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" Lesson 7: Word Order contains instruction on the order of words in English sentences. There are two practice exercises so that you can reinforce the skills you just learned. This lesson is part of the Athabasca University Mobile ESL course."
Not Rated Yet. | <urn:uuid:345f04f0-8da8-4a82-9ad3-0ebf10f41b79> | CC-MAIN-2017-09 | http://www.curriki.org/oer/Lesson-7-Word-Order-17362/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501170875.20/warc/CC-MAIN-20170219104610-00500-ip-10-171-10-108.ec2.internal.warc.gz | en | 0.958776 | 62 | 3.484375 | 3 |
DescriptionThis multiple-choice quiz game asks fifty questions about astronomy. It covers all facets of astronomy, its history, the cosmos and the people who discovered it. Interestingly, the player is given three marks and loses a mark every time a question is answered incorrectly. Bonus marks can be earned by answering five questions correctly. At the end of play, marks are cashed in for points, meaning that the best possible score is 63.
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There is no trivia on file for this game. | <urn:uuid:6cc647bb-1eb4-425f-949b-a55c696e9ffd> | CC-MAIN-2014-52 | http://www.mobygames.com/game/astronomy-quiz | s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802775080.16/warc/CC-MAIN-20141217075255-00007-ip-10-231-17-201.ec2.internal.warc.gz | en | 0.942816 | 129 | 2.59375 | 3 |
A newly found oil deposit
Oil (aptly called “black gold”) is the major driving force of today’s world economy. Crude oil, after extraction, is distilled into various components such as gasoline, diesel, tar and petrochemicals. Because it is a product of fossilization, crude oil is buried deep beneath the earth’s surface in the form of deposits. However, digging up every patch of available land or boring random holes in the ocean bed is not a realistic option for discovering oil deposits. Hence, geologists have developed indirect methods that indicate the possible location of oil reserves.
Signs of Reservoir Rocks
In the quest for oil deposits, geology of the surface and surrounding areas has been the major marker for a long time now. Oil starts with a quantity of organic matter and sediments that transform into oil when subjected to intense pressure over a long time; such deposits are usually located in a rich “source rock.” The oil then gradually moves out of the source rock into another more porous location known as a “reservoir rock.” The oil is trapped in this reservoir by a rigid exterior that forms over the top. The presence of such a rock structure is a prominent sign of oil deposits.
Signs of Various Geophysical and Chemical Changes
Geologists can detect reservoir rocks by focusing on the various geophysical and chemical changes brought about by an oil deposit on its immediate surrounding. These changes can also be considered indirect markers of oil deposits.
Gravitational changes: The earth’s gravitational force field does not have the same effect on all substances. Oil pockets may exhibit a slight change in gravitational response to a sensitized gravity meter.
Magnetic changes: Presence of viscous fluid (such as oil) can contribute to changes in magnetic flux. Magnetometers may be able to detect oil reserves under a rock bed based on this concept.
Presence of hydrocarbon: By using hydrocarbon sniffers, traces of hydrocarbons can be found in an area that would indicate a greater probability of finding an oil deposit in the vicinity.
In spite of the various methods devised to pick up signs of potential oil deposits, the probability of actually finding an oil trap at the location is very low. The only way to be certain of the presence of oil in the area is to perform a test drilling procedure. | <urn:uuid:c2d2ebd5-32e7-433b-a842-2f7a58780cd6> | CC-MAIN-2018-26 | http://geologys.hol.es/signs-of-oil-deposits/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267863834.46/warc/CC-MAIN-20180620182802-20180620202802-00616.warc.gz | en | 0.953323 | 486 | 3.984375 | 4 |
Find Your Preservation Story – Welcome!
We’re delighted you want to bring the stories of Iowa’s historic buildings into your classroom. To get you started we want to provide you with as many helpful, exciting educational resources as possible. In this packet, you’ll find:
- Guided lesson plans and literature recommendations for learning
- Activity ideas for preservation education in and outside the classroom
- Worksheets, glossaries, and guides to aid students’ preservation research
- Resources for research and additional learning about preservation
[su_frame][su_posts template=”templates/list-loop.php” posts_per_page=”20″ taxonomy=”post_tag” tax_term=”247″ tax_operator=”0″ order=”asc” orderby=”none”]sdf[/su_posts][/su_frame]Each of these resources comes with ideas for learning that uphold the learning objectives and principles outlined in the Iowa Core Curriculum Standards for History and Literacy education, yet are adaptable enough to be tailored to meet the needs and interests of your students as well as your teaching preferences. The interactive lesson plans provide ideas for incorporating preservation education into your classroom, but how you do so is ultimately up to you, the educator. The lesson plans may be followed exactly or simply as guides for lesson plans you design yourself. Either way, we hope they support your teaching and excite your students for learning about historic preservation.
Also, we realize that even though you are the educator, you may be learning of Preservation Iowa for the first time. For a brief description of this non-profit agency, please read the “Our Story: Preservation Iowa” introduction that follows in Section One.
If at any point you have questions about these materials or PI, please contact us at [email protected]. Finally, we’re always interested in hearing about the stories you find or other positive experiences in your classroom, so please feel free to email your stories to our board president or use our contact box on the PI website (http://preservationiowa.org).
We hope you and your students learn a lot and uncover a few great stories, too!
The Preservation Iowa Board | <urn:uuid:871d321d-9e83-4e7d-ac17-2b941673228a> | CC-MAIN-2023-23 | https://www.preservationiowa.org/news/historic-preservation-curriculum-welcome/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224653071.58/warc/CC-MAIN-20230606182640-20230606212640-00198.warc.gz | en | 0.917504 | 483 | 3.078125 | 3 |
The Bible, broadly speaking, consists of approximately one third historical documentation, one third serves as guidelines for us as Christians, and one third of its contents are prophecy. We read in 2 TIMOTHY 3:16,17:
"All scripture is given by inspiration of God, and is profitable for doctrine, for reproof, for correction, for instruction in righteousness: That the man of God may be perfect, thoroughly furnished unto all good works."
God assures us in ISAIAH 46:9-10 that EVERYTHING He has decided will come to pass.
There is a connection between the Israel of the Old Testament and Great Britain today. The origin of this relationship can be found with ABRAHAM and his genealogical tree:
GENESIS 12:1-2,God's promise that He would make a great nation of Abram (Abraham).
GENESIS 17:1-2, Abram (In Hebrew: 'a high father') received a new name from God: Abraham (In Hebrew: 'a father of many nations').
In verse 7 of the same chapter, God confirmed that this would be an everlasting covenant between Him and Abraham.
Abraham gave the birthright of the firstborn to Isaac even though he was not the firstborn son (GENESIS 25:5; GENESIS 17:18). The actual firstborn was Ishmael, born of Abraham's maid Hagar. Ishmael was later to live east of Isaac, and was to become the father of the Arabs (GENESIS 16:12).
Esau and Jacob
These were the two children of Isaac and his wife Rebekah. Esau was the firstborn, but Jacob (In Hebrew: 'supplanter') cunningly obtained the blessing of his father (GENESIS 27:26-29).
What was the meaning of this birthright?
Birthright and Sceptre
The birthright of the firstborn includes the material blessings owned by a father; which in this case, also included the promises that God had reserved for Abraham and his descendants.
The birthright is a natural right obtained through birth. This privilege only comes through descent and does not depend on any other conditions or attributes.
It is also important to explain another word: 'Sceptre'. The Sceptre symbolises the royal office and power. Possession of the Sceptre means the continuation of the royal line. This royal line ultimately leads to Jesus Christ - the King of kings. Both the birthright and the Sceptre were passed to Isaac and later to Jacob.
Two events in the life of Jacob were particularly important:
First event: Jacob dreamt of a ladder reaching to heaven. He anointed the stone that he had used as a pillow with oil. This stone would reappear at a much later date (GENESIS 28:10-22).
Second event: After wrestling with the angel of God, Jacob received a new name: ISRAEL (In Hebrew: 'a prince of God') (GENESIS 32:24-28).
The firstborn was Reuben. However, he did not obtain the birthright because he lay with his father's concubine, as we read in GENESIS 35:22.
Joseph was also one of the twelve sons of Israel. His brothers, out of jealousy, sold him as a slave (GENESIS 37:12-36). However, God blessed him. He became 'Prime Minister' of Egypt and through this he had the opportunity to prevent Egypt, as well as his entire family, from starving to death.
His whole family came to Egypt to dwell in the land of Goshen (See GENESIS 46).
Ephraim and Manasseh:
Joseph had two sons: Ephraim and Manasseh. They were blessed by Joseph's father, Israel (formerly called Jacob).
|Verses 1-4:||Repetition of the promises of God to Jacob.|
|Verse 5:||Israel adopted the two sons of Joseph.|
"...and let my name(Israel)
be named on them, and the name of my fathers Abraham and Isaac..."
|Verse 18:||Both obtained the birthright. Manasseh (the firstborn) was to become,
"a great people", and Ephraim (the younger one) was to become
We will hear more about Ephraim and Manasseh and which nations they represent today at a later stage.
GENESIS 49:8-10: Jacob blessed his twelve sons and handed the Sceptre over to Judah. This meant that the royal power and its line would continue via Judah.
Some 225 years later, another Pharaoh was ruling Egypt. He no longer knew Joseph and his family and turned the Israelites into slaves.
He was the one, called by God, to lead the people of Israel (two to three million people) out of Egypt.
Moses received the ten commandments at Mount Sinai. The continuous rebellion of the people towards God caused them to wander in the desert for 40 years as a punishment. At that time the people of Israel did not have a king. God Himself ruled and led His people.
All tribes together are the people of Israel.
Joshua was the successor of Moses and Israel reached the Promised Land under his leadership. The Promised Land was divided up amongst the tribes.
Judges ruled the land and ensured that God's commandments were being kept and that offenders were being punished.
The people of Israel murmured against this and wanted to have a KING after their pagan traditions.
Strife and war breaks out between the tribes of Israel, and the Promised Land is finally parted into the Northern and Southern Kingdoms.
The first king to rule over Israel was Saul. However, he was rejected by God for disobedience during his term of office and he and his sons were destroyed. The successor of Saul was David (In Hebrew: 'beloved'). He was from the tribe of Judah and was called
"a man after God's own heart"!
God made fantastic promises to David: See 2 SAMUEL 7:12-16,19:
|Verse 13b||"...and I will stablish the throne of his kingdom for ever."
|Verse 16||"And thine house and thy kingdom shall be established for ever before thee: thy throne shall be established for ever."|
These promises were unconditional and everlasting. Verse 19 applied to the distant future.
Solomon became king after David. However, he turned away from God and was punished accordingly. However, this did not affect the promises of God and the covenant made between God and David (1 KINGS 1). The divided Kingdom was reunited for some years during David's reign, but was finally divided into the Northern and Southern kingdoms.
Jews – Israel
At this point it is important to briefly explain the words Jews and Israel. Many interchange these two terms at their pleasure believing that they are two different words for one and the same people. However, this is not the case.
Originally, the nation of Israel consisted of the twelve tribes, their name bring derived from their ancestor Israel (= Jacob). Judah was one of those tribes. After the division into the Northern and Southern kingdoms, these tribes - the people of Israel - were divided into two groups. Subsequently, the Southern kingdom only consisted of the tribe of Judah (therefore the term "Jews"), the tribe of Benjamin, and parts of the tribe of Levi (see maps 2a and 2b on page 4).
During the time following this, only the Northern kingdom, consisting of the ten tribes of Israel, was called 'Israel'. Therefore, when the Bible mentions the 'tribe of Israel', in the first instance it refers to the ten separated tribes.
As we know, the name "Israel" was also given especially to the sons of Joseph (Ephraim and Manasseh)(GENESIS 48:16).
God gave the kingdom of Israel to David for an everlasting covenant (2 CHRONICLES 13:4-5). In another verse, we see that God promised he would have descendants on his throne forever (PSALM 89: 29-30). This covenant was to remain even if his sons were to sin and fall away from God (PSALM 89:31-37).
From Rehoboam (Solomon's successor) to Zedekiah, the continuous succession to the throne of the descendants of David can be seen. However, the succession seems to break off thereafter.
Jeremiah, the prophet at the time of the above mentioned King Zedekiah, played an important role in the forthcoming events in the history of Israel.
This may already be noticeable by the fact that he is one of the few of whom it is said in the Bible that they were chosen by God before birth. John the Baptist and Jesus Christ are the other two. Jeremiah's mission is clearly explained in chapter 1, verse 10 of the book named after him:
"See, I have this day set thee over the nations and over the kingdoms, to root out, and to pull down, and to destroy, and to throw down, to build, and to plant."
ZEDEKIAH, the successor to David, was captured and taken to Babylon. His sons and the nobles were killed (JEREMIAH 39:1-7). He remained in captivity until his death (JEREMIAH 52:11).
This brought up the question of who should continue the line of David? Who was to be the successor to David's throne? One hope remained with Zedekiah's predecessor Jehoiachin. He was captured by Nebuchadnezzar but was later released (2 KINGS 25:27-30).
However, he was out of the question as a successor to the throne as God Himself had proclaimed that neither Jehoiachin (= Coniah) nor any of his children would ever sit on the throne again (JEREMIAH 22:24-25,30).
Would God be able to keep his covenant with David - that his throne would endure forever? Before answering this question, let us have a look at the situation of the people of Israel at that time.
At the time of King Zedekiah's reign (King of the Southern Kingdom), the ten tribes of Israel (Northern Kingdom) had already been in Assyrian captivity for 130 years. The conquerors reoccupied the vacated Northern Kingdom with other nations. Amongst them were inhabitants from Babylon, Cuthah, Ava, Hamath, etc. (2 KINGS 17:24). These people still lived in Samaria at the time of Jesus. We know from the Bible that the Jews (Southern Kingdom) did not mingle with the heathens from Samaria even up to the time of Jesus, 600 years later. The capital of the Northern Kingdom was Samaria.
