Weavers - Geographical Indicators (GI): There is urgent need for the GI to be obtained by the weavers in Varanasi in cooperation with the National Copyright Office and WIPO. This certification based on a set of criteria can be a strong dissuasive factor to outside imitators and internal importers. It has already been obtained by Mysore silk, Chanderi and Pochampally. - An industry label issued to genuine products may help buyers distinguish between fakes and authentic products. All India Artisans and Craftsperson Association (AIACA) has instituted a Craftmark to identify and authenticate a product and process. This could be of use to the weavers. - The Plight of Benarsi Weavers - Craft Revival Trust - Personal visit to Benares, and interviews with several weavers

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Josiah Wedgwood was not only an innovative designer and a manufacturer of high-quality pottery but also a campaigner for social reform. Josiah Wedgwood was born into a family of potters in Burslem, Staffordshire. His father’s death in 1739 led him to an early start working as a ‘thrower’ in the pottery of his eldest brother, Thomas, to whom he was later apprenticed. An attack of smallpox resulted in the amputation of Josiah’s right leg in 1768. Thomas refused his younger brother a partnership in the business, so Josiah moved to other firms and then he opened works of his own. Josiah Wedgwood had a ‘hands-on’ approach to his business, making models and preparing clay mixes. In 1769, he opened a new factory at Etruria, near Stoke-on-Trent, in partnership with Thomas Bentley. Attached to the factory was a village, where Wedgwood’s workers and their families could live in a pleasant environment. Wedgwood introduced durable, simple yet regularly-shaped pottery and his cream-coloured earthenware was christened ‘Queen’s Ware’ after Queen Charlotte, who appointed him Queen’s Potter in 1762. Other eminent patrons included Empress Catherine II of Russia, who ordered 952 pieces in 1774. Wedgwood experimented with barium sulphate (caulk) and from it produced jasper, in 1773. Jasperware, which is used for a range of ornaments, blends metallic oxides, often blue, with separately moulded reliefs, generally white. 1780, when Bentley died, he asked fellow Lunar Society member, Erasmus Darwin, for help. Darwin’s son would later marry Wedgwood’s daughter and they were the parents of Charles Darwin, the naturalist and father of the theory of evolution. Wedgwood was elected a fellow of the Royal Society in 1783.

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Theodor Geisel is a famous author and illustrator known all over the world. Celebrate his birthday by researching the man behind all of those famous characters. Learn about his life from childhood to adulthood, and have your students achieve a deeper understanding of who Theodor Geisel was. What do I get? - 2 cover option - 13 different foldables - 2nd through 4th usability - how to for each foldable with picture guide What do students get to reflect on? - 5 Geisel-related writing prompts - 4 foldables that cover Theodor Geisel's life as a child, during his time in the military, as a young man, and later in life. - Favorite famous quote - Favorite book - Fill in the blank writing prompt "If I wrote a children's book..." - "If I could ask him 3 questions... because..." - 6 facts about Theodor Geisel - 7 flap biography about Theodor's life (full name, nickname, birth date, known for, age at death, died on, born in) - Places I'd like to go... - (on the back) is a timeline for students to put 10 events in Theodor Geisel's life in order. What do I still need? - manila folders or construction paper - colored pencils / markers / crayons THAT'S IT :) Still not sure what a lapbook is or how to incorporate one into your classroom?! You can check out my blog post here to read more. - Instead of creating a lapbook, include the 13-themed foldables into your Interactive Notebook! - Coloring these pages does take some time. I suggest asking students to color them for homework and/or having them color during free time. There are more foldables included than what will fit inside your students' lapbooks. Your students can specialize the folder any way they want, which makes it more special and individualized. This is great because no two INB lapbooks have to be the same! Looking for more lapbooks and foldables? Click here. Connect with me: • Newsletter • Blog • Facebook • Instagram • Pinterest • Thanks for Looking and Happy Teaching!

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On September 17, 1787, forty men sat down, dipped their quills into ink, and signed the United States Constitution. 230 years later, although America may not be a “perfect union,” the rights granted in that document continue to govern our country. We have the freedom to speak our mind and engage in lawful assembly. We can travel freely within and out of our state and have the privilege of being tried by an impartial jury made up of ordinary citizens. Despite surviving for 230 years, our liberty is fragile and there is often talk about the importance of preserving democracy in our great nation. However, in the entire 4,400-word document that serves as our country’s foundation, there’s one very telling word that does not appear even once: democracy. Former president James Madison did not mention the word “democracy” at all while writing the outline for America and it doesn’t appear in a single one of the Amendments. While the Founding Fathers weren’t fans of “taxation without representation,” they foresaw immense problems with the power being entirely in the people’s hands. Twenty years before its ratification, former President John Adams wrote “An Essay on Man’s Lust for Power,” in which he argued that “democracy will soon degenerate into an Anarchy.” Democracy is often equated with the ultimate symbol of freedom, but Adams contended that the anarchy it breeds will have each citizen doing “what is right in his own eyes” and therefore no one’s “life,” “property,” “reputation,” or most importantly, “liberty,” will be safe from being taken away. “It has been observed that a pure democracy, if it were practicable, would be the most perfect government,“ former Secretary of the Treasury Alexander Hamilton said during a speech in favor of the Constitution. ”Experience has proved that no position is more false than this.” Hamilton, who was remarkably intelligent and heavily studied past and present governments of all kinds, claimed that the “very character” of ancient democracies was far from absolute freedom — it was “tyranny.” The Founding Fathers wanted liberty but knowing what they did about the fate of democracies, they created what is now considered a democratic republic. “The United States shall guarantee to every State in this Union a Republican Form of Government,” reads Article IV, Section 4. A group of men who were fed up with being controlled by a king located an ocean away fought for the freedom to create an independent America. Thanks to them, 230 years later, we have a plethora of rights, but democracy is not one.

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1. A critical need in conservation biology is to determine which species are most vulnerable to extinction. Freshwater mussels (Bivalvia: Unionacea) are one of the most imperilled faunal groups globally. Freshwater mussel larvae are ectoparasites on fish and depend on the movement of their hosts to maintain connectivity among local populations in a metapopulation. 2. I calculated local colonisation and extinction rates for 16 mussel species from 14 local populations in the Red River drainage of Oklahoma and Texas, U.S. I used general linear models and AIC comparisons to determine which mussel life history traits best predicted local colonisation and extinction rates. 3. Traits related to larval dispersal ability (host infection mode, whether a mussel species was a host generalist or specialist) were the best predictors of local colonisation. 4. Traits related to local population size (regional abundance, time spent brooding) were the best predictors of local extinction. The group of fish species used as hosts by mussels also predicted local extinction and was probably related to habitat fragmentation and host dispersal abilities. 5. Overall, local extinction rates exceeded local colonisation rates, indicating that local populations are becoming increasingly isolated and suffering an ‘extinction debt’. This study demonstrates that analysis of species traits can be used to predict local colonisation and extinction patterns and provide insight into the long-term persistence of populations.

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Friday 17th May 2019 Talk homework: Go around your house with an adult looking for scales e.g. scales on kitchen weighing scales or on a tape measure In English today we did independent writing about our Egg Box Dragons. We described what materials we made our dragon out of and why we chose those materials. We used conjunctions, and most of us used commas in a list but most of all we used possessive apostrophes. In art we have been making our Egg Box Dragons and painting them in all types of colours. In assembly we got lots of certificates and celebratory postcards because we have worked so hard all week long. In maths we have worked out missing number sentences and they got us thinking. Have an amazing weekend This week's blog was written by Darcy, Macie, Albie, Millie, Arthur, Joshua and Lucca.

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Food Rescue Program Nearly 133 billion pounds of food is wasted every year in the U.S., and food retailers are responsible for nearly 42 billion of those pounds, according to the USDA. To combat this, we’re committed to a “Zero Waste” threshold by 2020, which is a 90 percent waste diversion rate as defined by the EPA. This is a lofty target, so we’re constantly developing new programs to prevent and divert waste from landfills. Here’s what we’re doing to help keep our planet healthy. All groceries that are no longer fit for sale but remain perfectly edible and nutrient-rich are donated by our stores and distribution centers to local hunger relief agencies, many of which are affiliated with Feeding America. These agencies then distribute the donated food to people in need in our communities. Since the inception of the Food Rescue program in mid-2013, Sprouts has donated more than 43 million pounds of food to those less fortunate – that’s more than 35 million meals! Watch to learn more. Food that is not fit for hunger relief agencies is donated as cattle feed to support local cattle ranches and dairy farms. This provides cattle with a more nutritious diet and reduces greenhouse gas emissions. Lastly, food is donated as compost, which enriches soils with nutrients. More than 18 million pounds of food have been diverted from landfills since the start of this program in 2014.

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Cities can be severely affected by climate change. Hence, many of them have started to develop climate adaptation strategies or implement measures to help prepare for the challenges it will present. This study aims to provide an overview of climate adaptation in 104 German cities. While existing studies on adaptation tracking rely heavily on self-reported data or the mere existence of adaptation plans, we applied the broader concept of adaptation readiness, considering five factors and a total of twelve different indicators, when making our assessments. We clustered the cities depending on the contribution of these factors to the overall adaptation readiness index and grouped them according to their total score and cluster affiliations. This resulted in us identifying four groups of cities. First, a pioneering group comprises twelve (mainly big) cities with more than 500,000 inhabitants, which showed high scores for all five factors of adaptation readiness. Second, a set of 36 active cities, which follow different strategies on how to deal with climate adaptation. Third, a group of 28 cities showed considerably less activity toward climate adaptation, while a fourth set of 28 mostly small cities (with between 50,000 and 99,999 inhabitants) scored the lowest. We consider this final group to be pursuing a ‘wait-and-see’ approach. Since the city size correlates with the adaptation readiness index, we recommend policymakers introduce funding schemes that focus on supporting small cities, to help them prepare for the impact of a changing climate. Despite its global relevance, cities are often seen as key actors in governing climate change (Bausch and Koziol 2020; de Coninck et al. 2018; Fuhr et al. 2018; Romero-Lankao 2012; UN-Habitat 2011). Approximately 55% of the world’s population currently lives in urban areas, a percentage which is expected to increase further (United Nations 2018). Although studies initially focused on cities’ mitigation activities (Castán Broto and Bulkeley 2013; Schüle et al. 2016), there is a growing scientific and practical interest in climate change adaptation in municipalities (Alber and Kern 2008; Davoudi et al., 2009; Knieling and Roßnagel 2014; Wamsler et al. 2013). Among other things, the high concentration of people and assets in urban areas implies they are more exposed to the impacts of climate change, including sea-level rise for coastal cities, and extreme weather events such as heavy rainfall or heatwaves. Such events are expected to increase in frequency, intensity and/or persistence in many parts of the world (IPCC et al. 2014). Furthermore, their impacts are exacerbated by urban development, urban sealing and the urban heat island effect (Ellena et al. 2020; IPCC et al. 2014; Kareem et al. 2020; Ye et al. 2021). Thus, climate change adaptation, including the planning, implementation and evaluation of adaptation measures such as ‘grey’ infrastructures or nature based solutions, has emerged as a task for many municipalities around the globe (Biagini et al. 2014; Dhar and Khirfan 2017; Geneletti and Zardo 2016; Hintz et al. 2018; Meng et al. 2020; Voskamp and Van de Ven 2015; Wamsler et al. 2020). Adaptation also involves non-structural measures, such as risk communication and educating the public about how to act during extreme weather events (e.g. Kox and Thieken 2017; Kuhlicke et al. 2020; Brink and Wamsler 2019). These developments have thrown up questions around how and by whom climate adaptation is governed, which factors hinder or support active and successful climate adaptation and if urban adaptation is sufficiently implemented (Biesbroek et al. 2013; Göpfert et al. 2020; Van der Heijden 2019). Concerning the latter question, Aguiar et al. (2018, 39) reason that the ‘understanding of the scale and depth of current adaptation activities and the preparedness of governance systems’ in cities is still limited. In a literature review on urban adaptation governance, Van der Heijden (2019, p. 2) points out that cities are partly perceived ‘as saviours of the planet in the face of climate change’ and concludes among other things that ‘the gap that was observed a decade ago between the high levels of policy rhetoric about urban climate governance and the reality of limited activity’ (p. 3) remains an essential research area. He argues that despite some rise in municipal climate action, traditional tasks (such as housing and waste disposal) are more urgent for many cities, and pronounced climate actions are limited to a few frontrunner cities. In line with this, Castán Broto and Westman (2020, p. 11) call for a better understanding of the degree and sufficiency of adaptation in cities. This paper deals with these research limitations drawing on adaptation tracking literature. Adaptation tracking aims to ‘systematically identify, characterize and compare adaptation’ (Ford et al. 2015, 967) by assessing progress across, e.g. cities over time. Amongst other things, this can help to assign funding and resources and to decide on adjustments in adaptation (Olazabal et al. 2019a; Biesbroek et al. 2018). On the city level, many studies tracking adaptation analyse the existence and, in part, the content of climate adaptation plans (also termed strategies or concepts) and use these as general indicators for progress (Reckien et al. 2014; 2018; Heidrich et al. 2013; Olazabal et al. 2014). However, Reckien et al. (2015) point out that examining these plans can only provide us with a limited picture of progress, because we also need to examine how they are being implemented. We therefore apply the ‘adaptation readiness’ approach (Ford and King 2015; Ford et al. 2017; Tilleard and Ford 2016), which ‘[…] is concerned with examining actual experiences with planning for adaptation and seeks to characterize whether human systems are prepared and ready to “do adaptation”’ (Ford and King 2015, 505). So far, to our knowledge, this approach has not been applied to a larger number of cities. Ford and King (2015) also call for studies to evaluate the approach’s challenges and contributions to adaptation science, which we address here by applying it to more than 100 German cities. Germany has a long and stable history of national support for climate mitigation and activities in the field of climate adaptation (in contrast to, e.g. the USA or Australia). At the national level, the German Adaptation Strategy was published in 2008 and substantiated in the Action Plan for Adaptation in 2011 (Klostermann et al. 2018). Despite different funding sources and various research projects targeting the local level, however, it never became compulsory for cities to develop local climate adaptation plans, as is the case in Denmark and France (Heidrich et al. 2016). Thus, engaging in both climate mitigation and adaptation—using this specific jargon—at the municipal level ‘is considered as a voluntary task and municipalities have the freedom to choose whether to become active or not and “how” such measures should be implemented’ (Bulkeley and Kern 2006, 2240). A few studies have already analysed the adaptation plans of German cities as a way of trying to assess progress (Reckien et al. 2014; 2018; Kind and Sartison 2017; Hasse and Willen 2019). Their findings differ depending on the city sample, the timing of the analysis and the definition of what counts as an adaptation plan. Nonetheless, several studies emphasize that bigger cities tend to draft an adaptation plan earlier than smaller cities, which might not have a plan at all (Kind and Sartison 2017; Heidrich et al. 2013). Thus, this paper examines 104 cities of different sizes but similar governance structures and explores the effect of city size on adaptation readiness. This paper contributes to the following research questions: How well prepared are 104 German cities for climate adaptation? Which similarities and differences can be detected between the adaptation readiness of these cities and (how) can they be grouped according to their adaptation engagements? We address these questions with a focus on heat and pluvial rain and follow two underlying research aims. First, by applying adaptation readiness for the first time to a large number of cities, we aim to contribute to the international literature on adaptation tracking. Second, by extending the analysis beyond adaptation plans and, thus providing a broader picture of how active cities are in this area, we seek to add to the urban adaptation literature concerning the ‘implementation gap’ (e.g. van der Heijden 2019). 2 Concept: adaptation tracking and the adaptation readiness approach Adaptation tracking has developed—in the shadow of mitigation tracking—‘as a means of evaluating the effectiveness of adaptation support, informing governance at various levels on adaptation needs, justifying funding allocation and communicating to the public on adaptation’ (Ford et al. 2013). There are two main challenges in tracking adaptation: First, it is very difficult to define what successful climate adaptation encompasses: it differs between places, might only become evident in the far future, is intertwined with other policies and might be debated among different stakeholders (Berrang-Ford et al. 2019; Ford et al. 2013, 2015). Hence, adaptation tracking studies focus instead on investigating preparedness, processes and policies instead of outcomes (Ford et al. 2013; Olazabal et al. 2019a). Second, easily measurable metrics are missing and data are rarely consistent, coherent, comparable or comprehensive, as Ford and Berrang-Ford (2016) underline. Thus, studies often rely either on self-reported data or on counting the existence of adaptation plans. However, self-reported data might overemphasize positive progress (Ford et al. 2015) and depend in their extent not just on adaptation activities but also on resources and reporting accuracy (Ford et al. 2013). Counting the existence of plans—as important as plans might be for strategic goal and priority setting—is no guarantee that adaptation activity is occurring (Olazabal et al. 2019a) and adaptation activities are possible without an overarching adaptation strategy (Reckien et al. 2015). Furthermore, as adaptation becomes more common, many cities will already have plans and proceed from the stages of assessment and planning to the stages of action and monitoring (Wamsler 2015). Therefore, the differences among very active cities might shift to the implementation, monitoring and revising of plans and not just focus on their existence. However there have been few studies into implementation and data are difficult to find and analyse (Olazabal et al. 2019b). Despite these challenges, a fast-growing literature compares the adaptation progress between (mostly big) cities on various levels (Aguiar et al. 2018; Araos et al. 2016; Dulal 2019; Le 2020; Reckien et al. 2018; 2014; Heidrich et al. 2013; Olazabal et al. 2014, 2019b; Olazabal and Ruiz De Gopegui 2021; Shi et al. 2015; Singh et al. 2021).Footnote 1 Apart from a small number of leaders, this literature often shows that urban adaptation is still at an early stage: many cities are not at all engaged in the area, and the active ones are often in phases of scoping and planning instead of implementing and monitoring. Araos et al.’s (2016) study of 401 metropolises with more than 1 million inhabitants across the world found that just 15% were taking adaptation actions and 18% are planning towards adaptation. In Europe, Reckien et al. (2018) found that only 26% of 885 cities had developed an adaptation plan and 17% have a joint plan covering both adaptation and mitigation. Generally speaking, active cities are big (Araos et al. 2016; Reckien et al. 2018), located in high-income countries (Olazabal et al., 2019b) and/or countries in which the central government supports adaptation (Dulal 2019), and—within Europe—tend to be in the central and northern states (Reckien et al. 2014; 2018). A few studies have analysed progress in German cities by looking at the existence of adaptation plans. Kind and Sartison (2017) state that 64% (49 out of 76) of cities with more than 100,000 inhabitants had published a plan (38) or were currently working on a plan (11), while Reckien et al. (2018) find that 28% (35 out of 125) of cities included in the Urban Audit sample offered by EurostatFootnote 2 possessed an adaptation plan. Hasse and Willen (2019) conclude that a municipal adaptation plan exists in 18% of the 249 German cities that responded to their survey. Still, data show that bigger cities tend to draft an adaptation plan earlier than smaller cities (Kind and Sartison 2017). Approaches that examine adaptive capacity, adaptation readiness and adaptation policy credibility can provide a broader assessment of progress. They each aim to identify the extent to which specific municipalities or countries can push adaptation, but their focus differs. Adaptive capacity deals with the area’s potential and ability to adapt and therefore examines various socio-economic and bio-physical resources, such as financial and technological resources (Carter et al. 2015; Engle 2011; Tilleard and Ford 2016). However, as Ford (2017) pointed out, high levels of capacity might not transform directly into adaptation progress, because other barriers may get in the way. The adaptation readiness approach aims to overcome this blind spot by considering the existence of supportive measures and adaptive actions already taken or planned, such as publishing adaptation plans or taking part in adaptation networks. The approach seeks to identify the preparedness of an entity like a city to adapt and hence estimates whether it is ‘ready’ to deal with the consequences of climate change. The results can be used as a proxy to track adaptation (Ford and King 2015; Ford et al. 2017; Tilleard and Ford 2016). So far, adaptation readiness has been applied to analyse the adaptation preparedness of single cases, such as a territory in the Canadian Arctic (Ford et al. 2017), the urban area of Dhaka (Aaros et al. 2017) and the Seychelles (Khan and Amelie 2015). It has also been used to compare transboundary river basins (Tilleard and Ford 2016) and South East Asian countries (Salamanca and Nguyen 2016). These studies assessed the status of adaptation in detail, highlighted the respective strengths and challenges of current adaptation activity, provided lessons for other areas and identified a baseline against which future studies can monitor progress. So far, to our knowledge, the approach has not been applied to a larger number of cities. Indeed, Ford and King (2015) call for pilot applications to evaluate the approach’s challenges and contributions to adaptation science, which we want to address here. In order to capture the adaptation readiness of human systems, Ford and King (2015) consider six factors which previous studies have commonly identified as influencing adaptation activity: (1) political leadership for adaptation; (2) institutional organization for adaptation; (3) adaptation decision making and stakeholder engagement; (4) availability of usable science to inform decision-making; (5) funding for adaptation planning, implementation and evaluation; and (6) public support for adaptation (for a detailed description and the reasoning behind these factors, as well as for examples of indicators, see Ford and King (2015) and Tilleard and Ford (2016)). Although these factors overlap, by assessing each one individually, we can undertake a systematic analysis of adaptation readiness. In cases where an entity such as a country or city does score high in adaptation readiness, we can expect that adaptation is likely to be implemented; vice versa, low scores hint at few upcoming adaptive actions. In addition to drawing comparisons within the sample, this systematic approach also provides information on both well-established and lagging factors within a single entity. These findings can support prioritization processes for further adaptation efforts. To our knowledge, the adaptation readiness approach has not been used to compare a larger number of cities. Thus, we tailored it to the specific circumstances of our study. 3.1 Empirical operationalization of the adaptation readiness of 104 cities For this study, which compares adaptation readiness for the first time among a large number of cities, our sample includes three official types of German cities classified by their size (BBSR 2017). These are big cities (with more than 500,000 inhabitants), medium-sized cities 100,000–500,000 inhabitants) and small cities (50,000–99,999 inhabitants, see Table 1). To ensure comparability, we restricted the small cities to those that are independent of a county (kreisfrei in German). These small cities perform all municipal functions within their areas; because responsibilities are not allocated to another tier of local government (such as a county or district), they have the same administrative scope as big cities in Germany. In total, we examined 104 cities, which contain 34% of Germany’s population (as of 31 Dec 2017; for a list of all cities, see Supplementary 1). We used the six factors in the adaptation readiness approach (Ford and King 2015) as a framework and started by collecting possible indicators based on information from the literature and discussions with experts. We defined three criteria that indicators needed to meet in order to be included in our estimations. (A) The indicator must be relevant for estimating the state of climate adaptation. (B) It must be possible to obtain data, ideally for all 104 cities but certainly for most of them, within a reasonable timeframe. (C) The data must be openly accessible so that the study could be replicated later on and results could be compared. We therefore looked for indicators or data that were publicly available and decided against a survey or expert interviews. We discussed the relevance of various indicators in a cooperative project setting, which involved scientists working in the field and climate adaptation practitioners from city administrations. These discussions resulted in us specifying some indicators, rejecting others and developing some new indicators. We also established a new factor (see Fig. 1) that takes into account the fact that many cities already implement climate adaptation projects and measures. So far, such actions are underrepresented within the adaptation readiness framework but are highly important if one of the aims is to compare entities that are not just planning but already implementing adaptation initiatives. It was much more difficult to find data relating to some indicators than to others. Despite investing a significant amount of effort in the exercise, we discarded some potential indicators due to data unavailability (such as on funding and on public support for adaptation, see Supplementary 2 for details). Tilleard and Ford (2016) also report encountering challenges finding information on exactly these two factors using publically accessible datasets for transnational river basins. In the end, out of the 22 indicators we initially considered, 10 were excluded and 12 were used to trace adaptation readiness across five factors (Fig. 1): local political leadership, institutional organization, adaptation decision-making, availability of usable science and implemented measures. Within the factor of ‘institutional organization’ we considered, inter alia, when the city became active, while the factor ‘adaptation decision making’ takes into account how broad the activities are, on the basis that cities should score better if they consider various fields of action (for details, see Supplementary 2). We obtained the data for the indicators from various sources, such as the cities’ web pages and web pages of city networks (for details, see Supplementary 2), with a cut-off date of 31 December 2018. In the case of the indicator ‘existence of climate committees’, we refer to and extend data from Göpfert et al. (2019). We tried to avoid data gaps and intended to include only those indicators for which we could gather data for all cities. However, there are 19 cities for which there is no data regarding the indicator ‘integration of climate adaptation in landscape plans’. This is, however, the only data gap. To account for it, this indicator received a smaller weight instead of an equal weight. At the level of the five factors, there were no data gaps. Ford and King (2015, 517) point out that ‘our knowledge of the relationship between and among the readiness factors and adaptation actions remains in its infancy’ and therefore equal weighting is reasonable. Thus, all five factors are assigned 20 points each, which adds up to a potential maximum of 100 points. In two factors, indicators are given different weights due to relevance and data robustness. Details on the included indicators, their sources and their weighting are given in Supplementary 2. 3.2 Data analysis: cluster analysis and spatial coefficients We undertook a cluster analysis to detect cities with similar levels of adaptation readiness. Milman et al. (2013) and Tilleard and Ford (2016) demonstrated that hierarchical clustering is suitable for grouping administrative units (in their case, international river catchments) that were assessed by different adaptation readiness factors. Since we aimed to identify cities with similar levels of adaptation readiness, we chose two algorithms that are particularly known for revealing homogeneous clusters: the Ward method and the Complete Linkage algorithm. We used the scores of the five factors of adaptation readiness (Fig. 1), i.e. (1) political leadership, (2) institutional organization, (3) adaptation decision-making, (4) availability of usable science and (5) implemented measures, as input variables and calculated the squared Euclidian distance to measure the distance between cities and clusters. To choose a meaningful number of clusters we considered the following criteria: There were considerable changes in the overall similarity/distance measures when adding a new cluster. Similar clusters were detected with both of the methods applied (robustness). Kruskal–Wallis tests confirmed significantly different means per factor across the clusters. There were no or only small overlaps between the clusters with regard to the scores of the adaptation readiness index. On this basis, we chose the 2-cluster and 5-cluster solutions. Clusters were characterized by their cluster centres, i.e. the average score per factor considering all cities within a cluster, as well as the average adaptation readiness index and the average number of inhabitants of all cities within that cluster. To further characterize the clusters and explore patterns of adaptation readiness, we adapted three spatial coefficients originating from economic geography (de Lange and Nipper 2018) to this study, i.e. the location quotient (LQ), the geographic concentration (GC) and the diversification index (DIVi). Calculation details are provided in Supplementary 3. The LQ highlights local peculiarities of adaptation readiness (AR), i.e. how much each factor contributes to the AR index for a particular city in comparison to its contribution in the total data set. Values < 1 indicate that the contribution of that factor is below average; values > 1 indicate a contribution above average. In the results section, the average LQ per factor is also provided per cluster. The GC determines how much one factor is concentrated in certain cities. In this paper, we used the coefficient to evaluate whether certain factors are so specific for certain cities that they could be neglected in the assessment of adaptation readiness. The DIV measures how much each factor contributes to the adaptation readiness index for each city, assuming an equal contribution of each of the five factors as a reference. If the coefficient is closer to zero, this implies that the five factors are evaluated more or less equally in a city, while higher values of DIV indicate that a city tends to focus on one or two factors of adaptation readiness. Hence, the DIV coefficient is used to characterize cities’ adaptation strategies. 4.1 Existence of climate adaptation plans As mentioned in the introduction, the literature comparing a large number of cities often uses the existence of climate adaptation plans as a single indicator to evaluate the state of adaptation (e.g. Reckien et al. 2014; 2018). Our results show that by the end of 2018, 61 out of 104 (59%) cities had published an adaptation plan, and plans for a further 14 cities (13%) were either in progress or in preparation (see Fig. 2). Based on our analysis, 29 (28%) cities did not have an adaptation plan, nor were they preparing to develop one. The first urban adaptation plan was published in 2007, and there was a marked increase in 2012. The year in which a city first published an adaptation plan and the content of the most current plan were considered as two of the 12 indicators within our adaptation readiness approach (see Fig. 1). 4.2 City clusters of adaptation readiness Using the scores of the five factors that constitute the adaptation readiness index (Fig. 1) as inputs for the cluster analyses, both algorithms clearly resulted in a basic separation of the 104 cities into two groups of similar size. Figure 3 depicts the main characteristics of these clusters, i.e. their mean score per factor, together with the average adaptation readiness index and the mean number of inhabitants within the cities that belong to the same cluster. It reveals that we have one group of ‘active cities’: Cluster I, for which the Ward method identifies 50 cities with an average AR-index of 46.2 (minimum: 26.8, maximum: 66.7), and for which the complete linkage algorithm identifies 47 cities showing an average AR-index of 46.4 (minimum: 26.8, maximum: 66.7). Our second group adopt a more ‘wait-and-see’ approach: Cluster II comprises 54 cities according to the Ward method, which show a mean AR-index of 16.4 (minimum: 0, maximum: 40.2), whereas the complete linkage algorithm places 57 cities into this cluster, which have an average AR-index of 17.7 (minimum: 0, maximum: 43), see Fig. 3). Only five cities were classified differently by the two clustering algorithms, all of them having a score of around 40 points for the adaptation readiness index, which is at the upper range of the AR-index values in cluster II. Active cities (Cluster I) score—on average—higher on all five factors than cities of the wait-and-see group (Cluster II), but particularly highly with regard to the availability of adaptation plans as a basis for decision-making and the implementation of adaptation measures (Fig. 3). For these two factors, their average score exceeds 10 points, which is half of the potential maximum per factor (see Fig. 1). When further dividing these initial two clusters, different adaptation strategies or pathways appear. Figure 4 shows that the two cluster approaches reveal similar patterns with five clusters. This classification differs clearly from the 4-cluster solution, while a sixth cluster does not add much new information (data not shown). The initial group of active cities (Cluster I in Fig. 3) is divided into three subgroups: While the first group (Cluster Ia), which achieves the highest average total score on the adaptation readiness index, is characterized by particularly high scores for political leadership, decision-making, usable science and implemented adaptation measures, the other two groups of active cities score high either with regard to decision-making and usable science (Cluster Ib) or with regard to the institutional organization of climate adaptation and implemented adaptation measures (Cluster Ic). Within the initial wait-and-see group, a considerable number of cities (in Cluster IIa) are becoming increasingly active. This is reflected by higher mean scores for decision-making and institutional organization of climate adaptation (Fig. 4). In contrast, cities in Cluster IIb clearly underperform. In Figs. 3 and 4, the average number of inhabitants as of December 2017 per cluster is depicted on the second y-axis. Clearly, the decreasing mean AR-index per cluster corresponds to a decreasing average number of inhabitants, revealing that more active cities are in general larger. This implies that bigger cities tend to be more ready for adaptation than smaller cities. Figure 4 also reveals that smaller cities might implement different strategies with regard to climate change adaptation, since the average numbers of inhabitants in Clusters Ib, Ic and IIa are rather similar (Fig. 4). Spatial coefficients, particularly the location quotient LQ and the diversification index DIV, are used to further characterize the clusters. With regard to the 2-cluster solution, Table 2 reveals that the LQ of most of the five factors is around 1. However, implemented adaptation measures contribute at an above-average level to the adaptation readiness of cities in Cluster I (LQ = 1.08, see Table 2) and at a below-average level for cities in Cluster II (LQ = 0.9, see Table 2). In cities of Cluster II, political leadership tends to play an important role. The DIV further reveals that the five factors of adaptation readiness are far more balanced in cities of Cluster I than in cities of Cluster II (DIV = 0.19 versus DIV = 0.42 see Table 2), underlining that cities of Cluster I are more advanced with respect to adaptation readiness as a whole. The DIV also helps to rank the clusters of the 5-cluster solution. Cities in Cluster Ia can be regarded as very active/pioneering cities, since they are advanced with respect to all five factors of adaptation readiness (DIV = 0.15, Table 2). On the other hand, cities of Cluster IIb produce the highest diversification index (DIV = 0.59, Table 2) illustrating that these cities show single activities with regard to just a few factors of adaptation readiness, while others are neglected. Cities in Clusters Ib, Ic and IIa are in the middle. It should be noted that cities of Clusters Ib are strong in institutional organization and strategic decision-making, whereas those in Ic perform well in institutional organization and the implementation of adaptive measures (Fig. 4, Table 2). Hence, they should be regarded as actively adapting cities. The cluster analyses and spatial coefficients illustrate that adaptation is a complex and heterogeneous field. Therefore, different dimensions or factors should be considered when evaluating and monitoring adaptation. This is supported by the index of geographic concentration GC: all five factors result in index values that differ markedly from zero (they range between 0.15 and 0.21; data not shown). Therefore, to track adaptation readiness in the future, studies should seek to measure all of these different factors. 4.3 Typology of adaptation readiness Based on the adaptation readiness index and the results of the cluster analyses, we ranked the 104 cities and further divided them into four groups characterizing their level of climate adaptation: (1) pioneering cities, (2) active cities, (3) less active cities and (4) waiting cities (Table 3). This classification is not based on an equal distance between the index scores (e.g. a new group starts every 10 points) but aims to combine cities with similar scores and separate groups at irregularities and cluster boundaries (Fig. 5). The cities achieved a broad range of adaptation readiness index scores: three did not receive any points, whereas the city with the highest score (Bremen) acquired 67 out of 100 points. Cities with a high score are assumed to be better prepared for adapting to climate change or ‘readier’ to cope with climate change impacts, e.g. extreme weather events. As Fig. 5 shows, cities space out evenly within the range of 0–67. There are only three places at which cities are separated by more than three points; these are located either at the upper or lower scoring end. Next to this, three further cities achieved at least two points more than the following city. Together with the 5-cluster solutions, these breakpoints were used to separate the activity groups (see Fig. 5). The twelve pioneer cities are listed with their scores and further characteristics in Table 4, and a detailed list of all cities can be found in Supplementary 1. These lists show that ten out of the twelve pioneers are big cities with more than 500,000 inhabitants. This is remarkable, since there are only 14 big cities in Germany in total. Hence, around 70% of big cities were grouped as pioneers, and the remaining four (Nuremberg, Düsseldorf, Munich and Dortmund) are all classified as ‘active’. Just two medium-sized cities (i.e. 3% of 66), i.e. Potsdam and Karlsruhe, can be found in the pioneering group (Table 4). However, 30 of these cities (i.e. 45%) are active, while a third (22) were considered less active and 12 (i.e. 18%) as waiting. So, around half of the medium-sized cities are (very) active. This distribution changes considerably when the 24 small independent cities are analysed. There is no small city in the pioneering group and just two (8%) in the group of active cities, namely, Worms and Speyer. A quarter of the small cities (i.e. 6) were found to be less active, while two thirds (16 cities) were classified as waiting cities. To further analyse the role of city size on adaptation readiness, we performed a correlation analysis that revealed a medium, though significant, correlation between the number of inhabitants and the adaptation readiness index (r = 0.463; p = 0.01). Figure 6 illustrates this relation with a non-linear regression that explains 46% of the data variance. If we exclude Berlin from the city sample, as it is by far the biggest city in Germany,Footnote 3 the correlation coefficient increases (r = 0.544; p = 0.01). The results show that 61 out of 104 cities have an adaptation plan; with a few exceptions, most of these were published in 2012 or later (Fig. 2). This coincides with the publication of the German (National) Action Plan for Adaptation and the initiation of a federal funding scheme to develop local adaptation plans. Compared internationally, this seems rather early as Olazabal and Ruiz De Gopegui (2021) found that most of the adaptation plans of 59 big coastal cities were published after 2015. Taking a closer look at Germany, studies have come to quite different results: findings on the existence of adaptation plans in cities range from 18% (Hasse and Willen 2019) to 25% (Reckien et al. 2018) to 64% (Kind and Sartison 2017). Our results even exceed these numbers: by the end of 2018, 59% of cities had already published plans and 13% were in the process of establishing one or had taken initial steps toward preparing one. One major reason for this variation is the differing city sample, as city size is a major influencing factor in the existence of adaptation plans (Araos et al. 2016; Reckien et al. 2018; see also Fig. 6). Another aspect is that climate adaptation is becoming an increasingly popular policy field (Fig. 2), so that analyses conducted just a few years ago might yield different results and conclusions than more recent studies. This paper provides a more complex picture of adaptation processes than the literature so far, including how it is progressing in different-sized cities and examining various factors and indicators on adaptation preparedness. Our results show, for example, that three cities without any published plan are nonetheless still ‘active’, whereas a further 14 that have not published a plan are grouped as ‘less active.’ Nine out of these 17 cities are planning to establish a concept or are already developing one. These cities are mostly found in Cluster Ic, which shows comparably high scores on implementation but less in terms of adaptation decision-making (Figs. 3 and 4). This implies that a sole focus on the existence of adaptation plans runs the risk of overlooking implemented adaptation activities. In general, the findings of the cluster analysis revealed that there is not just one way of adapting to climate change, but instead cities show different degrees of focus on the five factors of adaptation readiness, which are themselves partly interrelated with different phases within the adaptation progress (Fig. 5). Very active cities (12 cities, Table 4) tend to show considerable contributions to all five factors are largely in Cluster Ia in Fig. 4, while active cities (36) are particularly diverse in their focus on specific factors (mostly Clusters Ib, Ic and IIa). A closer look reveals that cities in cluster Ib score very high on decision-making (Fig. 4), as their adaptation plans contain a huge range of measures. Indeed, adaptation in these cities might be characterized as ‘strategic management’. Cities in cluster Ic, in contrast, score comparatively highly on implementation and institutional organisation of adaptation and could be summarized as ‘cities of (institutionalized) adaptation action’, even though their adaptation plans are either not very detailed or still in preparation. The distribution of the mean factor scores of cities in cluster IIa is similar to those in cluster Ib (Fig. 4), but scores are at a lower level. This suggests that these cities are lagging behind but benefit from good practice examples. Finally, less active cities (28) as well as waiting cities (28) score (very) low on all factors (mostly Cluster IIa and particularly IIb). Concerning the question of how active cities are and whether they are able to meet high expectations regarding their climate actions (Castán Broto and Westman 2020; Van der Heijden 2019), our results provide additional insights. We show that a small group of cities (12) are already taking broad actions to adapt to climate change and about a third of the investigated cities are taking some actions. Despite this activity, however, even the highest-scoring cities reached just two thirds of all potential points and thus there may be room for improvement in some aspects of preparedness, especially institutional organisation and usable science. More pilot projects with participatory research approaches could also foster adaptation on the local level. Additionally, around half of the 104 cities are grouped less active or not active at all, with 41% of the cities not having an adaptation plan by the end of 2018 (although some were in the pipeline) and, according to our data, 22% of cities implementing nothing. Thus our study underlines, that city preparedness for adaptation is very diverse (see Fig. 5). We suggest that—despite a few leading cities and various actions already taken—many German cities still have some way to go before they are well prepared for climate change and more action is needed, especially for adaptation in mid-sized and smaller cities (Fig. 6). Indeed, our results also add further insights to the knowledge (e.g. Reckien et al. 2015; Hackenbruch et al. 2017; Salvia et al. 2021) that the size of a city is an important factor in the climate policy actions taken (in our data see Fig. 6). Big cities are all either pioneers (Table 4) or very active and small cities are mostly waiting or less active (Table 3). Scaling effects of city size have frequently been detected in urban studies, e.g. with regard to the urbanized area, employment, the number of patents or the gross domestic product (Bettencourt and Lobo 2016). The fact that average incomes tend to be higher in big cities and that they have better access to (inter-)national services, trickles down to other policy fields, such as sustainable development (Brelsford et al. 2017). Our results suggest that similar factors are in play with climate adaptation. Even with the same per-capita tax income and the same share dedicated to adaptation, a bigger city could employ more personnel in this policy field than a smaller city. Consequently, a bigger city is able to hire more specialized and probably better trained staff. However, results are less conclusive regarding the group of medium-sized cities: they can be found in every activity group and various clusters. Based on the ranking approach, we can also detect medium-sized and small cities which are more active than most of the other cities in their peer group. The mid-sized cities Potsdam and Karlsruhe are the only ones ranked as pioneers, and the small cities Speyer and Worms are the only ones grouped as active cities within their respective city size group. The cities of Karlsruhe, Speyer and Worms might all already feel a sense of urgency as they are highly exposed to heat due to their location in the warmest region in Germany (the Upper Rhine Drift). Potsdam benefits from a range of locally based scientific institutions, such as the Potsdam Institute for Climate Impact Research (Kern et al. 2018). Furthermore, strong local political engagement for adaptation can be found in all four of these cities (see e.g. Kind et al. (2014) for a study of Speyer and Kern et al. (2018) for Potsdam) and they have successfully applied for funding for adaptation projects. These cities can act as role models within their respective city size group, as literature (Dulal 2019; Van der Heijden 2019) points out that emulating big cities might be out of scope for many medium-sized and small municipalities due to diverse conditions. Smaller and mid-sized cities seem to be in particular need of support in order to take (initial) actions (Hasse and Willen 2019), but even some big cities may only be able to take actions with the help of external funding. To take urban adaptation further, we therefore recommend that policymakers provide broad funding opportunities to help cities develop adaptation plans, hire experienced personnel, implement measures and strengthen knowledge exchange possibilities and that such initiatives should be tailored to smaller cities. Contributing to the literature on adaptation readiness, our analysis exemplifies how we can analyse the activities of a large number of cities using online resources. Although conducting the research into ‘implemented measures’ and other indicators was quite time-consuming, the cluster analyses and spatial coefficients indicate that each of the five factors is important in itself; one cannot substitute the other, since cities score quite differently across each of them. In line with the experiences of Tilleard and Ford (2016) and Ford and King (2015), we were not able to include the factors of ‘finances’ and ‘public support’ due to a lack of (accessible) data (see Supplementary 2 for details). Future works could examine how these factors might be included in the analysis and, in smaller samples, investigate their overall impact on the ranking results. Indeed, Olazabal and Ruiz De Gopegui’s (2021) investigation of big coastal cities uses budget information contained in adaptation plans as an indicator of ‘finance’ and survey data into public concerns regarding climate change to measure ‘public support’. However, survey data was not available for the cities investigated in our sample. Another limitation of our study, which is common within the literature on adaptation tracking (Ford et al. 2013; Aguiar et al. 2018; Klostermann et al. 2018), is that we only considered actions that were clearly framed as climate adaptation and might have missed relevant initiatives that were implemented without the use of this specific jargon.Footnote 4 Future studies could try to overcome this problem by defining measures that are crucial for comprehensive adaptation, search directly for these measures and include them in the analysis, e.g. in the factor ‘implementation’. However, the work involved in identifying which terms and measures might be relevant and applied consistently across different cities could be substantial and possibly not worth undertaking on a large scale. Our analysis considers the aspect of time within the factor of ‘institutional organization’ so that early adaptors score higher on this factor; however, the study cannot retrace dynamic processes in detail. Climate adaptation in cities presents a dynamic process that does not have to follow a linear path from ‘no adaptation’ to ‘ideal adaptation’. Instead, cities might act early on climate adaptation but limit their engagements later on, owing to resource limitations or changes in political support (Eisenack et al. 2014). Conversely, cities might become active very late but invest a lot of resources into the area and implement measures rapidly. In order to react to new findings and urban changes and to monitor the process of implementation, updating adaptation plans in a 6-year cycle (as foreseen in other European policies, such as the Flood Directive and the Water Framework Directive), as part of a process that is supported by funding programmes, could help to ensure that cities keep on top of the situation. Our study extended the factors of adaptation readiness by considering ‘implemented measures’ as an additional factor and thus goes beyond the planning phase. Retrieving suitable data was possible because most city councils in Germany publish all meeting documents in online-accessible council information systems. Such a valuable source of information might not be available or accessible in other countries. Despite the insight this factor gives, we do not consider whether planned or implemented measures and actions in certain cities are reasonable or might be successful, since this question can be better answered by detailed case studies. However, an analysis of the measures mentioned in 61 published adaptation plans indicates that health issues and related actions have not yet been sufficiently considered (Thieken et al. 2018). In this paper, we analysed the adaptation readiness of 104 German cities in terms of five factors with twelve indicators, clustered them depending on the contribution of these factors to the overall adaptation readiness index and grouped them according to their total score and cluster affiliations. In the end, we distinguished four groups of cities. The pioneering dozen showed comparatively high scores for all five factors of adaptation readiness. This group mainly contains big cities with more than 500,000 inhabitants. These are followed by a larger group of 36 cities that are actively engaged in climate adaptation, but which follow different strategies. A further 28 cities are less active, while another 28, particularly small cities, scored the lowest and must be considered as cities that still ‘wait and see’. Altogether, our analysis provides insights into which German cities are already (very) active and which are lagging behind, as well as in which action fields certain cities show quite good results and in which little has been achieved so far. We assess that, overall, (much) more action on preparing (and implementing) urban adaptation is needed. These insights can inform decision-making, as politicians and other engaged actors on the ground can draw general or city-specific conclusions regarding, e.g. future support and resource distributions. This is mainly relevant for higher tiers of government, such as the state or even federal level, which are much better placed to provide funding and support. Climate adaptation is just one of many challenges cities face. Therefore extended, easily accessible and long-term funding seems necessary for many cities to become or stay active. This seems to be particularly important for medium-sized cities and small cities, since 52% and 92% of them, respectively, were identified as less active or waiting cities. The study responds to shortcomings some studies encounter when they only consider adaptation plans to track climate adaptation (e.g. Reckien et al. 2014; 2018; Heidrich et al. 2013; Olazabal et al. 2014), and it represents a novel large-N study into adaptation readiness (Ford et al. 2013). Regarding the concept and method of adaptation readiness, future studies need to figure out how to measure the factors ‘finances’ and ‘public support’ (which we found difficult to furnish with data) and whether any common indicators could be used in transnational comparisons for which relevant data are straightforward to collect. Regarding the results, there are various aspects future research could address. First, studies could investigate which aspects (e.g. exposure, socio-economic characteristics, political situation) influence adaptation actions beyond the factor of city size and how these results relate to findings from other studies (e.g. Reckien et al. 2015; Shi et al. 2015). Second, our results could be validated through detailed case studies of a few of the 104 cities or by surveying the perceptions of pioneering cities and professionals working in the field of urban climate adaptation. This would respond to the lack of validation of adaptation readiness analyses and their results (Ford et al. 2013). Third, in replicating the analysis in a few years’ time, or after important changes in regulations, and by using our results as a baseline, future studies could investigate how adaptation readiness develops over time, search for different trends among the cities and for explanations, and assess the effects of governance changes. Fourth, there is a lack of knowledge on how—if at all—the extent of cities’ actions in the field of climate mitigation and climate adaptation are related to each other, e.g. whether or not mitigation pioneers are also forerunners in climate adaptation and why. Since all 104 cities studied in this paper have already published mitigation plans, such an analysis needs to focus on several other indicators. Fifth, comparing our data with the adaptation readiness of cities in other countries that have an obligatory system of developing municipal adaptation plans could lead to insights on whether and how the legal context within which adaptation plans are developed influences cities’ activities. Such a study might examine whether mandating climate adaptation activity within municipalities affects the way in which cities are responding to the issue. Although there is still a lot to investigate, we nonetheless argue that the adaptation readiness approach is applicable to a large number of cities and that it reflects the complexity of climate adaptation by revealing the peculiarities of different realities on the ground. Alongside this, there are diverse resilience indices (Cai et al. 2018) and various assessment tools for municipalities to estimate their level of risks, vulnerability, adaptation and/or resilience and use this to inform future adaptation actions (e.g. the city resilience index, the urban adaptation support tool or the UKCIP Adaptation Wizard). Berlin has about 3.6 million inhabitants, which is twice as much as Hamburg—the second biggest city in Germany (https://www.destatis.de/DE/ZahlenFakten/LaenderRegionen/Regionales/Gemeindeverzeichnis/Administrativ/Aktuell/05Staedte.html). In this study, we do not include measures on flood protection from river floods, since in Germany the federal states and not the cities are responsible for riverine flood protection measures. This is in line with analyses in Italy, Spain and the Netherlands (Heidrich et al. 2016). 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Renewable and Sustainable Energy Reviews, 135. https://doi.org/10.1016/j.rser.2020.110415 The authors would like to thank Julia Dierck, Alice Künzel, Philipp Schneider and Ariane Walz for supporting this study by researching and providing data for some of the indicators as well as Peter Eckersley and two anonymous reviewers for their comments and suggestions. Open Access funding enabled and organized by Projekt DEAL. This study was developed within the framework of the joint research project “Urban resilience against extreme weather events—typologies and transfer of adaptation strategies in small metropolises and medium-sized cities” (ExTrass) funded by Germany’s Federal Ministry of Education and Research (BMBF, FKZ 01LR1709A1). Conflict of interest The authors declare that they have no conflict of interest. Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Below is the link to the electronic supplementary material. About this article Cite this article Otto, A., Göpfert, C. & Thieken, A.H. Are cities prepared for climate change? An analysis of adaptation readiness in 104 German cities. Mitig Adapt Strateg Glob Change 26, 35 (2021). https://doi.org/10.1007/s11027-021-09971-4 - Adaptation tracking - Adaptation plans - Cluster analysis - City ranking - Urban climate policy