Jeremiah, Ezekiel and Daniel were used as prophets when the Jews were taken away (130 years after the people of Israel).
Therefore, Jeremiah had fulfilled the first part of his mission:
"to pull down and to destroy", but the kingdom had not yet been rebuilt.
As we already know, all of Zedekiah's sons were dead. Jeremiah was also amongst the captives that were to be taken to Babylon. He was released by Nebuchadnezzar with permission to go anywhere he desired. His journey took him to Mizpah (JEREMIAH 40:6)
The reason for this was Zedekiah's daughters (JEREMIAH 41:10). Jeremiah knew that Hebrew law also allowed daughters to become rightful heirs in the absence of any male heirs. However, one condition was that they had to marry within their own tribe (NUMBERS 27:7-10; NUMBERS 36).
Jeremiah fled to Egypt with the princesses and his attendant Baruch. He had found the princesses; what he needed now was a man from the royal line and the royal tribe of Judah. In order to find them we have to go right back to the genealogical tree of Judah.
In GENESIS 38:29 & 30 we read of the birth of Judah's twin sons. They were called Zarah and Pharez. Zarah was actually the firstborn, but he drew his hand back in (with the scarlet thread) during the birth; so Pharez came out of the womb first.
The breach that the midwife spoke about (GENESIS 38:28-30) would be healed at a much later date.
The line of Pharez, the second to be born, was blessed; and David was a descendant from this line.
A healing of the breach could only mean that the Sceptre would ultimately have to be transferred from the Pharez-line to the Zarah-line. This transfer was not made before the time of King Zedekiah of Judah as he was a descendant of the Pharez-line. Therefore this had to happen after King Zedekiah was overthrown. However, God had promised David that his line (Pharez) was to remain on the throne throughout all generations. Therefore, the healing could only be realised if an heir to the throne of the Pharez-line would marry a descendant of the Zarah-line.
History shows us that a group from the line of Zarah reached the Irish coast via the Middle East at the time of King David's reign.
The People of Israel today
Let us go back to the people of Israel (Northern Kingdom) after they were deported and scattered. Where did they go? Or to be more precise: Where are they today? The Bible gives some prophecies about the whereabouts of Israel after being scattered:
Let us look at all the signs which characterise the place where Israel was to possess land:
- They will be without a king for a long time. HOSEA 3:4,
"They shall abide many days without a king".
- The throne will be in the sea and the people will rule over the sea. 2 SAMUEL 7:10:
"And move no more". So Israel was to finally possess land. HOSEA 12:1: "
Follow after the east wind= towards the west
". PSALM 89:25:
I will set David's hand(= Sceptre)
into the sea; his throne is to be in the sea, and he will control the sea-routes."
- This land is to the north-west of Israel. ISAIAH 49:3,6; In reference to Israel (Jacob). Verse 12: From far and from the north and from the west = north-west (there is no Hebrew word for north-west).
- It is on a far-away island. JEREMIAH 31:9-10: In the isles
When you take a map of Europe and draw a straight line from Jerusalem to the North West, through the European continent to the sea, and then on to the isles in the sea - you come straight to the British Isles!
Furthermore, there are numerous secular incidents that show clearly that Great Britain and the USA are in fact the "lost tribes" of Ephraim and Manasseh. We will have a look at some of them:
The people of Israel are known as the 'people of the covenant'. The Hebrew word for 'covenant' is 'berith' (pronounced 'brit'). The Hebrew word for 'man' or 'people' is 'iysh' or 'ish'. The word for 'covenant man' or 'covenant people' would therefore read 'British'. Is it mere coincidence that God's "covenant people" are today called 'British'?
Abraham received the promise from God that his seed should be called in Isaac (GENESIS 21:12). This is emphasised again in ROMANS 9:7 and HEBREWS 11:18. Is it merely coincidence that the term 'Saxons' sounds very similar to 'Saac's sons'?
Jacob prophesies in GENESIS 49:17 that the tribe of Dan will be like a
"serpent by the way".
The tribe of Dan originally lived in a coastal area, by the Mediterranean, west of Jerusalem. We read in JOSHUA 19:47 that the tribe of Dan conquered a foreign city and named it after their father Dan. The passages in JUDGES 18:11-12,29 confirm that this was common practice for the tribe of Dan.
The tribe of Dan left behind many geographical names in the course of its migration that sound much like its own name: Den, Don, Din. For example, we can find names of rivers such as the Dnjepr, Dnjestr and Don. Further evidence is the Danube and Denmark (meaning "mark of Dan").
Irish historical sources show that new immigrants arriving in Ireland were called "Tuatha de Danaan". Translated, this means, "the tribe of Dan". Occasionally "Tuathe De" was mentioned, which means something like "God's people".
Many other signs can be found in Ireland: Dans-Laugh, Dan-Sower, Dun-dalk, Dun-drum, Don-egal Bay, Don-agal City, Dun-gloe, Din-gle, Dunsmore, etc. etc. The name 'Dunn' in Irish has the same meaning as Dan in the Hebrew: 'Judge'. Scotland is just as rich in 'Dans', 'Dons' and 'Duns' as Ireland.
Ireland's Historical Records
The history of Ireland gives us further clues as to where Jeremiah "planted" the throne anew after having "rooted it out". Some centuries before David, a large group of immigrants by the name of "Tuatha de Danaan" (the tribe of Dan) reached the Irish coast via the sea, drove away the other tribes and settled down there. Later on, during David's lifetime (approx. 1000 B.C.) another group, this time from the line of Zarah, came to Ireland through the Middle East.
In 569 B.C. an old patriarch with white hair came to Ireland. In historical documents he is at times referred to as a 'Saint'. He had various attendants accompanying him. One was called 'Simon Brach' who was also called 'Breck', 'Berech', 'Baruch' or 'Berach' in other historical illustrations. There was also a princess with the Hebrew name of 'Thepi' with them. 'Thepi' was only a nickname, her proper name was 'Tea-Thepi'.
Jeremiah carried some significant items on his journey to Ireland: amongst other things a harp, a trunk, and a stone with the name 'Lia-Fail' or 'Stone of Destiny'. The name of the stone reads the same from left to right (our way of reading) as from right to left (Hebrew way of reading): Lia-Fail.
It can hardly be called a coincidence that most of the kings of Ireland, Scotland and Great Britain were crowned on this stone - including the present Queen Elizabeth II.
Today, this stone is in Edinburgh Castle, after being moved from under the coronation seat in Westminster Abbey. Until the fifties, there was a plate next to the stone with the inscription "Jacob's pillarstone" (GENESIS 28:18).
Herremon (a prince of the line of Zarah), the husband of the Hebrew princess Thepi ascended his father's throne to be king.
The crown worn by the kings from this line had twelve points (= number of the sons of Israel).
When all the facts are gathered together, one can easily come to the following conclusion:
- The white-haired patriarch and 'Saint' was Jeremiah.
- The Hebrew princess Tea was the daughter of King Zedekiah of Judah.
- The attendant of the patriarch 'Simon Brach' was the writer Baruch.
- King Herremon was a descendant of Zarah and the marriage to a woman of the Pharez-line healed the old "breach".
Therefore, we should no longer be surprised to find that there is a continuous line of descent from David to the present Queen Elizabeth II.
The Word of God was spread in particular from England (Ephraim) and America (Manasseh) which have their origin
in their identification with Israel.
Therefore, it is of no surprise that the geographical Israel of this day (= tribe of Judah) always has America and England
at its side when dealing with difficult situations.
"For the word of the Lord is right; and all his works are done in truth." PSALM 33:4
The coronation ceremony of the kings and queens of Great Britain goes back to the year 732 A.D.
The similarities between today's ceremony and that of the kings of the house of David are amazing.
Entry of the king into the abbey
The king is received at the door of Westminster Abbey by political and ecclesiastical dignitaries and is then led inside. The choir sings PSALM 122 - written by King David.
Presentation of the king
The Archbishop of Canterbury presents the new king to the people. He is announced to the four corners of the world. With each announcement, the people give their consent with the exclamation "God save the king!"
The people of Israel shouted the same words for Saul, their first King (1 SAMUEL 10:24).
Anointing with oil
While the king is seated on the coronation seat the Archbishop recites the following prayer:
"O Lord, Holy Father, Who by anointing with oil didst of old make and consecrate Kings, Priests and Prophets to teach and govern Thy people Israel: Bless and sanctify thy chosen servant (Name), who by our office and ministry is now to be anointed with this oil, and consecrated King of this Realm. Strengthen him, O Lord, with the Holy Ghost the Comforter; Confirm and stablish him with thy free and princely Spirit, the Spirit of Wisdom and Government; the Spirit of Counsel and Ghostly Strength; the Spirit of Knowledge and true Godliness, and fill him, O Lord, with the Spirit of thy Holy Fear, now and for ever. Amen."
At that moment, the choir begins to sing the hymn "Zadok the priest" by Handel. The hymn talks about Solomon being anointed king by the priest Zadok in 969 B.C. (1 KINGS 1:34-35,39).
Handing over of the royal insignia
The king is girded with two swords: the sharp sword of spiritual righteousness and the blunt sword of mercy (compare with ZECHARIAH 7:9).
This insignia goes back to King Saul (see 2 SAMUEL 1:10). It shows the king to be the military head.
When the orb is handed over, the Archbishop points out to the king that Jesus Christ is the actual ruler of this world, the King of kings and the Lord of Lords. Those who do neither obtain His authority, nor keep His commandments, will not be able to rule with a joyful hand.
The king receives a priestly garment just like the high priest Aaron did in EXODUS 28:4. This shows his role as head of the church.
The ring signifies the unity between the king and his people; his "marriage" to the nation (see JEREMIAH 3:14). In old times, the ring was a symbol for power and honour (GENESIS 41:42; LUKE 15:22).
The two sceptres go back to the time of the exodus of the people of Israel from Egypt. At that time, God chose Moses and Aaron to be the leaders. The sceptre with the cross represents royal power. It corresponds to the rod of Moses which was a symbol of the power God had given him (EXODUS 14:15-16).
The sceptre with the dove (= Holy Spirit) symbolises righteousness and mercy. We repeatedly read in Exodus and Numbers that Aaron had a rod when exercising his office as high priest.
With the death of Jesus (MATTHEW 27:51) the giving of sacrifices and the laws about sacrifices were rendered invalid (COLOSSIANS 2:14). However, the national laws that contained the commandments, statutes and legal ordinances (DEUTERONOMY 4:1; 5:31; 7:11; LEVITICUS 26:46) remained and still apply today (MATTHEW 5:17; DANIEL 9:25).
Jesus Christ will take up the throne of David on His return. He will hold both the sceptres as King and High Priest and will rule over all the nations of the earth.
At the end of the handing over PSALM 45:6-7 is quoted.
The king, sitting on the coronation seat, receives the crown. The crown has a cross to symbolise that Jesus Christ is the actual king and ruler. Twelve big precious stones are set in the bottom rim of the crown. Their number and their colour is of great importance; they are identical to those worn by the high priests of Israel (EXODUS 28:15-21; ZECHARIAH 9:16-17)
Presentation of the Bible:
The king is handed a Bible covered in scarlet velvet with the following words:
"Our gracious King: to keep your Majesty ever mindful of the Law and the Gospel of God as the rule for the whole life and government of Christian princes, we present you with this book, the most valuable thing that this world affords. Here is Wisdom: This is the royal Law: These are the lively Oracles of God."
It was already announced to Moses that the kings of Israel should receive the words and statutes of God at their coronation (DEUTERONOMY 17:14-19). Immediately after that the choir sings PSALM 21:1-3.
Confirmation of the king by the people
At the end of the coronation, everyone present gives their consent to the rightful election of the king by exclaiming repeatedly and with a loud voice: "God save the king" (1 KINGS 1:39-40). The cheers are accompanied by the loud sound of the trumpets (2 KINGS 11:14).
As we can see, the various events of the coronation ceremony have their foundation in the Bible. God calls upon us to honour and respect the king or queen that He has set.
** GOD SAVE THE QUEEN **
The Royal Coat of Arms of Great Britain
The different coats of arms in the world are a symbol of the history of the nations represented thereby.
The Royal-British coat of arms has details that identify the people of Great Britain as the descendants of Abraham, Isaac and Jacob.
The coat of arms of Great Britain has been in existence in its present form (apart from minor variations) since the reign of King James I (1603-1625 A.D.). He was the one who instigated a new English translation of the Bible, the 'King James Bible'. Fortynine of the greatest scholars in the biblical languages (Hebrew and Greek) worked on it using the Jewish manuscripts (called 'Massora') until the King James Bible was published in 1611 (ROMANS 9:4).
God blessed Great Britain and America as long as they respected this Bible. One historical example may clearly show this: King Philippe of Spain ordered his 'Armada', hence thought to be invincible, to attack Great Britain. On 19th July 1588, the sails of the Spanish fleet were sighted near the British coast. Even though the British fleet could only counterattack with 80 small ships, against the 149 ships of the "Spanish Armada", the miraculous happened. A heavy storm, at exactly that time, gave Britain the victory. In the knowledge of God's intervention, Queen Elizabeth I, ordered a silver coin to be made with the inscription: "He blew and they were scattered", with the name of God 'Jehovah' in the Hebrew language written above it. On the back of the coin was a picture of a church founded on a rock with the Latin inscription: "I may be attacked but not wounded."
The Inscription on the Shield
The emblems on the shield are all older in origin. The English lions are in the first and the fourth quarter, the Scottish lion in the second quarter. This lion is the lion of Judah which was on the royal standard of the Scottish Stewarts (Royal House of Scotland) which was transferred on to the British coat of arms after the unification of England and Scotland in 1603. In the third quarter is the harp representing Northern Ireland which is the harp of David. Therefore, all the emblems on the present coat of arms have their origin in Judah.
This confirms God's promise in 2 SAMUEL 7:12-13 - a promise that was fulfilled to the letter! Queen Elizabeth can trace her family line all the way back to King David. Copies of her genealogical tree can be found in the British Museum and in Windsor Castle.