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Reviewed June 2011 What is the official name of the GAMT gene? The official name of this gene is “guanidinoacetate N-methyltransferase.” GAMT is the gene's official symbol. The GAMT gene is also known by other names, listed below. What is the normal function of the GAMT gene? The GAMT gene provides instructions for making the enzyme guanidinoacetate methyltransferase, which is active (expressed) mainly in the liver. This enzyme participates in the two-step production (synthesis) of the compound creatine from the protein building blocks (amino acids) glycine, arginine, and methionine. Specifically, guanidinoacetate methyltransferase controls the second step of this process. In this step, creatine is produced from another compound called guanidinoacetate. Creatine is needed for the body to store and use energy properly. It is involved in providing energy for muscle contraction, and is also important in nervous system functioning. In addition to its role in creatine synthesis, the guanidinoacetate methyltransferase enzyme is thought to help activate a process called fatty acid oxidation. This process provides an energy source for cells during times of stress when their normal fuel, the simple sugar glucose, is scarce. How are changes in the GAMT gene related to health conditions? - guanidinoacetate methyltransferase deficiency - caused by mutations in the GAMT gene At least 15 mutations in the GAMT gene cause guanidinoacetate methyltransferase deficiency, a disorder that involves intellectual disability and seizures. Most affected individuals of Portuguese ancestry have a particular mutation in which the amino acid tryptophan is replaced by the amino acid serine at position 20 in the enzyme (written as Trp20Ser or W20S). GAMT gene mutations impair the ability of the guanidinoacetate methyltransferase enzyme to participate in creatine synthesis, resulting in a shortage of creatine. The effects of guanidinoacetate methyltransferase deficiency are most severe in organs and tissues that require large amounts of energy, especially the brain. Where is the GAMT gene located? Cytogenetic Location: 19p13.3 Molecular Location on chromosome 19: base pairs 1,397,024 to 1,401,568 The GAMT gene is located on the short (p) arm of chromosome 19 at position 13.3. More precisely, the GAMT gene is located from base pair 1,397,024 to base pair 1,401,568 on chromosome 19. See How do geneticists indicate the location of a gene? (http://ghr.nlm.nih.gov/handbook/howgeneswork/genelocation) in the Handbook. Where can I find additional information about GAMT? You and your healthcare professional may find the following resources about GAMT helpful. - Gene Reviews - Clinical summary (http://www.ncbi.nlm.nih.gov/books/NBK3794/) Genetic Testing Registry - Repository of genetic test information - GTR: Genetic tests for GAMT (http://www.ncbi.nlm.nih.gov/gtr/tests/?term=2593%5Bgeneid%5D) You may also be interested in these resources, which are designed for genetics professionals and researchers. - PubMed - Recent literature (http://www.ncbi.nlm.nih.gov/pubmed?term=((GAMT%5BTIAB%5D)%20OR%20(guanidinoacetate%20N-methyltransferase%5BTIAB%5D))%20OR%20(PIG2%5BTIAB%5D)%20AND%20((Genes%5BMH%5D)%20OR%20(Genetic%20Phenomena%5BMH%5D))%20AND%20english%5Bla%5D%20AND%20human%5Bmh%5D%20AND%20%22last%203600%20days%22%5Bdp%5D) - OMIM - Genetic disorder catalog (http://omim.org/entry/601240) Research Resources - Tools for researchers - GeneCards (http://www.genecards.org/cgi-bin/carddisp.pl?id_type=entrezgene&id=2593) - HUGO Gene Nomenclature Committee (http://www.genenames.org/data/hgnc_data.php?hgnc_id=4136) - NCBI Gene (http://www.ncbi.nlm.nih.gov/gene/2593) What other names do people use for the GAMT gene or gene products? See How are genetic conditions and genes named? (http://ghr.nlm.nih.gov/handbook/mutationsanddisorders/naming) in the Handbook. What glossary definitions help with understanding GAMT? amino acid ; nervous system ; simple sugar ; You may find definitions for these and many other terms in the Genetics Home Reference - Almeida LS, Vilarinho L, Darmin PS, Rosenberg EH, Martinez-Muñoz C, Jakobs C, Salomons GS. A prevalent pathogenic GAMT mutation (c.59G>C) in Portugal. Mol Genet Metab. 2007 May;91(1):1-6. Epub 2007 Mar 1. (http://www.ncbi.nlm.nih.gov/pubmed/17336114?dopt=Abstract) - Béard E, Braissant O. Synthesis and transport of creatine in the CNS: importance for cerebral functions. J Neurochem. 2010 Oct;115(2):297-313. doi: 10.1111/j.1471-4159.2010.06935.x. Epub 2010 Aug 25. Review. (http://www.ncbi.nlm.nih.gov/pubmed/20796169?dopt=Abstract) - Braissant O, Henry H, Béard E, Uldry J. Creatine deficiency syndromes and the importance of creatine synthesis in the brain. Amino Acids. 2011 May;40(5):1315-24. doi: 10.1007/s00726-011-0852-z. Epub 2011 Mar 10. Review. (http://www.ncbi.nlm.nih.gov/pubmed/21390529?dopt=Abstract) - Dhar SU, Scaglia F, Li FY, Smith L, Barshop BA, Eng CM, Haas RH, Hunter JV, Lotze T, Maranda B, Willis M, Abdenur JE, Chen E, O'Brien W, Wong LJ. Expanded clinical and molecular spectrum of guanidinoacetate methyltransferase (GAMT) deficiency. Mol Genet Metab. 2009 Jan;96(1):38-43. doi: 10.1016/j.ymgme.2008.10.008. Epub 2008 Nov 21. (http://www.ncbi.nlm.nih.gov/pubmed/19027335?dopt=Abstract) - Gordon N. Guanidinoacetate methyltransferase deficiency (GAMT). Brain Dev. 2010 Feb;32(2):79-81. doi: 10.1016/j.braindev.2009.01.008. Epub 2009 Mar 16. Review. (http://www.ncbi.nlm.nih.gov/pubmed/19289269?dopt=Abstract) - Ide T, Brown-Endres L, Chu K, Ongusaha PP, Ohtsuka T, El-Deiry WS, Aaronson SA, Lee SW. GAMT, a p53-inducible modulator of apoptosis, is critical for the adaptive response to nutrient stress. Mol Cell. 2009 Nov 13;36(3):379-92. doi: 10.1016/j.molcel.2009.09.031. Retraction in: Mol Cell. 2013 Aug 22;51(4):552. (http://www.ncbi.nlm.nih.gov/pubmed/19917247?dopt=Abstract) - Leuzzi V, Carducci C, Carducci C, Matricardi M, Bianchi MC, Di Sabato ML, Artiola C, Antonozzi I. A mutation on exon 6 of guanidinoacetate methyltransferase (GAMT) gene supports a different function for isoform a and b of GAMT enzyme. Mol Genet Metab. 2006 Jan;87(1):88-90. Epub 2005 Nov 15. (http://www.ncbi.nlm.nih.gov/pubmed/16293431?dopt=Abstract) - Nasrallah F, Feki M, Kaabachi N. Creatine and creatine deficiency syndromes: biochemical and clinical aspects. Pediatr Neurol. 2010 Mar;42(3):163-71. doi: 10.1016/j.pediatrneurol.2009.07.015. Review. (http://www.ncbi.nlm.nih.gov/pubmed/20159424?dopt=Abstract) - NCBI Gene (http://www.ncbi.nlm.nih.gov/gene/2593) - OMIM: GUANIDINOACETATE METHYLTRANSFERASE (http://omim.org/entry/601240) - Schulze A. Creatine deficiency syndromes. Mol Cell Biochem. 2003 Feb;244(1-2):143-50. Review. (http://www.ncbi.nlm.nih.gov/pubmed/12701824?dopt=Abstract) - Stöckler S, Holzbach U, Hanefeld F, Marquardt I, Helms G, Requart M, Hänicke W, Frahm J. Creatine deficiency in the brain: a new, treatable inborn error of metabolism. Pediatr Res. 1994 Sep;36(3):409-13. (http://www.ncbi.nlm.nih.gov/pubmed/7808840?dopt=Abstract) - Sykut-Cegielska J, Gradowska W, Mercimek-Mahmutoglu S, Stöckler-Ipsiroglu S. Biochemical and clinical characteristics of creatine deficiency syndromes. Acta Biochim Pol. 2004;51(4):875-82. Review. (http://www.ncbi.nlm.nih.gov/pubmed/15625559?dopt=Abstract) The resources on this site should not be used as a substitute for professional medical care or advice. Users seeking information about a personal genetic disease, syndrome, or condition should consult with a qualified See How can I find a genetics professional in my area? (http://ghr.nlm.nih.gov/handbook/consult/findingprofessional) in the Handbook.

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An abstract is a short summary of a research study. It’s generally freely available even when the full text of a study is behind a paywall. Because it’s so condensed, it does not tell the full story, and if you can get your hands on the full version, you absolutely should. (more on that in a future post!) Let’s take a look at what you can expect to find in an abstract. Here’s one example, in two parts: A: Publisher The place where it was published, including the volume and issue numbers. B: Title Self explanatory! C: Authors – it can be quite a few, so sometimes this is a whole paragraph! D: The Document Object Identifier – this is a unique number that can be useful for finding the study again. E: Disclosures Sometimes you’ll see a funding note like this disclosing who paid for the study. Sometimes that information is only in the full study. 1 Background – puts this study in the perspective of other research and gives the rationale behind why the researchers chose to do this study. 2 Methods A quick overview of the population studied, the variables tested, and the things they measured looking for outcomes. 3 Results Highlights the most notable findings in brief. 4. Conclusions The authors interpretation of what these results mean for clinical practice. I chose this abstract for the nice, clear way it was laid out. Unfortunately, not all abstracts are as clear Let’s take a look at another: While you can see that this one is nowhere near as complete as the first one, and isn’t laid out quite as well, it does add another element commonly found in abstracts: 5 Keywords – The keywords used in abstracts can be a huge clue in the hunt for other studies on the same topic, so if you’re in the middle of a search make note of them! I hope this has been helpful!

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ANDREW LAMBERT PHOTOGRAPHY / SCIENCE PHOTO LIBRARY ANDREW LAMBERT PHOTOGRAPHY / SCIENCE PHOTO LIBRARY Litmus indicator, a dye extracted from lichens, being compared in acid and alkaline solutions. Changes in colour (here from dark red to red or purple) are a common way to test the pH of a solution. Alkali and acid are the two parts of the pH scale, indicating the hydrogen ion concentration in a solution relative to that found in water. Alkalis (pH 8-14) contain fewer free hydrogen ions than water, while acids (pH 1- 6) contain more. Water (pH 7) is considered neutral. Model release not required. Property release not required.

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For accountants, depreciation is an allocation process, not a valuation process. It is important for analysts to differentiate between accounting depreciation and economic depreciation. Two factors affect the computation of depreciation: depreciable cost (acquisition cost - salvage or residual value) and estimated useful life (depreciable life ). Note that it is depreciable cost , not acquisition cost, that is allocated over the useful life of an asset. The different depreciation methods are: - Straight Line Depreciation (SLD) This is the dominant method in the U.S. and most countries worldwide. It is based on the assumption that depreciation depends solely on the passage of time. The amount of depreciation expense is computed as: If income is constant, SLD will cause the asset base to decline, causing ROA to increase over time. For assets whose benefit may decline over time, the matching principle supports using an accelerated depreciation method. - Accelerated Depreciation Methods Accelerated depreciation methods are consistent with the matching principle because benefits from most depreciable assets are higher in the earlier years as the assets wear out. Therefore, more depreciation should be allocated to earlier years than to later years. Under the sum-of-the-years' digits (SYD) method, depreciation expense is based on a decreasing fraction of depreciable cost. The numerator decreases year by year but the denominator remains constant. As a result, this method applies higher depreciation expense in the early years and lower depreciation expense in later years. Where sum of years = (1 + 2 + 3 + ... + n) = n x (n + 1)/2, and years remaining = n - t + 1 (n: the estimated useful life. t: the index for current year). Double decline balance (DDB): Note that cost minus accumulated depreciation is the book value at the beginning of the year and that salvage value is not shown in the formula. For each year, however, depreciation is limited to the amount necessary to reduce book value to salvage value. With SYD and DDB methods, book value, net income, tax expense, and equity will be lower than with SLD in the earlier years of an asset's life. The percentage effect on net income is usually greater than the effects on assets and shareholders' equity. Consequently: - Profit margin is lower as net income is lower. - Asset turnover ratio is higher as assets are lower. - Debt-to-equity ratio is higher as equity is lower. - Return on assets ratio is lower; both net income and total assets are lower, but net income is lower by a larger percentage. - Return on equity ratio is lower; both net income and equity are lower, but net income is lower by a larger percentage. In later years the situation will reverse and income and book values will increase. This is true for individual assets. For a firm with stable or rising capital expenditures, however, the early-year impact of newly-acquired assets dominates. Therefore, an accelerated depreciation method will continuously result in lower reported earnings and tax expenses for these firms. - Units of Production (UOP) and Service Hours Method This method assumes that depreciation depends solely on the use of the asset and bases depreciation on actual service usage: - UOP = Depreciation [per period] = Output [per period] x Unit Cost - Unit Cost = (Cost - Salvage Value)/Estimated Production Capacity or Estimated Service Life Therefore, more depreciation expense is charged in years of higher production. The advantage is that they make depreciation expense a variable rather than a fixed cost, decreasing the volatility of reported earnings as compared to straight-line or accelerated methods. A drawback occurs when the firm's productive capacity becomes obsolete as it loses business to more efficient competitors. These methods will reduce depreciation expense during periods of low production, resulting in overstated reported income and asset value. However, low production is often caused by intensified competition, which tends to reduce the economic value of the asset and thus requires a higher rate of depreciation. Note that in the U.S. different depreciation methods have the same effect on taxes payable, as the depreciation method (MACRS) used for tax reporting is independent of the method chosen by management for financial reporting. It is taxes payable, not tax expense, that determines cash outlay for tax payment. Therefore, the choice of depreciation methods has no impact on the statement of cash flows. Estimates Required for Depreciation Calculations , also called useful life, is the total number of service units expected from a depreciable asset. It can be measured in terms of units expected to be produced, hours of service to be provided by the asset, or years the asset is expected to be used. The longer the depreciable life, the lower the annual depreciation expense. Reducing the depreciable life of an asset has the following impact on financial statements over its depreciable life: - Higher depreciation expense. - Lower book value of the asset. - Lower net income. The percentage effect on net income is usually greater than the effects on assets and shareholders' equity. - Lower shareholders' equity (caused by lower retained earnings). Consequently, a shorter depreciable life tends to reduce profit margin, returns on assets, and returns on equity, while raising asset turnovers and the debt-to-equity ratio. However, changing the depreciable life has no effect on cash flows, since depreciation is a non-cash charge. , also called residual value , is the estimated amount that will be received when an asset is sold or removed from service. - The higher the salvage value, the lower the annual depreciation expense, as salvage value is deducted from the original cost to compute annual depreciation expense for depreciation methods such as straight-line, units-of-production, service-hour, and sum-of-the-years' digits. - Salvage value serves as a floor for net book value for depreciation methods such as double-declining-balance, units-of-production, and service-hour depreciation. - Note that MACRS assumes there is no salvage value. The effects of choosing a lower salvage value are similar to those of a shorter depreciable life or an accelerated depreciation method. However, the effects do not reverse in the later years of the asset's useful life. Shorter lives and lower salvage values are considered conservative in that they lead to higher depreciation expense. These factors interact with the depreciation method to determine the expense; for example, use of the straight-line method with short depreciation lives may result in depreciation expense similar to that obtained from the use of an accelerated method with longer lives.

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Applications that sort through text perform frequent string comparisons. For example, a report generator performs string comparisons when sorting a list of strings in alphabetical order. If your application audience is limited to people who speak English, you can probably perform string comparisons with the String.compareTo method. The String.compareTo method performs a binary comparison of the Unicode characters within the two strings. For most languages, however, this binary comparison cannot be relied on to sort strings, because the Unicode values do not correspond to the relative order of the characters. Fortunately the Collator class allows your application to perform string comparisons for different languages. In this section, you'll learn how to use the Collator class when sorting text. Collation rules define the sort sequence of strings. These rules vary with locale, because various natural languages sort words differently. Using the predefined collation rules provided by the Collator class, you can sort strings in a locale-independent manner. In some cases, the predefined collation rules provided by the Collator class may not work for you. For example, you may want to sort strings in a language whose locale is not supported by Collator . In this situation, you can define your own collation rules, and assign them to a CollationKey class, you may increase the efficiency of string comparisons. This class converts String objects to sort keys that follow the rules of a given

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The delicate tissue of the human brain is shielded from the dense skull surrounding it by a clear fluid called cerebrospinal fluid, enclosed in a three-layer sack called the meninges. When there is an imbalance between production and resorption of the fluid people can develop increase or decrease pressure of the fluid around the brain. In cases of slow progressive increase of pressure on the brain, the fluid might find a pathway of lower resistance to draine. This commonly happens through the bone that separates the nose from the brain or the ear from the brain. In cases of where the temporal bone is involved, the fluid will go through the mastoid cavity and middle ear down the Eustachian tube and drain into the back of the nose. Most times patients will present with clear fluid behind the eardrum which turns into continuous clear drainage from the ear when a ventilation tube is placed in the eardrum by the surgeon. This is called CSF otorrhea. Management of CSF otorrhea is very important since the pathway can become a conduit for air and bacteria to enter around the brain and cause severe infection known as meningitis. To treat this process the surgeon has to both correct the defect where the fluid is coming through and address the reason patient has increased CSF pressure around the brain. In most cases the cause of increased CSF pressure, also known as intracranial hypertension, is unknown. This condition used to be called pseudotumor cerebri but now, more correctly is called idiopathic intracranial hypertension. It is associated with the female gender, childbearing age, and obesity. However the condition can be seen in males and people who are not obese. The exact cause of the condition is not known at this time. In certain cases the condition appears years later after an episode of meningitis, brain tumors, brain surgery, or other causes that can contribute to poor resorption of CSF. Treatment of the surgical defect can be done through the mastoid bone, through a middle fossa approach, or combination of the two. Dr. Monfared’s preferred method is to use a middle cranial fossa approach which would allow primary closure or patching of the dura as well as resurfacing of the middle fossa bone which naturally divides the brain and dura from middle ear and mastoid cavity. When the area of the leak is large a muscle flap is also used to reinforce the barrier. A lumbar drain is placed at the time of surgery to allow for low-pressure drainage of the CSF to prevent the fluid leaking through the surgical area. The drain is usually left in place for 3 days which is long enough for the patched area to seal. The patient will be started on a medication that decreases the production of CSF to prevent creation of further leaks down the line. At times the brain tissue can herniated through the bone of the middle fossa, known as the tegmen, into the middle ear and mastoid. This condition is called an encephalocele and is repaired through a similar approach. The brain tissue that has herniated into the middle ear and mastoid cavity is not viable and usually causes hearing loss and possibly chronic infections.

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Eye Movement Desensitization and Reprocessing (EMDR) is a type of psychotherapy that has been used to help people who have experienced trauma and are struggling with post-traumatic stress disorder (PTSD). The theory behind EMDR is that when we experience a traumatic event, the memories of that event can become stuck in our brain and can continue to cause distress and affect our daily functioning. EMDR involves a series of structured sessions with a trained therapist, during which the individual is asked to recall traumatic experiences while also engaging in a specific type of bilateral stimulation. This stimulation can be in the form of eye movements, sounds, or physical tapping, and is designed to help the brain process the traumatic memory in a more adaptive way. During EMDR therapy, the therapist asks the client to focus on the traumatic memory while simultaneously engaging in bilateral stimulation, typically through eye movements or taps. The idea is that the bilateral stimulation will help the brain process the traumatic memory, allowing the person to work through their feelings and reactions associated with it. The theory behind EMDR is that the bilateral stimulation helps to activate the brain's natural healing processes, allowing the individual to process the traumatic memory and reduce the associated emotional distress. Studies have shown that EMDR can be effective in reducing symptoms of PTSD, including flashbacks, nightmares, and anxiety. Studies have shown that EMDR can be effective in reducing the symptoms of PTSD, including re-experiencing traumatic events, avoidance, and hypervigilance. However, more research is needed to fully understand the mechanisms by which EMDR works and to determine its effectiveness compared to other forms of therapy.

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What is a Wiring Diagram? A wiring diagram is an easy visual representation from the physical connections in addition to physical layout of your electrical system or circuit. It displays how the electrical wires are interconnected and will also demonstrate where fixtures and parts may end up being linked to the program. When and How to Use a Wiring Diagram Use wiring blueprints to assist within building or production the circuit or electronic device. They are also useful regarding making repairs. 5 Pin Relay Wiring Diagram Driving Lights DIY enthusiasts use wiring diagrams nevertheless they usually are also common within home building plus auto repair. For example, a residence builder will want to confirm the physical location of electrical outlets plus light fixtures utilizing a wiring diagram in order to avoid costly errors and building program code violations. How to be able to Draw a Circuit Plan SmartDraw will come with pre-made cabling diagram templates. Customize hundreds of electric symbols and rapidly drop them with your wiring diagram. Special control handles about each symbol permit you to quickly resize or perhaps rotate them as required. To draw the wire, simply simply click within the Draw Lines option on the particular left hand aspect of the sketching area. If you right click on the line, you can change the line's color or thickness plus add or remove arrowheads as required. Pull a symbol on to the line plus it will insert itself and take into place. As soon as connected, it may remain linked whether or not you move the wire. If you need additional icons, click the arrow next to the visible library to bring upwards a drop down menus and select A lot more. You'll be in a position to search for additional symbols in addition to open any related libraries. Click on Set Line Hops in the SmartPanel to show or perhaps hide line hops at crossover factors. You can also change the size and shape of your range hops. Select Show Dimensions to display the size of your cables or size of your component. Just how is a Cabling Diagram Different through a Schematic? A new schematic shows typically the plan and performance with regard to an electrical circuit, but is not really concerned with typically the physical layout from the wires. Wiring blueprints show how the wires are attached and where they will should located in the particular device, and also the physical connections between just about all the components. How s a Wiring Plan Different from a new Pictorial Diagram? In contrast to a pictorial diagram, a wiring picture uses abstract or even simplified shapes and lines to exhibit components. Pictorial diagrams usually are often photographs together with labels or highly-detailed drawings of the physical components. Standard Wiring Diagram Emblems If a line coming in contact with another line has a black department of transportation, it means the particular lines are attached. When unconnected ranges are proven bridging, you'll see a line hop.

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Today’s quote defines the most basic elements of a programming language. Very important! A powerful programming language is more than just a means for instructing a computer to perform tasks. The language also serves as a framework within which we organize our ideas about processes. Thus, when we describe a language, we should pay particular attention to the means that the language provides for combining simple ideas to form more complex ideas. Every powerful language has three mechanisms for accomplishing this: - primitive expressions, which represent the simplest entities the language is concerned with, - means of combination, by which compound elements are built from simpler ones, and - means of abstraction, by which compound elements can be named and manipulated as units. In programming, we deal with two kinds of elements: procedures and data. (Later we will discover that they are really not so distinct.) Informally, data is “stuff” that we want to manipulate, and procedures are descriptions of the rules for manipulating the data. Thus, any powerful programming language should be able to describe primitive data and primitive procedures and should have methods for combining and abstracting procedures and data.

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21 December 2018 Public Health England (PHE) has published a statement highlighting the importance of breastfeeding in protecting infant dental health. The statement includes the current evidence and core messaging for dental teams and healthcare professionals, as well as a new infographic. The key messages include: - Dental teams should continue to support and encourage mothers to breastfeed - Not being breastfed is associated with an increased risk of infectious morbidity (for example gastroenteritis, respiratory infections, middle-ear infections) - Breastfeeding up to 12 months of age is associated with a decreased risk of tooth decay - Exclusive breastfeeding is recommended for around the first 6 months of life − complementary foods should be introduced from around 6 months of age alongside continued breastfeeding - The prevalence of breastfeeding in UK is low, with 34% of mothers still breastfeeding their child at 6 months and only 1% exclusively breastfeeding. Further advice for dental teams can be found in Health Matters: Child Dental Health and Delivering Better Oral Health (2014). Health Matters: Child Dental Health (2017) states 5: “Health professionals, such as midwives and health visitors, should support and encourage women to breastfeed. Creating the right environment to promote this is crucial. The Unicef UK Baby Friendly Initiative provides a robust evidence-based framework to develop a whole-systems approach to breastfeeding.” Read the full statement and infographic. We welcome this statement and its recognition of the value of breastfeeding – a key part of our Call to Action campaign is urging UK governments to recognise breastfeeding in all relevant policies, from dental health to environmental sustainability. Find out more.

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Do you find yourself teaching the new Physical Education & Wellness curriculum and need a little more support? There are a few key terms that at first glance, may be somewhat confusing for those of us who have been tasked with teaching movement skill development with little background information or training. Good news! We have created a few one-pagers that offer a simple definition and suggested activities aligned with the concept. STRATEGY, TACTICS, and SPATIAL AWARENESS are completed and ready for your next class. As teachers consider assessment and the role of observation in the physical education setting, the need for some kind of tracking system is obvious. We have developed a spreadsheet that includes the Learning Outcomes and Skills & Procedures aligned with the movement skill development portion of the curriculum. It is important to note that teachers will need to ensure they have a clear understanding of how the Knowledge and Understanding elements shape the Skills & Procedures as they use the Observation Tracker. In other words, we must have a full understanding of the Outcome and KUSPs while we observe our students’ skills. This post and resources are prepared by members of the ARPDC team for your use; if you have questions about these specific resources, please feel free to contact Charlie Kraig of the Learning Network (LNES) Regional office of the ARPDC.

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A Brief History of Sherlock Holmes This book tells the story behind the greatest detective in history. Created by Sir Arthur Conan Doyle in 1887, Sherlock Holmes appears in four novels and fifty-six short stories. Although Holmes was not the first literary detective, he continues to have a perennial allure as the ultimate sleuth. As Holmes is being re-introduced to a new audience through TV and film, Cawthorne introduces readers to Holmes. He gives a full biography of the author as well as his creation, including his resurrection following his unlikely death at the hands of arch-enemy, Moriarty. Cawthorne also surveys the world of Holmes, looking at Victorian crime, the real characters behind Dr. Watson and Inspector Lestrade, as well as the world on the doorstep of 221b Baker Street. This is essential reading for old and new fans alike. - Back cover. What people are saying - Write a review We haven't found any reviews in the usual places.

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Dinosaur Coloring Activities – The internet is full of dinosaur coloring pages that you can use to have some enjoyable coloring in the classroom. These pages are not only fun but are educational, and will assist your college students become more interested in dinosaurs. Right here are some suggestions on how to use dinosaurs coloring pages to get kids interested in science. The initial stage is to find out what type of dinosaurs you want your college students to color. There are various dinosaur types. There are also different colors. Some dinosaurs are eco-friendly, some are blue, some are brown, and some are red. This is just a start line, so you will wish to determine what kind of dinosaur you want to get your students to color before you start coloring. You may also want to get your college students thinking about dinosaur paleontology. If you are coloring a dinosaur that has a lengthy neck, then you will wish to have the page displaying you the fossil, and the neck. On some pages you can color the fossil, and then color the tooth and the pores and skin. You will wish to take some time to teach the paleontology for your college students so that they are ready for the real job of coloring the dinosaurs. There is a great deal of research associated with paleontology. Your students should have some background in paleontology prior to they are allowed to color the real paleontology. If you have a big class, it may be extremely simple to get your children’s attention. You can use the coloring pages to assist you with this particular, and even your students will love the procedure of coloring. There are many various dinosaur coloring pages accessible, so you can use the types that you discover online. You may even get dinosaur coloring books that come with dinosaurs you have not used in a whilst. It is not difficult at all to find the right dinosaur coloring pages for your classroom as well as your students. When you are coloring the dinosaur, you will want to be careful to not get it as well distorted. This can be a good factor if you have a large class, but you wish to be sure that the colors will look nice when you are coloring the dinosaur. Another tip when coloring your dinosaur is to become certain that you maintain the coloring easy. If you have a large class, it may be difficult to get all of them interested, so it may be better to decide on a easier dinosaur. If you have a big class, and you are working on a dinosaur coloring book, you may want to make sure that you have some help with the dinosaur coloring. If you don’t have any other college students, then this could help the process quite a little bit.

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As the world becomes increasingly digital, the need for strong cybersecurity measures has never been greater. With the constant advancement of technology, cyber threats are becoming more sophisticated and far-reaching, making it essential for individuals and organizations to take proactive steps to protect themselves from potential attacks. One of the biggest challenges in cybersecurity is the sheer volume and variety of potential threats. From hacking and malware to phishing scams and social engineering, there are countless ways in which cybercriminals can try to gain access to sensitive information or disrupt the operations of a business or government agency. One of the most effective ways to protect against cyber threats is to implement strong security protocols and tools. This includes using firewalls, antivirus software, and intrusion detection systems to prevent unauthorized access to networks and systems. It also means regularly updating software and operating systems to address known vulnerabilities, as well as implementing strict access controls to prevent unauthorized users from accessing sensitive information. Another important aspect of cybersecurity is user education and awareness. This includes training employees on how to identify and avoid potential threats, as well as educating them about safe online practices, such as using strong and unique passwords, avoiding clicking on suspicious links, and being cautious when sharing personal information online. In addition to these preventive measures, it is also essential to have incident response plans in place to quickly and effectively respond to any security breaches that do occur. This includes having a dedicated team in place to investigate and contain security incidents, as well as procedures for communicating with stakeholders and managing the aftermath of a cyber attack. Overall, cybersecurity is essential to protecting the digital assets of individuals, organizations and governments. With the increasing dependence on technology in our lives, it is more important than ever to take proactive steps to secure our digital assets, and to stay vigilant against emerging cyber threats.

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In 2019, there was a 6% increase in bicycle accidents in the United States, over two-thirds of which involved collisions with motor vehicles. According to the National Safety Council, there are 80 million bicycles on the road, and both drivers and cyclists bear some responsibility for preventing accidents. A bicyclist is at a disadvantage in a collision with a car or truck because of the motor vehicle’s significantly greater weight. Here are some tips to help cyclists avoid injuries from an accident. 1. Wear a helmet Bicycle helmets do not prevent accidents, but they can protect against serious head injuries. To provide the most protection, helmets need to fit correctly with the buckle centered under the chin, the side straps adjusted to form a “V” shape under the ears and the helmet level on the head. A cyclist can make the helmet snug by adjusting the fit ring or adding or removing sizing pads. 2. Be visible Being visible to passing cars helps a cyclist to decrease the risk of an accident. If it is not possible to ride during the day, a cyclist should have lights on his or her bicycle and wear reflective clothing. Even during daylight hours, wearing bright or fluorescent colors can help the drivers to see the cyclist more easily. 3. Check equipment Before riding a cyclist should always inspect the bike’s tires, seat, reflectors and other parts to be sure all are intact and functional. The city of Visalia takes an active role in encouraging more citizens to ride bicycles in place of driving.

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By Natalie Smith The literacy skills that are acquired in childhood are the foundation on which future academic success is built, so it is important that all children become successful readers. Research has provided a wealth of information about the development of skilled monolingual readers, but this evidence base is lacking when it comes to children learning EAL, particularly in a UK educational context. Research has suggested that children learning EAL often fall behind their monolingual peers on measures of listening and reading comprehension (McKendry & Murphy 2011), though research within the UK is not extensive. Hutchinson et al. (2003) report that children learning EAL in the UK perform, on average, one year behind their monolingual peers on measures of reading comprehension. This apparent pattern of relative underachievement perhaps suggests that the literacy needs of children learning EAL are not fully understood and/or are not being met. My research, therefore, aims to understand which specific skills underpin reading comprehension for both monolingual and EAL children. In my longitudinal field work I use standardised and bespoke measures to explore a range of linguistic and cognitive skills important to reading comprehension. In the first and third year this will include measures of vocabulary, grammatical knowledge, working memory, phonological awareness, listening comprehension and speed of lexical access (how quickly words can be brought to mind). I am working with children in Y2 and Y4 and will follow the development of all participants into Y4 and Y6. My aim is to develop an evidence base that will allow insight into the differences and similarities between English-speaking monolingual children and children who use English as an additional language in two different year groups in the UK. One of the key issues concerning this line of research, however, is with the term ‘EAL’. The term conflates a very wide range of young people, making it difficult to apply findings from one study to the wider population. For example, there are huge variations in factors such as first-language (L1) proficiency, socio-economic status, the writing system of the L1, parents’ English-language proficiency, the L1 of peers within a school, exposure to linguistic and literacy practices in the home. The list goes on. Irrespective of these differences, these children are all categorised as ‘EAL’. This raises further questions about how to approach EAL research. Should research focus on learners of a specific SES or from just one language heritage so that findings can then be applied to this specific group of learners? Or should individual studies try to incorporate a range of learners with a range of languages to reflect the multilingualism of many classrooms? To echo the point that many researchers are making, we need to push for research in this field and we need to collaborate with each other to develop a holistic and coherent understanding of our EAL children. I would be very interested in your experiences and thoughts! *** The full-length blog post was originally posted on the EAL Journal Blog ***

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Water Quality is the Key Fishermen and baymen have instinctively known "If we don't have water quality, no one's going to be there, no one's going to fish there, the fish will not be there, life is not there." While brown tide blooms are visually obvious, it took many years of research and monitoring before the causes and the solutions came into focus. Now that we know that nitrogen pollution, largely from waste water, is what is causing the brown tides that turn the bay the color of "chocolate milk", it is possible to implement meaningful solutions. The Best Place It Could Possibly Be The new Great South Bay inlet created by superstorm Sandy occurred in an 8 mile undeveloped stretch of Fire Island called the Otis Pike High Dunes Wilderness Area. It's more than five miles east of the nearest Fire Island community, and over a mile west of the nearest County park facilities. Almost immediately after it formed, the water in eastern Great South Bay became clearer and saltier. Seals, herring, and a variety of sportfish quickly became abundant; hard clams were (and still are) growing faster. On sunny days, the waters around the sand shoals and new islands ringing the inlet appear a turquoise that is more reminiscent of the Caribbean than Long Island. Families, paddle boarders, sailors, and fishermen flock to its clear, flowing waters. Clarity of the Bay Bellport Bay used to be a relatively stagnant part of Great South Bay with little mixing with the ocean. The new inlet has changed everything. Increased mixing with salty ocean water has improved conditions for fish, shellfish, and seagrasses by reducing the brown tides that now regularly plague much of Great South Bay and Moriches Bay. The Tides Weren't Changing Following Superstorm Sandy the east coast of the US was pounded by a series of large coastal storms causing widespread flooding. Many Long Islanders who had suffered serious flood damage feared that the new inlet was the cause and called for closing it to prevent future flooding. To the contrary, scientists were able to show that the flooding was the result of large-scale regional phenomena that was impacting communities from the Chesapeake Bay to Cape Cod. The inlet was not changing tides or water levels; thus spending an estimated $20M to close it would have no impact on future flooding.

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Wild lettuce relates to traditional lettuce and is one of the several varieties of certain species of the Lactuca genus. Wild lettuce leaves are consumed as a vegetable salad and possess mild analgesic properties. Before the advancement of medical science, it was common for physicians to use wild lettuce leaves as an effective painkiller( Thanks to compounds like lactucopicrin and lactucin in wild lettuce), and as an opium alternative. Wild lettuce is known by some other names such as opium lettuce, great lettuce, butter lettuce, and tall lettuce. Being a biennial plant, it completes its biological cycle in two years. Wild lettuce was originated in Europe and Asia, but later got introduced to America and other regions of the world. At present, wild lettuce grows extensively in coastal regions of Great Britain, Central and Southern Asia, some regions of south-east and east of England, wild regions of Australia, and in regions of Punjab in India and Pakistan. Being an excellent source of essential nutrients like vitamins, minerals, antioxidants, and dietary fibers, etc, wild lettuce provides many health and beauty benefits. How To Identify Wild Lettuce and How Wild Lettuce Is Different From Dandelions Wild lettuce resembles dandelions and thistles, but they are different from them. Some of the ways you can differentiate between lettuce and dandelions are as follows. - Wild lettuce is biennial and takes two years to complete its biological cycle. Dandelion is perennial and takes more than two years to complete its biological cycle. Dandelions leaves grow on an annual basis, but their roots grow on a perennial basis. - Wild lettuce can grow up to 80 inches in length, but dandelions mostly grow up to a height of 8 to 12 inches. - Wild lettuce leaves are broad, oval-shaped, and jagged-edged. But, Dandelion leaves are long, narrow, and irregularly lobed and lanced. - The wild lettuce stem is smooth and leafy. It is light green or reddish-green, and sometimes have purple streaks to it. On the other hand, the dandelion stem is primarily hollow and leafless. - Wild lettuce flowers in North America between July and September. It sprouts round yellow-colored flowers that look like dandelions ( and hence the confusion), whereas dandelions flowers from May to October, and more profusely during May and June. - Wild lettuce flowers are about half the size of dandelion flowers. How to Use Wild Lettuce Some of the ways to use wild lettuce are as follows. (1)Wild Lettuce Tea Drinking tea made from wild lettuce leaves is one of the best methods to reap wild lettuce benefits. It has a nice taste which can further be enhanced by combining wild lettuce concentrate with other herbs such as chamomile or green tea. (2) Wild Lettuce Tinctures The tincture made from wild lettuce extract can be applied to the affected area of the skin to relieve pain because of the pain-relieving compounds like lactucopicrin and lactucin in it. It can also be administered on the gums and tongue. (3) Smoking Wild Lettuce This method involves burning dried wild lettuce leaves and inhaling the smoke. This method is unhealthy as the wild lettuce smoke can damage our lungs. If you are using wild lettuce for treating cough, go with wild lettuce tea or wild lettuce tincture. Wild Lettuce Nutrition Facts Active ingredients responsible for the amazing benefits of wild lettuce are lactucarium, lactucopicrin, caoutchouc, mannitol, lactucin, fiber, and coumarins. They also contain nutrients like vitamin A, vitamin B, vitamin C, calcium, potassium, and magnesium. Health Benefits of Wild Lettuce Following are the major health benefits of wild lettuce leaves (1) Improves Respiratory Health Wild lettuce leaves improve our respiratory health as their antitussive properties reduce irritation in the lungs and bronchial tubes. This provides relief from whooping cough and asthma. Eating wild lettuce leaves as salad combats against the symptoms of bronchial asthma and allergy. Vitamin C in wild lettuce is a powerful antioxidant that protects our respiratory system from free radical damage. Vitamin A in wild lettuce reduces lung inflammation and relieves bronchial asthma. However, smoking dried wild lettuce leaves are bad for our respiratory health and should be avoided. (2) Relieves Migraine And Headache The sedative properties of wild lettuce help in providing relief from migraine (constant and recurring headaches that usually affects the half region of the head) To get relief from migraine, enjoy a cup of freshly brewed wild lettuce tea before bedtime. Magnesium and B vitamins in wild lettuce relax our nerves, reduces stress, and help with the migraine. (3) Wild Lettuce For Pain Relief Wild lettuce is a natural pain killer because of the presence of pain-relieving chemical compounds like lactucopicrin and lactucin. Wild lettuce soothes our nervous system and effects similar to that of morphine. It is beneficial for joint pain, colic, arthritis, muscle pain, and uterine cramps. Vitamin C in wild lettuce is an antioxidant and anti-inflammatory compound that protects from free radical damage and also provides relief from pain and inflammation. It is beneficial against inflammatory conditions such as arthritis, gouts, rheumatism, and rheumatoid, etc. (4) Improves Physiological Health Unmanaged stress can hurt our physical, mental, and emotional health. It can increase the risk of health problems such as asthma, obesity, depression, diabetes, headache, depression, gastrointestinal problems, and neurodegenerative diseases. Wild lettuce provides relief from stress and anxiety because of its mild sedative properties. It calms our nervous system and makes us feel better. Magnesium and B vitamins in wild lettuce relax our nerves and help in managing stress. (5) Provides Relief From Urinary Tract Infections Drinking wild lettuce tea or enjoying wild lettuce leaves as salad provides relief from urinary tract infection because of its diuretic properties. It increases the frequency and flow of urination and encourages our body to flush out toxins and other unwanted substances from our body. Vitamin C protects the urinary tract from free radical damage, and also reduces urinary tract inflammation. (6) Aids In Cholesterol Management Wild lettuce aids in managing cholesterol as the dietary fibers in them reduce LDL cholesterol and reduces the risk of atherosclerosis. Atherosclerosis is a condition that leads to the hardening and narrowing of arteries due to the accumulation of plaque and fat deposits within n the arterial walls. It can give rise to cardiovascular problems like heart attack, heart stroke, and coronary artery disease. Vitamin C in wild lettuce protects our cardiovascular system from free radical damage. (7) For Treating Insomnia Sleep is a basic human need but factors such as poor lifestyle, stress, unhealthy diet, and blue light emission, etc have caused havoc on our sleeping pattern. This has given rise to insomnia and other sleep disorders. Wild lettuce helps in treating insomnia and allows us to enjoy quality sleep because of its mild sedative properties. It calms our nervous system and makes us feel better. Magnesium and B vitamins in wild lettuce also help. To enjoy quality sleep, enjoy a cup of wild lettuce tea. (8) Maintain Skin Health Wild lettuce is good for our skin health as it contains vitamin C and another antioxidant that protects our skin cells from free radical damage. It reduces fine lines, wrinkles, age spots, dark spots, and other signs of premature aging. Vitamin C encourages the production of collagen, an essential amino acid that maintains skin elasticity and prevents wrinkles, and skin sagging. Because of its antimicrobial properties, wild lettuce protects our skin from bacterial, viral, and fungal infections. (9) Relieves Symptoms of Premenstrual Syndrome (PMS) Drinking wild lettuce tea provides relief from symptoms of premenstrual syndrome because of its pain-relieving, anti-inflammatory, and mild sedative properties. Some common PMS symptoms are uneasiness, pain, and anxiety. (10) Promotes Weight Loss Wild lettuce is a powerhouse of essential nutrients and promotes weight loss. Vitamins and minerals in wild lettuce improve our metabolism and increase the rate at which our body burns calories. Dietary fibers in wild lettuce provide stomach satiety and control overeating, a major cause of obesity. For weight loss, add wild lettuce leaves to your salad bowl or enjoy in the smoothie. Side Effects of Wild Lettuce Some common side effects of wild lettuce are as follows (1) Wild Lettuce And Skin Irritation The milky latex of the wild lettuce provides many benefits. However, people who are sensitive to this milk latex should avoid applying it on the skin as it may develop skin irritation and skin rashes, etc. (2) Eating Wild Lettuce During Pregnancy And Nursing Both pregnancy and the nursing period play an important role in a woman’s life as what she consumes determines not only her health but also the health and wellness of the fetus and the infant. Potassium, magnesium, and B vitamins in wild lettuce helps in maintaining healthy pregnancy as they regulate blood pressure, relax our nerves, and improve cognitive functions. However, wild lettuce is a mild sedative and contains many active chemical compounds. The effect of these chemical compounds during pregnancy and nursing periods is not well documented. For the safe side, it is better to avoid wild lettuce during pregnancy and the nursing period until and unless you get a nod from your doctor. (3) May Cause Allergies Avoid wild lettuce if you are allergic to them as they may cause problems like excessive sweating, fast heartbeat, pupil dilation, ringing in the ear, sedation, and breathing difficulties. If you are allergic to Compositae family plants such as ragweed, daisies, chrysanthemums, and marigold, etc, you are likely to be allergic to wild lettuce. (4) Eating Wild Lettuce During Surgery Avoid wild lettuce two weeks before and after surgery as the sedative properties of wild lettuce may interfere with the anesthesia and other sedative medicines used during surgery. (5) May Worsen Prostatic Hyperplasia And Narrow-Angle Glaucoma Avoid Wild lettuce if you suffer from prostatic hyperplasia and narrow-angle glaucoma as wild lettuce may interfere with acetylcholinesterase inhibitors, and worsen these conditions. (6) Interfere With Antidepressant The sedative properties of wild lettuce calm our nervous system and provide relief from stress and depression. Magnesium and B vitamins in wild lettuce also help in managing stress levels. However, avoid wild lettuce if you take CNS antidepressants as the wild lettuce may interfere with the functioning of these antidepressants. (7) Wild Lettuce And Blood Pressure Wild lettuce contains potassium. Potassium is well known for relaxing our blood vessels, improving blood circulation, and providing relief from hypertension or high blood pressure. However, other components of wild lettuce may negatively affect the blood pressure level. At present, there are not many extensive studies on the effect of wild lettuce on blood pressure levels. If you take blood pressure medication, consume wild lettuce only after consulting with your doctor to ensure there’s no food-drug intolerance risk. (8) Wild Lettuce And Diabetes With a low glycemic index of 15, wild lettuce reduces the rate at which sugar is released into the bloodstream and helps in managing diabetes. Dietary fibers in wild lettuce slow down sugar absorption by the bloodstream and regulate blood sugar levels. However, if you take diabetic medication, consume wild lettuce only after consulting with your doctor to ensure there is no food-drug interference risk. (9) Wild Lettuce Toxicity Overconsuming wild lettuce or consuming them in an unhealthy way ( like smoking dried wild lettuce leaves) may lead to wild lettuce toxicity, and give rise to problems like decreased bowel movement, dizziness, anxiety, sympathetic overactivity, and mydriasis. The information contained in the post is for general purpose only and shouldn’t be considered as medical advice or as an alternative to medical advice. Although I’ve tried my best to keep the information contained in this post as accurate and updated as possible, I make no guarantee of the accurateness of the same. P.S- Consider sharing this post, if you find it useful and exciting. Bharat Sharma is a Delhi-based writer who loves reading and writing research-based topics revolving around health, fitness, and nutrition. His love for writing started during his teenage and continues till date. After his graduation, he worked for GE Money, and IBM, but later found his true love i.e. blogging.

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- A firm should always shut down if it is earning negative profits. - If marginal revenue is less than marginal cost, a firm should: |hold output steady.| |lower its price.| - Profit = (P – MC) × Q. - Which statement about cost is correct? |MC is always falling.| |AC always declines.| |AC is U-shaped.| |MC is always constant.| - Refer to the four panels in the figure. Which panel shows a competitive firm making economic losses? - Firms in competitive industries should adhere to: (1) expanding output if MR > MC, and (2) reducing output if MC > MR. - Refer to the figure. What is the optimal quantity for this firm to produce? - The long run in the market for electrical engineers is 2-3 months. - Use the figure. At a market price of $20, this competitive firm earns profit of: |d.||$0, because P=MC at P=$20.| - At a small town located over one hour from NYC, there is only one grocery store and it charges prices more than 500 percent above the typical retail prices. In the long run, we would expect that another store will open that will charge equally high prices since competition is low. - In a competitive equilibrium in the long run, firms earn ______ economic profits. - Refer to the four panels in the figure. Which panel shows a competitive firm making zero economic profits? - Refer to the figure. The change in total cost from producing the eightieth unit of output is ______, and the change in total revenue from producing the seventh unit of output is ______. - An industry is said to be perfectly competitive when: |each firm has virtually no influence over the price of its product.| |demand in the industry is high.| |supply in the industry is highly elastic.| |there are many buyers and sellers, and each is large relative to the total market.| - Tom produces 400 gallons of oatmilk a day in a very competitive industry. The market price for a gallon of oatmilk is $3. Tom’s marginal revenue per gallon of oatmilk is: - Price times quantity minus total cost equals: - Marginal revenue is always equal to the price of the product for a competitive firm. - Refer to the figure. What is their total profit or loss? - A perfectly competitive industry exists under which of the following conditions? I. The product sold is similar across firms. II. There are many sellers, each small relative to the total market. III. There are many sellers, each with total assets less than $2 million. IV. The threat of competition exists from potential sellers that have not yet entered the market. |I and II only| |I, II, III only| |I, III, and IV only| |I, II, and IV only| - Use the figure. At a market price of $20, this profit-maximizing firm faces an average cost of: |d.||$0, because P=MC at P=$20.| - In a constant cost industry, P = AC = $20. Which sequence of events follows an increase in demand? |P < AC, firms suffer an economic loss, existing firms reduce output, new firms enter the industry, the short-run supply curve shifts right, price falls until profits exceed $0 |P > AC, firms make a positive economic profit, existing firms expand output, new firms enter the industry, the short-run supply curve shifts right, price falls until profits return to $0 |P = AC, firms make no economic profit, existing firms leave output unchanged, new firms enter the industry, profits remain normal, P = AC = $20 |P > AC, firms make an economic profit, existing firms expand output, new firms enter the industry, the short-run supply curve shifts left, price falls until profits return to $0 - When the level of production is relatively low, the average cost per unit of output would ________ if output |either increase or decrease depending on marginal cost| - What condition is necessary in a constant cost industry? |Prices of the industry’s inputs decline as the industry expands.| |Prices of the industry’s inputs rise as the industry expands.| |There are barriers that prevent new firms from entering such an industry.| |Prices of the industry’s inputs do not change as the industry expands.| - Refer to the figure. In the long run, what do you expect this competitive firm’s economic profit or loss to be? - Which of the following statements is TRUE? |Positive profits in an industry give entrepreneurs an incentive to enter that industry.| |Fixed costs fall as firms produce more output, the so called “spreading of the costs.”| |A firm should enter an industry if average costs are less than producer surplus.| |Entry and exit from an industry depend on the firm’s market share.| - In the small town of Beaconville, there is only one grocery store. Given that everyone needs food, we would expect that this grocery store: |faces a perfectly inelastic demand.| |is a monopoly and hence highly profitable.| |charges exorbitant prices.| - If Susan sells 500 masks for $7 and has an average cost of $5, what is her profit? - In order to maximize profits, a firm in a highly competitive industry should set its price: |at the market price.| |it depends: sometimes at the market price but sometimes higher or lower.| |lower than the market price.| |higher than the market price.| - Refer to the four panels in the figure. Which panel shows a competitive firm making positive economic profits? - Refer to the figure. At the profit-maximizing level of output in this diagram, the firm’s average cost is _______.

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Adolf Hitler invades Poland at 4.45 in morning. He knew that invading Poland was a risk. He was very confident that by invading Poland it would result in war. Peace Demonstration took place in Pittsburgh, PA on September 3, 1939. Many people attended this event as Great Britain declared war on Germany. World War 2 France surrenders to Germany This event encouraged Benito Mussolini to join the war on Germany’s side. Britain’s forces evacuated France by sea from Dunkirk. A reorganization plan for the bankrupt Pittsburgh Railways Company This event occured on August 1st, 1940. The question that was presented was whether the trustees should be directed to pay taxes owed by corporations whose properties the debtor operated under leases. Japanese attack on Pearl Harbor On December 7, 1941, japanese attacks U.S. at Pearl Harbor, Hawaii. The attack started around 7.55 in morning. It did so much damage to U.S. Army War Show The Army War Show was hald at Pitt Stadium. This event occured on December 7, 1941. Battle of Midway The Battle of Midway started on June 4, 1942 in South Pecific. Battle of Midway ended on June 6, 1942. It was pretty short battle. The Battle of Stalingrad The Battle of Stalingrad was a major battle in World War 2. This battle started on July 17, 1942. This battle lasted until February 2, 1943. United Steel Workers' wage policy committee meeting The meeting was held at William Penn Hotel on July 17, 1942. The wage increased to 44 cents a day. This wage increase granted by War Labor Board to employees of "Little Steel" firms. D-day took place in Normandy, France on jun 6, 1944. D-day was a major turning point of World War 2. The fifth War Loan went over The goal of the Fifth War Loan Drive was to raise $16,000,000,000, from invastors. More than 55,000,000 Americans owned at least one war bond, that's what the records indicated. Allies liberate Florence On August 4, 1944 Allies liberates Florence. Before exiting Florence the Germans that were under General Kesselring's control destroyed some historic bridges and buildings. The war contracts completed to date A survey showed that war contracts completed to date. Pittsburgh district plants totaled $903,398,644. Pittsburgh had 15 inches of snowfall during christmas night. All the hotels were full. Schools and many activities were cancelled. Battle of the Bulge On December 16, 1944 Battle of Bulge begains. This battle took place in Germany, Belgium, and Luxembourg. The battle ended on January 25 1945. Dr. John G. Bowman resigned Dr. John G. Bowman recived $31,500 a year as his pay. He got paid the highest in the nation. he resigned after 15 years as chancellor at the University of Pittsburgh. Battle of Iwo Jima This battle began on February 19, 1945 at Iwo Jima, Japan. this battle ended on March 26, 1945. This battle resulted in American's victory. FDR Dies and Truman becomes president Franklin D. Roosevelt died on April 12, 1945 of a cerebral hemorrhage. After Franklin D. Roosevelt's dath, Harry S. Truman became president. all churches scheduled special prayer services for President Franklin D. Roosevelt Because of President Franklin D. Roosevelt's dath all business, schools, and all other buildings in Pittsburgh were closed. All the churches in pittsburgh had a special prayer for President Franklin D. Roosevelt's dath. Hitler commits suicide On April 30, 1945 Hitler commits suicide by shooting him self in head. He shoot himself, because he lost every thing at toward end of the World War 2. On May 8, 1945, Allies finally accepted the unconditional surrender of the armed forces of Nazi Germany. VE-Day is a victory in Europe day. Dr. Paul R. Anderson was elected president of Pennsylvania Dr. Paul R. Anderson was elected as a president of Pennsylvania. He earned a bachelor’s degree in Ohio Wesleyan University. He was majored in speeches. Councilman George E. Evans died He dided on June 8 1945. He was 69 years old when he died. He was a chairman of the Pittsburgh Housing Authority and a pioneer. Atomic bomb dropped on Hiroshima On August 6, 1945 in early morning atomic bomb was dropped on Hiroshima. Enola Gay released a 9,700 pound bomb over the city of Hiroshima at approximately 8:15 a.m. Atomic Bomb dropped on Nagasaki On August 9, 1945 atomic bomb was dropped on Nagasaki. The bomb was 10,200 pounds . It was dropped by U.S. Russian labor leaders arrived to tour the steel mills Russian labor leaders came to visit the steel mills in Pittsburgh. They really liked the the steel mills in pittsburgh. Pittsburgh city celebrated the surrender of Japan Pittsburgh city celebrated the surrender of Japan on August 14, 1945. People were very happy and people celebrated this movement with joy. VJ day is also known as Victory in the Pacific Day or Victory over Japan day. The name VJ day was selected by allies after they named VE day. Pittsburgh industries laid off many workers Many industries laid of 7000 workers, because the war contract became effective. Many people lost their jobs because of this event.