The Inscription "Dieu et mon Droit"
When translated, this French sentence means "God and my right" and it appears beneath the coat of arms on the ribbons. It talks about a "birthright".
If one considers all the promises of birthright given by God to Abraham and then to Isaac, Jacob and Joseph it becomes clear that these promises were literally fulfilled in today's Anglo-Saxons. It is therefore to be expected that "the promise of the birthright" appears on the coat of arms of Great Britain.
The French sentence written around the shield means: "Dishonour to him who thinks ill of it." (GENESIS 27:29).
The lion, being the King amongst the animals (PROVERBS 30:30), represents the predominance of Israel amongst the nations. The Bible links the symbol of the lion with Israel (GENESIS 49:9; MICAH 5:8).
Like the lion, the unicorn is also a symbol of power and strength. Moses and Balaam connect the symbol of the unicorn with Israel (NUMBERS 24:8).
Another connection can be seen in DEUTERONOMY 33:17. The unicorn was originally part of the Scottish coat of arms, but it was added to the English lion in the year 1603 A.D. Historical records show that the unicorn could also be found on the standard of the tribe of Ephraim during its migration through the desert. This is another incident that points out the British descent from one half of the tribe of Ephraim.
The Crowned Lion
The crowned lion sits on the crown above the helmet on the shield. We read in LUKE 1:32-33:
"...and the Lord God shall give unto him (Jesus)
the throne of his father David: And he shall reign over the house of Jacob for ever..."
Therefore, Jesus is represented by the lion of the tribe of Judah (REVELATION 5:5) in a position that emphasises His right to rule over the House of David and Jacob.
The Helmet and the Shield
The apostle Paul mentioned these symbols in his letter to the Ephesians. In EPHESIANS 2:12, Paul uses the phrase "Commonwealth of Israel", an unusual expression in those days as a Commonwealth of Israel did not exist then.
According to Old Testament prophecies Israel was to be a special blessing for the other nations in the last days.
Due to their intense missionary activities, America and Great Britain became mainly responsible for the spreading of the Bible and consequently the outpouring of the Holy Spirit in the last days, as prophesied in the Bible (ACTS 2:16-21).
The Tongues of Fire next to the Helmet
To the right and to the left of the helmet ornaments spread out like
"tongues of fire". These ornaments point out the outpouring of the Holy Spirit. We read the following explanation in the Bible:
"And there appeared unto them cloven tongues like as of fire, and it sat upon each of them." ACTS 2:3
Identification of Manasseh
The national promises were originally given to Abraham and were repeated for the descendants of Isaac and Jacob (= Israel). Of the twelve sons of Israel, Joseph was to be the one to inherit the national promises and his two sons Ephraim and Manasseh inherited them thereafter.
Jacob blessed Ephraim and Manasseh on his deathbed and he preferred - contrary to tradition - the younger Ephraim and not the "firstborn" Manasseh (GENESIS 48:19). As could be seen earlier, the Royal coat of arms of Great Britain contains symbols that connects them to the promises of Ephraim.
The Thirteenth Tribe
When Jacob blessed Ephraim and Manasseh, they were automatically put into the same position as the other twelve tribes. As the blessings of Ephraim were greater than those of Manasseh, it is generally referred to as the thirteenth tribe.
The tribe Manasseh was led into captivity in 744 B.C. If one applies the prophesied punishment of 2520 years (seven times) to Manasseh, one arrives at 1776 A.D. This was precisely the year when the United States obtained their independence from Great Britain. In the previous year (1775), thirteen states agreed to sign the Declaration of Independence; and in 1783 Great Britain consented. Here are two points of identification: the period of time and the thirteen states.
Multiples of the Number 13
There are thirteen stars above the eagle; the Latin words "E Pluribus Unum" = "one of many", again consisting of thirteen letters; the olive branch with 13 leaves and 13 olives on the left side; 13 arrows on the right side; as well as 13 stripes on the shield. (The stars are mentioned by Joseph regarding his dream in Genesis 37:9). In this case each star represents a tribe. On the seal, each star represents a state of the original union.
|The Seal of the United States of America|
"One out of many"
"He prospereth our Undertakings"
"The New Order of Peoples"
"He (Manasseh) shall be a great people"
The seal was designed in 1782 and introduced in 1789. On the front is an eagle which corresponds with the one in Revelation 12:14 when Israel fled into the wilderness to be nourished for a time, and times, and half a time. Manasseh and Ephraim were still united at that time.
The words "Annuit Coeptis" which again consists of 13 letters, also have a spiritual meaning. They mean: "He prospers our undertakings" or specifically in this case "He promotes our independence". The founders of the state at that time indeed had to rely on God as they had no political guidance or financial support to fall back on.
The Standard of the President
This standard is comparable to the "Royal Standard" of Great Britain and is used by the President as a means of representation like the flag of the Royal House of Britain.
A Great Nation
Let us go back to Genesis 48:19. The Lord spoke through Israel that the descendants of Manasseh were to become a great nation, but not as great as Ephraim whose descendants were to become a multitude of nations.
Both Great Britain and the United States have many Israelite roots; but only Great Britain became a multitude of nations and only America has the sign of 13 - identifying a great nation. These facts, together with the punishment period of seven times, identify Great Britain as Ephraim's descendants and the United States of America as Manasseh's descendants.
The Olive Tree
The olive tree is another symbol and is used in the Bible on several occasions to illustrate Israel (for example ROMANS 11:14-29).
The Back of the Seal
We know from the Bible that the sons of Joseph, Ephraim and Manasseh, were born in Egypt near the pyramids.
The Great Pyramid on the back of the seal has 13 layers of stone, one for each tribe.
The founders of the United States were certainly not aware of the fact that the Great Pyramid had a system of passages inside which reveals prophecies concerning Israel when applying the British unit of measurement (inches). The system of passages points out numerous important dates in the history of Israel, i.e. the exodus out of Egypt and the crucifixion of Jesus Christ, the beginning of World War I on 4th August 1914 and its end on 11.11.1918. The cornerstone (Jesus), that was rejected is also missing on the real pyramid.
The identification of America and Great Britain as Israel does not mean they have spiritual predominance over other nations, but rather that it is their duty to be an example to the other nations.
Particularly in the past few decades, these nations are no longer fulfilling this task and are going further and further downhill for that very reason.
However, the fulfillment of the promises to Israel shows the reliability of Biblical prophecy in a fascinating manner and therefore confirms the authority of the Bible as a whole.
"We have also a more sure word of prophecy; whereunto ye do well that ye take heed, as unto a light that shineth in a dark place, until the day dawn, and the day star arise in your hearts" 2 PETER 1:19. | <urn:uuid:cd77910c-d9e8-4f24-90cf-9e273fdee5c4> | CC-MAIN-2017-30 | http://www.cai.org/bible-studies/british-israel | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549423222.65/warc/CC-MAIN-20170720141821-20170720161821-00609.warc.gz | en | 0.967268 | 7,888 | 3 | 3 |
August 12, 2011
UK Ash Cloud Likely ‘Once In A Lifetime’ Event
The 2010 ash cloud from Iceland's Eyjafjallajokull volcano that disrupted air travel in the UK and cost European businesses more than $2.6 billion was likely a once in a lifetime event, according to scientists, who have analyzed a record of past similar events stretching back into prehistory across northern Europe.
Their analysis showed that past ash clouds like the one seen in 2010 occurred on an average of once every 56 years. A report of the findings has been published in the journal Geology.While witnesses to some ash clouds have written records of such events throughout history, no such evidence exists from before 1600 AD.
Despite this, experts say a detailed 7,000-year record is preserved in peat bogs and lake beds in the form of microscopic layers of volcanic material, including ash -- known as tephra.
BBC News reports that a team of scientists has compiled data from both written history and sediment records from the UK, Ireland, Germany, Scandinavia and the Faroe Islands to show how common these events are.
A computer model was used to establish that ash deposits occurred at about the rate of a 16 percent chance every decade over the past 1,000 years. Over the 7,000-year period analyzed, the team found 38 tephra layers in Scandinavia, 33 in Ireland, 14 in the UK and 11 in Germany.
The pattern of decreasing ash deposits with the more southerly latitudes can be explained when the source of the ash is considered.
"The vast majority are Icelandic," co-author Gill Plunkett of Queen's University in Belfast told BBC's Hamish Pritchard.
Analysis has shown that nearly a third of all ash deposits came from the Icelandic volcano Hekla. The prevailing westerly winds over the Atlantic are most likely the main source of carrying the ash clouds to Scandinavia.
However, when high pressure builds over Europe, northerly winds are common over the Atlantic, bringing ash to Ireland and the UK.
Not all eruptions produce far-reaching ash clouds, however. Icelandic eruptions have been far more common than ash deposits, averaging 20 to 25 per century for the past 1,000 years.
While last year's ash cloud cause significant disruptions in air travel, past eruptions have shown little human impact. Plunkett sees little evidence of alarm in past eruptions.
"I'm skeptical that there was very much human impact - I looked to see if periods of volcanic activity correspond with cultural change in Ireland," Plunkett told BBC news.
"We can look at particular eruptions and try to find out if there were changes in climate or changes in agricultural practices at the time, but I haven't found any correlation. I think we're pretty resilient," she added.
Image Caption: Ash plume from Eyjafjallajökull volcano over the North Atlantic, April 15, 2010. Credit: NASA / MODIS Rapid Response Team
On the Net: | <urn:uuid:2c6f5c61-8c1a-443c-95c2-3ad906c470bd> | CC-MAIN-2017-51 | http://www.redorbit.com/news/science/2095010/uk_ash_cloud_likely_once_in_a_lifetime_event/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948575124.51/warc/CC-MAIN-20171215153355-20171215175355-00076.warc.gz | en | 0.950027 | 628 | 3.1875 | 3 |
Slavery was abolished in 1865, granting freedom to over 3 million African-Americans. The 13th amendment was passed by the US Congress on January 31st of the same year releasing the once enslaved population. The significance of that event seems daunting, as it is painful. The idea of people living in servitude is unfathomable to the majority of us. This type of inhumane treatment is likely to leave a trail of anguish and resentment for those owning its ancestry. Pain that has been passed from generation to generation without true healing being achieved.
If for a moment, we can think about the lives of those imprisoned physically, mentally, socially, and emotionally: Try to form a picture of a time in America when hate for the color of the skin emboldened humans to condemn others to a life of bondage because they looked different. Forcing anyone into inferiority is enough to bring heaviness to hearts, tears to our eyes, and to have us question humanity. Many Americans don’t even bother to delve into this painful history, choosing denial, guilt, or ignorance instead. But understanding the impact of such calamity is the first step in learning how the past has shaped our society, still affecting it today.
Now, just imagine taking on the complicated task of explaining racism in America to a child. How do you have a conversation with your children about racism in America?
Our nation had years of silent acceptance, even hope, while Barack Obama served two terms as the Commander in Chief. Children of minorities were finally seeing a presidential family that looked like their own. The epic time provided a visual of what is possible for African-Americans or Latinos who are of darker skin. Today’s America looks very different than it did five years ago. Sadly, it’s almost as if we are regressing to a period when society was divided by color. Could it be that the underlying racism never really left? The tensions brought on by endless sarcastic and derogatory comments, along with tasteless jokes expressed on Twitter from time to time, can fuel behaviors that encourage bias, against people who look, act, or speak in a way that the majority — or at least the loudest voices — deem inferior. It is challenging to teach your children about respect and compassion while the world around them demonstrates the opposite — but we must do so.
Talking to your children about racism is not easy; however, it is necessary. Educating our children about the history of racism is as important as teaching them about different cultures, beliefs, and ideologies. Knowledge really is power and having all the information helps them create a well-rounded view of real life. As parents, it is our responsibility to ensure they have the facts to make good decisions. We don’t want them following the herd, going with what everyone else is doing.
Instead, we prepare them to stand their ground on the things that matter. Explaining to our kids that treating everyone with kindness, respect and allowing an open mind to bypass personal judgments is an improved way of tackling racism. Encouraging questions, as well as conversations that touch on the hard topics, has to happen in the home. Sweeping current events or shutting down their curiosity for world events will not help them long term.
As a parent of a teenager, I have come to realize the best way to discuss racism or any other serious topic with my child is to open the forum. Seek neutral ground, bring up difficult topics, and pick their brain about how they feel on the subject. They have an opinion, sometimes influenced by what they may see or hear at home, on television, in print, on social media, or in social settings. The biggest favor we can do for them is to empower them with the proper information so they can think for themselves. Whether your child has an inquisitive mind or looks to explore individual thoughts, never be afraid to open up an honest dialogue. Racism cannot be erased, but maybe by instilling a droplet of good faith and education in each of our children, we can promote more healing. | <urn:uuid:e09e0956-fec8-4731-a5c6-c7319a7c3055> | CC-MAIN-2021-10 | https://latinamoms.com/culture/children-and-racism-how-to-talk-to-your-kids/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178350846.9/warc/CC-MAIN-20210225065836-20210225095836-00332.warc.gz | en | 0.97076 | 825 | 3.625 | 4 |
In 1989, while in the last months of his imprisonment, he obtained an LLB through the University of South Africa. He graduated in absentia at a ceremony in Cape Town.
Nelson Mandela, while increasingly politically involved from 1942, only joined the African National Congress in 1944 when he helped formed the ANC Youth League.
In 1944 he married Walter Sisulu’s cousin Evelyn Mase, a nurse. They had two sons Madiba Thembekile ‘Thembi’ and Makgatho and two daughters both called Makaziwe, the first of whom died in infancy. They effectively separated in 1955 and divorced in 1958.
Nelson Mandela rose through the ranks of the ANCYL and through its work the ANC adopted in 1949 a more radical mass-based policy, the Programme of Action.
In 1952, he was chosen at the National Volunteer-in-Chief of the Defiance Campaign with Maulvi Cachalia as his Deputy. This campaign of civil disobedience against six unjust laws was a joint programme between the ANC and the South African Indian Congress. He and 19 others were charged under the Suppression of Communism Act for their part in the campaign and sentenced to nine months hard labour suspended for two years.
A two-year diploma in law on top of his BA allowed Nelson Mandela to practice law and in August 1952 he and Oliver Tambo established South Africa’s first black law firm, Mandela and Tambo.
At the end of 1952 he was banned for the first time. As a restricted person he was only able to secretly watch as the Freedom Charter was adopted at Kliptown on June 26, 1955.
Nelson Mandela was arrested in a countrywide police swoop of 156 activists on December 5, 1955, which led to the 1956 Treason Trial. Men and women of all races found themselves in the dock in the marathon trial that only ended when the last 28 accused, including Mr. Mandela were acquitted on March 29, 1961.
On March 21, 1960 police killed 69 unarmed people in a protest at Sharpeville against the pass laws. This led to the country’s first state of emergency on March 31 and the banning of the ANC and the Pan Africanist Congress on 8 April. Nelson Mandela and his colleagues in the Treason Trial were among the thousands detained during the state of emergency.
During the trial on June 14, 1958 Nelson Mandela married a social worker Winnie Madikizela. They had two daughters Zenani and Zindziswa. The couple divorced in 1996.
Days before the end of the Treason Trial Nelson Mandela travelled to Pietermaritzburg to speak at the All-in Africa Conference, which resolved he should write to Prime Minister Verwoerd requesting a non-racial national convention, and to warn that should he not agree there would be a national strike against South Africa becoming a republic. As soon as he and his colleagues were acquitted in the Treason Trial Nelson Mandela went underground and began planning a national strike for March 29, 30 and 31. In the face of a massive mobilization of state security the strike was called off early. In June 1961 he was asked to lead the armed struggle and helped to establish Umkhonto weSizwe (Spear of the Nation).
On January 11, 1962 using the adopted name David Motsamayi, Nelson Mandela left South Africa secretly. He travelled around Africa and visited England to gain support for the armed struggle. He received military training in Morocco and Ethiopia and returned to South Africa in July 1962. He was arrested in a police roadblock outside Howick on August 5, while returning from KwaZulu-Natal where he briefed ANC President Chief Albert Luthuli about his trip.
He was charged with leaving the country illegally and inciting workers to strike. He was convicted and sentenced to five years imprisonment which he began serving in Pretoria Local Prison. On May 27, 1963 he was transferred to Robben Island and returned to Pretoria on June 12. Within a month police raided a secret hide-out in Rivonia used by ANC and Communist Party activists and several of his comrades were arrested.
In October 1963 Nelson Mandela joined nine others on trial for sabotage in what became known as the Rivonia Trial. Facing the death penalty, his words to the court at the end of his famous ‘Speech from the Dock’ on April 20, 1964 became immortalized:
“I have fought against white domination, and I have fought against black domination. I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities. It is an ideal which I hope to live for and to achieve. But if needs be, it is an ideal for which I am prepared to die.”
On June 11, 1964 Nelson Mandela and seven other accused Walter Sisulu, Ahmed Kathrada, Govan Mbeki, Raymond Mhlaba, Denis Goldberg, Elias Motsoaledi and Andrew Mlangeni were convicted and the next day were sentenced to life imprisonment. Denis Goldberg was sent to Pretoria Prison because he was white while the others went to Robben Island.
Nelson Mandela’s mother died in 1968 and his eldest son Thembi in 1969. He was not allowed to attend their funerals.
On March 31, 1982 Nelson Mandela was transferred to Pollsmoor Prison in Cape Town with Sisulu, Mhlaba and Mlangeni. Kathrada joined them in October. When he returned to the prison in November 1985 after prostate surgery Nelson Mandela was held alone. Justice Minister Kobie Coetsee had visited him in hospital. Later Nelson Mandela initiated talks about an ultimate meeting between the apartheid government and the ANC.
In 1988 he was treated for Tuberculosis and was transferred on December 7, 1988 to a house at Victor Verster Prison near Paarl. He was released from its gates on Sunday, February 11, 1990, nine days after the unbanning of the ANC and the PAC and nearly four months after the release of the remaining Rivonia comrades. Throughout his imprisonment, he had rejected at least three conditional offers of release.
Nelson Mandela immersed himself into official talks to end white minority rule and in 1991 was elected ANC President to replace his ailing friend Oliver Tambo. In 1993 he and President FW de Klerk jointly won the Nobel Peace Prize and on April 27, 1994 he voted for the first time in his life.
On May 10, 1994 he was inaugurated South Africa’s first democratically elected President. On his 80th birthday in 1998 he married Graça Machel, his third wife.
True to his promise Nelson Mandela stepped down in 1999 after one term as President. He continued to work with the Nelson Mandela Children’s Fund he set up in 1995 and established the Nelson Mandela Foundation and The Mandela-Rhodes Foundation.
In April 2007 his grandson Mandla Mandela became head of the Mvezo Traditional Council at a ceremony at the Mvezo Great Place.
Nelson Mandela never wavered in his devotion to democracy, equality and learning. Despite terrible provocation, he never answered racism with racism. His life has been an inspiration to all who are oppressed and deprived, to all who are opposed to oppression and deprivation.
Yvonne Chaka Chaka aka Princess of Africa did a live performance, where Nelson Mandela was honored with the South South Awards 2013. In New York, his two daughters Zindzi Mandela and Josina Machel picked up the award on his behalf. | <urn:uuid:57ab119e-806f-40cc-9420-d0077a6c8e12> | CC-MAIN-2023-50 | https://www.worldlibertytv.org/nelson-mandela-the-story-2013/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100781.60/warc/CC-MAIN-20231209004202-20231209034202-00813.warc.gz | en | 0.985049 | 1,546 | 3.234375 | 3 |
For digital offices, IHR Digital always seems to have a lot of paper products around. At the nexus of Reviews in History sits the Great Cham of reviewing, Danny Millum, with teams of assistants bringing copies of the latest history titles to his desk.
The editors of the Bibliography of British and Irish History (BBIH) amass neater piles of books and articles as they carefully check page references and scan collected volumes for chapters relevant to British history (often a fine judgement). It was in this stack that I found the 2011 edition of the journal Memoria y Civilización, which has an article in it by Heather Shore, called ‘Inventing and Re-Inventing the Juvenile Delinquent in British History’.
That immediately interested me because of the riots that took place in London and other cities last summer; what struck me about the commentary on the riots was how completely unhistorical practically all of it was. At the time I was working on a digital project to classify the documents in the series English Historical Documents and I was using the terms “urban” and “riots” quite frequently.
Just to pick a couple of examples, there were riots by apprentices in London in 1584; there were riots caused by the imposition of the prayer book in Edinburgh in 1637; and troops were used against rioters in London in 1768 and 1780.
I was using “urban” and “riots” to mark up these documents because these are the terms used by BBIH. Searching “riots” and “urban” on BBIH today gives me 139 results: there has clearly been plenty written on this topic.
Heather Shore’s article is historiographical in focus, discussing how, since the 1970s, historians have dealt with the topic of juvenile delinquency and, indeed, the notions of childhood and adolescence themselves. This is clearly a rich area for the scholars who work in it, but for the rest of us it might at least give some context to claims about the moral collapse of Britain in 2011:
‘Whilst…moral panic and concern about youth was not a phenomenon of the later Victorian and Edwardian period, there is little doubt that by the early twentieth century the ‘youth problem’ had a specific texture.
[Heather Shore, ‘Inventing and Re-Inventing the Juvenile Delinquent in British History’, Memoria y Civilización 14/2011, 105-132]’
With the odd exception, there was none of this context to commentary on the riots last year. Most of the commentariat seemed to be suffering from what has usefully been termed the recency illusion. This is a cognitive bias to which we’re all prone, and it would be an example of the recency illusion to think that people didn’t labour under it in the past as well: Lord Berrington, Secretary at War, addressed it in a speech about the use of troops against rioters in 1780, mentioned above:
It is said, that the introduction of the military in cases of riot is a novel practice. Sir, the standing army itself is novel: it is but eighty years old: the practice is very old compared with the existence of the army.
[English Historical Documents, volume X, document 72a] | <urn:uuid:0f7cd9b9-963b-4693-ac24-b5ee282d48d8> | CC-MAIN-2020-34 | https://blog.history.ac.uk/2012/03/riots/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439737233.51/warc/CC-MAIN-20200807231820-20200808021820-00511.warc.gz | en | 0.960238 | 703 | 2.5625 | 3 |
Your primary concern is your child’s well-being, and oral hygiene is a crucial component of general health. It is your responsibility to look after your child’s gums and teeth. You may set your children up for a lifetime of good dental hygiene by starting them young.
Your child’s general health depends on their teeth. They assist your child in eating and speaking. Strong oral hygiene habits assist your child in developing good dental habits as they grow. Infection, illness, and other dental issues can all be caused by poor oral hygiene.
Oral Hygiene for Children
All of a baby’s teeth are there when they are born. You can’t see them since they’re hidden in the gums. Baby teeth begin to break through the gums around the age of six months, but it is vital to establish basic dental hygiene for infants even before the first tooth shows. Gums that are healthy contribute to healthy teeth.
As children get older, their oral hygiene habits should evolve as well. By the age of three, children have lost all of their baby teeth. These are referred to as primary teeth. Around the age of six, baby teeth begin to fall out, and the permanent, or adult, teeth begin to emerge. It’s common for newborn teeth to have gaps between them. They make room for the long-lasting teeth to erupt. The bulk of permanent teeth have emerged by the age of thirteen.
Practices for Oral Care
After each bottle or meal, wipe your baby’s teeth with a gentle towel or cotton. Wipe your child’s teeth with a soft cloth or cotton after each bottle or meal. This practice will help to eliminate bacteria that can cause tooth decay. Put the bottle away after your child has finished drinking to avoid tooth rot from baby bottles. Tooth decay can occur when neonates drink the bottle’s milk or juice for extended periods or drift off to sleep with the bottles.
Schedule your kid’s first dentist appointment around their first birthday, perhaps as soon as their first baby tooth develops, whichever comes first. Dental flossing should begin when two teeth erupt next to one other, with parental assistance. When children can floss on their own, they should floss independently (Usually by the age of six). Mouth washing is typically suggested by the age of seven, assuming your child is capable of doing so.
Infant Teeth Cleaning
As soon as baby teeth erupt, they should be cleaned. Until your child is six months old, use fluoride-free water. Encourage your kids to brush their teeth once they’ve developed the necessary coordination. Brushes should be replaced every two to three months. Following the administration of medicine, children’s teeth should be brushed. Medicines may eat away at tooth enamel, which acts as a natural barrier between the teeth and the environment.
Preteens’ Oral Hygiene
When children get older, so more of their permanent dentition grows, maintaining a strict daily oral care practice is more vital than ever to keep their gums and teeth healthier. On the other hand, preteens can be challenging to keep motivated when it comes to dental hygiene.
To Help Your Youngster Stay on Track, Try the Following Suggestions from Pediatric Dentist Indianapolis IN
It’s a good idea to educate preteens that good dental hygiene can help them feel better as they become more self-aware. Encourage your kid to brush their teeth twice a day for two minutes using toothpaste that not only protects caries and strengthens teeth but also offers kids comfort in their breath. For preteens, brushing with a power toothbrush could be more fun.
Because the majority of permanent dentitions have developed at this age, flossing is essential for preventing cavities and keeping their mouth fresh. Kids who participate in sports should be taught to wear a mouth guard to protect their teeth from a facial injury. When your child’s braces come off, make sure they brush and floss their teeth thoroughly to avoid white stains on their teeth.
Suggestions to Make Dental Hygiene More Enjoyable For Children Kids Dentist Indianapolis IN
Allow children to select their toothbrushes. They can choose one based on their favorite color or character. Allow children to assist in the selection of toothpaste. They are free to choose their favorite flavor. Teach them about dental hygiene by motivating them to read books or watch videos.
Set a timer to ensure that your children wash their teeth for two minutes. Or, to help them keep track of time, play their favorite music. Reward children who take good care of their teeth. Don’t feed them or give them sweet goodies. Instead, provide something healthful and straightforward, such as apple slices or a gold star. Plan a pleasant activity after your child’s dentist appointment.
The increasing evidence suggests that the primary dentition problems are indicators of and contributors to poor oral health in adolescence and adulthood. All dental practitioners must work together to develop more creative prevention strategies and improve their approaches to restoring and conserving primary and juvenile permanent teeth to attain excellent oral health for life. Because they cannot speak for themselves, the pediatric professional must continue to work toward treatments that will provide children with comfortable and functional basic dentitions, healthful young permanent dentitions, and maximum oral health during adulthood. Adequate funding for children’s oral health studies and suitable teaching for medical doctors and pediatric dental professionals is crucial.
Different forms of care and techniques for treating caries will surely exist in the future, not only for children but also for adults. According to the research, many children are not getting appropriate or adequate dental services. The pediatric dentist should be open to experimenting with innovative procedures such as repairing, capping, and stopping dental caries. Skipping this in children will only increase the risk of long-term problems later in life, compromising oral and overall health. | <urn:uuid:dc5b5f32-e2f6-4beb-8520-e9f5e680f783> | CC-MAIN-2022-27 | https://bozicdds.com/a-guide-for-oral-care-of-children-from-pediatric-dentistry-indianapolis-in/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103328647.18/warc/CC-MAIN-20220627043200-20220627073200-00168.warc.gz | en | 0.954075 | 1,229 | 3.671875 | 4 |
If you are concerned about what standards are being used by the aerospace industry for its quality assurance, then you should read this article! AS 9100 is published by the International Aerospace Quality Group, or commonly referred to as the IAQG, which has for its basis the implementation of a Quality Management System based on the published ISO 9001 by the International Organization for Standardization.