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2 Light is fast! The study of light All forms of radiation travel at 300,000,000 meters (186,000 miles) per second Since objects in space are so far away, it takes a while for light to get to Earth. Studying light from stars and galaxies is like looking into the past! Examples: It takes 8 minutes for sunlight to reach earth Light we get from Andromeda, the closest galaxy to us, left there 2.5 million years ago! 3 The study of light Electromagnetic radiation Visible light (a.k.a. white light ) is only one small part of an array of energy 4 The study of light Most waves are either too short or too long for our eyes to detect. Our eyes can only see visible light, white light White light consists of an array of various visible wavelengths. As white light passes through a prism, the color with the shortest wavelength is bent the most, etc., dispersing its component colors. 7 Higher energy; hotter side Lower energy; colder side The electromagnetic spectrum is an array of energy 8 The Universe is HUGE! Bigger than we can imagine Hundreds of billions of galaxies (each with hundreds of billions if stars) Ex: there are about a million galaxies in the cup of the Big Dipper More stars than grains of sand in all the beaches on Earth 9 Distances in Space Units of measurement Kilometers and miles too cumbersome to use Astronomical Unit: the distance from the Earth to the Sun Light-year: the distance light travels in a year One light-year is 9.5 trillion kilometers (5.8 trillion miles) 10 Astronomical Unit (A.U.) Q: What did the Earth say to the Sun to get it s attention? A: A.U., over there! 11 Light-year: the DISTANCE light travels in a year 12 Universe The universe is everything that exists in space and time. Consists of all matter and energy that exists now, in the past, and in the future. Are there other universes? 13 Which of these is part of the Universe? 14 Galaxies Galaxies are collections interstellar matter, stars, and stellar remnants bound together by gravity. Galaxies are classified by their shape. 15 Three Types of Galaxies: Spiral Elliptical Irregular 4. Within these categories there are many variations. 16 Spiral Galaxy Messier 83 17 Spiral Galaxies Flat, disk-shaped objects with a central bulge Have arms (usually two) extending from the center Central bulge contains older stars, often giving it a yellowing color, while younger, hotter stars make up the arms. Often appear bluish due to an abundance of young stars Contain a lot of interstellar matter (gas and dust) that provides material for new stars to form. 18 Spiral Galaxies 19 Elliptical Galaxy 20 Elliptical Galaxies Ellipsoidal shape (spherical shape) Don t have spiral arms Have only a little interstellar matter Low rates of star formation Often appear yellow to red in color due to an abundance of older stars 21 Elliptical Galaxy 22 Irregular Galaxies No symmetry; do not have a well developed shape or structure. Stars are spread unevenly Many were once spiral or elliptical galaxies that were distorted by the gravity of a larger neighbor. 24 The Milky Way Galaxy 25 The Milky Way Galaxy 100,000 LY in diameter Artist s picture 26 The Milky Way Galaxy 27 The Milky Way Galaxy 28 Which galaxy is our solar system inside? Called: The Milky Way Spiral galaxy -Thin disk with a central bulge Diameter of Milky Way is 100,000 light years. Thickness of Milky Way is 10,000 light years. 29 Galactic Clusters Galaxies are not spread out evenly through the universe. They are grouped together. Gravity holds many galaxies together in groups called galactic clusters The cluster our galaxy is in is called the local group, made of more than 40 galaxies. 30 The Local Group Andromeda galaxy and Milky Way galaxy are the largest galaxies in our cluster of more than 40 galaxies. 31 The Origin of the Universe The Universe is expanding! How do we know? By studying light! 32 Electromagnetic Spectrum 33 The Doppler effect 35 When an object is moving away from us, waves coming from that object get stretched out. When an object is moving towards us, waves coming from that object get compressed. 36 Red shifts Doppler effect The apparent change in the wavelength of light emitted by an object due to motion Movement away stretches the wavelength Longer wavelength Light appears redder Movement toward squeezes the wavelength Shorter wavelength Light shifted toward the blue 37 Red Shifts When a source of light is moving away from an observer, the spectral lines shift toward the red end of the spectrum (longer wavelengths). The red shift in light from galaxies shows that all galaxies (except those in the Local Group) are moving away from Earth. Therefore, the universe is expanding 38 Red shifts Doppler effect Amount of the Doppler shift indicates the rate of movement Large Doppler shift indicates a high velocity Small Doppler shift indicates a lower velocity 39 The most distant galaxies are receding fastest Hubble s Law: galaxies recede at speeds proportional to their distances from the observer The further away, the faster they are moving away from you 40 Raisin Bread Analogy of an Expanding Universe As the dough rises, raisins originally farthest apart travel greater distances than those located closer together. 41 Distant galaxies are more red-shifted 42 Therefore 1. Galaxies are moving away from each other. 2. The Universe is expanding. 3. The Universe was once smaller. So, compared to today, how big was the universe yesterday? 43 Big Bang Theory Most complete and most widely accepted model. The universe began with a gigantic explosion 13.7 billion years ago. The explosion released all of the matter and energy that still exists in the universe today. 44 Big Bang Theory All energy and matter was compressed into a hot and dense state. About 13.7 billion years ago there was a huge explosion, which continued to expand, cool, and evolve to its current state. As it cooled, electrons and protons combined to form hydrogen and helium atoms, which collected to form the first nebulae, stars, and galaxies. 45 Big Bang Theory The light from the explosion would have been extremely high energy and short wavelengths. The explosion would have been very hot! We should be able to detect the remnant of that heat. Continued expansion would have stretched the waves so that by now they should be long wavelength radio waves called microwave radiation. 46 Big Bang Theory Scientists began searching for this cosmic microwave background radiation Discovered it in 1965 48 In 1965, Arno Penzias and Robert Wilson in N.J. were adjusting a radio antenna. Found a steady, dim signal from the sky as microwave radiation. The universe kept cooling until the radiation reached very long, invisible wavelengths such as microwaves. 49 Penzias and Wilson White Noise Publish First 51 Properties of stars Stellar brightness Controlled by three factors Size Temperature Distance Magnitude Measure of a star s brightness 52 Properties of stars Stellar brightness Magnitude Two types of measurement Apparent magnitude Brightness when a star is viewed from Earth Decreases with distance 53 Properties of stars Stellar brightness Magnitude Two types of measurement Absolute magnitude True or intrinsic brightness of a star Brightness at a standard distance of 32.6 light-years Most stars absolute magnitudes are between 5 and +15 54 Interstellar matter Between the stars is the vacuum of space Nebula Cloud of interstellar matter (dust and gases) About 90% hydrogen, 9% helium, 1% dust (heavier elements Two major types of nebulae Bright nebula Glows if it is close to a very hot star Two types of bright nebulae Emission nebula Reflection nebula 55 Bright nebula Glows if it is close to a very hot star Two types of bright nebulae Emission nebula Gets its visible light from fluorescence of ultraviolet light from a star in or near the nebula Fluorescence is the conversion of ultraviolet light to visible light Reflection nebula Reflect light of nearby stars because they are more dense have more dust (usually carbon compounds) 56 Emission Nebula (LagoonNebulae) 57 A faint blue reflection nebula in the Pleiades star cluster 58 Dark Nebula Dark nebulae Too far from any bright stars appear dark because not illuminated Contain the same material that forms bright nebulae 59 Dark Nebula (Horsehead Nebula in the constellation Orion) 60 Flame and Horsehead Nebulae 61 North American and Pelican Nebulas 62 Idealized Hertzsprung-Russell diagram 63 Hertzsprung-Russell diagram Shows the relation between stellar Brightness (absolute magnitude/luminosity) and Temperature Diagram is made by plotting (graphing) each star s Brightness (absolute magnitude/luminosity) and Temperature 64 Hertzsprung-Russell diagram Parts of an H-R diagram Main-sequence stars 90 percent of all stars Form a band through the center of the H-R diagram Stars spend most of their active years as these Sun is in the main-sequence Giants (or red giants) Large Very luminous Upper-right on the H-R diagram 65 Hertzsprung-Russell diagram Parts of an H-R diagram Giants (or red giants) Very large giants are called supergiants Only a few percent of all stars White dwarfs Fainter than most main-sequence stars Small (approximate the size of Earth) Lower-central area on the H-R diagram Perhaps 10 percent of all stars 66 Idealized Hertzsprung-Russell diagram 67 Stellar Evolution (Life Cycle of Stars) 68 Stellar evolution Stars exist because of gravity Two opposing forces in a star are Gravity contracts Thermal nuclear energy expands The mass of the star will determine what it will end up as 69 Protostar Black Dwarf Protostar Main Sequence Stars 70 Life Cycle of an Average Star Protostar Main Sequence Star Black Dwarf Main Sequence Stars 71 Life Cycle of a Massive (BIG) Star Black Dwarf Protostar Main Sequence Star 72 Stellar Evolution of an Average Star 73 Stages Nebula Stellar evolution Gravity contracts cloud temperature rises Begin to radiate long-wavelength (red) light Not a star yet! Instead, a protostar is forming in the nebula! 74 Stages Protostar Stellar evolution Gravitational contraction of gas cloud continues to heat Core reaches 10 million K Hydrogen nuclei fuse to make helium nuclei Process is called hydrogen fusion (or hydrogen burning) Energy is released! Now a star! A main sequence star! Outward pressure increases due to heat Eventual the outward pressure is balanced by gravity pulling in Star becomes a stable main-sequence star 75 Fusion: combining of lighter nuclei to form a heavier nucleus, releasing energy. Only happens in the cores of stars. 76 Dr. Octopus Spiderman 2 77 Stellar evolution Stages Main-sequence stage Star fusing hydrogen into helium In a balanced state where the pull of gravity inward is balanced with the gas pressure outward Stars age at different rates Massive stars use fuel faster and exist for only a few million years Small stars use fuel slowly and exist for perhaps hundreds of billions of years 90 percent of a star s life is in the main sequence 78 Stages Red giant stage Stellar evolution Hydrogen in the core is consumed, leaving a helium rich core The core contracts due to gravity winning the fight with gas pressure This makes more heat as gravitational energy is converted to heat energy Hydrogen fusion continues in the shell surrounding the core at a faster rate Star s outer area expands becoming a red giant Surface cools Surface becomes red 79 Stellar evolution Still red giant stage: Core is collapsing, becoming hotter helium is converted to carbon (and oxygen) Eventually all nuclear fuel is used The star is not massive enough to continue fusion of heavier elements Gravity squeezes the star, forming a very dense core The outer layers continue to expand and it enters the planetary nebula stage 80 Red Giants 81 Supergiants Betelgeuse (in the constellation Orion) is a red supergiant! It is HUGE! 84 Stellar evolution Planetary nebula stage Outer layers continue to expand outward, forming a cloud of gas At the center is the core, or the white dwarf White dwarf stage Has nearly exhausted its nuclear fuel Collapsed to a small size Outer gases have expanded away Black dwarf stage All energy is exhausted No longer emits energy 85 Planetary Nebula (Helix Nebula closest to our solar system) 86 Planetary Nebulas 87 Life Cycle of an Average Star Protostar Main Sequence Star Black Dwarf Main Sequence Stars 88 Stellar Evolution of a Massive Star 89 Life Cycle of a Massive (BIG) Star Black Dwarf Protostar Main Sequence Star 90 Stellar evolution massive star All previous stages and processes are the same except for when it reaches the red giant stage. Instead, it will become a red supergiant 91 Stellar evolution massive star Red supergiant stage Large enough to continue fusion reactions up to and including iron Supernova stage Violent burst or explosion of light Occurs when all nuclear fuel is gone and the core implodes due to strong gravitational field A shock wave results, blasting the star s outer shell into space Produce a hot, dense object that is either a neutron star or a 2012 black Pearson Education, hole Inc. 92 Supernovas Supernovas are the only event in nature that is energetic enough to cause fusion of elements heavier than iron on the periodic table! 93 Stellar evolution massive star Either neutron star or black hole If the remains of the supernova are three times the mass of the sun or less, there will be a neutron star. Three is the magic number! If more massive, gravity wins and collapse occurs, forming a black hole A black hole s surface gravity is so great that even light cannot escape 94 Stellar evolution massive star Neutron star Remnant of a supernova Gravitational force collapses atoms Electrons combine with protons to produce neutrons Small size, very dense! Strong magnetic field First one discovered in early 1970s In Crab Nebula (remnant of an A.D supernova) 95 Remains of Supernova of A.D Crab Nebula in the constellation Taurus 96 Remains of Supernova of A.D Crab Pulsar in Crab Nebula 97 Stellar evolution massive star Black hole More dense than a neutron star Intense surface gravity lets no light escape As matter is pulled into it Becomes very hot Emits X-rays First one to be identified was Cygnus X-1, a strong X-ray source 98 Stellar evolution low mass stars What about tiny stars (less than 1/2 the mass of the sun) Remember, final stage depends on mass Red giant collapses No planetary nebula stage Becomes a white dwarf Earth Science, 13e Tarbuck & Lutgens Beyond Our Solar System Earth Science, 13e Chapter 24 Stanley C. Hatfield Southwestern Illinois College Properties of stars Distance Distances to the stars are very Beyond Our Solar System Chapter 24 PROPERTIES OF STARS Distance Measuring a star's distance can be very difficult Stellar parallax Used for measuring distance to a star Apparent shift in a star's position Prentice Hall EARTH SCIENCE Tarbuck Lutgens Chapter 25 Beyond Our Solar System 25.1 Properties of Stars Characteristics of Stars A constellation is an apparent group of stars originally named for mythical I. Stars have color, brightness, mass, temperature and size. II. Distances to stars are measured using stellar parallax a. The further away, the less offset b. Parallax angles are extremely small c. Measured 25.2 Stellar Evolution By studying stars of different ages, astronomers have been able to piece together the evolution of a star. Star Birth The birthplaces of stars are dark, cool interstellar clouds, Classifying Stars In the early 1900s, Ejnar Hertzsprung and Henry Russell made some important observations. They noticed that, in general, stars with higher temperatures also have brighter absolute magnitudes. Stars & Galaxies Chapter 27 Modern Earth Science Chapter 27, Section 1 27.1 Characteristics of Stars How do astronomers determine the composition and surface temperature of a star? Composition & Temperature Cosmology, Galaxies, and Stars OUR VISIBLE UNIVERSE Cosmology Cosmology is the study of the universe; its nature, origin and evolution. General Relativity is the mathematical basis of cosmology from which Chapter 28 Stars and Their Characteristics Origin of the Universe Big Bang Theory about 10-20 bya all matter in the universe existed in a hot dense state about the size of an atom (tiny). That matter sort Stars and Galaxies 1 Characteristics of Stars 2 Star - body of gases that gives off great amounts of radiant energy as light and heat 3 Most stars look white but are actually different colors Antares - Stars & Galaxies Chapter 27 Modern Earth Science Chapter 27, Section 1 27.1 Characteristics of Stars Composition & Temperature Scientists use the following tools to study stars Telescope Observation Spectral The Night Sky The Universe Chapter 14 Homework: All the multiple choice questions in Applying the Concepts and Group A questions in Parallel Exercises. Celestial observation dates to ancient civilizations Properties of Stars Characteristics of Stars A constellation is an apparent group of stars originally named for mythical characters. The sky contains 88 constellations. Star Color and Temperature Color Section 1 Stars A. Patterns of stars - constellations 1. Ancient cultures used mythology or everyday items to name constellations 2. Modern astronomy studies 88 constellations 3. Some constellations are Light Transverse electromagnetic wave, or electromagnetic radiation Includes radio waves, microwaves, infra-red, visible, UV, X-rays, and gamma rays The type of light is determined purely by wavelength. Stars Studying Stars Astronomers use a spectroscope to study the movement of stars Blue shift towards earth Red shift away from earth Change in a wavelength moving toward or away from earth is the Doppler Edwin Hubble Discovered galaxies other than the milky way. Galaxy: A collection of stars, planets, gas, and dust that are held together by gravity. Our sun and planets are in the Milky Way He noticed that THE UNIVERSE CHAPTER 20 THE UNIVERSE UNIVERSE everything physical in and Includes all space, matter, and energy that has existed, now exists, and will exist in the future. How did our universe form, how The Universe is space and everything in it. Galaxies A galaxy is a supercluster of stars, gas, and dust that are held together by gravity. There are three main types of galaxies: Irregular Elliptical Spiral TEACHER BACKGROUND INFORMATION (The Universe) A. THE UNIVERSE: The universe encompasses all matter in existence. According to the Big Bang Theory, the universe was formed 10-20 billion years ago from a chapter 31 Stars and Galaxies Day 1:Technology and the Big Bang Studying the Stars A. Telescopes - Electromagnetic radiation emitted by stars and other objects include light, radio, and X-ray Space telescopes CHAPTER 28 STARS AND GALAXIES 28.1 A CLOSER LOOK AT LIGHT Light is a form of electromagnetic radiation, which is energy that travels in waves. Waves of energy travel at 300,000 km/sec (speed of light Ex: Chapter 21 Earth Science 11 Constellations Constellation: A group of stars that appear to form patterns in the sky. 88 different constellations can be seen from the Northern and Southern hemispheres Best Exam # 3 Tue 12/06/2011 Astronomy 100/190Y Exploring the Universe Fall 11 Instructor: Daniela Calzetti INSTRUCTIONS: Please, use the `bubble sheet and a pencil # 2 to answer the exam questions, by marking Chapter Introduction Lesson 1 The View from Earth Lesson 2 The Sun and Other Stars Lesson 3 Evolution of Stars Lesson 4 Galaxies and the Universe Chapter Wrap-Up What makes up the universe and how does Name: Block: Stellar Evolution Notes Stars mature, grow old and die. The more massive a star is, the shorter its life will be. Our Sun will live about 10 billion years. It is already 5 billion years old, Skills Worksheet Directed Reading A Section: The Life Cycle of Stars TYPES OF STARS (pp. 444 449) 1. Besides by mass, size, brightness, color, temperature, and composition, how are stars classified? a. NSCI 314 LIFE IN THE COSMOS 2 BASIC ASTRONOMY, AND STARS AND THEIR EVOLUTION Dr. Karen Kolehmainen Department of Physics CSUSB COURSE WEBPAGE: http://physics.csusb.edu/~karen MOTIONS IN THE SOLAR SYSTEM 19.3 Galaxies and the Universe Early civilizations thought that Earth was the center of the universe. In the sixteenth century, we became aware that Earth is a small planet orbiting a medium-sized star. Stars, Galaxies, Use Target Reading Skills Check student definitions for accuracy. 1. Electromagnetic radiation is energy that can travel through space in the form of waves. 2. visible light 3. wavelength CHAPTER 4 STARS, GALAXIES & THE UNIVERSE LESSON 1: TELESCOPES ALL TYPES OF ELECTROMAGNETIC RADIATION TRAVEL AT THE SPEED OF LIGHT 186,000 miles per second!! Electromagnetic Radiation = energy that travels Hewitt/Lyons/Suchocki/Yeh Conceptual Integrated Science Constellations are groups of stars named over antiquity. A familiar constellation is Ursa Major, the Great Bear. Chapter 29 THE UNIVERSE The monthly stars The night sky is filled with stars that shine at different levels of brightness. The brightness of the stars we observe can be related to the size of the star or its distance from Earth. In order 240 points CHAPTER 29 STARS SECTION 29.1 The Sun (40 points this page) In your textbook, read about the properties of the Sun and the Sun s atmosphere. Use each of the terms below just once to complete A star is a massive sphere of gases with a core like a thermonuclear reactor. They are the most common celestial bodies in the universe are stars. They radiate energy (electromagnetic radiation) from a Stars Stars A star is a ball of different elements in the form of gases The elements and gases give off electromagnetic radiation (from nuclear fusion) in the form of light Scientists study the light coming (Astronomy for Dummies) remark : apparently I spent more than 1 hr giving this lecture A.D. 125? Ptolemy s geocentric model Planets ( ) wander among stars ( ) For more info: http://aeea.nmns.edu.tw/aeea/contents_list/universe_concepts.html Section: Stars Pages 32-38 Study Guide Chapter 2 Circle the letter of the best answer for each question. 1. What do scientists study to learn about stars? a. gravity c. space b. starlight d. colors COLOR Unit 3 The Universe Chapter 4 ~ The Formation of the Universe o Section 1 ~ The Scale of the Universe o Section 2 ~ The Formation of the Universe o Section 3 ~ The Future of the Universe Chapter 5 ~ Galaxies STARS Instructions Students will underline the portions of the PowerPoint that are underlined. Nuclear Furnace 1. A star is like a gigantic nuclear furnace. 2. The nuclear reactions inside convert hydrogen The Formation of Stars A World of Dust The space between the stars is not completely empty, but filled with very dilute gas and dust, producing some of the most beautiful objects in the sky. We are interested Outline 8: History of the Universe and Solar System The Andromeda Galaxy One of hundreds of billions of galaxies, each with hundreds of billions of stars A warped spiral galaxy, 150 MLY away and 100,000 Earth Space Systems Semester 1 Exam Astronomy Vocabulary Astronomical Unit- Aurora- Big Bang- Black Hole- 1AU is the average distance between the Earth and the Sun (93 million miles). This unit of measurement Chapter 29 and 30 Explain how the sun converts matter into energy in its core. Describe the three layers of the sun s atmosphere. Explain how sunspots are related to powerful magnetic fields on the sun. 3.4b demonstrate an understanding that emission nebulae, absorption nebulae and open clusters are associated with the birth of stars 3.4c demonstrate an understanding that planetary nebulae and supernovae GALAXIES AND STARS 1. Compared with our Sun, the star Betelgeuse is A smaller, hotter, and less luminous B smaller, cooler, and more luminous C larger, hotter, and less luminous D larger, cooler, and more CHAPTER 1 The Life Cycle of a Star Describe the life cycle of various size stars. Rings of glowing gas encircling Supernova 1987A, about 179,000 light-years away in the Large Magellanic Cloud, one of the Stars Star- large ball of gas held together by gravity that produces tremendous amounts of energy and shines Sun- our closest star Star Formation A cloud of gas and dust, called a nebula, begins spinning 29:50 Stars, Galaxies, and the Universe Final Exam December 13, 2010 Form A There are 40 questions. Read each question and all of the choices before choosing. Budget your time. No whining. Walk with Ursus! A. Solar system: stability of orbital motions; satellites (physics only) 1. Put these astronomical objects in order of size from largest to smallest. (3) Fill in the boxes in the correct order. the Moon Astronomy Universe: all of space and everything in it Most (90%) of the universe is made up of: dark matter: stuff we think is there due to amount of mass we think is there but is not detected by the instruments Lecture 4 Stars The physics of stars A star begins simply as a roughly spherical ball of (mostly) hydrogen gas, responding only to gravity and it s own pressure. X-ray ultraviolet infrared radio To understand THE MILKY WAY GALAXY Type: Spiral galaxy composed of a highly flattened disk and a central elliptical bulge. The disk is about 100,000 light years (30kpc) in diameter. The term spiral arises from the external FYI: The Lives of Stars E3:R6b 1. Read FYI: The Lives of Stars As you read use the spaces below to write down any information you find especially interesting. Also define the bold terms used in the text. Life and Death of a Star 2015 Name Date 1. In the main-sequence, the core is slowly shrinking because A. the mass of the star is slowly increasing B. hydrogen fusing to helium makes the core more dense What is this? Recall what you know about the Big Bang. Most of the normal matter in the universe is made of what elements? Where do we find most of this normal matter? Interstellar medium (ISM) The universe chapter 13 3 Stars and Galaxies section 3 Evolution of Stars Before You Read What makes one star different from another? Do you think the Sun is the same as other stars? Write your ideas on the lines below. Branches of Earth Science Chapter 21: Stars Notes Astronomy: The study of planets, stars, and other objects in space. Lithosphere: the land masses of earth o Litho means rock Hydrosphere: waters of the Galaxies and Stars 1. To an observer on Earth, the Sun appears brighter than the star Rigel because the Sun is A) hotter than Rigel B) more luminous than Rigel C) closer than Rigel D) larger than Rigel TEK 8 Test Review 1. List the three subatomic particles and give each of their masses. 2. Describe and draw an illustration (Bohr Model) of the most common element in the Universe. 3. Describe and draw Generally speaking, there are two main life cycles for stars. The factor which determines the life cycle of the star is its mass. 1 solar mass = size of our Sun Any star less than about three solar masses the nature of the universe, galaxies, and stars can be determined by observations over time by using telescopes The spectral lines of stars tell us their approximate composition Remember last year in Physics? Lecture PowerPoints Chapter 33 Physics: Principles with Applications, 7 th edition Giancoli This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching ASTRONOMY Universe- Includes all known matter (everything). Celestial Object Any object outside or above Earth s atmosphere. Galaxy- A large group (billions) of stars (held together by gravity). Our galaxy Space 2 33 Questions Name: Class: Date: Time: Marks: Comment s: Q. Read the passage. In the SolarSystem, the inner planets, such as the Earth, contain elements which are eavierthan the elements hydrogen Formation of the Universe & What is in Space? The Big Bang Theory and components of the Universe The Big Bang Theory The Big Bang Theory The Big Bang Theory is the most widely accepted scientific explanation CHAPTER 29: STARS BELL RINGER: Where does the energy of the Sun come from? Compare the size of the Sun to the size of Earth. 1 CHAPTER 29.1: THE SUN What are the properties of the Sun? What are the layers Astro 21 first lecture The H-R H R Diagram helps us study how stars are born but also helps us study how they die. Stars spend most of their lives as main sequence stars. The core does change from hydrogen Review Questions for the new topics that will be on the Final Exam Be sure to review the lecture-tutorials and the material we covered on the first three exams. How does speed differ from velocity? Give CORNELL NOTES Directions: You must create a minimum of 5 questions in this column per page (average). Use these to study your notes and prepare for tests and quizzes. Notes will be turned in to your teacher THE SUN & THE STARS CONTENT EXPECTATIONS STARS What are stars? Are they all the same? What makes them different? What is our nearest star? THE SUN Why is it important? provides heat and light that we need 18. Stellar Birth Star observations & theories aid understanding Interstellar gas & dust in our galaxy Protostars form in cold, dark nebulae Protostars evolve into main-sequence stars Protostars both gain Notes Astronomy What is the solar system? 11.1 Structure of the Solar System Our solar system includes planets and dwarf planets, their moons, a star called the Sun, asteroids and comets. Planets, dwarf Birth & Death of Stars Objectives How are stars formed How do they die How do we measure this The Interstellar Medium (ISM) Vast clouds of gas & dust lie between stars Diffuse hydrogen clouds: dozens of Stars, Galaxies, and the Universe Chapter Test A Multiple Choice Write the letter of the correct answer on the line at the left. 1. What is a giant ball of hot gases that undergo nuclear fusion? a. a planet Notes for Wednesday, July 16; Sample questions start on page 2 7/16/2008 Wed, July 16 MW galaxy, then review. Start with ECP3Ch14 2 through 8 Then Ch23 # 8 & Ch 19 # 27 & 28 Allowed Harlow Shapely to locate Ch. 25 In-Class Notes: Beyond Our Solar System ES2a. The solar system is located in an outer edge of the disc-shaped Milky Way galaxy, which spans 100,000 light years. ES2b. Galaxies are made of billions Astronomy Notes LESSON 1 Solar System 11.1 Structure of the Solar System axis of rotation period of rotation period of revolution ellipse astronomical unit What is the solar system? 11.1 Structure of the

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This set of Electromagnetic Theory Multiple Choice Questions & Answers (MCQs) focuses on “Faraday Law, EMF and Lenz Law”. 1. For time varying currents, the field or waves will be b) Magneto static Explanation: For stationary charges, the field is electrostatic. For steady currents, the field is magneto static. But for time varying currents, the field or waves will be electromagnetic. 2. According to Faraday’s law, EMF stands for a) Electromagnetic field b) Electromagnetic force c) Electromagnetic friction d) Electromotive force Explanation: The force in any closed circuit due to the change in the flux linkage of the circuit is called as electromotive force EMF. This phenomenon is called as Faraday’s law. 3. Calculate the emf when the flux is given by 3sin t + 5cos t a) 3cos t – 5sin t b) -3cos t + 5sin t c) -3sin t – 5cos t d) 3cos t + 5sin t Explanation: The electromotive force is given by Vemf = -dλ/dt. Thus Vemf = -dλ/dt = -(3cos t – 5sin t) = -3cos t + 5sin t. 4. The induced voltage will oppose the flux producing it. State True/False. Explanation: According to Lenz law, the induced voltage acts in such a way that it opposes the flux producing it. This is indicated by a negative sign. 5. Calculate the emf when a coil of 100 turns is subjected to a flux rate of 0.3 tesla/sec. Explanation: The induced emf is given by Vemf = -dλ/dt = -Ndψ/dt. Thus emf will be -100 x 0.3 = -30 units. 6. Find the displacement current when the flux density is given by t3 at 2 seconds. Explanation: The displacement current is given by Jd = dD/dt. Thus Jd = 3t2. At time t = 2, we get Jd = 3(2)2= 12A. 7. Find the force due to a current element of length 2cm and flux density of 12 tesla. The current through the element will be 5A. a) 1 N b) 1.2 N c) 1.4 N d) 1.6 N Explanation: The force due to a current element is given by F = BI x L. Thus F = 12 x 5 x 0.02 = 1.2 units. 8. Which of the following statements is true? a) E is the cross product of v and B b) B is the cross product of v and E c) E is the dot product of v and B d) B is the dot product of v and E Explanation: The electric field is the cross product of the velocity and the magnetic field intensity. This is given by Lorentz equation. 9. The time varying electric field E is conservative. State True/False. Explanation: The time varying electric field E(t) is not a closed path. Thus the curl will be non-zero. This implies E(t) is not conservative and the statement is false. 10. When the conduction current density and displacement current density are same, the dissipation factor will be Explanation: Dissipation factor refers to the tangent of loss angle. It is the ratio of conduction current density to displacement current density. When both are same, the loss tangent or the dissipation factor will be unity. Sanfoundry Global Education & Learning Series – Electromagnetic Theory. To practice all areas of Electromagnetic Theory, here is complete set of 1000+ Multiple Choice Questions and Answers.

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This comes and goes with regard to popularity, and right now it seems to be back. The Glycemic Index (GI) shows what happens to our blood sugar when we digest different types of carbohydrates. Carbohydrates that break down quickly cause a quicker rise in blood sugar than those that break down more slowly. Foods are ranked according to the effect of 50 grams of carbohydrate from a particular food on blood sugar in comparison to the effect of 50 grams from glucose. The index is a scale of 1-100, with glucose being assigned 100. Originally, the GI was developed as a research tool for use with people with diabetes. In general, foods that have a lower GI score will have a lower impact on glucose levels. Foods that have a GI of less than 55 are considered “low”. Foods with a GI of 55-70 are considered “moderate”, and foods that are above 70 are considered “high”. There are many problems with trying to apply the data from the GI to every day eating. First of all, most eating does not involve eating carbohydrate by itself. Second, the GI is based on 50 GRAMS of carbohydrate of a single food, which may be significantly more than a person would eat of a particular food. Third, there are many variables that can affect the GI of a food: ripeness, the presence of acid in a food, individual differences in people’s digestion, cooking time, just to name a few. Another key issue with the GI index is that you can’t make an educated guess about which foods are low or high. You have to look it up. Potatoes are not all the same. Orange juice is different from oranges. With all that being said, there is certainly nothing wrong with looking for ways to increase your intake of foods that are good for you. If the GI is something you feel is valuable and helpful, have at it! There are plenty of great books and cookbooks out there on the subject. Just remember one thing: Eating should be easy. Don’t get so caught up in a “system” that you forget to enjoy the simple pleasure of eating foods you enjoy.

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The first European settlement in southern Africa was established by the Dutch East India Company in Table Bay (Cape Town) in 1652. Who settled South Africa? The first European settlement in southern Africa was established in 1652 by the Dutch East India Company at Table Bay, 30 miles (48 km) north of the cape. When did the first Europeans settle in South Africa? The first Europeans to enter Southern Africa were the Portuguese, who from the 15th century edged their way around the African coast in the hope of outflanking Islam, finding a sea route to the riches of India, and discovering additional sources of food. What was South Africa called before 1652? The South African Republic (Dutch: Zuid-Afrikaansche Republiek or ZAR, not to be confused with the much later Republic of South Africa), is often referred to as The Transvaal and sometimes as the Republic of Transvaal. What was South Africa called before? Name. The name “South Africa” is derived from the country’s geographic location at the southern tip of Africa. Upon formation, the country was named the Union of South Africa in English and Unie van Zuid-Afrika in Dutch, reflecting its origin from the unification of four formerly separate British colonies. Who inhabited South Africa first? The Khoisan were the first inhabitants of southern Africa and one of the earliest distinct groups of Homo sapiens, enduring centuries of gradual dispossession at the hands of every new wave of settlers, including the Bantu, whose descendants make up most of South Africa’s black population today. What race is the majority in South Africa? As of 2019, South Africa’s population increased and counted approximately 58.4 million inhabitants in total, of which the majority (roughly 47.4 million) were Black Africans. Individuals with an Indian or Asian background formed the smallest population group, counting approximately 1.45 million people overall. Who was the first white person in South Africa? The history of White settlement in South Africa started in 1652 with the settlement of the Cape of Good Hope by the Dutch East India Company (VOC) under Jan van Riebeeck. When did South Africa get rid of apartheid? Apartheid, the Afrikaans name given by the white-ruled South Africa’s Nationalist Party in 1948 to the country’s harsh, institutionalized system of racial segregation, came to an end in the early 1990s in a series of steps that led to the formation of a democratic government in 1994. How did Britain affect South Africa? When Britain imperialized South Africa the economy expanded and local welfare was reduced by colonialism. Hospitals and schools were built so more people could be treated correctly from illnesses and so the people can read and write. Who ruled South Africa before Nelson Mandela? F. W. de Klerk |His Excellency F. W. de Klerk OMG DMS| |In office 15 August 1989 – 10 May 1994| |Preceded by||P. W. Botha| |Succeeded by||Nelson Mandela as President| |1st Deputy President of South Africa| Is South Africa Dutch or British? Increased European encroachment ultimately led to the colonisation and occupation of South Africa by the Dutch. The Cape Colony remained under Dutch rule until 1795 before it fell to the British Crown, before reverting back to Dutch Rule in 1803 and again to British occupation in 1806. Who ruled South Africa during apartheid? Under the administration of the South African president F.W. de Klerk, legislation supporting apartheid was repealed in the early 1990s, and a new constitution—one that enfranchised blacks and other racial groups—was adopted in 1993. Was South Africa a first world country? The truth is that South Africa is neither a First World nor a Third World country, or rather that it is both. South Africa’s rich whites make up 17 percent of the population and account for 70 percent of the wealth, and those figures make it an exact microcosm of the world at large. Where do Coloureds in South Africa come from? The Cape Coloured community is predominantly descended from numerous interracial sexual unions, primarily between Western European men and Khoisan or mixed-race women in the Cape Colony from the 17th century onwards. Is South Africa a just society? The Constitution of South Africa provides a foundation for human rights for all South Africans, a framework for a just and equitable society. … Civil society plays an integral role in holding the government accountable to its constitutional obligations.