Hence, AS 9100 also incorporates the requirements of ISO 9001, however, this has more specific requirements that are only relevant to the defense, space, and aviation organizations. Since AS 9100 has ISO 9001 as its basis for its requirements, it is first better to focus on what ISO 9001 is. This international quality standard is the best-known standard that is released by the ISO to promulgate specific sets of standards, procedures, requirements, documentation, rules, regulations, and processes that use a quality management system as its tool.
Since all organizations from various industries are required to deliver trusted quality products and services, the adoption of ISO 9001 and its quality management system to various industries has led said standard to its prominence. Despite the effectiveness of said quality management standards to varying nature of businesses among organizations, there are certain industries that have specialized business processes which resulted in the need to provide quality management standards to specific, complex, and specialized processes.
This resulted in the publication of specialized assurance standards such as AS 9100.
What does AS 9100 do?
AS 9100, as stated above, implements the use of ISO 9001’s quality management system which sets an established framework, guidelines, rules, regulations, processes, and procedures that are specific only to space, aviation, and defense organizations. This standard focuses on processes that are related to the aerospace industry on a global scale. Researchers and developers of this standard come from different countries across the globe.
The main difference between the two standards is that ISO 9001 applies to various industries which is also an internationally accepted standard. AS 9100 is specifically modified by the International Aerospace Quality Group and is also recognized as an international standard that is used only by the aerospace industry. Thus, it applied the entirety of ISO 9001’s requirements for Quality Management System with appended provisions for those modifications that are relevant to the aerospace industry.
Thus, AS 9100 should not be confused as being a standard published by the International Organization for Standardization since AS 9100 only took ISO 9001 as its basis on the quality management system for the aerospace industry. This standard was first published in 1999 which was also based on ISO 9001:1994 until it became AS 9100D Rev D which is based on the updated ISO 9001:2015.
What are the Benefits of AS 9100?
There are truly a lot of benefits that the aerospace industry has derived from the evolution of ISO 9001 to AS 9100. In this section, we have listed some benefits that the industry has derived from this standard:
Congratulations! By reaching the end of this article, we are sure that you learned a lot about AS 9100 from its background and history up to its overview. Now you will know what AS 9100 means the next time you encounter one! | <urn:uuid:4076ad61-0641-455d-8c5f-76db881582c8> | CC-MAIN-2021-31 | https://www.mixmarketing.ca/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046151641.83/warc/CC-MAIN-20210725080735-20210725110735-00324.warc.gz | en | 0.96552 | 647 | 2.703125 | 3 |
Finding the voice that fitsMarch 2010
Take care of the minor misbehaviour and the big stuff is less likely, says KEVIN KNIGHT
Kevin Knight is fresh from a two-hour seminar for new teachers on the subject of classroom management. Specifically, how to set the scene in the first five minutes of the teachers’ first class of the new school year. Serious misbehaviour is unlikely on that first day at school, says the director of the Graduate School of Education, so it’s the perfect time to set ground rules that will keep it that way. And those rules really are critical – get them right and a classroom should be focused and calm. Get them wrong and not only does the classroom become less effective and more chaotic, but there is also a greater chance of more serious misbehaviour.
Knight has strong opinions on the issue, and they are sometimes not popular. He agrees that serious misbehaviour needs more resources and also that such behaviour – we’re talking about threatening or swearing at the teacher, throwing furniture and the like – has probably become more common, though perhaps not as much as some suggest. But he also says that the greatest challenge for schools is in managing the lighter end of misbehaviour and that teachers have become less effective at that side of the job.
“We now have a lot more teachers who don’t know how to deal with the ordinary, run-of-the-mill stuff that happens in classrooms,” he says.
That’s a problem because it is more common, but also because it makes more serious misbehaviour more likely. Take a regular classroom in which the teacher does not have sound classroom management skills. Ordinary kids in that classroom will be mucking around, but the student in the middle of the room who has behaviour problems is in an environment that will not keep those problems in check. “They are not that bad, but in that class, they are that bad,” Knight says, explaining that failure to control run-of-the-mill misbehaviour amplifies the problems in the classroom.
“You go into a classroom where the teacher knows their management craft – they can create a calm, work-focused environment. You follow those kids down the corridor to a class where the teacher doesn’t know, and perfectly good kids are mucking round. Kids who had to work to get teacher attention in the first class are suddenly over the top.”
Knight suggests that teachers are not being taught classroom management techniques and this needs to be rectified. “We need to inject energy into making sure every teacher has a strong behaviour skills set on a minute-by-minute basis... the skill level of teachers across the board in handling the ordinary stuff needs priority.”
For a start, teachers need to know how to bring a classroom to near silence when they are talking to them, then they need to be able to maintain that. They also need to know techniques that are not too negative and that work for them personally.
Knight explains that negative approaches to behavior management can be counter-productive, particularly for trivial things like talking or playing with a pen. The trick is to maintain a neutral or matter-of-fact tone so that students do what they are told and do not start to feel put upon or hounded. The latter feeling can result in even worse behaviour and can also turn students off school altogether.
Also important are approaches that fit each teacher’s personality. A gentle, quietly-spoken man is not going to be able to carry off an authoritarian approach to behaviour management – he has to find methods that work for him and that his students believe are authentic.
Teachers who need help with their classroom management should look to their peers, Knight suggests. Every school has several teachers who are good classroom managers, though they should remember that the techniques that work for them might not work for teachers with different personalities.
You might also like to read:
- Education sector leaders debate latest NZ Initiative research
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- Part-time secondary teachers seek equal pay
- Report compares NZ and European qualifications frameworks
- Manurewa Intermediate shines at PM's Education Excellence Awards
- Digital fluency investment marks biggest change to curriculum in a decade | <urn:uuid:baffc431-bde6-4260-b8c4-1d7915e7852e> | CC-MAIN-2019-09 | http://archive.educationreview.co.nz/magazine/june-2010/finding-the-voice-that-fits/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550249508792.98/warc/CC-MAIN-20190223162938-20190223184938-00248.warc.gz | en | 0.973324 | 887 | 2.734375 | 3 |
Ahasuerus of Media
Excerpt from the Lexham Bible Dictionary, the most advanced Bible dictionary.
Ruler who assisted Nebuchadnezzar in destroying Nineveh (Tob 14:15). The historical veracity of Tobit, however, is in question, leaving the identity of this character in doubt. For more information, see this article: Tobit, Book of.
Lexham Bible Dictionary
The most advanced Bible Dictionary
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The Lexham Bible Dictionary
The Anchor Yale Bible Dictionary
Baker Encyclopedia of the Bible
Ahasuerus. 1. Persian king better known to Western readers as Xerxes I (485–465 bc); the son and successor of Darius I (Hystaspis). In Ezra 4:6 Ahasuerus is mentioned as receiving letters of accusation from enemies of the Jews about their rebuilding the temple.The gate of Xerxes in Persepolis, with
Tyndale Bible Dictionary
AHASUERUS1. Persian king better known to Western readers as Xerxes I (486–465 bc); the son and successor of Darius I (Hystaspis). In Ezra 4:6 Ahasuerus is mentioned as receiving letters of accusation from enemies of the Jews about their rebuilding the temple.Ahasuerus played a role in biblical history
The HarperCollins Bible Dictionary (Revised and Updated)
Ahasuerus (uh-has´yoo-air´uhs), a Persian king mentioned in the book of Esther, usually identified with Xerxes I (485–464 bce); the historical Xerxes I ruled over twenty satrapies (Herodotus History 3.89), and his queen was Amestris from a noble Persian family (History 7.61). Ahasuerus is described in
The Wycliffe Bible Encyclopedia
AHASUERUS. Better known by Gr. name Xerxes (486–465 b.c.), he was the son of Darius I and father of Artaxerxes I. Scripture indicates that he ruled a vast empire from India to Ethiopia (Est 1:1; cf. Herodotus 7:9), deposed Vashti as queen in 483 b.c., and chose Esther in 478 b.c. Four years later he
The New Bible Dictionary, Third Edition
AHASUERUS (’aḥašwērôš, the Heb. equivalent of the Persian khshayarsha). In the Elephantine Aramaic papyri the consonants appear as ḥsy’rš. The resemblance of the latter to the Greek Xerxes is reasonably close, and the Babylonian version of Xerxes’ name on the Behistun inscription is close to the
Eerdmans Dictionary of the Bible
Ahasuerus (Heb. ʾăḥašwērôš; Gk. ʾAssouēros)1. In all probability, the biblical name for Xerxes I (Pers. khshayârshâ), king of Persia 486–465 b.c.e., son and successor of Darius I. Under his father he was satrap over Babylon (498–486). Upon his accession he recaptured Egypt (484), which had
Eerdmans Bible Dictionary
Ahasuerus [ə hăzhˊ ŏo ĕrˊəs] (Heb. ˒aḥašwērôš; Gk. Assouēros].†
Catholic Bible Dictionary
Smith’s Bible Dictionary | <urn:uuid:97e4c472-3bba-4554-a8c6-4ca7d9d451d8> | CC-MAIN-2019-47 | https://biblia.com/factbook/Ahasuerus-(ruler) | s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496669967.80/warc/CC-MAIN-20191119015704-20191119043704-00142.warc.gz | en | 0.871444 | 808 | 2.5625 | 3 |
Search for alternative food security crops
The Roots and Tuber Crops Development Trust has said growing roots and tubers on a large scale can help to mitigate the impact of fall armyworms on food security and livelihoods.
Reports indicate that fall armyworms have attacked over 193 thousand hectares of crop land planted to maize in 22 districts across the country.
This is coming at a time the trust is mobilising farmers to form groups to meet the current demand for the crops [roots and tubers] in the country.
Chairperson of the trust, Jean Pankuku, pointed out that the market for root and tuber crops is huge in the country hence the move to unite farmers to meet the demand.
She, however, held reservations over a lack of warehousing facilities to keep the produce fresh as they are highly perishable.
“The only challenge is that we are dealing with produce that are highly perishable at the same time they are seasonal. So, the market varies according to the season and the problem is where the local processing companies are looking for those adding value to these crops.
“At the same time, because of the seasonality, it becomes difficult to attract investors because they cannot have the raw materials throughout the year,” Pankuku said.
She further said the country should focus on producing other crops in huge quantities, including roots and tubers, other than just growing maize to counter threats to the staple, maize.
“These crops are also food security crops so, when we have a challenge with maize, for example, which is our main staple, we can still maintain food security through crops like sweet potatoes and cassava,” Pankuku added.
The Ministry of Agriculture, has pointed out that it is already developing varieties that are high yielding for such crops to enhance production.
This is coming at a time agriculturalists are stressing on the need for the country to diversify the agriculture sector. | <urn:uuid:183804f2-f325-4288-90a5-88342b4f5a39> | CC-MAIN-2023-23 | https://times.mw/search-for-alternative-food-security-crops/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224643784.62/warc/CC-MAIN-20230528114832-20230528144832-00102.warc.gz | en | 0.957423 | 397 | 2.671875 | 3 |
Investigating the Time Use Patterns of Obese Americans
Obesity is the most common food and nutrition-related health problem in the United States--a complex problem with no single cause or solution. Food choices, physical activity levels, metabolism, and genetics are among the many factors that can influence a person's weight. How a person allocates his or her time each day may also have an impact. ERS researchers used data from the Eating & Health Module of the American Time Use Survey to analyze associations between time spent on various activities and body mass index (BMI--a measure of weight adjusted for height). Although these analyses are associations only and do not necessarily indicate causality, they provide insight into differences in behavior among people of different weight categories.
Survey data on the time spent by Americans age 20 and older on 24 major activity categories reveal that the biggest differences between normal-weight people and obese people were in time spent watching television, participating in sports and exercise, and engaging in paid work. Those who were normal weight spent about 2.45 hours watching TV on an average day during 2006-08, those who were overweight spent 2.7 hours, and those who were obese spent 3.1 hours. Normal-weight individuals spent 18 minutes per day engaged in sports and exercise, whereas those who were obese spent 12 minutes per day on average.
Normal-weight individuals spent an average of 3.6 hours engaged in paid work per day during 2006-08. While this duration may seem short, it reflects an average calculated for the full 7-day week (that often includes 2 nonwork days) using survey responses from individuals who are employed as well as those not employed. Overweight individuals spent an average of 3.9 hours per day on paid work, and obese individuals spent 3.7 hours. Because overweight and obese individuals spend more time in paid work than normal-weight individuals, policies and programs to combat obesity may need to consider that those individuals have less free time available for weight-reducing efforts.
Data on time spent eating and drinking show mixed results. Normal-weight people spent 6 minutes more in primary eating and drinking than obese individuals and 7 minutes more in secondary eating, but they spent 4 minutes less in secondary drinking. Survey respondents identified primary eating and drinking as the main activity, while secondary eating and drinking occurred when they were doing something else, such as watching television, engaging in paid work, or getting dressed for the day.
Further investigation found that it is not the absolute amount of time spent eating and drinking that is associated with BMI but the relative time spent in primary and secondary eating. Normal-weight and overweight individuals spent relatively more time in primary eating and drinking than in secondary, whereas obese individuals spent relatively more time in secondary eating and drinking.
This article is drawn from...
How Much Time Do Americans Spend on Food?, by Karen Hamrick, Margaret Andrews, Joanne Guthrie, David Hopkins, and Ket McClelland, USDA, Economic Research Service, November 2011 | <urn:uuid:f46b1a32-75ee-47f6-b919-5b08ad278fda> | CC-MAIN-2015-27 | http://transcoder.usablenet.com/tt/www.ers.usda.gov/amber-waves/2012-june/investigating-time-use-patterns.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2015-27/segments/1435375095632.21/warc/CC-MAIN-20150627031815-00305-ip-10-179-60-89.ec2.internal.warc.gz | en | 0.967144 | 608 | 3.0625 | 3 |
How many calories do adults need?
Knowing your body's daily calorie needs can be an important first step in adopting a realistic diet and physical activity plan that can help you attain and maintain a healthy weight.
How to interpret your BMIHealthy weight: Under 25 Overweight: 25 to 29.9 Obese: 30 or more
Based on the National Academy of Sciences 2002 Energy Recommendations for Adults.
Between 20 to 50 percent of your daily caloric needs are determined by physical activity. The remainder are burned through basic body functions such as breathing, circulating blood and keeping cells functioning.
"It's easier to get up the will-power to turn down a 900 calorie double-burger with cheese and sauce and opt for a 400 calorie chicken sandwich or salad when you know your entire daily needs are about 1600 calories," says Joan Carter, a CNRC registered dietitian and instructor of pediatrics at Baylor College of Medicine in Houston. | <urn:uuid:a50cd5ca-e144-4cc1-afe0-54ae3d503fc8> | CC-MAIN-2017-30 | https://www.bcm.edu/cnrc-apps/caloriesneed.cfm | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549426161.99/warc/CC-MAIN-20170726122153-20170726142153-00582.warc.gz | en | 0.911328 | 190 | 3.0625 | 3 |
We are very excited to share the NEW TED-Ed animation on Spartacus, that wily gladiator. Given their lengthy relationship, Dr Rad is especially thrilled to have played a small role in bringing Spartacus’ story to your screens in a new format. This video is based on a range of primary sources about Spartacus and the revolt that he led against Rome between 73-71 BCE. If you are intrigued by this slave revolt, perhaps you would like to check out our previous episodes on Spartacus (1960) and the Starz series.
Kirk Douglas as Spartacus in the 1960 Kubrick production.
Image courtesy of http://informationaction.blogspot.com/2013/09/im-spartacus.html
All jokes aside… who was Spartacus really?
This is actually a hard question to answer and a lot of academic ink has been spilt trying to answer this question. Virtually nothing is known for sure about ‘Spartacus’ prior to the revolt. Why would the Romans be concerned about such a character before he had an impact on them? They weren’t… The basic details that we can be confident about are that the slave revolt began in 73 BCE in a ludus in Capua, owned by a man named Batiatus. A number of Batiatus’ gladiators broke out of the training school, led by a man named Spartacus (although this may not have been his given name). Spartacus and his followers would go on to accrue a large number of followers, although the exact number is difficult to ascertain. Certainly, it was in the tens of thousands. Their rebellion lasted for years and involved the defeat of a range of Roman forces, from local militia to consular armies. Although they would not have known it at the time, Spartacus’ revolt or the Third Servile War was the last large-scale slave uprising in Rome’s history.
So how is it possible that we don’t know more about the leader of this slave war? It is more famous than the previous two, perhaps as it occurred on the Italian mainland and not in Sicily. A major obstacle is the lack of any sources that record a slave perspective on the events that transpired. Fortunately, there are various references to Spartacus in pro-Roman sources, but none of these accounts were trying to provide a detailed biography of the slave himself. For example, in sources such as Cicero, Spartacus is referred to only in passing and generally used as a term of abuse. In narrative accounts, the Roman men who fought him, the strategies and tactics employed during the conflict, what the revolt meant for Rome at that time, and the outcome were the important factors. Spartacus and this conflict are useful tools to illuminate information about Rome. This perhaps explains why we get some contradictory impressions of the slave leader, depending on the author consulted. However, for those who would like to check out some primary material themselves, the most detailed works are Plutarch’s Life of Crassus and Appian’s Civil Wars. Nonetheless, Dr Rad’s favourite description of Spartacus comes from Florus – mostly because it sounds just like a movie tagline. Spartacus was “….the man who, from being a Thracian mercenary, had become a soldier, and from a soldier a deserter, then a highwayman, and finally, thanks to his strength, a gladiator.”
And hasn’t he continued to exert a fascination throughout the centuries?
What do you think about Spartacus?
We would love to hear your thoughts on Spartacus, slavery and the revolt. Get in touch!
Sparty and the gang from the Starz series. (Image courtesy of https://creativekatarsis.com/spartacus-la-serie/) | <urn:uuid:c2c6fd73-e3c4-496b-9d0d-12136ea187fd> | CC-MAIN-2020-40 | https://partialhistorians.com/2018/12/19/i-am-spartacus/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400204410.37/warc/CC-MAIN-20200922063158-20200922093158-00332.warc.gz | en | 0.973115 | 790 | 3.203125 | 3 |
By Dan Fagin
THE national tourism agency calls the Mexican mountain town of Angangueo a “Pueblo Mágico.” If so, it is a dark magic.
In recent years, Angangueo’s 5,000 inhabitants have been cursed by calamities natural and manufactured. Snowstorms, mudslides and flash floods have terrorized the town. Hulking piles of mine tailings line the main road, barren reminders of the silver, gold and copper mining that petered out a quarter-century ago after defining the community for 200 years.
Even the monarch butterflies that are the focus of the “magic town” tourism campaign are suffering. Millions still roost on nearby mountains, a wintertime spectacle that attracts the visitors from “El Norte” who are the town’s economic lifeline. But the overwintering population of monarchs has fallen by almost two-thirds over the past dozen years, and this year’s better-than-usual aggregation was abruptly devastated in March by another freak snowstorm, the worst in years.
Now those monarchs are facing another potential calamity. One of Mexico’s largest corporations is close to winning government approval to reopen a sprawling mine in Angangueo, right next to the most important winter habitat of North America’s most iconic insect. In a region where butterfly tourism isn’t doing much to ease pervasive poverty, the mining proposal has plenty of local support, even as it alarms biologists. | <urn:uuid:60971f7b-4fd8-4876-bb20-35b6e282e5f0> | CC-MAIN-2021-04 | https://worldnewsforum.org/2016/05/01/a-mine-vs-a-million-monarchs/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703538082.57/warc/CC-MAIN-20210123125715-20210123155715-00716.warc.gz | en | 0.934883 | 316 | 2.609375 | 3 |
The network management protocol will determine which topologies are supported and how the network reconfigures when nodes join or leave. The specific processes used for network formation, auto configuration, routing, etc. are what differentiate one protocol from another. While some WSAN protocols like ZigBee and WirelessHART have been widely adopted, the landscape is clouded with dozens of competing and non-interoperable protocols, each having its own pros and cons. A great many of these are proprietary. While a protocol backed by an adopted industry standard offers the promise of multi-vendor interoperability, some proprietary protocols can provide a solution tuned to specific performance parameters like simplicity, network resiliency or security. On the other hand, a proprietary protocol can lock you to a single vendor for future network expansions.
There is unlikely to ever be a convenient ubiquitous standard for WSANs analogous to Wi-Fi for data communications. Instead, some protocols will emerge as de-facto standards for the specific application areas for which they are best suited. ZigBee, for example, with nearly $500M in U.S. Smart Grid grants to alliance members, is the odds-on favorite to emerge as the dominant standard for smart energy and home/building automation applications.
WirelessHART is an extension of the established (wired) Highway Addressable Remote Transducer (HART) protocol used in industrial automation applications, and is supported by the HART Alliance. ISA100.11a, also used in industrial applications, is related to WirelessHART, but can also transport Modbus, Profibus and Fieldbus protocols. Perhaps one of the most intriguing, the 6LoWPAN protocol which is promoted by the IP for Small Objects (IPSO) Alliance, adapts small embedded devices to IPv6 networks. The protocol defines a special IP adaptation layer that fits in the small memory footprint of resource constrained devices, making them internet accessible.
In May 2010 the ZigBee Alliance and IPv6 Forum established strategic relationships with the IPSO Alliance to speed the adoption of IP networked smart objects, a step in the direction of the vision for an Internet of Things. Since they need to be located near the parameter being monitored or controlled, the design of a sensor node is typically optimized for small physical size and low power consumption. The basic design components in the sensor node will include a microcontroller, memory, RF communications, sensor/actuator interface, a power source, and firmware which includes the network protocol stack (figure 4).
Fig 4: Block diagram of a sensor node
The stack is a collection of software modules that execute on the MCU to implement a particular protocol. For reasons described above, it is a critical element of the sensor’s design. Since the type of MCUs used in sensor nodes are typically low-power, resource constrained devices, the protocol stack must be small and efficient, often squeezing into 64KB – 128KB of internal MCU memory that is shared with the sensor’s application code.
Stacks can be optimized around various performance needs such as standards compliance, power efficiency, speed of execution, memory footprint, etc. It seems there are an endless number of tradeoffs, which is one of the reasons there are so many protocol stack options to choose from. They can also be optimized for specific MCU architectures, which may restrict device selection depending on the availability of a particular stack for a particular MCU. MCU suppliers generally offer tested and certified stacks at no charge for customers using their devices. These include standards-compliant stacks like ZigBee and 6LoWPAN, as well as their own (usually simpler) proprietary stacks.
At the heart of a typical wireless sensor/actuator node is a small, ultra-low power microcontroller (MCU). Because sensor nodes are often battery powered, MCU power must be carefully managed. Most WSAN protocols have provisions for managing nodes with a low active duty cycle. Sleeping nodes may wake up to perform a task only tens of milliseconds every several minutes. Since the MCU could spend over 99.9% of its working life in its lowest power (sleep) mode, the tiny amount of current used in sleep mode is a critical parameter.
Many MCUs are available today with sub-1µA sleep current. But while sleep mode current is important, low power while in active mode and processing speed are both equally as important. The MCU must have the ability to wake up quickly, have the processing power to rapidly execute the intended task, which includes processing through the communications protocol, and return to sleep mode in as little time as possible, minimizing the time spent in active mode.
As shown in figure 5, the sensor’s total average power consumption, thus ultimately its battery life, will be determined by the contribution from both of its power specs and by the active/sleep duty cycle.
Fig 5: Average power over sleep/active duty cycle. | <urn:uuid:1025904b-6412-4237-9329-7f2b09866167> | CC-MAIN-2015-35 | http://www.eetimes.com/document.asp?doc_id=1278992&page_number=2 | s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440644066266.26/warc/CC-MAIN-20150827025426-00203-ip-10-171-96-226.ec2.internal.warc.gz | en | 0.92708 | 1,006 | 2.578125 | 3 |
– Oleaster Family
It truly baffles me how the autumn-olive remains one of the biggest wild food secrets in North America. Over vast regions of this continent it is our most common wild fruit. I have seen entire pastures overtaken with it, one after another, sometimes forming autumn-olive thickets covering twenty, forty, or even a hundred acres. In much of the country this is a regular sight; in fact, it is considered a noxious invasive weed in many areas and efforts are being made to eradicate it. Oftentimes, a single bush may be so loaded with fruit that several gallons may be picked from it, and this can be harvested with surprising efficiency. I have seen bushes so laden that their limbs rested solidly on the ground under the weight. Recently, I picked eleven quarts from a super-loaded bush—in less than fifteen minutes! The autumn-olive has received some attention for its content of lycopene, a chemical known to promote prostate health. Tomatoes are generally considered the standard source for this nutrient—but autumn-olives contain about eighteen times as much lycopene as tomatoes (Black and Fordham, 2005). But the most incredible fact about autumn-olives is their flavor: almost everybody loves them.
Growing up, I encountered the autumn-olive quite regularly. I was intrigued by the bush’s rugged appearance and by its odd red fruits covered with silvery flakes. Since it is not native, however, this plant was left out of my field guides and ignored by nature writers. Despite the fact that it is an incredible cover and food plant for wildlife, the hunting books and magazines that I read never made mention of it. And although the autumn-olive is a standout among wild fruits, none of my foraging references discussed it. For some years, then, I regularly saw this bush on my excursions but was unable to identify it.
It was Steve Brill’s (1994) wild food guide that finally suggested this fruit to me. After verifying the identification with a botanical key, I got my first taste of autumn-olive. I felt ashamed that I had missed out on such a good thing for so long when it had been right there for the picking. But I will miss out no more; I’m making up for lost time and stocking up on lycopene.
I don’t mean to make it sound like I’m the only one excited about this fruit. In test plots near Beltsville, Maryland, the USDA has achieved productivity of 3,600–12,600 pounds per acre (4,000 to 14,100 kg per hectare)—without using pesticides or fertilizers (Black and Fordham, 2005). These figures lead me to believe that, during bumper crop years, the largest autumn–olive thickets I’ve seen, in Kentucky and Tennessee, produce a whopping half million pounds (227,000 kg) of fruit! Not that I need that many, but it’s fun to drool over the idea. The authors of the above study believe that this fruit needs a name that connotes a fruity flavor to be widely accepted as food in the United States, suggesting the name “autumnberry.”
The autumnberry is somewhere between a hefty shrub and a small, tough, sprawling tree. It usually produces several gnarled and spreading trunks, the largest of which may reach 6 inches (15 cm) in diameter. The topmost limbs of an autumnberry bush rarely reach more than 16 feet (5 m) above the ground. During their first few years, autumnberries are formidably armed with sharp thorns, but older bushes are not nearly so thorny. The autumnberry is typically found in dense, even impenetrable stands. To the trained eye, such thickets can be recognized by this shrub’s growth form: trunks strongly arching and producing arched branches, the tips of which droop heavily and often reach the ground.
Autumnberry’s leaves are also rather distinct. Elliptic or oval in shape, they are rather tough and leathery for a deciduous shrub. The leaves are dark, dull green on top, and distinctly silvery underneath. Borne alternately, they are typically 2–3 inches (3–5 cm) long. The leaf margins are entire and often wavy or slightly curled.
The bark on older autumnberry trunks peels in long, thin, narrow strips, but on smaller trunks and branches it is smooth and grayish green. The twigs and leaves are covered with tiny silvery flakes or scales, a feature that this plant shares with its close relatives the buffaloberries (genus Shepherdia).
In mid to late spring the autumnberry produces copious dull yellow flowers in crowded clusters that hang from the leaf axils. Each flower is about 0.3 inch (8 mm) long and consists of four petals joined at the base to form a tube. The blossoms have a very strong fragrance, and a blooming thicket can produce a cloyingly sweet aroma.
Fertilized flowers produce olive-shaped fruits that are typically a little smaller than a currant or pea. Unripe clusters of autumnberries hang all summer long with little change, remaining light, dull green. In fall they plump up and turn to a bright orange-red but remain coated with silvery flakes. Each ripe autumnberry contains one seed, and these are very distinct in appearance. Soft-shelled and constricted to a point on each end, the yellowish-tan seeds have prominent lines running their length.