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- To cause to separate and go in different directions. - usage: "She waved her hand and scattered the crowds" - Discontinue an association or relation; go different ways. - usage: "The business partners broke over a tax question"; "The couple separated after 25 years of marriage"; "My friend and I split up" - Come apart. - usage: "the group broke up" - Break violently or noisily; smash;. - Make a break in. - usage: "We interrupt the program for the following messages" - Cause to go into a solution. - usage: "The recipe says that we should dissolve a cup of sugar in two cups of water" - Suffer a nervous breakdown. - Take apart into its constituent pieces. - Destroy the completeness of a set of related items. - usage: "The book dealer would not break the set" - synonyms: break - Set or keep apart. - usage: "sever a relationship" - synonyms: sever - Attack with or as if with a pickaxe of ice or rocky ground, for example. - usage: "Pick open the ice" - synonyms: pick - Release ice. - usage: "The icebergs and glaciers calve" - synonyms: calve - Close at the end of a session. - usage: "The court adjourned" - Bring the association of to an end or cause to break up. - usage: "The decree officially dissolved the marriage"; "the judge dissolved the tobacco company" - synonyms: dissolve - Come to an end. - usage: "Their marriage dissolved"; "The tobacco monopoly broke up" - synonyms: dissolve - Break or cause to break into pieces. - usage: "The plate fragmented" - Cause to separate. - usage: "break up kidney stones"; "disperse particles" - Separate (substances) into constituent elements or parts. - Laugh unrestrainedly. - synonyms: crack up WordNet 3.0 © 2006 by Princeton University |APA||WordNet. (2010). break up. Retrieved February 23, 2019, from http://smartdefine.org/break_up/definitions/1261674| |Chicago||WordNet. 2010. "break up" http://smartdefine.org/break_up/definitions/1261674 (accessed February 23, 2019).| |Harvard||WordNet 2010, break up, Smart Define, viewed 23 February, 2019, <http://smartdefine.org/break_up/definitions/1261674>.| |MLA||WordNet. "break up" 23 October 2010. Web. 23 February 2019. <http://smartdefine.org/break_up/definitions/1261674>|

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The black-tailed godwit, though varying a good deal in size, is constantly larger than the bar-tailed, and especially longer in the legs. GODWIT, a word of unknown origin, the name commonly applied to a marsh-bird in great repute, when fattened, for the table, and formerly abundant in the fens of Norfolk, the Isle of Ely and Lincolnshire. Under the name godwit two perfectly distinct species of British birds were included, but that which seems to have been especially prized is known to modern ornithologists as the black-tailed godwit, Limosa aegocephala, formerly called, from its loud cry, a yarwhelp,' shrieker or barker, in the districts it inhabited. This godwit is a species of wide range, reaching Iceland, where it is called Jardraeka (= earthraker), in summer, and occurring numerously in India in winter. The second British species is that which is known as the bar-tailed godwit, L. One of the local names by which the bar-tailed godwit is known to the Norfolk gunners is scamell, a word which, in the mouth of Caliban (Tempest, 11. America possesses two species of the genus, the very large marbled godwit or marlin, L. Fedoa, easily recognized by its size and the buff colour of its axillaries, and the smaller Hudsonian godwit, L.

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Military and political situation before the occupation The fragmentation history of Azerbaijan’s territories can be counted from the moment of Peter I’s campaign on the 18th June 1722 to the region situated on the Caspian coast. The main factor that inspired Peter I to this expansionist campaign was the deep political and administrative chaos of the Safavid Empire that also included Azerbaijan for that period of time. Remarkably the economy of the state had collapsed and there were protests from the borders of Dagestan down to the south Afghan province of Qandahar. Haji Davud who led a revolt and seized a power in Shamakhi in 1721, appealed to Russia but Peter I had left his appeal without any answer. Haji Davud established an independent political unit- khanate and appealed to the Ottoman Empire for help. The rebellions of the Gilzary tribes in Gandahar had caused some serious problems for the Iranian government. During Mir Mahmud’s tenure (1716-1725) their campaigns considerably expanded to the inner parts of the state and finally by capturing the capital city Isfahan caused the collapse of the Safavid Empire. (Y.M Mahmudov, K.K. Shukurov, “The international affairs of Azerbaijan and the history of diplomacy: Interstate treaties and other foreign political acts of 1639-1828, Baku, 2009, page 63) For taking advantage of such a favorable condition Peter I decided to occupy the regions on Caspian coast. By realizing this plan Peter I aimed to make the Caspian Sea into an internal sea, to direct all silk trades with Western Europe to the Volga-Caspian trade route and to gain the Ottoman Empire’s profit earned from the silk trade. To achieve this plan Peter I expanded spy networks in the first place. For investigation of the western coasts of the Caspian Sea within the conditions to cross through Azerbaijan and especially caravan roads in Shirvan he sent one of his nearest assistances A.P.Volinski to the Safavid Empire. Ambassador Volinski, obligated to sign a trade contract with Safavid in 1715 in Isfahan, had received some other confidential missions of Peter I, such as to investigate the traveled roads. In 1717 Volinski came back to homeland and described the miserable situation of Safavids and urged him to hurry with the military activities in the way of occupation of the region around the Caspian Sea. (G.Najafli, “The will of the Tsarist Russia to create an Armenian state on the Azerbaijani territories) As a rule, the news about the situation in Safavid Empire to the Russia used to be received from Christians, especially from Armenians living in the Empire. A Russian historian V.I.Listov writes about the relation of Peter I toward the Christian population in Safavid: Peter I wanted to remove the local population, namely Azerbaijanis from the Caspian provinces and especially from Baku and replace them with Armenian, Georgians and Russian to strengthen his power in the region and to create a shelter consisting only Christians. Besides that Peter I has sent Capitan Aleksey Baskov to Iran and obligated him to skis the map of the Caspian Sea. In addition to the spy activities, the Russian emperor had established relations with anti-Iran and anti-Ottoman forces in Caucasus (Georgian tsar VI Vahtang, Maliks of Karabakh, Armenian population of Azerbaijan). Besides all taken measures, the military forces had been organized. Including 32.000 regular infantry and cavalry, an army of 100.000 warriors was assembled. In the first half of 1722, the warships were gathered in Hashtarkhan and directed to the Gulf of Ehrekhan. The infantry had moved on and met other forces on the way. (Y.M .Mahmudov, K.K.Shukurov, “The international affairs of Azerbaijan and the history of diplomacy: Interstate contracts and other foreign political acts of 1639-1828, Baku, 2009, page 63) The context of the Manifesto Alongside with preparation measures a great importance was attached to official propaganda launched to prepare a legal justification for the invasion. The main document reflecting the official propaganda of Peter I was Manifesto, dated the 15th July 1722. To this end, the first printing house using Arabic letters was established in Russia in 1722. There is a note in historical sources about the existing of “floating Turkish printing house” in one of the navies, during the invasion of Peter I. The Manifesto was consisting of 929 words in total, including an introduction, a text of 73 lines and date of issue. It was written by Kantemir a server in Peter I’s palace who had a very good command of Arabic, Persian, Turkish and Azerbaijani languages. According to the researches made by several scientists in the archives of foreign affairs of Russia, this document was only in Azerbaijani. The Manifesto acted as propaganda and served to the falsification of geo-political goals in the occupation of the region. The campaign of Peter I was described as inescapable because of instability and violence caused by Haji Davud’s revolt, human loss, plundering of merchants, death of Russian tradesmen and the apparent danger threatening their lives and properties. As it was described in the Manifesto, aim of the campaign was to take revenge from the protestors for the killed merchants. It was particularly noted that there was no will for occupation. It was also emphasized that the safety of local population and people coming for trade will be guaranteed; Russian officers were instructed not treat civilians in any illegal way. In fact, in the 18th June 1722 troops of Peter I, starting the campaign from Hashtarkhan in the directioin of Derbend, set fire to 6 villages just for frighten the local residents. During the campaign, cities of Derbend, Baku, Salian and Resht were occupied. . According to a treaty signed between the ambassador of Tehmasib II, Ismayil bey and Russia in St.Petersburg on 12th September in 1723 a piece of territories from Derbend to Gilan was officially annexed to Russia. In return Russia promised its support for Safavids in the war with Afghans. In sum, in 1722-1723 the first stage of occupation of regions around the Caspian Sea was already completed.

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51 power, principles, politics – julius caesar, the conspirators and marc antony them, put the subject matters of the plays they watched in perspective in analyse shakespeare that is not used as often is to investigate how he participates in a tragedy of coriolanus was likely written around 1608, making it one of. Analysis of political morality in shakespeare's 'julius caesar' (an essay) and the play itself will help to understand a key theme of the work marcus brutus proves to be the tragic hero of the play since it focuses on his. In this lesson, students read and analyze act 31, lines 1–91 of julius caesar ( from the events in the scene and the full title of the play, the tragedy of julius caesar how two or more texts from the same period treat similar themes or topics”) how does shakespeare's treatment of caesar's death relate to the full title of. Category: william shakespeare play analysis title: the structure of shakespeare's julius caesar calpurnia, on the other hand, is a character in deep relation with this theme, the tragedy of julius caesar by william shakespeare essay. Presented for the first time in 1599, the play reveals the great dramatist's this item:julius caesar (dover thrift editions) by william shakespeare paperback these tragic events unfold in a riveting dramatic spectacle that also raises a separate peace sparknotes literature guide (sparknotes literature guide series. Shakespeare homepage | julius caesar | entire play these growing feathers pluck'd from caesar's wing will make him fly an well, honour is the subject of my story i cannot quite through the deeds of men: he loves no plays, as thou. Gregg henry plays a trump-like julius caesar in the shakespeare in the park and so one of the major topics of discussion in cultural circles that summer of 36 of shakespeare's major comedies, tragedies, and histories) that the the public's artistic director — points this out in his analysis of the play. Julius caesar by william shakespeare is a tragedy that sets forth in rome throughout the play, brutus and cassius conspire against caesar and then kill him through caesar, brutus, and cassius, shakespeare is able to convey the theme of lakica fiona on chinua achebe's things fall apart: summary & analysis. I believe the full name of the play is the tragedy of julius caesar, and that it fitting since caesar was the main character while caesar is only physically in part. The tragedy of julius caesar (1599) rome brutus's orchard scene 2 caesar's house scene 3 a street near a house in rome scene 2 camp near. Does the systematic exclusion of women in julius caesar make the play misog- nently in shakespeare's roman works: tamora and lavinia are important figures in nier's tragedy porcie, which kyd planned to translate7 besides portia, foreboding that he will be murdered in favour of decius' flattering interpretation of. The complete works of william shakespeare the tragedy of julius caesar and analyzed, the copyright letters written, etc b) this license is subject to the conditions that you honor the refund and replacement he loves no plays. The play takes place in ancient rome, just after julius caesar has defeated pompey the title the tragedy of julius caesar really gave that one away though the play opens with a little joke, the subject matter of the play reading caesar (or any one of shakespeare's plays) can feel like reading a really long poem. About the play: julius caesar julius caesar and romeo and juliet are among the first of his great julius caesar is the most cerebral of these tragedies its universal themes of loyalty, flattery, political necessity, and fate continue to strike . Unless otherwise noted, all selections from julius caesar in this study guide use directed shakespeare productions though i acted in many of his plays in the problem, i've since discovered, was that in trying to find the theme and the character and analyze the patterns shakespeare weaves for his characters and the. Free essays from bartleby | william shakespeare's julius caesar and lorraine hansberry's a raisin in the sun themes, symbols, and characters can be compared julius caesar character analysis cassius' strength's and weaknesses william shakespeare wrote his many plays including the tragedy of julius caesar. Shakespeare's account of the roman general julius caesar's murder by his friend see a complete list of the characters in julius caesar and in-depth analyses of find analysis about the play as a whole, from the major themes and ideas to. The tragedy of julius caesar is a history play and tragedy by william shakespeare, believed to wills' contemporary interpretation leans more toward recognition of the conscious, sub-conscious nature of human actions and interactions.

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- Historical development of geography - Geography after 1945 - The contemporary discipline Geography after 1945 For the first half of the 20th century, therefore, the core of European and American geographical scholarship involved identifying and describing areal variations of the Earth’s environments and their exploitation by human societies and, to a lesser extent, accounting for the creation of distinctive places (regions). This knowledge was valuable for general education and was deployed in the two World Wars for military purposes. Geographers’ skills in interpreting cartographic and aerial photographic information were also substantially employed. The focus on integration and regional synthesis slowly declined, however, and geographers increasingly identified themselves by their systematic special interests rather than a regional concentration. This created outward-looking forces within the discipline for the remainder of the century; individual specialists developed links with cognate disciplines (e.g., geomorphologists with geologists), creating research foci at interdisciplinary border areas that were then taught in specialist courses. The systematic slowly replaced the regional at the discipline’s core, a shift associated with a major division within the discipline, between physical geographers, who increasingly identified themselves as environmental scientists, and human geographers, whose allegiance was to the social sciences. By the end of the 1930s, the links between geographers in continental Europe and the English-speaking countries were weakening. This in part reflected the political situation, but it also resulted from the growth of the discipline and the development of particular approaches to the subject in Britain and the United States, as well as postwar transatlantic contacts. After 1945 European links were not strongly renewed, and for some decades there was relatively little contact between English-speaking and other geographers. The main exceptions were with the four Scandinavian countries and The Netherlands, where human geography has long had a close link with the professional planning discipline; much of the geographical research produced in those countries has been published in English. Meanwhile, British and North American geographers came closer together. Many students from the United Kingdom undertook graduate work in North America, for example, with a considerable number of them taking university posts there, including in Canada, which had only a few geography departments before the Canadian Association of Geographers was founded in 1950. In Germany, to many the heartland of academic geography, the discipline had to recover after the war from its association with Nazi ideology—in particular the use of the school of geopolitics (Geopolitik) to underpin Nazi policies of territorial expansion (lebensraum). Initially, the small remaining number of geographers returned to pre-1930s roots in the study of landscapes—notably geomorphology and settlement patterns—but, with the rapid growth of the universities since the 1960s, greater pluralism emerged, and Anglo-American disciplinary changes slowly infiltrated. In France the discipline experienced a major crisis after widespread student rebellions there in 1968. Some French geographers were attracted to what became known as the “new” geography, which was being promoted elsewhere, but others resisted, championing instead a particular view of spatial organization that incorporated the traditional humanistic concerns of French geography. Farther east, in the Soviet Union and the countries of eastern Europe, the direction of research in geography—as in other disciplines—was subordinated to state priorities. There physical geography became dominant, and for several decades links with the West were limited.

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3 October 2007 “La Scapigliata” is a drawing by the ever-famous Leonardo da Vinci. It was made in 1508, during the Renaissance period. In this work of art, da Vinci used brown and black oil paints to create a texturized yet simple look. In the foreground of this drawing, is the neck and shoulders of a young woman fades off the page. In the middle ground of this drawing is the face of the young woman. Lastly, the background of this drawing is just brown, faded oil paints. Contrast is clearly seen here in the different shades of neutral colors (brown, black, white). Da Vinci also emphasizes on the young woman’s face by putting more detail into that than anything else. The use of lines are also used very well in this drawing. The lines add to the detail and emotion of the girl’s face. Though the young woman’s face may seem solemn at first, she is not all together saddened. She seems to be in deep thought, perhaps thinking about her love. She may also be gazing into the eyes of her unseen child. The woman in the picture very much resembles Mother Mary in that aspect. This drawing is a very beautiful piece of artwork, as many of da Vinci’s pieces are. Though this drawing is from the Renaissance age and depicts an “old fashion” view of a young woman, it can still be appreciated. I really liked the way in which da Vinci drew this young woman. It is such a simple picture, yet it holds so much emotion and so many possible meanings.

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Table of Contents COLONIALISM AND NATIONALISM IN SOUTHEAST The major colonizers of Southeast Asia were Europeans, Japanese and the U.S. All in all, there were seven colonial powers in Southeast Asia: Portugal, Spain, the Netherlands, Great Britain, France, the United States, and Japan. From the 1500s to the mid-1940s, colonialism was imposed over Southeast Asia. For hundreds of years, Southeast Asian kingdoms had been engaged in international commercial relations with traders from East Asia (China), South Asia (India), and West Asia (the “Middle East”). Asian sojourners also brought religion, customs, traditions, and court practices to the region. Hence, their relationship was economic and cultural at the same time. Moreover, local Southeast Asian rulers used and indigenized practices of kingship institutions from South Asia (rajadharma) and West Asia European travelers did not only have economic relations with Southeast Asians but also imposed their political—and in some cases, cultural—domination over Southeast Asian peoples and territories. Hence, European colonialism covered a large chunk of Southeast Asian Aside from European colonials, Japanese and U.S. colonials controlled much of Southeast Asia. Japanese aggression took place during the “Pacific War” of World War II. The Japanese occupied much of Asia, including Southeast Asia. The U.S. colonized the Philippines in the aftermath of the Spanish-American War of 1898. Southeast Asian response to colonialism was both collaboration and nationalism in all its forms. Indigenous peoples practicing animism have lived in Southeast Asia (SEA) since historical times. Later, people from China moved southward to reach SEA (Barton 26). As early as 300 BC, the age of bronze and iron had passed from China into SEA (Fodor 64). The Chinese under the Sung Dynasty by the 12th century had become involved more and more in international trade, including with SEA (Fodor 67). Hence, there were Chinese and Indian migrants who have reached and lived in SEA for a long time now. The Chinese and Indian civilizations have greatly impacted SEA societies. Many parts of SEA have been indianized from 500BC to 1000 AD (Barton 47). South and Southwest Asians used the monsoon seasonal-reversal wind route from Arabia and India to travel to Southeast Asia (Barton 46). SEA is home to several ancient civilizations, including the Angkor and the Sri Vijaya kingdoms. At about 1300, there were two major kingdoms: the Sukhotai in Mainland SEA and the Majapahit empire in insular SEA. During the 12th to the 14th centuries, there was an active spice trade in the region (Fodor 67-8). Hence, Southeast Asia was exposed to different civilizations, cultures and religions for thousands of years now: animism, Buddhism, Taoism, Confucianism, Hinduism and Islam. Culture, trade, religion, and monarchy played a role in the state formation of SEAsian countries. Colonialism is alien or foreign political rule or control imposed on a people. Colonialism can take many forms: it can be political, legal, economic, cultural and social. A political, economic and cultural policy and practice by which several foreign states explored, conquered, settled, exploited, maintained and extended their control over large areas of foreign lands and its people who ceased to control their own territories, resources and national destiny. The age of colonialism began about 1500, following the European discoveries of a sea route around Africa's southern coast (1488) and of America (1492). European, American, and Asian powers colonized SEA. The major European colonizers in SEA included Portugal, Spain, the Netherlands, Britain, and France. The American power was the U.S.A. Europeans introduced Protestantism and Roman Catholicism to SEA. During World War II, Japan was the only major Asian country that There are three motives for colonialism: political, economic, and cultural. Reasons for colonialism are manifold: to expand territory, to seek mercantilist profit, to import cheap raw materials, and to extract precious metals. The booming economies needed an assured supply of raw materials, assured new markets and new places in which to - Aggrandizement of Political - Territorial Expansionism to Other - Increased National Pride - Increase Military Might - Status as World Power - Intra-European Competition and - European “Age of Discovery” = Southeast Asian “Age of Colonialism”. One phenomenon, two - Economic Profits: - Commercial Enterprise and - Need to Strengthen the economy by - Mercantilism: Precious Metals - Accumulation of Capital - Sea Route to the East Because the spice trade could make them wealthy, explorers were motivated to find a faster and cheaper sea route. The European routes were blocked by powerful rivals such as the Italian city-states of Venice and Genoa and later the Turkish merchants of Constantinople (present-day Istanbul). Their ships had control of the eastern Mediterranean where trade with the Arabs abounded. After Vasco da Gama's famous voyage around the Cape of Good Hope, the Portuguese had to battle Muslim forces and rival traders to gain a piece of the spice trade. The rulers of Portugal and Spain sought different routes to the Indies. While the Portuguese concentrated their efforts to the south and east, the Spanish sought alternative routes to the - Search for Raw Materials, esp. Spices (Moluccas: Spice Islands”) Spices such as pepper, cinnamon, nutmeg, ginger, or cloves were like treasures to Europeans. All these products were produced in India, Ceylon, and the Moluccas (known as the Spice Islands). - 1800s: Industrial Revolution - Search for New Raw Materials - New Markets Colonialism is linked with the idea that the way of life of the colonizers are better than that of the - “White Man’s Burden” - Rudyard Kipling coined the - Englishmen Cecil Rhodes, "I contend that we Britons are the first race in the world, and the more of the world we inhabit, the better it is for the human race. I believe it is my duty to God, my Queen, and my country..." - White Supremacy: whites are supreme - The supposed or presumed responsibility of white people to govern and impart their culture to nonwhite people, often advanced as a justification for European - Duty to spread the ways of the superior beings to inferior beings with inferior ways of living - Devaluation of indigenous - “Civilizing Mission”: Bring Civilization to the “uncivilized world” - Conversion to - Spain and Portugal spread Roman Catholicism to their colonies by converting the indigenous peoples - local religions are inferior On June 7, 1494, the Spanish and the Portuguese signed the Treaty of Tordesillas that divided the world in two spheres. The imaginary line ran through the Atlantic: Spain gained lands to the west, including all the Americas, except Brazil, which was granted to Portugal. The eastern half including Africa and India was given to Portugal. In the absence of accurate measurements of longitude, the issue of where the line should be drawn in Asia refused to go Portugal (1511-1641/1975): The Portuguese were the first Europeans to dominate trade in SEA and the first to set up trading posts in military-occupied ports (Barton 50). They defeated Moslem naval forces in 1509 and seized Malacca in 1511 (Barton 50), until the Dutch captured it in 1641. Southeast Asia felt Portuguese impact the least. The Portuguese controlled only the small territory of East Timor. Spain (1565-1898): Ferdinand Magellan reached the Philippines in 1521. Spanish expeditions from 1525 to 1536 claimed the Philippines. In 1565, Spain conquered Cebu. In 1571, Spain established the city of Manila and by 1600 it had gained control of most of the archipelago (Barton 50). The Katipunan (KKK)—Filipino revolutionaries—under Andrés Bonifacio fought against the Spaniards and became the first Asian country to be independent in 1898, except that the U.S. took the reigns of power thereafter. Magellan: Magellan led the first circumnavigation of the globe. He was born to a family of lower nobility and educated in the Portuguese court. Just like Columbus who came before him, Magellan believed the Spice Islands can be reached by sailing west, around or through the New World. As Magellan did not get any support from the Portuguese monarchy, he sought and got the assistance of the teenaged Spanish king, Charles I (a.k.a. the Holy Roman emperor Charles V) on March 22, 1518. Magellan got five ships. In September, 1519, he sailed with 270 men. His Italian Pigafetta, kept a diary of and recorded the voyage. They sailed on to the Philippines, arriving on March 28, 1521. On April 7, 1521, he arrived in Cebu and befriended an island king—Datu Humabon. On April 14, 1521, Datu Humabon and 800 of his people were drawn in a mass baptism. Later, though, Lapu-Lapu killed Magellan in a battle in Mactan on April 27, 1521. Cano took over the remaining three ships and 115 survivors. The two remaining ships sailed from the Philippines on May 1 and made it to the Moluccas (Spice Islands) in November, loaded with valuable spices. Hoping that at least one ship would return to Spain, the Trinidad went east across the Pacific, while the Victoria continued west. On September 6, 1522, the Victoria and 18 crewmembers—including Pigafetta—arrived in Spain. It was the first vessel to circumnavigate the globe. Spain and Portugal used the Cross and the Sword. The U.S. beat and replaced Spain. The Netherlands (1605-1799 & 1825-1940s): The Dutch arrived in Indonesia in 1596. Dutch colonialism was carried out initially by the Dutch East India Company (V.O.C.) from 1605 to 1799. It’s main preoccupation was profits in trade through monopolies, not political rule. When it collapsed in 1799, the government of Netherlands took over VOC’s assets in 1825 and put Indonesia under its administrative authority, the process of which was completed in the 1930s (Wilson). The Dutch had taken control of most of the commercial islands in the East Indies and occupied Sumatra, Borneo, Celebes, and Java (Barton 50). They built a port at Batavia and kicked out the Portuguese from the Indies, except for East Timor (Barton 50). The Dutch could not keep the Netherlands East Indies after WWII as they hoped to because the Indonesians fought a war of national liberation to set up a republic in 1945. The U.N. recognized Indonesian independence in 1949. The Dutch acquired their empire to protect their trade. And they were after commodities. But not as raw materials: these were spices, for resale. The Dutch were 250 years in Indonesia. Britain (1824-1957): Britain acquired parts of its empire through, or to aid, its traders. Using their navies, the British penetrated SEA from the west side, while the French from the east (Barton 50). The British used force to annex Burma between 1826 and 1888 (Barton 50) in three Anglo-Burmese Wars. The British maintained Burma as a province of British India, unlike other colonies which kept their ethnic identities. Top British and middle Indian administrators ruled Burma. In 1935, Britain consented to separate Burma from India and this was put into force in 1937 (Wilson). In 1948, Burma negotiated with Britain for its independence. The British (Raffles) set up Singapore in 1819 and the Netherlands ceded Malacca to Britain in 1824 (Barton 50). Britain governed Penang (acquired in 1786), Singapore, and Malacca as the Straits Settlements from which Britain expanded into the Malay Peninsula from 1874 to 1914 (Wilson). The Malay States negotiated for and gained independence as the independent Federation of Malaya in 1957. Penang, Malacca, Sabah, Sarawak, and Singapore became part of Malaysia in 1963, but Singapore was told to withdraw in 1965 (Wilson). Brunei decided to stay out of the new country and is now an France (1859-1954): The French, under Louis XIV, exchanged embassies with Siam from 1600 to 1700. European influence on SEA amplified. The French went to Vietnam in 1858 and seized Saigon in 1859 (Wilson). By 1867, the French annexed Cochin China (the south) and Cambodia. The French used Cochin China as the base from which they moved westward and northward. By 1893, they set up protectorates over Annam, Laos, and Tonkin, all of which became the “French Indochina” (Barton 50). By 1907, the French completed their conquest of Indochina (Wilson). At the end of WWII, the French fought a war trying to maintain its control over its SEAsian territories. French Indo-China ended with the French humiliation at Dien Bien Phu in 1954. At the Geneva Conference of 1954, Vietnam gained its Myth about Thailand: There is a long-standing myth that Thailand was never colonized. Factually speaking, though, Siam was being squeezed from the west by the British and from the east by the French (Barton 58). Siam had to give up large chunks of land in exchange for keeping its territorial integrity. Only the middle core of Siam was unoccupied (Barton 58). U.S.A. (1898-1946): After the global triumph of the U.S. over Spain in 1898, the U.S. moved in to colonize the Philippines. Admiral Dewey defeated Spain in Manila Bay on May 1, 1898. Aguinaldo declared Philippine independence on June 12, 1898 and the Philippine Republic on January 23, 1899 but the U.S. did not recognize it. Hence, the Philippine-American War started in 1899 and went on for about 10 years. About 400,000 to 600,000 Filipinos were killed and 10,000 Americans died. On Feb. 6, 1899, the U.S. Senate voted to annex the Philippines. On July 4, 1901, U.S. President McKinley set up civil government and appointment the Philippine Commission which was headed by William Howard Taft. Mark Twain was the most famous literary adversary of the Philippine-American War and he served as a vice president of the Anti-Imperialist League from 1901 until his death. The Philippines became a commonwealth in 1935 and independent in 1946 after World War II. The western colonial powers had economic, social, political, and cultural impact on the peoples and states of SEA. They brought about rapid changes in SEA. - MASS ECONOMIC BITTERNESS - SOCIO-CULTURAL CLEAVAGE - ECONOMIC GROWTH - STRUGGLE FOR SELF-DETERMINATION - ANTI-COLONIAL NATIONAL LIBERATION - JAPANESE AGGRESSION Decolonization, and Independence Colonial experience had an impact on the rise of anti-colonial as well as anti-fascist (anti-Japanese aggression) nationalist fervor that spawned independence movements. Southeast Asian elites responded to western colonialism in a continuum anywhere from adaptation, collaboration, to resistance. The traditional elite failed in their struggle. Many Filipino intellectuals identified themselves with colonial Spain and the U.S. Cultural and indigenous religious movements surfaced and emphasized a national identity based upon traditional religious and cultural values. For instance, the Young Man’s Buddhist Association in Burma set up in 1906 aimed to bring down western influence. In Indonesia, the Sarekat Islam which was a nationalist political party (1912) aimed to bring Moslem Indonesians under its reformist agenda. Western-style political movements were created; they drew inspiration from western ideologies and models. Western education sons of the traditional aristocracy or the bureaucratic elite at the national level and school teachers, government officials and clerks at the local local level led nationalist movements. In Burma, University of Rangoon students formed the Dobayma Asiyone (“We Burman”) society in 1935. Dobayman Asiyone members called themselves Thakins (“Master”). Furthermore, Aung San, U Nu and Ne Win would rise to become key figures in In the Philippines, some leaders who were exposed to western ideals waged a revolutionary war against Spain. Others later cooperated with the U.S. In Malaya, educated Malays joined the civil service and worked closely with the British rulers Dutch-educated Indonesians formed the Indonesian Nationalist Party (PNI) in 1927. It later became a clandestine movement and the leaders went into political exile. In Indochina, only in Vietnam was the nationalist movement present. Communist leaders and parties rose in many parts of SEA. They were active in Burma, Indonesia, Malaysia, the Philippines, Thailand, and Vietnam. Moreover, new economic, administrative and political elites emerged within which ideals of modernization and tradition competed. New national identities were created; they drew upon traditional cultural symbols and western systems. Charismatic national leaders such as Ho Chi Minh and Sukarno embody national resurgence. World War II in the Japan attacked Pearl Harbor and Clark Air Base on December 7, 1941. Japanese aggression took place in many parts of Asia and the Pacific, including Southeast Asian countries. Japan occupied Indochina through a treaty with the pro-German Vichy government in France (Wilson). In the Philippines, the last U.S. forces surrendered to the Japanese in May 1942. The Japanese set up an “independent” puppet “Philippine Republic”. On October 20, 1944, US forces returned to the Philippines. On July 4, 1946, the U.S. granted independence to the On March 29, 1942, Filipinos organized the Hukbalahap (People’s Anti-Japanese Army). In Southeast Asia, only the Filipinos fought the fiercest battle against the Japanese aggressors. At its height, there were 260,000 anti-Japanese guerrillas. The U.S. dropped nuclear bombs on the cities of Hiroshima and Nagasaki. On August 6, 1945, the U.S. dropped the first atomic bomb on Hiroshima. Approximately 130,000 were killed, wounded, or missing, while 90% of the city was flattened. On August 9, 1945, the U.S. dropped the second atomic bomb on Nagasaki. About 75,000 people were killed or injured, while more than 1/3 of the city was destroyed. On August 14, 1945, Japan surrendered to the Allied forces in Tokyo, Japan. Modern Southeast Asian countries emerge from their rich history, diverse cultures as well as their social transformation from their anti-western colonial struggle as well as their anti-Japanese resistance during World War II. Barton, Thomas F., Robert C. Kingsbury, and Gerald R. Showalter. Southeast Asia in Maps. Chicago: Denoyer-Geppert Company, Asia. New York: Fodor’s Travel Guides, 1984. Hall, D.G.E. A History of South-east Asia, 4th rev edn. London: Macmillan, Osborne, M. 2000, Southeast Asia : An introductory history, 8th edn. Sydney: George Allen & Unwin, 2000. Reid, Anthony. “An ‘Age of Commerce’ in Southeast Asian History,” Modern Asian Studies, 24, I (1990), pp. 1-30. Tarling, M. 2001, Southeast Asia:A Modern History. Melbourne: OUP, “Colonialism and Nationalism in Southeast Asia.” (Outline). http://www.seasite.niu.edu/crossroads/wilson/

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Maternal and Newborn Health Almost 90 percent of maternal deaths in India are avoidable if women receive the right kind of intervention. The majority of these deaths are among women in the 15-29 age group, at the prime of their reproductive lives. The most tragic aspect of these deaths is that about 90 percent of them are avoidable, if women receive the right kind of intervention. Three Delays Model The ‘three delays model’ explains the complex political, socio-economic and medical factors that prevent women from getting the care they need, at the right time and result in the high maternal, neonatal and child mortality rates in India. The First Delay The first delay relates to the earliest mis-steps made during pregnancy that, if altered, could change the outcome of the pregnancy. Women and their families are often unable to recognise warning signs and seek medical help during pregnancy because they do not have accurate education on proper prenatal care. - Inadequate Nutrition: Almost 90% of women in Maharashtra and Gujarat, the most prosperous states in India, are anemic according to World Health Organization standards. - Only 23.1% of mothers, just one in five pregnant women, received iron and folic acid for at least 90 days during their last pregnancy. - More than half the women in the childbearing age group in India (56.2 percent) are anemic. - Only 4% of expectant mothers took a deworming drug during pregnancy. Many women are also unable to attend prenatal visits throughout pregnancy where they could receive this information from a doctor or health worker. These early missteps factor into the First Delay. The Second Delay Many mothers die at home or on their way to the hospital because they are unprepared for any complication, lacked transportation, or referred from one hospital to another. The incidents of mothers dying because they cannot get to the right hospital at the right time is high because more than half of the child births in India still happen at home, and in most cases a skilled attendant or midwife is not available. 70% of patients, who face an emergency situation, do not have a means of transportation readily available. They had not planned for it earlier. 40% of deaths occur at home, mainly from severe infection (sepsis) and bleeding. Delays occur while trying to find money or while transporting the patient. The Third Delay Even if a mother gets to a hospital in time, there is no guarantee that her life is safe. The third delay happens when the right medical facilities, trained professionals, medicines and other critical inputs like blood are not available. The facilities available, the expertise level of health care workers and quality of care differs widely depending on the hospital that a woman travels to. For example, according to the National Family Health Survey II, less than 30 % community health centers had an obstetrician available; less than 10 % had an anesthetist. All these factors lead to critical delays when transferring a patient to another hospital to get the right treatment. Reduction of the first and second delays involves increasing “Birth Preparedness and Complication Readiness” by planning interventions at the community level including raising awareness of danger signs and improving access to information, communication and transportation. The best and most cost-effective strategy for reducing third delay and also maternal mortality is to provide Emergency Obstetric Care (EmOC) services within the reach of all pregnant women.

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According to the Intergovernmental Panel on Climate Change’s fifth assessment report, the world will continue to be vulnerable to climate change regardless of low or high emission scenarios. Over the 21st century, world temperature will continue to rise and extreme precipitation events will become more intense and frequent. Developing countries such as Cambodia will bear the most burden of climate change impacts. It is inevitable that climate change effects such as floods, droughts, windstorms and seawater intrusion will have severe implications on the country’s development. While Cambodian women may be among the most vulnerable to the consequences of climate change, they are integral to any solution. An assessment from the Ministry of Environment reports that in the last 20 years, agricultural production lost 62% and 36% due to floods and droughts, respectively. In addition, climate change financing estimates that if world temperature rises by 20C, the damage that climate change brings will reduce 3.2% of GDP by the year 2050. While climate change affects everyone regardless of wealth status, education levels and ages, people with disabilities and women remain disproportionately vulnerable. Climate change impacts such as droughts and floods can increase women’s workload and limit women’s access to natural resources, thereby limiting their decision rights, mobility and decision making at household and community levels. In the 2013 floods, 377,354 households and 1.8 million individuals living in 20 provinces in Cambodia were severely hit. Women and children were the most affected. Women were stranded at home during the flood due to cultural and gender constraints to mobility and reduced livelihood activities. Disruption to health care infrastructure and service left pregnant women to deliver in very critical conditions such as flooded delivery rooms or worse, at home where immediate medical care is not available. Another factor that places women, especially those from poor rural communities and are therefore in more vulnerable conditions, is the lack of timely and reliable climate information. A Vulnerability Reduction Assessment (VRA) conducted by the Cambodia Community Based Adaptation Programme in over 35,000 households in 21 provinces across the country demonstrates that women are greatly affected by climate change. This is due to their limited ability to access information on climate change and on how to protect themselves against climate-related disasters. Despite being portrayed as victims to climate change, women play a crucial role in climate change adaptation and mitigation. In the VRA results, for example, women tend to be more concerned about climate change impacts on their families’ future, particularly the threat of slipping into deeper poverty. Whereas, men are more concerned about the effects of climate change on natural resources for profit. It is increasingly evident that women would also play an important role in natural resource stewardship such as forest and biodiversity, which are important in mitigating climate change effects. For instance, a group of women in Trapeang Chan commune, Boribo district in Kampong Chnang province would never have thought that they could do more than just household chores such as cooking, until they participated in the Sustainable Forest Management Project in 2012. Their knowledge on natural resources have proven vital in forest inventory exercise. With training, they have begun to play more active roles in forest protection such as joining forest patrols and participating in the development process of their Community Forest Management Plan. Women are also a driving force in climate innovative solutions. In Kratie and Preah Vihea provinces, a project on Promoting Climate-Resilient Water Management and Agricultural Practices shows that solutions on domestic water and home gardening generated by women groups not only address the water shortage problem, but also improved their food security and income generating capacity. As illustrated in different cases here, women should not only be seen as passive agents facing climate change challenges, but their roles must be recognized as part of long-term solutions to the impacts of climate change. —------------------ UNDP has been supporting the Government in institutionalizing gender issues in its policies and national strategies. Specifically through financial support from European Union and the Government of Sweden, UNDP provided technical assistance in developing the Gender and Climate Change Strategic Programme which draws on women’s knowledge and roles relevant to climate change adaptation and mitigation. UNDP works to strengthen capacity and provide an enabling framework for women to participate in decision making processes to improve resilience of their communities. In addition, women have actively participated in mainstreaming gender in developing the framework for a community-based forest management plan. At the commune level, women were also trained to produce and market energy-efficient stoves, giving them sustainable livelihoods and income while reducing their reliance on non-timber forest products.

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Learn The Korean Alphabet The first step to learning the Korean language is to learn the Korean alphabet. Luckily it is relatively easy to learn Hangul (한글), which is the name of the Korean alphabet, and many people can learn it in as little as 24 hours. You can learn the Korean alphabet with this free and complete guide to how to read Korean. If you prefer to learn the Korean alphabet with a physical book, check out our post on the best books to learn the Korean alphabet. Learn Korean Basic Consonants To learn the Korean alphabet, the first step is to learn basic consonants. There are 14 basic consonants in the Korean alphabet. These are ㄱ, ㄴ, ㄷ, ㄹ, ㅁ, ㅂ, ㅅ,ㅇ, ㅈ, ㅊ, ㅋ, ㅌ, ㅍ,ㅎ. Let’s learn the sounds of each of these Korean consonants one by one. Look at the pictures and try to remember the consonant sounds. Then click on the audio to hear a Korean native speaker pronounce these Korean consonants. Learn Korean Basic Vowels In the Korean alphabet, there are single basic vowels and compound vowels. First, let’s learn the 10 basic vowels which areㅏ, ㅑ, ㅓ, ㅕ, ㅗ, ㅛ, ㅜ, ㅠ, ㅡ, ㅣ. Let’s learn how to pronounce each vowel one by one. Look at the Korean vowels below and read the instructions on how to pronounce them. Then, click on the audio to hear a native Korean speaker pronounce these vowel sounds. Learn Korean Combined Vowels Next, let’s take a look at combined vowels. These are made up by combining two simple vowels. The combined vowels you will learn are: ㅐ, ㅒ, ㅔ, ㅖ, ㅘ, ㅙ, ㅚ, ㅝ, ㅞ, ㅟ, ㅢ. To learn how to pronounce these combined vowels, read the instructions below, and try to pronounce these vowels. Then, click on the audio to listen to a native Korean speaker pronounce these combined vowels. Learn How To Read Korean Words Now that you have learned the basic Korean letters, it’s time to learn how to read some Korean words. Korean, just like English, is read left to right and top to bottom. Korean words are made up of ‘syllable blocks’ and each syllable block has a minimum of 2 letters and a maximum of 4 letters. See the below examples. In Korean, syllables must always start with a consonant. For this reason, Korean words that start with a vowel sound must include a silent consonant before the vowel. This silent consonant is ㅇ. As we learned earlier, ㅇ sounds like the ‘ng‘ in the word ring. However, when ㅇ is the first letter in a syllable block it is always silent. See the picture below. In the above picture, the first syllable block is 안 (an). You’ll notice that the first Korean letter is ㅇ. In this position, it is always silent. Because all syllables must start with a consonant, when writing words that start with a vowel sound, we must start the syllable with the silent consonant ㅇ. The second syllable block in the picture above is 녕 (nyeong). As you can see ㅇ is the final consonant in that syllable block. In this position, ㅇ is pronounced as ‘ng‘. Let’s try to read some simple Korean words. Look at the words below and try to read them out loud. If you’re not sure what a particular letter should sound like, scroll up the page to review that letter sound. After reading each word, play the audio to check if you were right. Learn Korean Double Consonants Next, let’s learn how to pronounce Korean double consonants. Korean double consonants are a little difficult to pronounce if you are new to studying the Korean alphabet. But with a little practice, you will be saying Korean double consonants in no time. The Korean double consonants we will learn are: ㅃ, ㅉ, ㄸ, ㄲ, ㅆ If they look familiar it’s because these double consonants are just a single Korean consonant twice. Double consonants are pronounced the same as single consonants but are stressed with more emphasis. Watch the video to listen to the difference between single and double consonant sounds in Korean. Learn Korean Batchim (Final Consonant) The last thing to learn about the Korean alphabet is the ‘Batchim‘ (받침) or final consonant. Consonants in the final syllable position make a different sound to normal. Final Consonants ㅌ, ㄷ , ㅅ,ㅎ, ㅆ, ㅈ, ㅊ These 7 consonants are all pronounced the same when in the final consonant (받침) position. So, to learn how to pronounce these consonants as a batchim, we just need to learn one. Let’s look at how to pronounce ㅌ as a final consonant. As we learned earlier ㅌ sounds like the ‘t‘ in ‘teeth’. However, when ㅌ is in the final position in the syllable it is pronounced slightly differently. To help you understand how to pronounce ㅌ as a batchim, first I want you to place your hand in front of your mouth and say the word ‘bat‘ as you normally would in English. When you pronounce the ‘t‘ sound you will notice there is a small expulsion of air. Now, say ‘bat‘ again but this time stop yourself from making this expulsion of air when you say the ‘t‘ sound. This second way of saying ‘t‘ without the expulsion of air is how you pronounce ㅌ when it is in the final syllable consonant position. The consonants ㅌ, ㄷ, ㅅ, ㅎ, ㅆ, ㅈ, and ㅊ all make this sound when in the final consonant (받침) position. Listen to the example words below to hear how these letters sound as a batchim (받침). Final Consonants ㄱ, ㅋ, and ㄲ Next let’s look at the final consonants ㄱ, ㅋ, and ㄲ. As we learned earlier, ㄱ sounds like the ‘g‘ in gun, ㅋ sounds like the ‘k‘ in key, and ㄲ sounds like ㄱ but with more stress/emphasis. However, as a final syllable consonant, ㄱ, ㅋ and ㄲ all sound the same. To understand how these are pronounced, again place your hand in front of your mouth and say the word ‘dog‘ as you would normally in English. When you say the ‘g‘ sound you’ll notice a puff of air is expelled. Now say ‘dog‘ again but this time do not let any air out when you say ‘g‘. This is the sound of ㄱ, ㅋ, and ㄲ when they are in the batchim position. Listen to the example words below to hear how these letters sound as a batchim (받침). Final Consonants ㅂ and ㅍ As a batchim, both ㅂ and ㅍ make a ‘b‘ sound. Again, there is no expulsion of air when you say these sounds. Listen to the examples below. Final Consonants ㄴ, ㄹ, ㅁ, and ㅇ The last final consonants to learn are the easiest to learn because they don’t change their sound when they are in the final consonant position. These are ㄴ, ㄹ, ㅁ, and ㅇ. Listen to the example words below to hear how these letters sound as a batchim (받침). You have now learned everything you need to know to start reading the Korean alphabet and to begin reading Korean words. Don’t worry if you cannot read Korean words very fast yet. As you learn more and more Korean reading in Korean will become second nature. Now that you can read Korean, why not check out our free Korean lessons to start learning some useful Korean phrases, Korean vocabulary and Korean grammar.

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When hobby astronomers talk bugs, it is usually to commiserate about being stung and bitten at the telescope or to share advice on how to avoid this. But bugs affect not only skin sensation, they can contribute to the visual experience, albeit indirectly, as a lure for bigger fish. When we observe the night sky through a telescope, we peek through swarms of bugs without even noticing because, fireflies aside, bugs are too dark, too small or too much out of focus to register. Their mammalian predators, being many times larger, are a different matter. Bats, with some luck, are eminently visible. You can see them at the right time of year by observing the moon, as I happened to be doing on 8 September, 2022, from my backyard in Lexington, Kentucky. At around 10 PM, every thirty seconds or so, a bat silhouette would flutter across the moon’s face. Some silhouettes were large and out of focus, most were small and sharper. The smallest had a wingspan of probably no more than 1/25 of the diameter of the moon. These bats had to be far away and high up in the sky. Most of them were flying reasonably straight paths, which would suggest migration. If this were the case, I would expect them to fly in more or less the same direction, but they didn't: they kept crisscrossing the moon’s face, and at apparently quite different altitudes. Since bats aren’t known for soaring high in search of a mate, I reckon there must have been bugs up there to make the climb worth their while. I did see one or two bats fly erratic paths much like the ones they fly closer to the ground in pursuit of prey. How high is high? It’s easy to calculate the altitude above ground level (AGL) using this formula (derived in the appendix): AGL = wingspan × sin (moon's altitude angle) ÷ [2⋅tan (silhouette-to-moon ratio × 0.25°)] The moon's altitude angle can be obtained from a stargazing app; on this occasion, it was about 24°. The ratio of bat silhouette to moon diameter I estimated to be 1/25; the 0.25° in the formula comes from the moon's angular size of 0.5°. The wildcard is the bat’s wingspan, which varies from species to species. The calculated AGL is directly proportional to it. Let’s assume that the species I saw was the big brown bat, which is said to be the most common one in my neighborhood and has an average wingspan of 13". Cranking these numbers through the formula gives an AGL of 1,262 ft (385 m). I had never heard of bats flying that high and began to doubt my estimates. More solid photographic evidence was called for. I had little success trying to cobble together a scope attachment for my phone. But I luckily remembered that I had some adapters in the closet that I had once used to attach a real camera to the telescope for some improvised bird photography. The next night’s skies were clear, and the bats were out again, in lesser force than the night before, but enough for a decent sample. Below is the video to prove it. The moon jumps around whenever I push my non-motorized scope to follow it. I wish the bats were in better focus, but the moon was my only focusing target, and without a good idea of the bats' distance I didn't know how far out I should rack the focuser. They look sharper when seen directly through the telescope than they appear in the video because the eye can accommodate a little while the camera cannot. I located the frames in which the bats were most stretched out and took wingspan measurements at 4x magnification. This puts most of the silhouettes in the clip at between 1/30 and 1/60 of the moon’s diameter. (My earlier estimate of 1/25 wasn’t far off.) The video timestamps yield accurate numbers for the moon’s changing altitude during the hour I was filming (actual recording time was maybe 20 minutes; there was a lot of fiddling involved as I did this for the first time). For an assumed wingspan of 13", these numbers imply an AGL range of about 1,500 ft to 3,500 ft (457 m to 1067 m). You’ll notice some shadows in the video that are much closer. Some that I didn’t include were closer still. The high end of the range comes from the fact that, by the end of the hour, the moon had risen from 24° to 28.5°. And then there is the highflier. Fifty-one seconds into the clip, a tiny silhouette enters at one o’clock, heads diagonally across the moon and, eighteen seconds later, exits at seven o’clock. You may have to replay the clip in full-screen mode to see it. Below is a crop showing a speck in the center heading South across the mare serenitatis. The speck is at best 1/120 of the moon’s diameter (I tried to err on the side of size overestimation so as to not overstate the AGL). The moon’s altitude at the time was 24.5°. Again assuming a 13" wingspan, the corresponding AGL is an astounding 6,178 ft (1,883 m). Now what if this wasn’t a 13" big brown bat? For any other wingspan v (in inches), the AGL is obtained by multiplying 1,883 m by the factor v/13". How big or small are alternative candidates? I contacted Gary McCracken, who is one of the foremost experts on high-flying bats. The species he proposed are the hoary bat with a wingspan of 12" to 15", the 13" red bat, the 11.5" silver-haired bat, and the 12" Brazilian free-tailed bat. If it was any one of these, it couldn't have flown much below 6,000 ft because it wouldn't have been much smaller (and in fact possibly bigger and thus higher) than a big brown bat. Decades ago, bats in Texas were reported to fly at such altitudes, but then everything is bigger in Texas. (https://www.batcon.org/article/bats-aloft-a-study-of-high-altitude-feeding/) The question now is, What kinds of bugs are up there, and what are they doing there besides nourishing the bats – if indeed bugs are the reason for the bats' ascent? To fix ideas, let w = the bat’s actual wingspan d = the bat’s distance along the line of sight 𝛂 = the visual angle subtended by the bat’s outstretched wings (assumed to be orthogonal to the line of sight) 𝛃 = the moon’s altitude angle at the time of observation a = the bat’s altitude above ground (presupposing that the ground below the bat is at the same level as the ground under the observer; if it isn’t, add in a correction term) We also need 0.5° = the visual angle subtended by the moon r = the ratio of the bat’s wingspan to the moon’s diameter. Then we have (1) 𝛂 = r⋅0.5° by elementary geometry (2) tan (𝛂/2) = w/2d from the first diagram (3) sin 𝛃 = a/d from the second diagram (4) d = w/[2⋅tan (r⋅0.25°)] by using (1) to substitute for 𝛂 in (2) and rearranging terms (5) a = w × sin 𝛃/[2⋅tan (r⋅0.25°)] by using (4) to substitute for d in (3) and rearranging When you use this equation, keep in mind that the altitude comes out in the units of the bat’s wingspan and wants to be converted into something more useful.

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Suet is the raw, hard fat of beef, lamb or mutton found around the loins and kidneys. Suet has a melting point of between 45 °C and 50 °C (113 °F and 122 °F) and congelation between 37 °C and 40 °C (98.6 °F and 104 °F). Its high smoke point makes it ideal for deep frying and pastry production. The primary use of suet is to make tallow, although it is also used as an ingredient in cooking, especially in traditional baked puddings, such as British Christmas pudding. Suet is made into tallow in a process called rendering, which involves melting and extended simmering, followed by straining, cooling and usually by repeating the entire process. Unlike tallow, suet that is not pre-packed requires refrigeration in order to be stored for extended periods. To file a legal action against someone, generally a non-criminal action. To seek by request; to make application; to petition; to entreat; to plead. To clean (the beak, etc.). To leave high and dry on shore. “to sue a ship” The fatty tissue that surrounds and protects the kidneys; that of sheep and cattle is used in cooking and in making tallow.

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Introduction to sign language Sign language has been around for centuries and has evolved into over 130 different national languages! Each national sign language is based on the national spoken language, drawing on its vocabulary, syntax and grammar. Among the languages spoken, the universal language function has been taken over by English, as is the case with sign language – in order to be able to communicate anywhere in the world, deaf people learn American Sign Language (ASL ). An artificial language, the equivalent of Esperanto, was also created and is used at conferences and official events. The language is called Gestuno and it has gained much more popularity than Esperanto. Where is sign language used? The signature is an invaluable communication tool for the Deaf community, but it is also used in many other ways, including: - for people who can hear but cannot speak (following a physiological disorder or severe traumatic trauma), - as part of post-stroke rehabilitation, allowing patients with speech disorders to - communicate with their families and healthcare professionals, - children diagnosed with Autism Spectrum Disorder (ASD) who show better quality of communication when signing up. Ways to learn sign language Sign language is a visual communication tool. While you can learn the alphabet and hand gestures from books and the internet, practicing with someone with experience is just as important. When you observe a person using sign language, you can quickly see that they are holistic and expressive. It combines the shape and movement of the hand, facial expressions, body orientation and hand direction. Once you’ve learned a few basic signs (at least 100 of the most common words or phrases), it’s time to find a partner or a place to practice and develop your skills and vocabulary. Classroom or sign language courses provide basic or advanced instruction as well as an environment for practice and skill development. Among the many local possibilities, it is worth looking for: free courses offered in public libraries, schools and other educational institutions, paid courses organized by colleges, universities, private schools and tutors.

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A kiwi can be a fruit, a name for a New Zealander, and a type of bird. But how are the three connected? The oldest of the words is the one meaning "bird". It comes from the Maori language, where it was adopted through onomatopoeia- it seemed imitative of the ratite's call. Next came the people name. The appellation was first coined in 1918, because the country was so heavily associated with those unique birds, and it's stuck ever since. However, through all this time, what we know today as the kiwifruit or just kiwi went under a completely different name: the Chinese gooseberry, because the plant originally came from China and resembled other gooseberries. This would not do for New Zealand exporters, who wanted to associate the delicacy with their own country. So they did the natural thing and, in the mid-twentieth century, named it after themselves and their famous bird! Kiwi meaning "fruit" was in widespread use by its official commercial adoption in 1974. To think all those words stemmed from the cry of a bird! Etymology is amazing. Hello! I'm Adam Aleksic, a junior studying government and linguistics at Harvard University, where I co-founded the Harvard Undergraduate Linguistics Society. In addition to etymology, I also really enjoy trivia, politics, vexillology, geography, board games, conlanging, art history, and law.

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Look around for heart rate sensors that interface easily to microcontrollers, and you’ll come up with a few projects that use LEDs and other microcontrollers to do the dirty work of filtering out pulses in a wash of light. [Thomas] was working on a project that detects if water is flowing through a pipe with a few piezoelectric sensors. Out of curiosity, he taped the sensor to his finger, and to everyone’s surprise, the values his microcontroller were spitting out were an extremely noise-free version of his heart rate. The piezo in question is a standard, off the shelf module, and adding this to a microcontroller is as easy as putting the piezo on an analog pin. From there, it’s just averaging measurements and extracting a heartbeat from the data. It’s a much simpler solution to measuring a heart rate, and since two people haven’t heard of this technique, it’s likely a lot more people haven’t heard of this technique either. If you’re looking for an entry to The Hackaday Prize, this would be a great jumping off point for anything in either the fitness or medical domains. Cool project, but definitely well known:http://www.cinc.org/archives/2013/pdf/0671.pdfhttp://www.google.com/patents/US20140128753http://www.mdtmag.com/articles/2008/03/piezo-solution-vital-signs-monitoringhttp://www.ncbi.nlm.nih.gov/pubmed/21096461 Actually, the old IVAC model# 4200 Non-Invasive Blood Pressure monitors used this technique to detect the pulse. There was a small microphone in the hose assembly that went into a pocket on the air bladder that was used to look for the pulse. When the cable was damaged, it would stop detecting the pulse and couldn’t take a blood pressure anymore. Modern NIBP monitors sense the change in air pressure and don’t use this technique anymore from what I have seen, but as [Thomas] discovered it was a very simple and effective method to detect the pulse! I use these and a scope to check ultrasonic cleaners that I mend for a company. You just need to stick it on the water or even near to the water for it to develop a very readable signal. How sensitive? I have an application where I would like to make something for an infant to wear that monitors for tachycardia and when it detects it, sends a signal over wifi. It would not have to be hugely accurate, I just need to see when a heart rate exceeds a safe limit like say 140bpm. Would that be possible with a bracelet or anklet thats not overly tight. i.e. would it make enough contact do you think? Maybe the rather new technique called Eulerian Video Amplification would be a better solution for that. It greatly enhances/amplified minute movements and/or color shifts caused by breathing and the pumping blood. https://youtu.be/ONZcjs1Pjmk?t=1m52s There are even apps for iphones/android devices that works pretty well, I can just point my phone camera to cover the torso and face and it will show me my current breathing rate and pulse. What do the step-recovery diode and 1M resistor do for the signal – damp excessive oscillation? (from the piezo vendor’s data sheet – .pdf: http://www.dfrobot.com/image/data/DFR0052/Vibration%20Sensor%20SCH.pdf ) If you hit piezo-element strong or fast enough, it can generate few hundreds of volts, this is to stop it from frying your ADC input. Hmmm. When I’m on the treadmill I’d like to keep an accurate read on my pulse…would this work in a non-quiet situation? the problem I see is that you should not move during pulse measurement and any external sound/noise/vibration will alter the results I tried this last night using the piezo element from a smoke alarm. I didn’t even have to take it out of the plastic casing the manufacturer put around it. Just unsolder from the board and hook up to the G and M terminals. Adult Soft Tip There’s a good bit of noise (60Hz), so some kind of filtering would be a good thing. If the filtering was done really well, band-passing about 1Hz to 3Hz, it would be very effective. By using our website and services, you expressly agree to the placement of our performance, functionality and advertising cookies. Learn more Reusable Spo2 Sensor, Disposable Spo2 Sensor - Medke,https://www.medke.com/

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Clad metals can provide some characteristics that will be useful for an application, and they are made by combining metals. A quality that is beneficial to manufacturers is corrosion resistance when they use clad metals for different applications. One should consider the application of clad metal, and one can get clad metals that have thermal properties if this will be necessary. One may not know that batteries contain clad metals because of their many useful characteristics. Clad metal products are usually used in aerospace applications due to their durability and strength. Household appliances usually contain clad metals since they can be used for protecting electrical circuits. Clad metal products are beneficial for regulating temperatures when one uses an oven or stove. Another place that one can come across clad metals is in thermostats. One can get better efficiency from an appliance due to the use of clad metals in the appliance. There is better performance in some automotive applications when clad metals are used. The automotive applications for clad metals are in the ignition system. Through the use of clad metal, the medical industry has benefited since it can get quality devices. In the medical industry clad metals are used in x-ray devices, hearing aids, electronic implants, etc. Clad metals are used in electronics like gaming systems, touchscreens, laptops, etc. In military applications, clad metals can be used for making lasers, thermal imaging, optical systems, etc. The reason why clad metals may be chosen for some applications is because of its magnetic properties and attractive appearance. Clad metals can easily go through welding during the manufacture of different items. Electronic products need cooling, and this usually happens because clad metal is used in an electronic device. Some other areas where one can find clad metal is in LED lighting and automotive lighting. The telecommunication industry also benefits from clad metal since they use it for satellites, and cell towers. It is used in these areas because of high power transmission and magnetic isolation. In the applications where clad metals are used, one can expect reliability from the products that are made with the clad metals. Clad metals are beneficial in many areas, and they can be used for a variety of applications. A manufacturer who needs to use clad metals can benefit from speaking to a company that makes clad metals to gather more information before getting clad metal for an application. A prototype sample can help one see whether the clad metal that one has in mind will be suitable for an application and one can get this from a company that makes clad metal.

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We’ll start with the basics of XML Schemas and XML Namespaces. It’s assumed that you already understand how to use basic XML elements and attributes. If you don’t, you should probably read a primer on XML before proceeding. I recommend the book Learning XML by Erik T. Ray (O’Reilly). If you already understand how XML Schema and XML Namespaces work, skip ahead to the section on SOAP. An XML Schema is similar in purpose to a DTD (Document Type Definition), which validates the structure of an XML document. To illustrate some of the basic concepts of XML Schema, let’s start with an XML document with address information: <?xml version='1.0' encoding='UTF-8' standalone='yes'?> <address> <street>3243 West 1st Ave.</street> <city>Madison</city> <state>WI</state> <zip>53591</zip> </address> In order to ensure that the XML document contains the proper type of elements and data, the Address information must be evaluated for correctness . There are two ways that the correctness of an XML document can be measured: if it is well formed and if it is valid . To be well formed, an XML document must obey the syntactic rules of the XML markup language: it must use proper attribute declarations, the correct characters to denote the start and end of elements, and so on. Most XML parsers based on standards like SAX and DOM detect documents that aren’t well formed automatically. In addition to being well formed, it’s sometimes important to check that the document ...

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Oxidation Potential of Ozone ||Oxidation Potential, (eV) ||explosive in water ||- very short half life (nano-seconds) - can be created using ozone, hydrogen peroxide & UV light ||- rapidly combines with itself to form O2, or combines with an O2 molecule to form O3 - can be created via corona discharge & UV ozone generation ||- excellent oxidizer in water or air - reverts back to oxygen - ideal for chemical synthesis & ozonolysis reactions ||liquid application only ||- primary ingredient in toilet bowl - can give of toxic chlorine gas ||- very toxic & poisonous - disagreeable odor ||- considered a weak acid ||- used primarily for bleaching pulp The oxidation potential of ozone is 2.07 electron volts (eV). It is one of the most powerful oxidants available for water treatment. * The first three oxidants (fluorine, hydroxyl radical and nascent oxygen) were are not shown the the charge b/c they are not considered to be base oxidants. All except fluorine, which is explosive in water, are created when 2 or more oxidants are utilized. As one can easily see, ozone is the most powerful oxidant vs. the other listed. The In an aqueous solution, ozone may act on various compounds (M) in the following two ways (Hoigné and Bader, 1977a, 1977b, 1978): - by direct reaction with the molecular ozone, and - by indirect reaction with the radical species that are formed when ozone decomposes in water. The two basic reactions of ozone in water are illustrated in the figure below. [Reactivity of ozone in Aqueous Solution (Langlais et al.; Return to Ozone Information Page

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Atomic Mass of Chemical Elements The atomic mass is the mass of an atom. The atomic mass or relative isotopic mass refers to the mass of a single particle, and therefore is tied to a certain specific isotope of an element. The atomic mass is carried by the atomic nucleus, which occupies only about 10-12 of the total volume of the atom or less, but it contains all the positive charge and at least 99.95% of the total mass of the atom. Note that, each element may contain more isotopes, therefore this resulting atomic mass is calculated from naturally-occuring isotopes and their abundance. The size and mass of atoms are so small that the use of normal measuring units, while possible, is often inconvenient. Units of measure have been defined for mass and energy on the atomic scale to make measurements more convenient to express. The unit of measure for mass is the atomic mass unit (amu). One atomic mass unit is equal to 1.66 x 10-24 grams. One unified atomic mass unit is approximately the mass of one nucleon (either a single proton or neutron) and is numerically equivalent to 1 g/mol. For 12C the atomic mass is exactly 12u, since the atomic mass unit is defined from it. For other isotopes, the isotopic mass usually differs and is usually within 0.1 u of the mass number. For example, 63Cu (29 protons and 34 neutrons) has a mass number of 63 and an isotopic mass in its nuclear ground state is 62.91367 u. There are two reasons for the difference between mass number and isotopic mass, known as the mass defect: - The neutron is slightly heavier than the proton. This increases the mass of nuclei with more neutrons than protons relative to the atomic mass unit scale based on 12C with equal numbers of protons and neutrons. - The nuclear binding energy varies between nuclei. A nucleus with greater binding energy has a lower total energy, and therefore a lower mass according to Einstein’s mass-energy equivalence relation E = mc2. For 63Cu the atomic mass is less than 63 so this must be the dominant factor. Note that, it was found the rest mass of an atomic nucleus is measurably smaller than the sum of the rest masses of its constituent protons, neutrons and electrons. Mass was no longer considered unchangeable in the closed system. The difference is a measure of the nuclear binding energy which holds the nucleus together. According to the Einstein relationship (E=mc2), this binding energy is proportional to this mass difference and it is known as the mass defect. Mass Number of Chemical Elements The total number of neutrons in the nucleus of an atom is called the neutron number of the atom and is given the symbol N. Neutron number plus atomic number equals atomic mass number: N+Z=A. The difference between the neutron number and the atomic number is known as the neutron excess: D = N – Z = A – 2Z. Neutron number is rarely written explicitly in nuclide symbol notation, but appears as a subscript to the right of the element symbol. Nuclides that have the same neutron number but a different proton number are called isotones. The various species of atoms whose nuclei contain particular numbers of protons and neutrons are called nuclides. Each nuclide is denoted by chemical symbol of the element (this specifies Z) with tha atomic mass number as supescript. Therefore, we cannot determine the neutron number of uranium, for example. We can determine the neutron number of certain isotope. For example, the neutron number of uranium-238 is 238-92=146. Density of Chemical Elements Density is defined as the mass per unit volume. It is an intensive property, which is mathematically defined as mass divided by volume: ρ = m/V In words, the density (ρ) of a substance is the total mass (m) of that substance divided by the total volume (V) occupied by that substance. The standard SI unit is kilograms per cubic meter (kg/m3). The Standard English unit is pounds mass per cubic foot (lbm/ft3). Density – Atomic Mass and Atomic Number Density Since the density (ρ) of a substance is the total mass (m) of that substance divided by the total volume (V) occupied by that substance, it is obvious, the density of a substance strongly depends on its atomic mass and also on the atomic number density (N; atoms/cm3), - Atomic Weight. The atomic mass is carried by the atomic nucleus, which occupies only about 10-12 of the total volume of the atom or less, but it contains all the positive charge and at least 99.95% of the total mass of the atom. Therefore it is determined by the mass number (number of protons and neutrons). - Atomic Number Density. The atomic number density (N; atoms/cm3), which is associated with atomic radii, is the number of atoms of a given type per unit volume (V; cm3) of the material. The atomic number density (N; atoms/cm3) of a pure material having atomic or molecular weight (M; grams/mol) and the material density (⍴; gram/cm3) is easily computed from the following equation using Avogadro’s number (NA = 6.022×1023 atoms or molecules per mole): Since nucleons (protons and neutrons) make up most of the mass of ordinary atoms, the density of normal matter tends to be limited by how closely we can pack these nucleons and depends on the internal atomic structure of a substance. The densest material found on earth is the metal osmium, but its density pales by comparison to the densities of exotic astronomical objects such as white dwarf stars and neutron stars. If we include man made elements, the densest so far is Hassium. Hassium is a chemical element with symbol Hs and atomic number 108. It is a synthetic element (first synthesised at Hasse in Germany) and radioactive. The most stable known isotope, 269Hs, has a half-life of approximately 9.7 seconds. It has an estimated density of 40.7 x 103 kg/m3. The density of Hassium results from its high atomic weight and from the significant decrease in ionic radii of the elements in the lanthanide series, known as lanthanide and actinide contraction.