Autumnberry is fairly easy to recognize, but it is sometimes confused with several related shrubs. Buffaloberries have leaves with shiny scales like autumn‑olive, but the scales are more brown in color. Although buffaloberry leaves look similar, they grow in pairs rather than alternately like those of autumnberry. One species of buffaloberry (Shepherdia canadensis) is a smaller shrub and lacks thorns, while another (S. argentea) is similar in size to autumnberry and also thorny. The fruit is reddish but ripens earlier and is less elongated. Autumnberry also has a native relative, the wolfberry or silverberry Elaeagnus commutata. This northern shrub inhabits brushy, open areas of the boreal region from Quebec to Alaska. When ripe, the fruit remains green and is covered with silvery scales. The fruit of all three of these related shrubs is edible, so there is no danger in mistaking them for autumnberry.
Another shrub frequently confused with autumnberry is Tartarian honeysuckle (Lonicera tatarica and L. x bella). Like autumnberry, this is a very common invasive shrub of old fields, disturbed ground, and roadsides. People often mistake the two when they are too lazy or careless to look at identifying details—they can only be mistaken at a superficial glance.
I bet you won’t do that.
Yaupon holly Ilex vomitoria, a shrub whose leaves contain caffeine and are used for tea, also has clusters of small red berries that may be confused with autumnberry. Yaupon is native primilary to the Coastal Plain of the Southeast. While the ranges of these shrubs overlap, they are not often found in the same areas. Yaupon’s toxic berries lack the silvery speckles of autumnberry, and each fruit contains four seeds rather than one as in autumnberry. The leaves differ in being evergreen, crenate or toothed, and in that they also lack the silvery flakes of autumnberry.
The autumn-olive is so named because of its close relationship with another tree, the Russian-olive Elaeagnus angustifolia, which is in turn named for its fruit’s appearance. Neither of these species is closely related to the true olives (genus Olea), and their fruits are not similar to the true olive in flavor, texture, or any other important quality.
People have a strong tendency to confuse autumn-olive and Russian-olive—not because they are hard to tell apart, but primarily because of their names. It is hard to speak of one without being asked about the other. Russian-olive is a well-known, non-native tree found in most of the United States and Canada. Like its ecological twin the Siberian elm, this tree can handle extremely hot summers, bitterly cold winters, and severe drought—making it adaptable to places where few other trees can grow. Russian-olive is abundant on the Great Plains and in semi-arid sections of the West. For many miles on the high plains of Wyoming and Colorado, this is the only tree to be seen, and scrubby forests of it have sprung up around many western cities, such as Salt Lake and Denver. It predominates in fencerows and windbreaks over much of the Great Plains.
The Russian olive has much narrower leaves than the autumnberry; they are willow-like with a silvery sheen on both sides. Russian-olive is a spreading tree, growing much larger than the autumn-olive, occasionally over a foot (30 cm) in diameter and 35 feet (11 m) tall.
The fruit of Russian-olive and autumnberry are quite different. The Russian-olive produces a drab, dry drupe about 0.5 inch (13 mm) long, gray-green when ripe and shaped like a miniature olive. The pulp is mealy and sweet, but also astringent. The flavor reminds me a little of dried figs. The seeds are hard and tough but leathery rather than stone-like; they can be chewed with great effort and will eventually give up the tiny but delicious nut-like kernel they contain. Russian-olives often fruit prodigiously, and I would love to find a practical and enjoyable way to use their crop.
Range and Habitat
The autumnberry is native to Asia, where it is one among many Elaeagnus species used for food. It was introduced to the United States in 1830. Hu (2005) lists eleven Elaeagnus species traditionally used for food in China, and some others are occasionally seen in North America. The autumnberry has been introduced to North America for erosion control, soil improvement, wildlife food and cover, landscaping, and, to a lesser extent, for its edible fruit. Like most exotic invasives, its occurrence is difficult to predict because this depends on both habitat and the happenstance of human introduction. It has not been here long enough for its habitat needs to be thoroughly understood.
The autumn-olive was lauded as a virtual miracle forty years ago; it was intentionally planted by the same government agencies that are now villainizing it and spending millions trying to eradicate it. Latham (1963, p. 19) expressed the prevailing attitude when he said, “These shrubs add beauty to narrow field corners, roadsides, [etc.]—with no evident danger of becoming a pest by spreading onto pastures or well-kept places.” Latham then lived in Ann Arbor, Michigan—around which, today, the autumn-olive is the most prevalent shrub, having choked out most native species. I wonder how many of the current ideas espoused by today’s natural resource managers will be laughed at in a generation. (I can name a few.)
Autumnberry may be found in southern Canada and all but the driest parts of the United States. In some regions it is rampantly abundant, and I will dare to say that this is the most common edible wild fruit in the eastern United States. And it is increasing in the West (Sundberg, 2002)—who knows how common it may be there in a generation or two. It is also a common shrub in parts of Hawaii (Wagner and Sohmer, 1999). Autumnberry is the most prevalent shrub in parts of southern Michigan, Kentucky, Tennessee, Virginia, Illinois, Indiana, Ohio, and several other eastern states. Autumnberry is not hardy in the coldest parts of the United States and is therefore absent from the northern Plains and higher mountain areas.
Autumnberry is one of the few non-leguminous plants able, with the help of certain bacteria called Frankia, to fix Nitrogen. This allows it to thrive on impoverished or eroded soils and outcompete other shrubs on such sites. It is precisely for this reason that it was used widely to reclaim and stabilize old mine spoils, eroded hillsides, and newly constructed roadways. Such soil-deprived sites are where it remains most common today, accounting for its abundance in steep, hilly country that has been inappropriately cultivated or overgrazed, and in rocky, sandy, or gravelly areas where the soil is naturally poor.
Autumnberry grows in full sun or light shade. It does not successfully invade mesic hardwood forests but often does well in the sparse shade cast by oaks, hickories, and pines. Autumnberry’s competitive edge is further enhanced by its drought tolerance. Like many other exotic shrubs, it loses its foliage later than most native species, giving it an extended growing season but also making it more susceptible to frost damage.
Given the way that birds and mammals relish the fruit and spread its seeds, expect to see autumnberry become more and more abundant over the coming years.
Harvest and Preparation
Autumnberry has an unusually long season of availability. In 2006, I first picked the fruit on August 25; on November 12, even after several hard frosts, I found entire thickets still loaded. The peak season of harvest is roughly September 15 to October 10. The fruit persists later in seasons of a heavy crop.
When autumnberries first turn red they are rather hard, very tart, and astringent due to their tannin content. They can be eaten at this time but are too tart for most palates, although they do make fine jam or jelly. However, the fully ripe fruit are much better. As they sit on the bush they gradually become softer, sweeter, and less astringent. You can judge their ripeness by how easily they pop off their stems when picked; they do not detach easily when under-ripe. And you should taste-test them, for even when fully ripe their flavor varies substantially from one bush to the next.
This is one of the wild fruits that you can really stock up on. It grows in dense hedges along roadways or fence lines and turns abandoned farmlands into wild orchards. Every year you can find a good supply, and in very good years shameful amounts will rot on the bush. The autumnberry clusters often hang along the branches so densely that there is no space between one and the next, creating an elongated “mega-cluster” along the branch. Just one of these mega-clusters can contain several pounds of fruit, and single bushes can produce twenty to eighty pounds of fruit in bumper crop years.
An effective way to pick autumnberries is to hold the laden branch or mega-cluster over a container and loosen the berries with your fingers so they fall in. Try to do this without crushing too many berries and without loosening too many leaves and stems. You can pick autumnberries very fast this way; typical is one to three gallons per hour, depending mostly on the quality of the bush. The low, spreading form means that the bushes bear most of their fruit within easy reach, and often they are so low that I simply place a bowl on the ground beneath the branch as I pick. You can also pick the fruit by laying down a tarp or cloth and beating on the branches. For this the berries must be fully ripe and ready to detach.
As you collect autumnberries you will probably find a disturbing number of Japanese beetles going into your container. They love to hide between the fruit in the clusters, and due to their color are hard to spot there. I know of no good solution to this problem; indeed, these little pests are the biggest trouble with picking autumnberries, and sometimes I spend more time removing and avoiding them than I do picking the fruit.
Upon first turning red, the flavor of autumnberries reminds me of raspberries or pomegranates with the pucker of chokecherries. As they ripen the puckering quality fades, the fruit sweetens, and a hint of tomato flavor develops. I love to eat fully ripe autumnberries straight from the bush. I stuff my face with one handful after another for the first twenty minutes of picking. The seedshells are soft and contain a delicious nutty kernel that seems to disappear in your mouth as you chew. Some people swallow everything, but I spit out the masticated seedshells when I am done absorbing all the flavor possible, then reach for another handful.
I have a number of ways to use those autumnberries that actually do make it into my collecting container. They are good in pie, and they are the berry of choice for making fruit leather. In addition, autumnberries make good jam or jelly and have a most delicious juice.
For all the cooked products that I make, I strain out the seeds first. I do not cook or crush the berries before straining; all I do is try to get rid of the sticks, leaves, and beetles. Autumnberries go through my strainer very easily with little waste, although I may have to run them through an extra time or two to get all the pulp.
Straining will produce a beautiful red puree, but the juice and solids will quickly begin to separate. When this happens you will notice that autumnberry juice has an amazing quality: it is clear. Lycopene, the primary coloring agent, is not water soluble and so remains in the pulp. The solids coagulate into a mass, and this mass slowly shrinks as it releases liquid, almost as if repelling it. You can let a container of puree sit in the refrigerator for a few days and then carefully pour off the clear juice, saving the red pulp for fruit leather, jam, or other fun projects. Or you can keep the two together, mixing well before use. This autumnberry puree stores well frozen.
Once you taste the juice of ripe, sweet autumnberries, you may want to maximize your yield of it. If a better drink has passed my lips, I fail to recollect the experience. A glass of autumnberry juice appears deceivingly like slightly used dishwater—but upon careful inspection one will notice the faintest yellow tone, which hardly hints at the flavor swimming in it. Autumnberry juice is pleasantly acidic like orange juice and at least as sweet. However, juice from under-ripe fruit can be extremely tart.
To get as much juice as possible from your autumnberries, place the puree in a cloth suspended in a bucket and let it drip for a few days, keeping the whole apparatus in a cool place. Almost all the liquid should separate from the pulp without any squeezing involved, and then you can dispose of the solids (or use them, if you really want that lycopene). Sometimes the liquid doesn’t separate well—I’m not always sure why—and in these cases I keep the pulp for making other things. Freezing and thawing the puree sometimes seems to facilitate better juice separation.
Besides making a wonderful juice, autumnberry also makes excellent pies, cobblers, and other desserts. If the berries are on the sour side, I mix them with other milder fruits. One problem, however, is that the juice has a tendency to separate from the pulp while cooking and pool in the bottom of your pan. To prevent this, use a little more flour or cornstarch than usual and mix it well into the puree.
The tendency of the juice and pulp to separate affects all autumnberry products. Jam, for example, can get a unique texture and marbled appearance due to the pockets of clear liquid that separate while it sets. You can also make a most interesting tart but nearly colorless jelly from the juice.
If I am going to eat autumnberries out of season, my favorite way is in the form of fruit leather. The finest flavor is achieved using ripe, mild berries. For best results, use puree that has had little or none of its juice removed. Mix or beat it thoroughly just before spreading it on trays to dry. The smooth texture of the puree makes for a very fine-looking fruit leather, and the juiciness allows it to be spread very thinly and uniformly on the tray. However, because of the time of year that the fruit ripens, sun-drying is often impossible. I have also done it in the oven, on a rack near my woodstove, and in an electric food dehydrator. The thin layer of pulp dries relatively quickly, especially in the absence of skins. It produces a beautiful red fruit leather, rich in lycopene, that is coveted, bartered, and begged for on account of its flavor.
If our continent is going to be overrun by exotic invasive plants, I pray that there are more of them like autumnberry. | <urn:uuid:5e25e2d4-c77d-4f22-806d-e239c657c4b3> | CC-MAIN-2013-48 | http://foragersharvest.com/autumnberry-autumn-olive/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163054867/warc/CC-MAIN-20131204131734-00027-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.959186 | 4,447 | 2.796875 | 3 |
Martian meteorite NWA 7034 weighs approximately 320 grams (11 ounces). Credit: NASA
A 2-billion-year-old rock found in the Sahara desert has been identified as a meteorite from Mars’ crust, and it contains ten times more water than any other Martian meteorite found on Earth. It also contains organic carbon. The age of the rock, called NWA 7034, would put its origins in the early era of the most recent geologic epoch on Mars, the Amazonian epoch. While its composition is different from any previously studied Martian meteorite, NASA says it matches surface rocks and outcrops that have been studied by Mars rovers and Mars-orbiting satellites.
“The contents of this meteorite may challenge many long held notions about Martian geology,” said John Grunsfeld, associate administrator for NASA’s Science Mission Directorate in Washington. “These findings also present an important reference frame for the Curiosity rover as it searches for reduced organics in the minerals exposed in the bedrock of Gale Crater.”
This new class of meteorite was found in 2011 in the Sahara Desert. Designated Northwest Africa (NWA) 7034, and nicknamed “Black Beauty,” it weighs approximately 320 grams (11 ounces). Research teams from the University of New Mexico, the University of California at San Diego and the Carnegie Institution in Washington analyzed mineral and chemical composition, age, and water content.
NWA 7034 is made of cemented fragments of basalt, rock that forms from rapidly cooled lava. The fragments are primarily feldspar and pyroxene, most likely from volcanic activity.
“This Martian meteorite has everything in its composition that you’d want in order to further our understanding of the Red Planet,” said Carl Agee, leader of the analysis team and director and curator at the University of New Mexico’s Institute of Meteoritics in Albuquerque. “This unique meteorite tells us what volcanism was like on Mars 2 billion years ago. It also gives us a glimpse of ancient surface and environmental conditions on Mars that no other meteorite has ever offered.”