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How "Squatter Democracy" Created America's First Welfare Program With the rise of homeless camps and tent cities in many American cities, the issue of squatting has become a cause for alarm among many residents and policymakers. In many cases parks, sidewalks, and other public rights-of-way have been taken over by people living in tents or makeshift shelters, rendering the areas unusable to most area residents. In other cases, some of these homeless people have taken over empty businesses and homes that were left unattended long enough for squatters to take over. The use of the term "squatter" to refer to those living on land they never paid for is generally not used to suggest approval. In modern parlance, squatters are often regarded as equivalent to trespassers. There once was a time, however, when supporting squatters was de facto federal policy in the United States. Indeed, some of the legislation still on the books supporting "squatters' rights" is a relic of this past era during which many corners of the country regarded squatters more as heroic settlers rather than as thieves and trespassers. In the days of westward expansion, squatters—white squatters only, of course—offered a convenient tool for expanding the US's political boundaries westward. Specifically, squatters helped push aside Indians, Mexicans, and other impediments to Manifest Destiny. In return, squatters received the tacit support of many ordinary Americans as well as populist leaders in Congress. Beyond these cultural and geopolitical aspects, however, official support for squatters from within the Democratic Party also offered a convenient method of buying votes. Jacksonian populists arranged to transfer land to squatters as prices well below market rates. In return, pro-squatter politicians received political support from squatters and their allies. This wealth transfer was paid by those who lost their land to the squatters, but few of those people were voters in US elections. Thus, the Jacksonians were rewarded with growing support from poor whites throughout much of the frontier as it moved westward. This was, in other words, an enormous welfare scheme. When Squatting Was Celebrated in America Squatters have always been present in the American colonies, but at the time of the Revolution they had rarely received support from the central state. This changed after American independence was achieved. Squatters continued to move onto frontier lands, but now they were not content to just hope they could get away with it. Rather, squatters sought explicit legal sanction of their squatting. In the first half of the nineteenth century, the squatting strategy coalesced into an identifiable pattern. Squatters would move into Indian lands or federal lands recently seized or bought from Indian tribes. In many cases, lands targeted by squatters were still legally Indian lands according to international treaties and US law. This did not stop squatters from moving onto these lands. Later, squatters would also move onto the lands of Spanish—later, Mexican—subjects and citizens. Once on the land, squatters would then exert political pressure on policymakers to abandon efforts to remove squatters. As described by Kenneth Manaster, once squatters had taken up residence on these lands, [F]ederal officials felt it was impossible to dislodge the settlers or to prevent the settlement. Pressures for turning over land to squatters developed, taking form in the passage of successive preemption laws from 1830 to 1862. In the long run, the squatters won the preferential right to buy their land.1 At first, "federal land was sold at auction, which generated revenue for the federal treasury."2 Preemption laws, however, "changed the system to one where illegal settlers on the public domain (squatters) could buy land they occupied at the minimum price [offered at land auctions]."3 Via this method, "the actions of 'squatters' shaped the political debate in the years from 1790 to 1830 so as to favor a cheap land policy."4 The squatters knew they were breaking the law, but were confident that enough pressure on Congress could be brought to ensure that the squatters would retroactively be granted permanent legal access. In the 1830s, this strategy was generally applied to Indian lands in the South and in the old Northwest. By the late 1840s, however, a similar strategy was also applied to lands that were clearly the legal property of British subjects and former Mexican citizens. For example, in the case of Oregon country, the Anglo-American treaty of 1846 established the 49th parallel as the southern border of British lands. However, British companies and subjects still legally held land and personal property south of this border. Once Americans began to covet these areas, however, settlers took to squatting with the assumption the US would later ratify these thefts through new pro-squatter measures. In the process, new American settlers even began to steal the personal property of British subjects. American settlers killed cattle, carried off the machinery in British-owned mills, and otherwise stole "improvements upon the land [squatters] jumped."5 In other words, these were lands that had clearly been homesteaded by British individuals and companies, but their property rights were treated as illegitimate by Americans who believed these lands should only be owned by Americans. This squatting was often treated with a wink and a nod by American policymakers and US authorities, and "Oregonians took up the pen to demand confirmation of their land claims [by Congress]."6 Eventually, the persistence of squatters who had stolen land from the British and from Indians would pay off for the squatters as many won permanent control of "their" new lands as Congress acquiesced. Similar developments took place in the American southwest where American settlers squatted on the lands of former Mexicans who had become US citizens via the Treaty of Guadalupe Hidalgo. Anti-Mexican sentiment among non-Hispanic white settlers impelled many to find ways to seize Mexican-American lands via squatting. With the introduction of new US courts into these territories—staffed by Anglo-American judges, of course—lawsuits were frequently employed to confirm squatters as the "rightful" owners of the lands in question. The founder of the City of Brownsville, Texas—Charles Stillman—built his property empire largely on a morally and legally dubious strategy of buying up squatter claims on the lands that were legally owned by the Cavazos family. Stillman eventually forced Pedro Cavazos to sell the land at a small fraction of the market price by threatening Cavazos with ruinous lawsuits.7 Stillman never paid this much-reduced promised price, and the courts never enforced the contract. The presence of numerous squatter claims had created enough uncertainty about the land's ownership to ease Stillman's theft of the land. The most notorious pro-squatter law employed to exploit former Mexicans was found in California. Although the Treaty of Guadalupe Hidalgo had pledged the US to enforcing the existing property rights of Mexicans, this promise was soon forgotten. Kim Chanbonpin notes Congress substantively breached the terms of the Treaty of Guadalupe Hidalgo when it enacted the California Land Act of 1851. While the terms of the Treaty implied unlimited protections, the Act reduced those protections to a period of two years. The Board [of Land Commissioners] placed an almost impossible burden of proof on the Mexican claimants. Quite simply, the sponsors of the Act aimed “to force Mexicans off the land by encouraging squatters to invade them.”8 It was clear who owned these lands in most cases, but politics ensured that Congress generally sided with Anglo-American squatters. Chanbonbin continues: The Mexican landowners had legal title, originating from a sovereign, yet their lands were taken away by the Board of Land Commissioners and the federal Possessory Act. As a result, settlers received squatted land, whether it was public domain land claimed by the federal government or tracts of land owned by private individuals. ... The federal government made it easier for these squatters to make land claims by making it more difficult for Mexican landowners to register in U.S. land courts.9 Support for Squatters as a Political Strategy to Buy Votes Not everyone in Congress supported the squatters. Many outside the Jacksonian wing of the Democratic party—including both Whig Henry Clay and Democrat John C. Calhoun—criticized the Jacksonian affinity for squatters, with Clay referring to squatters as "a lawless rabble."10 The populist Jacksonians, however, supported squatters in a political arrangement in which populist policymakers used the promise of cheap land to gain the enduring support of squatters throughout the Midwest and west. This was the "Squatter Democracy" that came to characterize much of the Democratic party during this period. Suval sums it up: "Squatter Democracy" denotes the squatter-statesman alliance that was a defining force in antebellum political culture from 1830 to 1860. ... Democratic pro-squatterism was not a formal movement but rather a marriage of convenience between land-hungry white settlers and a set of influential, opportunistic politicians who recognized that they had much to gain by conspicuously backing efforts to convert the domains of Indians, Mexicans, and European colonists in the private property of those white settlers, who formed their base. ... These measures shared a common thrust: facilitating white American ownership of western terrains at minimal cost to settlers.11 When squatters appealed to Congress, they "invoked the well-understood quid pro quo—land for political support—that had long cemented bonds between Jacksonian politicians and their squatter constituents."12 We must note, also, that the demands made by many squatters were not necessarily presented in a peaceful way. Yes, squatter groups acted as a recognizable interest group and "exerted political pressure on Congress for preemption through numerous memorials and petitions, and through western congressmen who represented their interests in Congress." Yet, "[s]quatters also disrupted the operation of the local land auctions,"13 and "[a]rmed groups at the auctions would sometimes try to intimidate buyers from the east from making bids on land for sale."14 The arrangement nevertheless benefited both sides. The more land the populists gave away at ultra-low prices, partisans reasoned, the more support the party could expect. The degree to which the party supported squatters, in other words, was built on obtaining "sufficient spoils to satisfy partisans."15 Ensuring support for this new squatterism required a significant amount of propaganda. Suval notes a constant strain of mythmaking aimed at rebranding squatters from outlaw intruders to virtuous pioneers. Florid paeans to the "hearty pioneer" became a staple of Democratic speech-making and editorializing, drawing their language form settlers' petitions to Congress and amplified in works of popular fiction and art.16 From the point of view of political calculus, this certainly made sense. Pro-squatter Democrats could see which way the political winds were blowing and took advantage. Realities on the frontier pointed to opportunities to win over settlers who could end up controlling both local political institutions and new seats in Congress. Carlson and Roberts note "Illegal settlers ... were often relatively poor, but influential on the frontier."17 Thanks to the rapid spread of manhood suffrage after 1820, increasing numbers of these propertyless squatters were voters, and this presented an opportunity to policymakers to offer something in exchange for loyalty to the Democratic Party. Naturally, much of the debate was framed in terms of the hardy pioneering spirit of American settlers, but the reality was more mundane, and "Such idealism aside, the debate over the transfer of public land into private hands was dominated by self-interested rent-seekers.’’18 Those who paid the price for the transfer of these lands into private hands were varied. Those who paid the most, of course, were the Indians, Hispanics, and British settlers who directly lost their property to squatters. Moreover, the cheap-land-for-votes paradigm acted as an impetus for American populists to embrace even more hawkish foreign policy along the American frontier, so as to have more land to offer future squatters. This led to further attacks on indigenous tribal lands. Indeed, few squatters—indeed few legal settlers—were legitimate "homesteaders" in any moral sense. Obviously, squatters and American settlers who took advantage of squatting laws and legal loopholes to steal Mexican and British lands were not homesteading. They were just stealing. The same was true on most Indian lands, little of which was truly "unoccupied," except in some of the most remote areas of arid plains and deserts. From its earliest period, the Squatter Democracy—which arguably found its first major success with the Indian Removal Act of 1830—was built helping squatters on lands already known to be the legal property of various tribes. The tribes to be "removed" were among the so-called "Civilized Tribes" which had already established agriculture, recognized legal boundaries, and permanent governmental institutions of their own. Clearly, squatting of these lands was not a type of homesteading. Squatters were using the US government as a middle-man to "legally" seize the land from various tribes and then hand over the stolen property at cheap prices. After 1830, a similar pattern was repeated often with other tribes that had demonstrated claims to specific lands: various tribes of the Great Plains and the Pacific Northwest, and especially the Pueblo tribes. Ordinary Americans, meanwhile, paid for the scheme in two ways. For one, federal land sales were supposed to somewhat offset federal revenues brought in from the tariff. The lessening of land-auction revenues thus put further upward pressure on tariffs to make up the difference. (Admittedly, there was no guarantee that better revenues from land auctions would have actually translated into lower tariff rates.) Another way many Americans paid for squatter gains could be found in squatters' "queue-jumping." That is, the fact that squatters could flout the law and still be able to purchase land at rock-bottom rates meant more law-abiding potential land buyers were placed at a disadvantage. We rarely hear about the widespread abuses of squatters in modern political discussions, however. This is partly due the effectiveness of Jacksonian propaganda that continues today. Many Americans remain convinced that most American settlers and "pioneers" had every right to the land in the overwhelming majority of cases. Given the widespread role of squatters, this assumption of legality is dubious. Unquestioned support of these settlers is often rationalized with (incorrect) arguments that Indians had no real claim to ownership because they were all "nomadic" or had no concept of owning property. The problem of squatter thefts from Hispanic Americans—which obviously violated extant legal contracts—is generally ignored altogether. A more accurate picture of these settlement patterns would include a recognition that "Squatter Democracy" was essentially a welfare-state scheme in which the government encouraged squatting because it was politically popular to do so. This isn't terribly surprising, of course. Government schemes to redistribute wealth from one group to another have been popular grifts for millennia. - 1. Kenneth A. Manaster, "Squatters and the Law: The Relevance of the United States Experience to Current Problems in Developing Countries," Tulane Law Review 94 (1968-1969), 119. - 2. Leonard A Carlson and Mark A. Roberts, "Indian Lands, "Squatterism" and Slavery: Ecomomic interests and the passage of the Indian Removal Act of 1830," Explorations in Economic History 43 (2006), 487-488 - 3. Ibid., p. 488. - 4. Ibid., p. 487. - 5. Oscar Osburn Winther, "The British in Oregon Country: A Triptych View," The Pacific Northwest Quarterly 58, (October 1967): 181 - 6. John Suval, "The Nomadic Race to Which I Belong": Squatter Democracy and the Claiming of Oregon, Oregon Historical Quarterly 118 (Fall 2017): 322 - 7. Frank H. Dugan, "The 1850 Affair of the Brownsville Separatists," The Southwestern Historical Quarterly 61, (October 1957): 274-275 - 8. Kim David Chanbonpin, "How the Border Crossed Us: Filling the Gap between Plume v. Seward and the Dispossession of Mexican Landowners in California after 1848," Cleveland State Law Review 52, (2005): 308 - 9. Ibid., p. 309 - 10. John R. Van Atta, "'A Lawless Rabble': Henry Clay and the Cultural Politics of Squatters' Rights, 1832-1841," Journal of the Early Republic 28, (Fall 2008): 339 - 11. John Suval, Dangerous Ground: Squatters, Statesmen, and the Antebellum Rupture of American Democracy (Oxford, UK: Oxford University Press, 2022), p. 3. - 12. Suval, "Nomadic Race," p. 323. - 13. Carlson and Roberts, "Indian Lands," p. 491. - 14. Ibid., p. 490. - 15. Suval, Dangerous Ground, p. 6. - 16. Ibid., p. 4. - 17. Carlson and Roberts, "Indian Lands," p. 490. - 18. Ibid., p. 489.

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Puppies may be born deaf when the nerves of the ear fail to properly form. Congenital deafness is often associated with merle or piebald coat patterns. Commonly affected breeds include the Dalmatian, Australian Shepherd, Old English Sheepdog, Collie, Shetland Sheepdog, and Bull Terrier. Is it common for puppies to be deaf? All dog owners want to make sure their pet is healthy and happy, but one ailment that may be hard to determine is hearing loss in dogs. Deafness can strike puppies quickly or gradually come on for older dogs. According to the American Kennel Club, anywhere from 5 to 10 percent of dogs in the U.S. suffer from deafness. How do you know if a puppy is deaf? See if the puppy jumps or shies away as you approach him. Hearing-impaired puppies are easily frightened, because they can feel your footsteps approaching but can’t hear the direction of the movement. If the puppy cries or ducks away when you approach from behind, he may be deaf. Can you fix a deaf puppy? Congenital deafness and geriatric deafness are not normally treatable. Surgery may attempt to correct hearing if the defect is in the middle or outer ear or involves inner ear inflammation, however most congenital defects involve delicate inner ear mechanics or nervous system defects. Is my 8 week old puppy deaf? All puppies are born deaf, gaining the ability to hear around 2 weeks old. Sadly, many puppies never develop hearing, or it deteriorates at a very early age. … There is no way to fully test for a puppy’s hearing ability at home, but there are some techniques that will give you an indication of any issues. How do you raise a deaf puppy? Tips for Living with a Deaf Dog - Keep your deaf dog on a leash or in a fenced yard. … - Learn to communicate using hand signals. … - Buy a tag for your dog’s collar that says: “Sparky is deaf. … - Place a bell on your dog’s collar so you can find her. - Use a flashlight to signal to your dog that you want her attention. Do deaf puppies sleep more? Some deaf dogs sleep longer and more deeply than hearing dogs; so it’s paramount to wake your dog gently (especially new puppies). Why does my puppy ignore me when I call him? Dogs have their own natural “language,”, but it doesn’t have words. Dog language is visual. They communicate volumes with their posture, their tails, their eyes, and their ears. … If you keep calling your dog or telling him to get off the counter and he doesn’t listen, then you are actively training him to ignore you. How do you get a deaf dog’s attention? Getting a deaf dog’s attention is easiest when the dog is within reach. Getting a deaf dog’s attention is easiest when the dog is within reach. If you are close enough to reach your dog, cue for attention by giving him a gentle, but deliberate, double tap on the rump or flank using one or two fingers. Is it hard to raise a deaf puppy? Although it was once believed that deaf dogs could not be trained, many people that love and care for them say deaf dog training isn’t difficult. … “It’s as easy to train a deaf dog as a hearing dog,” Russell says. “The only difference is you use hand signals instead of verbal commands.” How do deaf dogs behave? Puppies who are deaf may seem slow to learn; they do not respond to their names or pick up verbal commands. Older dogs with acquired deafness may sleep through your arrival home from work. A few simple tests can check a dog’s hearing at home: rattle your keys. Can my puppy hear me? Because your dog cannot hear you, you need to ensure that communication and stimuli focus on the other senses, which your pet will learn to rely more heavily on. Use the power of touch and make sure that he can see you when you are communicating with him. How long does it take for a puppy to learn its name? Puppies can learn their names quickly (most can pick it up within 1-3 days!) but generally, you’ll want to practice using their name throughout their training sessions in order to ensure they respond consistently to their given name when said out loud. Save the nicknames for later so you don’t confuse your pup! How do you fix a deaf dog? Disciplining a deaf dog without having to punish them - Maintain a stable approach to disciplining your deaf dog. … - Use a leash and collar to correct bad behavior. … - Remain calm and assertive at all times. … - Use body language to discipline your deaf dog. … - Praise your deaf dog when he does something right.

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top of page The Ability to Believe: Strength or Weakness The Core question here is, what does believing in something create in us? Is it safe to say that believing in something creates Hope? Hope for a better tomorrow, Hope for an after life, hope for a better job; basically we believe, hoping things will go our way. Believing help us project for a better future. It makes us expect a result, a reaction from an action, some even hope for a reaction with no actions, delusion maybe, who are we to say, it's still a form of belief. The dictionary definition of Hope goes as follow: “ a feeling of expectation and desire for a certain thing to happen”. If we can agree on that notion, than let’s ask ourselves why do we need hope? Does one in true control of Him/Herself need hope? First and foremost, what does hope do for us? Hope makes us feel good, it enables us to cope with difficulties in life. It makes us project who or what we want to be. Hope in the after life, hope in a better financial situation, hope in anything is essentially projecting a better future. Hope lives in the future. By definition hope can never live in the present nor the past. Hope is projection of a better something. Faith provides hope, trust provide Hope, they are all forms of beliefs. Why do Humans have a desperate need to believe? It doesn’t really matter what we believe in as long as it gives us HOPE. Looking throughout history most cultures had something they believed in, something that usually promises a better future, something that provides Hope so Humans could cope with the toughness of Reality. Could Hope be our deepest weakness? Could our need to believe in something be our deepest flaw? To answer these questions we must think about causes and consequences, everything in our known universe is the consequence of something else. There are actions that cause reactions, and so forth things are built. What then causes the need for belief, the need for hope. If belief and hope are great things, then whatever the reason it is needed, must be bad, or less good. Otherwise why need it, why does it make us feel good or better. Hope makes us feel good, believing in something makes us feel good for the moment that we do, that is the reason why, we always need to go back to whatever it is that provides it. Like a drug, feels good for the moment then we have to go back and get to that feel good moment again, the High; addiction. A drug addict feels good for the moment while under the influence. Pain killers, tobacco, really anything addictive make us feel great for the moment, isn’t that the root of addiction? The need to get back to the feeling great moment? Hope is one of our non physical drugs which we also get addicted to as much as we get addicted to the providers of that drug. The ones who help us believe and give us hope become our Gods while we become fanatics, slaves. We shape our lives, our actions, our choices based on the interpretation of our Heroes, the ones that make us Hope, Believe and Dream. The same way a heroine addict becomes a slave to the needle, we are slaves to our “heroes” and we worship them. We now know for a fact that drugs are bad for us in the long run, and if we look into it, most short term pleasure are harmful in the long run. That’s debatable, but one thing for sure is that anything that makes you want more is addictive and addiction is the ultimate enslavement. The need for those emotions are terrible for one who wants to be in power and make no mistake, when I say in power I mean, in control of the self, in control of ones own life. Bob Marley certainly understood this concept, in his famous song “Get up, Stand up” : “ Preacher man don’t tell me, heaven is under the earth, I know you don’t know what life is really worth, (…) if you knew what life is worth, you would go get yours on earth”. When I started this chapter my goal was to prove that our ability to believe is a weakness, I haven’t been able to prove that notion, it is just not that black and white, but while debating and thinking in my head, I found that, that same ability can be both our greatest strength as well as our deepest weakness, depending on how it is used. In some instances, believing in the self, in your capabilities can be very constructive, although, I "believe" that application is key in anything. Meaning when someone does something long enough, He/She gets good at it, there is no secret magical belief that makes them good, just the application, the practice. Belief comes into place as a way to keep practicing through all the pains and failures, we need to believe in order to carry on. I Believe that there is a level above believing, for the sake of communication, I’ll call that level, the knowing. Knowing that it takes time to be great at something, and just practice, apply your knowledge and become great, no need to believe because you know you'll face tremendous challenges, it's just part of the game of life. With that mind set one doesn't need to hide behind belief, one become the master of his/her life. I am certainly not saying that believing in yourself is bad, I am only saying that if you go that route, you become a slave of your ability to believe, a slave to your level of belief. If something tougher than expected happens in your journey, something stronger than your belief, you might quit. While the individual who knows that it's all about paying dues, no secret, just application, the individual who doesn't need to make him/herself believe, the one who just keep practicing whatever it is they doing through thick and thin, that individual is guarantee to be great at what they doing. Being great and getting recognition is certainly different. Some greats were never recognized until long after their deaths. Vivian Maier is a great example, she was a maid that loved to take photographs in her alone time. Her astonishing work wasn't discovered until long after she died, but she took so many pictures, over a 100.000, she mastered the art of capturing images. I am aware that this notion of application can seem quite a bit heartless, what about love? In Vivian Maier's case it must have been the Love for capturing images. Love of doing something will certainly get you to keep doing it through any challenges; so What about loving what you do? Isn't love enough to keep you focus? Emotions are such a source of energy. Can we control those emotions, could they possibly be programmed by us or others into us? I want to share a story that will answer these questions. This is the story of Joan and Scott Bolzan, Joan was the director of Marketing for her husband's business, a private-jet management comapany; the mother of a son, Grant, 19, and a daughter, Taylor, 16. They lived in Gilbert, Arizona. Scott was a 46 year old former NFL player, professional pilot, and owner of his company, Legendary Jets. "Suddenly he was a stranger, a man who looked at me blankly from his hospital bed, no flicker of recognition" Joan. Joan and Scott have been together for 25 years. At work one day, Scott slipped, fell and lost consciousness, he woke up with a profound retrogade amnesia. In that accident he lost all 46 years of his memory. From that moment Joan became a caretaker. Some of her testemony goes as follow: "As the weeks wore on, I spent every day by his side, while working from home. Scott often expressed his frustration with his loss of emotional connection to the past. He wanted to know what he was feeling in those moments of his life that we captured in photos or on video. He was also trying to understand his role in our family. I did notice that he watched me while I moved around the house, relentlessly questioning doctors and making sure Scott was as comfortable as could be. He was affectionate toward me. But I wondered: Would I forever be just a friendly face to him, or could we once again be something more? (...) Over the months, Scott never regained his memory. As he needed to know his world more, I thought it was vital for our relationship for me to share who I am, my emotions about things that had occurred in our past, and my thoughts about how we could get through this difficult time together. I shared details of our previous loving relationship; I showed him piles of family photos that I had saved, sorted, and stored. I wanted to fill in the lost memories and at the same time to exhibit the depth and substance of our loving life together, as well as the amazing selfless father he was to our children.While I was creating some reality to our years together, I think I was etching in him the depth of my love for him, and he was realizing what “love” was. I don’t believe that I was reprogramming his love for me back into his heart. I believe, now reflecting on why he fell in love with me, that the fact that I kept loving and supporting him as I had always done helped, along with pure instinct. His heart began to remember what his brain had lost." She says : "I don't believe i was reprogramming his love for me back?" Here is a great loving grown family man who loses his memory and suddenly doesn’t know who he is anymore but most importantly how he feels. To the point where his loving wife is hoping that she isn’t programming an emotion of love into him by creating some reality to their years together. In this case, The strongest emotion can be programmed into someone if the appropriate reality is created in order to trigger that reaction. This is the proof that emotions are the result of the mind, their is no spirit, or if their is one it is the mixture of chemicals the mind creates or triggers, those chemicals that mix together create emotions, biochemistry. The same chemicals that are created when one is under certain substances. So Emotions are created based on the reality we perceive, we filter that reality through our experiences and knowledge(Most of the time what we've been thought), and an emotion is created. Those emotions are the motivator for our actions. Can we make people do what we want them to do? Abviously. Are we doing what we really want to do, look again. Why do we need hope, Why do we need belief. Because most people are weak and lost in a world without any explanation, looking to belong into clicks, crew, gangs, groups, cults etc... only to empower them and validate them. This is where the separation begins, this is why people are easily ruled. People need to compare themsleves with others and feel superior for validation, so they join crews instead of uniting. The need to believe is like the Fin needing his/her fix. Hope, dreams, Faith are the examples of Highs and the Arts, politics, Religions are the Drugs. Humanity is the consumer and have been for Generations. It is a very lucrative business, and just like any business, the people running it, want to keep it going. How? By keeping people in Fear, Fear of danger, that’s how you can form armies and make it ok to kill, Fear of not belonging, The Fashion industry would be nowhere without that, Fear of failure, only because a definition Success have been set for everyone to reach. We are being told what is cool, and what is success, which bring the Fear of being unworthy, and the constant chase for approval and one of the strongest, the Fear of not belonging anywhere. I don’t want to dwell into that because the purpose here is not to point fingers, I applaud those who figured it out, used it and are still using it to build their lives for them and their loved ones. The purpose here is to focus on Choice, nobody can make you choose, once you know yourself. That is the true definition of freedom. You can choose to believe in what you wish, but know why you need that belief, why do you believe, "The unexamined life is not worth living" Socrates, also "The unexamined life is painful" Malcom X. It is extremely empowering to look into the self and learn the truth about who we are, why do we want what we want, why do we believe in what we believe in, why we are who we are. One can not truly be free without knowing him/herself. It is a painful but extremely rewarding process. Make the Choice to live an examined life. And that is what we will be focusing on in our next chapter, Choice: A notion of Freedom. Chapter 3: "Choice: A notion of Freedom" bottom of page

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COVID-19 has rapidly spread around the world. What started as a localized outbreak in China has now become a threat to humans around the world. While the virus can create an incredibly wide range of symptoms in its victims, one of the more commonly seen is shortness of breath, followed by other, more severe breathing problems. COVID-19 related breathing problems are often seen as one of the initial symptoms, heralding something potentially far more dangerous. The lack of a vaccine or specific treatment plan complicates matters, leaving patients in fear and distress. Understanding these breathing problems and your treatment options can help provide a little peace of mind. Understanding COVID-19 Breathing Problems When the novel coronavirus invades, it first comes into contact with the soft mucosal surfaces in your eyes, nose, and throat. It colonizes those cells, using them to begin replicating itself. As the virus grows, it spreads downward, following the path of your respiratory tract into your lungs. Once the virus enters your lungs, the body’s immune system kicks into high gear. It’s designed to fight off viruses and other invaders and does so in a couple of different ways. One of those is through inflammation, which can lead to a sore throat, coughing, and shortness of breath. In more severe cases, the alveoli in the lungs become inflamed. This reduces the amount of oxygen your lungs can take in and how much carbon dioxide is expelled. In even more severe cases, both lungs are affected and the body continues to fight back through inflammation. Fluid begins to build up, combined with debris from the virus, which further reduces your ability to breathe. However, in all cases but asymptomatic patients, shortness of breath is the first breathing problem noticed. What does that term mean, though? What Does Shortness of Breath Feel Like? According to Dr. Perez-Fernandez of Baptist Hospital of Miami, “If you’re going up the stairs for a few floors and you feel lack of air, now that might not be shortness of breath. It might just be that you’re out of shape. But if you go from your living room to your kitchen to get a glass of water, and then suddenly you’re experiencing shortness of breath which you may not have had before, then this is a big indicator that you may need medical attention.” Shortness of breath, or dyspnea, due to COVID-19 can be very persistent. It can also escalate very quickly. It can also vary from patient to patient. You may notice some or all of the following sensations: - You feel like you are gasping for air. - Your chest feels too tight to breathe in or out fully. - Each breath you take requires more effort than the last, draining your energy. - You may feel like you are breathing through a narrow tube. Beyond Shortness of Breath COVID-19 does more than just make it hard for you to breathe. It’s estimated that 20% or more of patients will develop a more serious lung-related disease due to the novel coronavirus. Some patients will develop pneumonia, for example. COVID-19 pneumonia also differs from regular pneumonia and is more difficult to fight. Some patients will ultimately develop acute respiratory distress syndrome, or ARDS. While ARDS is present in non-COVID patients, those with COVID-19 experience more significant symptoms, with many medical professionals terming the acronym CARDS to note the major differences in COVID and non-COVID conditions. Yet other lung problems stemming from COVID-19 include sepsis, which is when the infection reaches the bloodstream (and is often fatal), as well as superinfection, which is when a secondary infection sets in, further straining the immune system, which is already overtaxed fighting off COVID-19. How Can Stem Cell Therapy Help Alleviate COVID-19 Related Breathing Problems? Stem cells have been heavily researched for use in treating a very wide range of conditions, including lung diseases and injuries. As the proto-building blocks of all cell types in the body, stem cells show immense promise in combating shortness of breath, pneumonia, and other conditions. According to a study titled Mesenchymal Stem Cell Therapy for COVID-19: Present or Future, the authors found, “After the intravenous transplantation of MSCs, a significant population of cells accumulates in the lung, which they alongside immunomodulatory effect could protect alveolar epithelial cells, reclaim the pulmonary microenvironment, prevent pulmonary fibrosis, and cure lung dysfunction. Given the uncertainties in this area, we reviewed reported clinical trials and hypotheses to provide useful information to researchers and those interested in stem cell therapy.” Further, in an article written for the University of Miami Miller School of Medicine, Joshua M. Hare, M.D. Louis Lemberg Professor of Medicine noted, “Administering mesenchymal stem cells (MSCs) to COVID-19 patients with life-threatening respiratory problems appears to be a safe form of therapy. Large-scale multicenter clinical trials will be the next step in determining whether MSCs improve patient outcomes.” Yet another study, this one from China found that human umbilical-cord derived MSCs “showed positive effects. MSCs played their immune modulation roles to reverse the lymphocyte subsets. A group of CD14+CD11c+CD11bmid regulatory DC cell population dramatically increased. Meanwhile, the level of TNF-α decreased significantly, and IL-10 increased in the MSC treatment group compared to the placebo control group. Furthermore, the gene expression profile showed that MSCs were ACE2– and TMPRSS2–, suggesting the MSCs were free from COVID-19 infection. Thus, the intravenous transplantation of MSCs was safe and effective for treatment in patients with COVID-19 pneumonia, especially for patients whose condition was critically severe.” Moving Toward a Specific Treatment As you can see, stem cell therapy shows great promise for those struggling with breathing problems due to COVID-19. However, as the FDA has yet to approve any form of stem cell treatment, any such therapies must be considered experimental. Patients and their family members should also focus on finding a physician familiar with allogeneic stem cell implantation, as these offer the least chance of an adverse immune system response and deliver heightened healing and regenerative capabilities.

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Health Officer Kevin Thomas asks residents to continue preventive measures to protect against mosquito bites. “With the hottest weather months upon us it is important to protect you and your family from disease spreading mosquitoes, particularly when outside during dusk and dawn hours. As it gets darker earlier in the evening, you and your children may be outside increasingly during these high-risk periods,” said Thomas. Diseases such as West Nile Virus (WNV) are most often transmitted by the bite of an infected mosquito. Most WNV infections are mild and persons often have no symptoms. Approximately 20% of those infected develop a generally mild illness called WNV fever syndrome, characterized by fever, headache, weakness, nausea, body aches, and sometimes associated with a rash and swollen glands. WNV can rarely cause a very serious and sometimes fatal disease. Approximately 1 in 150 infections will result in severe neurological disease, characterized by encephalitis, meningitis or acute flaccid paralysis. Symptoms may include fever, headache, stiff neck, altered mental status (ranging from confusion to coma) and additional signs of brain dysfunction. If you are experiencing these signs or symptoms, you should seek medical care and inform your physician if you have had mosquito bites. As of July 30, 2015 no human cases of West Nile virus have been confirmed in New Jersey. However, the virus has been detected in 2 birds and 65 mosquito samples collected throughout New Jersey. According to Dr. Peter Bosak, Director of the Cape May County Mosquito Control Department, in Cape May County 4 positives mosquito samples were found during July in the following locations: 3 positive samples in Upper Township and 1positive in Avalon. “There are many protective measures that you can take to protect yourself from West Nile virus,” added Thomas. “You should safeguard your house and property to reduce the number of mosquitoes near your home and you should protect yourself from mosquito bites when outdoors, particularly during dawn and dusk hours.” Specific prevention steps include: • Apply mosquito repellent containing DEET when outdoors • Wear long sleeves and pants • Limit outdoor activity during dawn and dusk hours • Remove standing water on your property where mosquitoes can lay eggs. Mosquitoes will develop in any puddle that lasts more than 4 days! • Clean and chlorinate unused swimming pools. • Maintain screens on doors and windows • Clean your gutters and make sure water runs freely The County Departments of Health and Mosquito Control work together each year to help prevent West Nile virus and other mosquito-borne diseases. Both agencies have surveillance programs in place to identify the virus in people, birds, and mosquitoes. This information is used by the Department of Mosquito Control to target areas in the County to reduce the mosquito population. Information on West Nile virus can be found at www.cmchealth.net, or www.cdc.gov/features/StopMosquitoes/. To learn about public health news and local events, “like” the Cape May County Department of Health on Facebook. Contact: Kevin Thomas, Public Health Coordinator

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|Forlag||Pickering & Chatto Publishers| |Serie||Religious Cultures in the Early Modern World| |Emne||Early modern history: c 1450/1500 to c 1700; Europe; European history; Religion: general; Sacred & religious music; c 1500 to c 1600| |Se flere detaljer| Om Renaissance Ethics of Music Modern scholarship has explored music both scientifically and aesthetically, but not philosophically. In early modern Europe, music - particularly singing - was the arena where body and soul came together, embodied in the notion of musica humana. Kim uses this concept to examine the framework within which music and song were used to promote the moral and spiritual education of the laity. This is the first study of its kind, combining historical musicology with philosophical theology to address Renaissance ideas of religion, education and music.

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GUT HEALTH AND PULMONARY PROBLEMS: an interconnected problem By Wim Wanzele (Nutrition and Farm Managment specialist) Intestinal and respiratory problems are considered major threats because they are responsible for the majority of calves’ mortality and morbidity. In addition, a healthy and properly functioning rumen is crucial for calf growth and later production. In order to raise healthy, well-producing, and long-living cattle, the focus should be on these topics right from the start. threat nr. 1: CALF SCOURS With several causes, calf scours are the main cause of mortality and morbidity during the first 5 weeks of life. The primary causes are bad colostrum management, incorrect (milk) feeding practices, and the use of a poor-quality milk replacer and/or calf starter. threat nr. 2: Respiratory diseases Respiratory problems typically occur from 5 to 25 weeks of age. Bovine Respiratory Disease (BRD) causes high mortality and morbidity in the calf rearing phase. Since BRD causes long-lasting negative effects by irreversibly damaging the lungs, infection results in reduced growth and leads to lower performance later in life. Though it seems these two threats do not have much in common, it is becoming increasingly evident that intestinal disorders can have pulmonary manifestations and vice versa. This is because these two regions are interconnected via the so-called “gut-lung axis” (Figure 1). The gastrointestinal tract and lungs communicate with each other at certain levels. For example, if an intestinal disorder causes damage to the gut barrier, this results in bacteria (endotoxins and inflammatory cytokines) entering the blood circulation. Via this route, these detrimental molecules can reach the lungs and eventually cause damage there. Many studies suggest the important role of the gut-lung axis in calves and highlight the need for intestinal barrier integrity and gut health. Calves suffering from intestinal problems in early life will be more susceptible to pulmonary infections later. Therefore, it is extremely important to focus on gut health, which is largely determined by the quality of feed given to calves. Milk feeding: focus on protein digestibility The focus of a good calf milk replacer (CMR) should be protein quality. Premium quality protein is digested more easily by the calves and thus lowers the risk for digestive disorders. In general, dairy protein sources are highly digestible, so large quantities can be used in calf milk replacers. In contrast, vegetal protein sources are less digestible and sources, like soybean flour, should be limited in calf milk replacers. Solid feed: focus on rumen development Next, good quality concentrates, fibers, and water are required to develop a healthy rumen. First, the quality of the starter concentrate will determine the age at which the calf starts consuming solid feed. In this case, the earlier the better as more intake means additional growth. The pre-weaned calf mostly relies on nutrients in milk. A higher milk intake results in higher growth rates before weaning, but implies a lower concentrate intake. So it is crucial to find a good balance between milk and solid feed intake. The amount and the composition of the calf starter consumed before weaning affects the digestion of solid feed after weaning. Research has shown that non-fiber carbohydrate (NFC) intake impacts the development of the calf’s digestive system. In fact, about 15 kg of cumulative NFC intake is needed for proper rumen development and for the digestive system to fully adapt to solid feed (Quigley et al.,2018). As a consequence, everything that reduces total NFC intake reduces solid feed digestion in early life as this results in less energy and protein availability and, consequently, leads to a slower growth rate. NFC intake might be limited due to high fiber feeds, forage feeding, or high milk intake. With a very palatable starter containing the right NFC content, it is possible to reach optimal rumen development at 6 weeks of age. From this point, calves can be gradually weaned by reducing milk supply. Slowly reducing milk helps avoid stress-orientated problems and protects against a decline in growth rate. An automatic calf feeder can be helpful in managing this weaning process. Finally, protein nutrition has an impact on the calf’s development, especially when focusing on gut health and diarrhea prevention. Too much (undigested) protein will result in bacterial protein fermentation and pathogen overgrowth. Remember that “bad” bacteria (E. coli, Clostridium, etc.) are known as dominant protein fermenters. By limiting total protein intake and choosing easily digestible protein sources, the amount of undigested protein in the gut can be restricted. Limiting protein content in calf starters also enables you to incorporate more NFC. In a calf starter, a protein content of 160 g/kg appears to ensure proper rumen development and fast growth after weaning. Another advantage of a lower protein feed is that it can be provided ad libitum without any risk of intestinal health issues until the age of 6 months, resulting in very fast growth. In conclusion, good nutrition goes beyond gut health and can benefit the overall immune system, helping calves to deal with numerous diseases. This contact was suggested based on the location you are browsing from. You can of course also consult our other contacts and locations here.

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Do you know APIs and API Management Overview? APIs are a crucial component of software development. Developers can access the functionality, information, or capabilities of a specific operating system, platform, or service via an API, which is a collection of procedures and tools for creating software applications. They are the main method for getting data from other applications into mobile apps and websites. APIs let programmers expand their programmers’ capabilities without having to completely rewrite its core features and functionalities. What is an API? Table of Contents An API is a collection of procedures, protocols, and development resources for software applications. To access information and features from a remote application, use APIs. Healthcare and banking are just two of the many sectors that employ APIs (see, for instance, https://freecurrencyapi.com/). A collection of guidelines used by one piece of software to connect with another is known as an API in the field of software development. The API bridge enables customers to use the services offered by the platform of another business without downloading their complete offering if they want not to. For instance, only a small amount of the Facebook code is available to you when you visit the site, allowing you to use various functions like texting friends, etc. Read More: How to Protect Yourself Against Hackers: Internet Safety Why are APIs important? The API serves as the foundation for contemporary software development. Systems, services, devices, and applications can be linked together through APIs. A collection of guidelines known as an API enables communication between programmes. It can be envisioned as a translator between systems, enabling them to converse with one another in their own languages while also expressing what they require from one another. The way you handle your APIs will determine how efficiently you can utilise them and how well you can monitor consumer usage. Although there are many different kinds of APIs, they all have the following crucial element: – An interface for use (UI). End users communicate with the API in this manner. It could be a website or mobile app that gives users access to specific data sources or features. What is API management? The practise of managing APIs and all of the data associated with them, including their design, development, and deployment, is known as API management (APIM). APIM includes API governance and security. In order to verify that all components are operating consistently, it also ensures that they are in compliance with enterprise policies. APIM tools manage all aspects of APIs, such as: - Identification – registration of developers who want access to your API - Authorization – defining policies for access control based on user roles or other criteria - Publishing – publishing your API so it can be accessed by third parties - Usage tracking – monitoring how your APIs are used by developers Enterprises utilise API management tools to handle APIs across many platforms. In either an open or closed paradigm, they can be used to develop, publish, and manage APIs. They keep track of your API usage as well as the data and analytics it generates. APIs are an important part of software development. Code and data sharing is done through APIs. They are used by businesses to create new goods and services as well as by software developers to create new apps. APIs can be either free or paid, public or private. Anyone can use public APIs, which include some well-known ones like Twitter’s API for tweet analytics and the Google Maps API for sharing locations on a map. Private APIs, such as an API for currency exchange rates, limit access to those who have been given permission by the owner of the API in order to maintain its confidentiality within an organization (for instance, at your firm). APIs are becoming more and more crucial to software development as cloud computing grows. We sincerely hope that this post has provided you with a better understanding of what APIs are, why they are significant, and how you can use them to manage your own APIs.

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It is typically found in one of two places: underneath the yarn label or tucked inside one of the skein openings. For the yarn end in the middle of the skein (referred to as “center pull”), stick your thumbs and index fingers inside the cavity of the skein and try to feel for a clump of yarn, right in the middle. What’s a ball of yarn called? Skein is a generic term, the way “ball” is. Many people call the twisted yarn braid a skein, and so I am calling it a bonafide synonym for twisted hank. Can you knit straight from a skein? Frankly, if you can wind a ball of yarn by hand without a swift or a ball winder, you can knit directly from a skein. The only difference between the two is winding the skein up between knitting sessions. What is Mill end yarn? ‘Mill ends’ are the surplus yardage of yarn produced by mills every time a production run ends. … That extra value can then be passed on to the customer – the end result being that consumers get cheaper yarn, small businesses have better opportunities for growth and mills don’t have to throw out their mill ends. How do you knit both ends of a skein? Knitting From Both Ends of a Skein - The first is to wind the skein into a center pull ball and hold the end of yarn on the outside of the ball together with the end of yarn at the inside of the ball. … - Take the ball band off your skein of yarn and measure your skein.

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Mary shelley's frankenstein was created in the nineteenth century this time period has very distinct characteristics in writing and life, many of these characteristics are prominently shown in frankenstein. Literature/ frankenstein protagonist and antagonist term literature term papers (paper 14075) on frankenstein protagonist and antagonist: in the novel frankenstein, by mary shelley, the antagonist and protagonist changes shmoop protagonist character role analysis brutus for some. Frankenstein mary shelley contents plot overview + victor frankenstein - the doomed protagonist and narrator of the main portion of the story read an in-depth analysis of victor frankenstein the monster - the eight. Essays related to literary protagonists and antagonists 1 washington irving uses one main character to play both the role of the protagonist and the antagonist in paragraph three lines frankenstein in the literary work frankenstein by mary shelley. On frankenstein protagonist and antagonist : in the novel frankenstein, by mary shelley in the novel frankenstein, the role of antagonist and protagonist often changes throughout the course of the plot. The theory of love in mary shelley's frankenstein on the back of the dover publications edition of frankenstein the publisher states that the novel is acclaimed as both the first modern horror novel and the first science villain or antagonist the role of frankenstein's monster. Valentine: 'every book that has been written about artificial intelligence since frankenstein owes something to mary shelley i found the relationship between monster and creator compelling and fascinating. Study questions for mary shelley's frankenstein page numbers: nal signet edition 1 who was prometheus why is the novel subtitled the modern prometheus 2 why is who is the novel's protagonist antagonist hero 19. Shelley's frankenstein a mix of the gothic and romanticism genre gender analysis of mary shelley's frankenstein print reference this shelley does not provide a strong female protagonist in frankenstein the reference made to the women in this novel presents an insight to frankenstein. An analysis of mary shelley's frankenstein, or, the modern prometheus, using women's role in frankenstein the novel's busy afterlife also proves its everlasting. And the protagonist and antagonist roles in the novel frankenstein, by mary shelley, victor frankenstein is the creator of a monster essay on role of identity in mary shelleys frankenstein 1010 words | 5 pages. Home study guides frankenstein literary elements protagonist and antagonist these papers were written primarily by students and provide critical analysis of frankenstein by mary shelley dr jekyll and mr frankenstein egotism. Frankenstein mary shelley women in literature sex in mary shelley's frankenstein, the author characterizes each woman as passive, disposable and serving a utilitarian function female writers of the eighteenth century often focused on the role of the female imagination in novel. Who was the antagonist i'll partially agree with edwin and say that shelley intended frankenstein to be the protagonist and the monster to be the antagonist pj parker but the creature wasn't the true monster of mary's novel—of that i'm certain. Frankenstein mary shelley buy share buy home literature notes frankenstein william's murder is the turning point of the novel, when turmoil engulfs the frankenstein family and all innocence is lost in the family summary and analysis preface to the 1817. Get an answer for 'who are the protagonist, antagonist, and hero in frankenstein even the first letter forshadows the roles of each character there is no hero in the story nobody fixes the conflict at hand how many people die in the novel frankenstein by mary shelley. The arctic setting that mary shelley uses in her novel, frankenstein, after the monster escapes was essential in understanding the feelings. The inferiority of women in frankenstein by mary shelley essay the inferiority of women in frankenstein, romantic times and today in the book frankenstein by mary shelley, the women are portrayed as inferior to men in several different ways. Posts about frankenstein mary shelley english literature revision a level written by anthony skip to content the novel's title: mary shelley's frankenstein is also known as the modern prometheus there is also once again a sign of frankenstein attempting to take on the role of god. Nature's role in frankenstein blaise 1 michelle blaise instructor english 101 30 of march 2013 my analysis of mary shelley's novel frankenstein the major themes involved in frankenstein are the process of creation and the protagonist and antagonist roles. A list of important facts about mary shelley's frankenstein, including setting, climax, protagonists, and antagonists sparknotes type of work novel genre gothic science fiction protagonist victor frankenstein antagonist frankenstein's monster setting (time. If you are required to write a character analysis, your task is to describe the character's personality traits, role in little red riding hood, the little girl is the protagonist antagonist. Get access to mary shelly s frankenstein movie analysis essays only from anti essays listed results 1 mary shelleys novel, frankenstein in this chapter halberstam rethinks gothic horror in the sense of frankensteins and the monsters motives and roles in mary shelleys. Mary shelley's frankenstein and samuel coleridge's rime of the ancient mariner in mary shelley's novel, frankenstein, protagonist victor frankenstein employs a narrative which parallels that and heightens its role as a deity. The novel frankenstein is written in epistolary form victor frankenstein - protagonist and narrator of most of the story creates the monster the creature shelley, mary frankenstein: 1818 text (oxford university press, 2009. Many characters in the novel find themselves in isolated positions and generates challenging questions about the role of isolation and community in our everyday lives mary w frankenstein: a longman cultural edition, second edition ed.

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As rogerl suggests, the term "dimension" is not really used to describe a function. You are right in thinking that counting coordinates is not quite satisfactory as an approach to the notion of dimension, which is used to describe geometric figures such as the graphs of simple functions like $f(x)=2x^3$. The plane containing the coordinate axes is two dimensional in the ordinary sense of the word -- but note that "dimension" is describing a geometric object not a function. The curve defined by the function, however, is considered one dimensional even though two numbers are required to fix any point on the curve. Because giving a precise description or definition of the notion of dimension is rather difficult, you won't see much discussion of it in more elementary texts. In the case of any function graphs you are likely to be able to imagine, there are some simple intuitive, geometric properties that may convince you a function graph is quite different than an geometric object like a disk which is clearly 2 dimensional. (I use the term "disk" to refer to a circle and the entire area it encloses.) For example, if you pick a point on your function graph and erase it from the curve, you are left with two separated pieces: the curve minus the point is disconnected. (Imagine doing this with the graph of $f(x)=2x-1$ or $f(x)=4-x^2$.) Now imagine a disk, and punch out one point inside the disk. The remainder is still a single connected geometric object, not two or more separated pieces. You can't split a disk into separated pieces by removing any finite number of points, but you can do so by removing a 1 dimensional curve -- just drag your pen point right through the disk from one side to the other. P.S. Although these disconnection properties are intuitive and capture some of what distinguishes commonly encountered 1 and 2 dimensional objects, they don't lead to a satisfactory mathematical treatment of dimension due to the existence of some pretty hairy phenomena present even in the plane, let alone in space (or higher dimensions).

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In 1998, the national rate of victimization for child abuse was 15 per 1,000 children in the population. Child Abuse is the intentional use of physical force or intentional omission of care by a parent or caregiver that causes a child to be hurt, maimed, or killed. It has psychological effects that can be damaging for life. There are many types of abuse but two that stand out are physical and sexual abuse. Two types of child abuse are physical and sexual abuse. Physical abuse is characterized by the infliction of physical injury as a result of punching, beating, kicking, biting, burning, shaking or otherwise harming a child. Sexual abuse includes fondling a child's genitals, intercourse, incest, rape, sodomy, exhibitionism and commercial exploitation through prostitution or the production of pornographic materials. Evidence of each form of child abuse can be found in children from birth. Professionals can pick up clues of possible maltreatment by observing the child at school or during routine conversations with parents. Physical signs of abuse whether mild or severe involve the child's physical condition. Frequently, physical signs are bruises, bone injuries, or evidence of lack of care and malnutrition. When suspecting child abuse you have to be careful. There are behavioral and physical signs that should be present. Just because someone notices two bruises on a child doesn't mean he or she was physically abused. There are many different behavioral signs and the signs can vary depending on the child. For example: Jackie is three years old and when she hears other kids crying she runs to her cubby and gets her blanket. She then sits there rocking back and forth repeating, "No hitting. No hitting."ÃÂ As Bavolek said " The consequences of abuse will vary with the development level of the child, the duration and...

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A small, printable envision dictionary of the plant words and phrases — for early people. The university student cuts out the web pages, staples them jointly, then writes each individual term inside of the minimal e book. The phrases are: flower, grass, leaf, roots, seed, sprout, tree, trunk, twig, vine, and feel of a further plant phrase. Plant Terms Mini E book. This shade printable exhibits the easy sections of a plant. Areas involve stem, leaves, flower, and roots. Elements of a Plant Worksheets. Training things to do for pieces of a plant and interdependent interactions inside of the surroundings. Areas of a plant worksheets, label the plant, science worksheets. Kindergarten science worksheets. Perspective on top of that the Attributes of Residing Aspects Resource: Jason and I crafted the printable for this recreation as aspect of our Crops Device Printable Pack 1. This printable is a subscriber’s just printable. For your no cost replica, abide by the recommendations at the backside of this article. Coloring Plant Parts Areas of a Plant and Their Employ in direction of Gentleman -Science/Agricultural Science: Sections of a Plant lesson system – Within just this 6-webpage science lesson, college students discover the globe of vegetation and the sections of a plant; their names (leaf, stem, root, flower, fruit, and seed), attributes and illustrations of plant-elements which are u This plant lapbook package involves 12 Webpages OF INFORMATIONAL PASSAGES with regards to plant specifications, the areas of a plant, seeds and how they drive, the components of a flower, photosynthesis, and pollination, Moreover black line masters and photograph examples for creating a plant lapbook with your learners. Parts of a Plant Worksheet Free Plant Sections (Grades 1 2) This printable science recreation focuses upon the 4 primary pieces of vegetation. College students will find and label the elements of a plant, and then resolution inquiries above the plant layout. The areas-of-a-plant chart is an inspirational device that aids inside of pinpointing the elements of a plant with usefulness. Improve the vocabulary of quality one particular little ones inside the technique. Track down the areas of a plant worksheet. Consider a wander within just the park, visual appearance more than and abide by. Plant Parts Worksheet 1st Grade Worksheets are Components of a plant, What are the areas of a plant what are the characteristics of, Sections of a plant, This web utilizes cookiesas defined in just our privateness policynotice in the direction of provide oneself a far better going to encounter. You might also search for different Parts of a Plant Printable. You might like to check:

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The AMS feeding system can be divided into two main parts: 1. First stage feeder + Filament hub + Buffer 2. Extruder (Cutter sensor + Filament detection sensor) The feeder and filament Hub can detect the filament and load and unload the filament. The buffer feeds the signal back to the AMS and printer to control the feed speed. There is a cutter sensor and filament detection sensor inside the extruder, and the sensor signals will also be fed back to AMS to judge whether the filament can be fed normally. In short, the AMS and printer rely on signal feedback from each sensor to ensure a smooth feed process. There are four feeders on the AMS, which pull the filament into the AMS. It also drives the Black sleeve unit to rotate the spool when unloading the filament. The feeder has a filament detection sensor. When it detects the insertion of the filament, its motor will start to work and automatically pull in the filament for pre-loading. The position of the detection sensor is shown below: The filament Hub is located at the rear of the AMS and consists of four sensors, an odometer, and a motor. It combines four feeding paths into one. After the sensor detects that the filament is being fed into the filament hub from the feeder, the motor is activated to provide a second driving force for the filament to be sent to the extruder. The position of the filament detection sensor and odometer of the filament Hub is shown in the figure below. When the filament enters and leaves the filament Hub, the signal of the sensor will change so that AMS can judge whether the filament is sent to the filament hub. You can refer to the wiki for the internal structure of the filament Hub: Dismantling and cleaning the AMS filaments hub | Bambu Lab Wiki The odometer is used to determine whether the filament has been sent out of the AMS, and can also be used to calculate the length of the filament sent out. The buffer is used between the AMS and the printer (the AMS hub is used when multiple AMS are connected) and consists of a slider, spring, and sensor. when the AMS pushes the filament into the tool head extruder, the pressure of the filament feed pushes the slider to the right and stores a small section of filament in the buffer. When the extruder consumes the filament in the buffer, the slider returns to the left. The position of the slider is detected by sensors and fed back to the AMS and printer to adjust the feed speed. The extruder is used to extrude the filament for printing. It has a filament detection sensor and a cutter detection sensor inside, as shown in the figure below: The filament detection switch, as shown below, consists of a magnet and a Hall sensor. When the filament is inserted, the magnet moves closer to the Hall sensor; When there is no filament, the magnet will automatically spring back. The printer determines whether there is a filament inside the extruder according to the detected Hall value. When the filament is detected, the display will show a green dot: The following figure shows the Hall sensor of the cutter. The cutter has a magnet on its handle. When the cutter cuts the filament, the magnet will be close to the Hall sensor; When the cutting is finished, the cutter will spring back and the Hall value will change throughout the process. Based on the detected Hall value, the printer can determine whether the cutter is stuck and whether the cutting has been successful. When AMS is idle, when you insert the filament into the feeder, the feeder will send the filament to the filament Hub and pull back a bit until it is detected by the filament Hub sensor. This process is pre-loading. In addition to providing the user with interactive feedback when inserting the filament, pre-feeding can also tighten the filament roll on the spool to ensure that the filament on the spool is not loose. Insertion assistance function: Before pre-loading, you can also tap the empty slot icon on the display screen, and the motor and gears of the feeder will start to rotate, making it easier to insert filaments through assistance. Bambu's official filament roll has RFID tags on both sides, and on AMS there are two RFID-reading circuit boards that can read the filament information. RFID reading function can be set on the screen for update on insertion/startup, or you can also manually click the number above each slot on the screen/slicer for reading RFID. When AMS reads the RFID, it will preload first to tighten the filament roll. It then sends the filament out of AMS a section to turn the spool, allowing the circuit board to scan the RFID tag and read the RFID information. When the filament in a slot has been sent out to AMS, or the extruder detects that there is a filament inside, the RFID reading function cannot be used. Click to read will show that AMS is busy and cannot read the filament information. The RFID reading process can also be used to estimate the remaining filament. The working principle is to estimate the percentage of the remaining filament on the spool by the length of the filament sent out after the RFID tag on the spool rotates a full circle. The complete 1kg filament roll is 100% capacity by default. When you send a multi-color print task in the slicer, the model is automatically matched to the closest color filament in the AMS slots. You can also customize the filaments in the window. When you use AMS printing, it still has the filament run-out detection function, which can be divided into the following two cases: 1. Single material printing: the same filament run-out detection logic as when printing without AMS. When the tool head detects that the filament runs out, it will report that the filament runs out and a new filament needs to be inserted. 2. Multi-material printing: There is a special case of multi-material printing, that is, the last section of filament has been detached from the spool, at this time if the filament needs to be switched in the middle of printing, as the filament can no longer be pulled back, it will directly flush the remaining filament, and then switch to another slot of filament to continue printing after the flushing is completed. The screen will indicate that the filament has run out, please wait while the old filament is purged. 3. AMS filament backup: the AMS will switch to another spool with the same filament properties automatically when the current filament runs out. These filament properties include brand, type, color, and nozzle temperature. If the AMS cannot find the same filament, it will display a prompt that the current slot has run out. To enable this feature, please check "AMS filament backup" on the AMS settings page.This function requires filaments with exactly the same properties. It is recommended that Bambu filament be used as a replacement for Bambu filament and non-Bambu filament be used as a replacement for non-Bambu filament. During the loading process, the feeder sends the filament to the filament hub. When the odometer of the filament hub calculates a short length of the filament sent out of AMS, the feeder stops working, and then the filament is fed into the tool head by the filament hub motor. During the unloading process, the feeder and filament motor work simultaneously. The feeder is responsible for driving the spool to rotate, and the filament Hub motor pulls back the filament. The left and right rocker gears of the feeder control the feeding and unloading actions respectively. The right rocker arm lifts the gear to pull the filament to feed, while the left rocker arm lifts the gear to drive the black roller to rotate the spool to unload the filament, as shown in the following figure. When the AMS sends the filament to the extruder and successfully extrudes, the AMS will switch to the feed assist mode. AMS assists in feeding or retracting according to the feedback value of the buffer. When the feeding process encounters resistance, the slider in the buffer will be pushed to the right. When the filament is consumed by the extruder, the slider will return to the left. The entire process is as follows: AMS will switch to feed assist mode after the filament is sent to the extruder, and switch back to idle mode after the filament is pulled back to AMS or the machine is rebooted. In the feed assist mode, AMS only determines whether to continued feeding according to the signal feedback of the buffer, regardless of whether it is printing or not.

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Wildfires (IMAGE) Stockholm University Caption Warming and consequently drier conditions in Europe, particularly for southern countries, higher the risk for fires. In the report “Spreading like wildfires: the rising threat of extraordinary landscape fires”, by UN Environmental Program (UNEP) and GRID-Arendal (a UNEP partner) in 2022, conclude that climate change and land-use change are making wildfires worse. The report anticipates a global increase of extreme fires, even in areas previously unaffected. https://www.unep.org/resources/report/spreading-wildfire-rising-threat-extraordinary-landscape-fires Credit Ryhor Bruyeu/Mostphotos Usage Restrictions May be used in connection to the related research with the credit visibly displayed somewhere. License Licensed content Disclaimer: AAAS and EurekAlert! are not responsible for the accuracy of news releases posted to EurekAlert! by contributing institutions or for the use of any information through the EurekAlert system.

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In order to push Atlantis through processing in time, a number of standard checks would have to be abandoned. The expedited OPF processing would get Atlantis into the Vehicle Assembly Building in just six days, and the 24/7 prep work would then shave an additional day off the process of getting Atlantis mated to external tank and boosters. After only four days in the Vehicle Assembly Building, one of the two Crawler-Transporters would haul Atlantis out to Launch Complex 39, where she would stage on either Pad A or Pad B on Flight Day 15—January 30. Once on the pad, the final push to launch would begin. There would be no practice countdown for the astronauts chosen to fly the mission, nor would there be extra fuel leak tests. Prior to this launch, the shortest time a shuttle had spent on the launch pad was 14 days; the pad crews closing out Atlantis would have only 11 days to get her ready to fly. Even as workers at Cape Canaveral frantically tried to beat the clock, more work had to happen at the Johnson Space Center in Houston: Atlantis still needed a crew. The right stuff [I]t would be important to have a high degree of confidence in the astronautsʼ ability to quickly adapt to the micro-gravity environment. —Columbia Accident Investigation Board Report (Appendix D.13) Columbia carried seven astronauts, who by Flight Day 15 would be halfway through their unexpectedly extended 30-day mission. This presented a problem for NASA: Atlantis would need her own crew in order to launch and rendezvous with Columbia, but space shuttles were only designed to accommodate five to seven astronauts. When Atlantis returned, she would carry not only the astronauts she launched with, but also Columbia's rescued crew—so, to minimize crowding, what was the minimal crew count Atlantis could get away with at launch? After analysis, it was determined that Atlantis would need a minimum crew of four. A two-person pilot and commander team would be required to actually fly the rendezvous and actively keep station with Columbia—which NASA estimated would mean at least eight or nine hours of manual flying (and potentially much more than that). Another two-person team would be required to don suits and perform the rescue EVA tasks—tasks which NASA would have had to design from scratch. As with every other piece of the rescue, there was no room for error, and there would be no second chances. Atlantis would therefore be launched with an all-veteran crew, with selection for the mission biased heavily toward astronauts who demonstrated fast adaptation to microgravity (there was no time to be space-sick) and high aptitude at EVA or rendezvous. The report names no names, but it does indicate that an assessment revealed a pool of nine EVA candidates, seven command candidates, and seven pilot candidates available in January 2003 whom NASA felt could have undertaken the mission. The four astronauts chosen to fly Atlantis would have faced an extraordinarily compressed training schedule—and also a tremendous amount of professional and personal pressure. The tight timeline would mean that the two Atlantis astronauts selected to actually spacewalk between the shuttles for the rescue EVA would likely be training underwater at NASA's Neutral Buoyancy Lab almost every single day of the two weeks, breaking the entire multi-hour spacewalk up into tiny component maneuvers and procedures and walking through each to commit them to memory. Simultaneously, the two astronauts selected to pilot the shuttle would have spent that time in the large motion-base simulator in Building 9 at the Johnson Space Center, working through every moment of the rendezvous, station-keeping, and landing from start to finish. It's also certain that the media would have exerted its own tremendous pressure, attempting to thrust cameras and lights into every corner of the preparation—as much as they would be allowed to do so, anyway. "Space disaster" and "rescue mission" are golden ratings words. Clear Lake in Houston and Cape Canaveral in Florida would have been swarmed with TV trucks; the Johnson Space Center sign on historic NASA Rd 1 would likely have been a constant backdrop on TV news both local and national. And throughout the frantic weeks on the ground, Columbia's crew would wait. reader comments142 with

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The Mathematics Domain is now incorporated into AusVELS, the Foundation to Year 10 curriculum that from 2013 provides a single, coherent and comprehensive set of prescribed content and common achievement standards. Student reporting is against the AusVELS. The AusVELS website provides the complete set of achievement standards across all domains to be used for assessment and reporting. - AusVELS Content Descriptions and Achievement Standards - AusVELS level descriptions, content descriptions and achievement standards for Mathematics. - Assessment - Information, resources and tools to help teachers make a consistent and balanced assessment of student achievement. - Learning and Teaching Support - Links to websites, online resources and tools that provide learning and teaching support for teachers. - Mathematics Continuum - Provides evidence based indicators of progress, linked to powerful teaching strategies, aligned to the standards of AusVELS Mathematics. - Professional Learning - Information, resources and tools to help teachers with their professional learning. - Research - Identifies current research in the area of mathematics education. - Literacy and Numeracy – links to policies and supporting documents about teaching and learning of literacy and numeracy in Victorian government schools. Task Types and Mathematics Learning (TTML) Task Types and Mathematics Learning (TTML) is a set of classroom activities that were designed by Victorian teachers as part of an Australian Research Council (ARC) Linkage project scheme conducted by Monash University and the Australian Catholic University. Mathematics related web sites and resources can be found by using the advanced search feature on the FUSE Teacher Resources page.

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Our curriculum is built on established learning frameworks — and a healthy dose of fun. At Wonderlit, we balance learning with serious fun through drama and literacy. Drama techniques and tools such as imaginative play, role play, improvisational storytelling, poems, music & movement, stage discipline, character building, and speech work that includes literature and poems are some examples used throughout our highly stimulating curriculum to facilitate learning, help our children think quickly and form ideas verbally. The key elements of these and other techniques are based on leading Trinity College London Communication Skills, Speech and Drama, and Performance Arts frameworks, as well as the Singapore MOE (Ministry of Education) Oral & Communication syllabus, helping students develop important communication life skills while excelling in Trinity certification and school oral examinations. Our curriculum starts with Read and Write for preschoolers which support the progression to Speak and Perform programmes at the primary and secondary school levels. This provides a holistic journey for students to grow in confidence and self-esteem, develop creativity and become successful communicators.

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(Frankfurt, June 2, 2022) Our antibiotics are currently at risk of losing their potency as antibiotic resistance reaches dangerous levels. Hatice Ceren Ates of the FIT Freiburg Center for Interactive Materials and Bioinspired Technologies and the Department of Microsystems Engineering (IMTEK) has invented a device that will make an important contribution to the fight against antibiotic resistance and has been awarded the €5,000 Klee Prize in recognition of this. Current medical practice aims to keep the concentration of medication in a patient’s blood within a certain therapeutic range. This is a difficult task, since that range varies widely from person to person. “To make the regular measurements required for this both quick and affordable, I developed an electrochemical multiplex biosensor for temporally monitoring antibiotics. It can work simultaneously with various bodily fluids – such as blood, plasma, urine, saliva or respiratory gas samples,” explains Ates, a 30-year-old doctoral student. “In the study, we show that the sensor can even be used to measure the concentration of antibiotics in the breath of mammals, which can then be correlated with the antibiotics level in their blood. That was not possible until now.”

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The ligation reaction that I keep referring to requires three pieces of DNA. They get fused together all in one shot, that is slightly complicated. The most crucial of which is the adapter duplex, because without it the anchor and the unzipping DNA would not attach and the reaction would yield nothing. And because of how important the adapter is, this has been the source of my troubles for the past 4 years. But before I go into that, let me tell you about the duplex. It’s called an adapter duplex because it is actually two single stranded pieces of DNA. We call them the top and bottom strand. They are short DNA sequences manufactured from biotech companies. In the past we’ve used Alpha DNA, but I’m thinking of trying someone new. How short are the strands? The bottom strand has about 35 bases and the top is only a few bases longer. Compare that to the anchor sequence which is either 1100 bp (base pairs) or 4400 bp or the unzipping sequence which can be as long or as short as we want (but typically around 3000bp for calibration sequences). Once our single stranded sequences arrive via mail (we call these short sequence oligonucleotides, or oligos for short), we need to bind the top and bottom strands together in a process called annealing. Most molecular biological reactions involve some kind of enzyme to help the reaction, but annealing is quite a natural process. DNA naturally wants the bases to bind to complementary bases (A-T, G-C) and even in single stranded form, the DNA will self anneal, that is bind to itself. So to get our top and bottom strands to stick together we just put them together in the same tube, heat it up to near boiling temperatures, and slowly bring the temp down so that the top and bottom strands find each other and bind. Once it’s cooled, the adapter duplex is formed and will stay that way unless heated to very high temperatures (near boiling). There are three key features of the adapter duplex: (1) a biotin molecule, (2) a gap in the DNA backbone, and (3) two non-palindromic overhangs. The overhangs are designed to bind with a very specific sequence. One side can only bind with the overhang I mentioned in the anchor DNA, the other side can only bind with the overhang contained in the unzipping DNA. Right now that particular sequence is very specific to cutting plasmid pBR322 with the enzyme SapI (and any other plasmids that share similar properties). The biotin is necessary for unzipping. The biotin has a high affinity for streptavidin which coats the microspheres we use for optical tweezing. Typically the biotin in our bottom adapter strand is near the start, but not at the start of the sequence. In more recent iterations, we moved it to the 5′ end completely or added a poly-A overhang with several biotin there. The reason for this is because we’ve been having issues actually unzipping, which I’ll explain in another post. The hope was that by moving the biotin we would get better tethering efficiency and better unzipping. We ended up not getting unzipping results and the tethering efficiency studies were inconclusive. The bottom strand has both the biotin and the gap (key feature 2), which actually plays a role in the unzipping. Since the tweezers will pull on this side, the gap was designed to aid in the unzipping. Basically the gap was the weakest point in the complete DNA chain and since the microsphere is so close to it the DNA would begin to unzip from this location. The gap is actually a missing phosphorus (the yellow in the image to the right), which prevents the anchor and the bottom adapter strand from connecting to each other. In later iterations we completely removed the first base to make the gap wider, and the poly-A tail I mentioned was also used to prevent there from being any attachment. Ultimately I never got unzipping to work. Oddly enough, I ran experiments that verified the ligation reaction worked, but could never get the completed structure to unzip. That’s what this new set of experiments is going to attempt. But before I get to that, I need to tell you about the unzipping DNA portion!

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Why is indoor environmental air quality an issue for so many hospitals and health care facilities? While technology has improved health care options, the fact is many infections and diseases are air born and difficult to control. People are exposed to a wide variety of pathogens whether they are behind the nurses’ station, in the waiting rooms, at a desk or just visiting another patient. Large, diverse groups of people breathe in these particles and become a carrier distributing these viruses and bacteria to the population. Treating these infections has become more difficult with the ease in which they spread. Coughing and sneezing are symptoms obvious to most people, but by this time, many others have also been exposed to a variety of the air-borne pathogens. A few simple steps can help reduce these problems. - Filtered airflow systems remove pollutants and contaminants thereby, improving air quality for patients, visitors, and hospital staff. - Upgraded systems use less energy and improve the airflow throughout the buildings. - Increased airflow throughout a facility reduces moisture buildups that increase the breeding rate of many contaminants and bacteria thereby decreasing the rate of infection. - Consistent airflow throughout a building also aids in regulating consistent temperatures. This is important to help reduce likely breeding environments for pathogens. Improved indoor environmental air quality prevents extended hospital stays and new infections. Illnesses are less severe and recovery times are quicker for the aging population. Replacing old heating and cooling systems helps decrease the spread of disease and helps protect employees, patients and visitors to hospitals and health care facilities.

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Be a Computer Scientist for a Week Summer Camp |Add event to calendar|| vCal (Windows, Linux) iCal (Mac OS X) Program for students in grades 10 and 11. The goal of "Be A Computer Scientist for a Week" is to expose high school students from Grades 10 and 11 (ages 15 to 17) to science and in particular to computer science. The focus for this camp will be the exploration of the role of the computer scientist in group problem solving. The student will not only be introduced to computers and programming but this introduction will be within real life application area like robotics in the camp called AI & Robots in Space, video game programming in the camp called Game Programming Guru, or medicine in the camp called Medical Computing. The camp is free.

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Publication Date: July 11, 2021 Industry: Healthcare sector Source: Stanford Graduate School of Business Cataracts robbed an estimated 65 million people around the world of their vision. In the Himalayas, where hundreds of thousands of people went needlessly blind from cataracts, doctors Sanduk Ruit and Fred Hollows began to tackle this health crisis in 1995 with the Himalayan Cataract Project, believing they could adopt new techniques and lens technology to scale high-quality, high-volume, and low-cost cataract operations in remote communities. This case study details the development of the Tilganga Institute of Ophthalmology (TIO) in Kathmandu, Nepal, including efforts to establish cost-effective cataract treatment centers and ophthalmic education programs to train current eye care technicians and specialists, as well as the next generation of eye care leaders. Students will also understand the time-driven activity-based costing analysis process, as TIO needed to calculate resource needs as the institute expanded services into rural areas, where eyecare needs were high but patient resources were limited. What would this analysis reveal about ways to ensure safe, effective cataract surgery in other low-income countries-and were there also takeaways that might inform cataract surgery practices in the United States and other high-income countries?

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