There are about one hundred Martian meteorites that have been collected on Earth. They were all likely blasted off the Red Planet by either an asteroid or comet impact, and then spent millions of years traveling through space before falling to Earth.
Researchers theorize the large amount of water contained in NWA 7034 may have originated from interaction of the rocks with water present in Mars’ crust. The meteorite also has a different mixture of oxygen isotopes than has been found in other Martian meteorites, which could have resulted from interaction with the Martian atmosphere.
Scientists say the age of NWA 7034 is important because it is much older than most other Martian meteorites.
“We now have insight into a piece of Mars’ history at a critical time in its evolution,” said Mitch Schulte, program scientist for the Mars Exploration Program at NASA Headquarters.
Most Martian meteorites are divided into three rock types, named after three meteorites; Shergotty, Nakhla, and Chassigny. These “SNC” meteorites currently number about 110. Their point of origin on Mars is not known and recent data from lander and orbiter missions suggest they are a mismatch for the Martian crust. Although NWA 7034 has similarities to the SNC meteorites, including the presence of macromolecular organic carbon, this new meteorite has many unique characteristics.
“The texture of the NWA meteorite is not like any of the SNC meteorites,” said co-author Andrew Steele, who led the carbon analysis at the Carnegie Institution’s Geophysical Laboratory. “This is an exciting measurement in Mars and planetary science. We now have more context than ever before to understanding where they may come from.”
This article was updated on 1/4/13. | <urn:uuid:72dc0c89-9f24-4b4b-acf3-1a334bcc89af> | CC-MAIN-2018-30 | https://www.universetoday.com/99265/meteorite-from-mars-is-water-rich/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676590794.69/warc/CC-MAIN-20180719090301-20180719110301-00051.warc.gz | en | 0.943253 | 824 | 3.59375 | 4 |
This course is designed to provide a sound basis for understanding the ways that images communicate, both in terms of how they are made and how they are read. Now and for the foreseeable future, all manner of information — scientific animation, humanistic data, economic graphs, aesthetic coding – is being conveyed in visual terms. Students in this course will question what constitutes an image, how images inform, and to what extent they succeed outside of language. The course will be taught by three professors in three distinct but overlapping sessions, which will address visual documentation, pictogrammatic speech, and visual narrative.
Sample reading list:
Jonathan Crary, Techniques of the Observer: On Vision and Modernity…
Kaja Silverman, The Miracle of Analogy, or the History of Photography Part 1
Theodor Adorno, How To Watch Television
Douglas Crimp, Pictures
Kara Walker, My Compliment, My Enemy, My Opressor, My Love
Devin Fore, Realism After Modernism
Reading and discussing three scholarly articles required, two optional. | <urn:uuid:1b611d2f-0d4d-4a00-8e3d-3adfa9f79418> | CC-MAIN-2022-49 | https://arts.princeton.edu/courses/introduction-to-visual-literacy/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446711475.44/warc/CC-MAIN-20221209181231-20221209211231-00144.warc.gz | en | 0.884686 | 222 | 2.90625 | 3 |
Formats: Self Paced, Guided Learning, Live
Being a leader inherently implies having a lot of responsibility. What that responsibility is can vary among leadership roles, but there are some universal ways to be a leader. Enthusiasm, having a vision, problem-solving, promoting teamwork, and delegating tasks are all forms of leadership, but may not come naturally to every leader. And when a leader is not up to shape, it reflects on the organization or team as a whole.
For instance, a poll by the Center for Public Leadership at Harvard University reported that 70% of Americans blame leadership crisis as a factor in the national economic decline. A Deloitte survey showed top American executives majority of CXOs surveyed (52 percent) and CXOWs (59 percent) do not think that their direct reports have the skills to assume greater leadership roles in the organization.
This course will give you the tools you need to hone your skills as a leader, from earning trust and respect, to leading through crisis and creating a vision to share. As a result, you will have more confidence in your ability to lead, will inspire a more collaborative work environment, and will be able to lead through any situation.
Successful completion of this course will increase your ability to:
This course explores the following subjects in depth: | <urn:uuid:c764c1e8-17df-4162-a8e7-117b4a568a16> | CC-MAIN-2021-10 | https://cftea.org/courses/leadership-management-and-supervisory/course-descriptions/leadership-fundamentals/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178362513.50/warc/CC-MAIN-20210301121225-20210301151225-00136.warc.gz | en | 0.959983 | 272 | 3.53125 | 4 |
Chances are good you already have some experience with how to grow an avocado. It’s easy and fun to coax the large, hard stone at the center of this green fruit to sprout, which is probably why it’s a popular classroom activity!
Of course, getting an avocado pit to sprout is one thing; growing it into a fruit-bearing tree is quite a bit more work! However, many gardeners enjoy growing avocado trees as a decorative houseplant or as part of their landscaping. Wondering if that tree might one day yield yummy avocados (Also See: Can You Freeze Avocados?) is just part of the fun.
Here’s how to start:
- Remove the large pit (seed) from inside an avocado, rinse well, and dry (a wet seed will be slippery!).
- Push three or four toothpicks into the seed at its widest part so that you can suspend the pit over a glass of water with the pointy end sticking up. The water should cover about an inch of the seed.
- Put in a warm place and make sure to maintain the water level.
- In 2-6 weeks, roots and a stem will sprout from the seed. When the stem is about six inches long, trim it in half.
- When the stem leafs again, transplant the seedling to a pot with loose, sandy soil. Plant the seedling root down, leaving the top half of the pit sticking out of the soil.
- Give your plant frequent, light watering and keep it in a sunny place to encourage growth.
- Pinch back the newest top leaves every time the stems grow another six inches or so to encourage more growth and a fuller plant.
In most regions, the avocado plant can stay outside in summer. If you live in a warm climate that does not experience temperatures less than 45 degrees F, you may want to make your avocado tree part of your landscaping by moving the plant outside permanently:
- For best results, transplant in the early spring, after gradually acclimating your plant to the elements by bringing it outside for a while each day for a week or two.
- Plant in a large hole (about 3 feet wide by 3 feet deep) in well-drained soil, in an area that receives plenty of indirect sunlight.
- Water regularly, but don’t over-water (you’ll know you’re watering too much if your plant’s leaves turn yellow.)
Now just sit back and get ready to guac 'n' roll! It can take anywhere from 5 – 13 years for an avocado plant to bear fruit, and some never do. But in the meantime, you’ll have a beautiful tree to enjoy. | <urn:uuid:83702ffc-5abd-42a5-ba7c-bceb5743cc3a> | CC-MAIN-2016-18 | http://www.hgtvgardens.com/guac-n-roll-grow-an-avocado-tree?syc=yahoo_emb | s3://commoncrawl/crawl-data/CC-MAIN-2016-18/segments/1461861848830.49/warc/CC-MAIN-20160428164408-00041-ip-10-239-7-51.ec2.internal.warc.gz | en | 0.931098 | 573 | 3 | 3 |
At Greenmeadow primary school, we believe that confidence in Computing prepares the children for whatever technologies they will use in the
future, as well as developing the deep links with mathematics, science, and design and technology. Technology is all around us in our day to day lives and because of this, we want to model and educate our pupils on how to use technology positively, responsibly and safely. A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing ensures that our pupils become digitally literate – able to use, and express themselves and develop their ideas through information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
We understand that in an ever-changing, digital world, e-safety is essential for all. As a school we are supported by the 'Switched On Online Safety' Scheme of work to ensure coverage of different areas of online safety as well as progression through the year groups.
The link below will take you to a useful online safety website. Thinkuknow aims to empower children and young people aged 5-17 to identify the risks they may face online and know where they can go for support. | <urn:uuid:7fc88818-7447-47a7-8d33-2152337939ed> | CC-MAIN-2020-29 | https://www.greenmeadow-pri.swindon.sch.uk/learning/curriculum-1/ict | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655891640.22/warc/CC-MAIN-20200707013816-20200707043816-00169.warc.gz | en | 0.949849 | 247 | 3.109375 | 3 |
Sereja and Two Strings 2
All submissions for this problem are available.
Read problems statements in Mandarin Chinese, Russian and Vietnamese as well.
Sereja has a string A consisting of n lower case English letters.
Sereja calls two strings X and Y each of length n similar if they can be made equal by applying the following operation at most once in each of them.
- Chose any two position i, j in the string (i can be equal to j too). Swap the characters at position i with character at position j.
For example strings "abcd" and "acbd" are similar, strings "ab" and "ab" are similar, but strings "abcde" and "bcdea" are not similar. Note that strings "abc" and "cab" are also similar, as you can swap 'a' and 'c' in the first string to get "cba" and 'a' and 'b' in the second string to get "cba".
Now Sereja is interested in finding number of ordered pairs of non similar strings X and Y such that they can be constructed from a given string A by permutation of its characters. As answer could be large, please output your answer modulo (109 + 7).
A string s (of size n) is said to be constructed from string t (also of size n) by permutation of its characters if there exists a permutation P (of length n), such that s[i] = t[P[i]] for each i from 1 to n.
- First line contain integer T - number of test cases.
- For each of the next T lines:
- Each line contains a string A as defined in the problem.
For each test case, output answer modulo 1000000007 (109 + 7) in separate line.
- 1 ≤ T ≤ 10
- 1 ≤ n ≤ 10^5
- Subtask #1: 1 ≤ n ≤ 10 (25 points)
- Subtask #2: 1 ≤ n ≤ 100 (25 points)
- Subtask #3: 1 ≤ n ≤ 1000 (25 points)
- Subtask #4: original constraints (25 points)
Input: 2 z abcd Output: 0 144
|Tags||combinatorics march16 medium sereja|
|Time Limit:||1 sec|
|Source Limit:||50000 Bytes|
|Languages:||ADA, ASM, BASH, BF, C, C99 strict, CAML, CLOJ, CLPS, CPP 4.3.2, CPP 4.9.2, CPP14, CS2, D, ERL, FORT, FS, GO, HASK, ICK, ICON, JAVA, JS, LISP clisp, LISP sbcl, LUA, NEM, NICE, NODEJS, PAS fpc, PAS gpc, PERL, PERL6, PHP, PIKE, PRLG, PYTH, PYTH 3.4, RUBY, SCALA, SCM guile, SCM qobi, ST, TCL, TEXT, WSPC|
Fetching successful submissions | <urn:uuid:8a5347d4-b290-4748-ba4d-ce07449003b5> | CC-MAIN-2017-17 | https://www.codechef.com/MARCH16/problems/SEATSTR2 | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917120844.10/warc/CC-MAIN-20170423031200-00151-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.815361 | 689 | 3.265625 | 3 |
Software development is a highly technical and specialized field that requires a vast array of hard skills and knowledge. However, in today’s increasingly interconnected world, software developers must possess not only technical abilities but also a set of developer soft skills that are equally vital for achieving success in the industry.
Developer soft skills are considerably more indicative of future job performance than hard skills. Soft skills play a crucial role in how developers tackle work-related tasks, build relationships, and interact with colleagues and stakeholders. In fact, the 2022 Global DevSecOps Survey by Gitlab found that a greater reliance on soft skills such as communication and collaboration will help DevOps professionals navigate the future of work.
Here are some of the most important software developer soft skills that hiring managers should consider when finding the best fit for their projects and teams:
Effective communication is one of the most essential developer soft skills, as it is critical for interacting with team members. It’s also useful when conveying complex technical information to non-technical stakeholders. Developers must be able to explain their ideas and solutions clearly and concisely. They must also be able to listen actively and respond appropriately to feedback and suggestions.
Software development is a team effort, and the ability to work well in a team is crucial for success. Developers who can collaborate with designers, project managers, and other team members to reach common goals are in high demand. They must be able to contribute their expertise and skills to the team while acknowledging and respecting others’ ideas and opinions.
3. Time Management
In a recent survey by Stack Overflow, developers cited meeting deadlines and maintaining a healthy work-life balance as their biggest challenges. Deadlines are unavoidable in software development. Employers should look for developers who can accurately estimate project timelines, prioritize tasks, and effectively manage their time and workload.
Software development is all about solving problems. Hiring managers value developers who can approach complex technical problems with an analytical mindset. The ideal developers can break down problems into smaller, more manageable tasks. They can deliver effective solutions that meet business requirements while adhering to best practices and standards.
Andela hosts regular hackathons and EPIC tournaments where participants get to showcase their product-building and problem-solving skills. These events allow engineers worldwide to work individually or with a team, represent their region, and create innovative solutions using cutting-edge technology.
Software development is not just about writing code — it’s also about designing and building software solutions that solve real-world problems. When assessing web developer soft skills, employers should look for tech professionals who can think outside the box and push the boundaries of what’s possible.
Andela helps companies find innovative problem-solvers from different parts of the globe. This diversity fosters creativity by encouraging the quest for new information and perspectives, which leads to better decision-making and problem-solving.
The world of software development is constantly evolving, with new technologies, programming languages, and platforms powering the future of work. However, statistics show that over 50% of developers are struggling to keep up with the pace of technological progress.
Developers who are open to learning new things and can adapt to emerging technologies and techniques have a significant advantage over those who are averse to change. In today’s fast-paced software development environment, the ability to pivot quickly and seamlessly between projects and technology stacks is critical.
7. Attention to Detail
Software development requires a high level of accuracy and attention to detail. Developers must be meticulous and precise while handling complex code, projects, and documents. This includes the ability to analyze a problem, employ thorough testing protocols in their code, and identify and fix any errors or bugs. They must also ensure that they follow best practices and coding standards.
Developers must be capable of taking responsibility and accountability for their actions and decisions. They must take proactive steps to ensure the quality and security of the software they create. Practicing accountability also helps build a culture of transparency and continuous improvement — where developers learn from their mistakes and strive for better results.
9. Emotional Intelligence
Emotional intelligence, also known as emotional quotient or EQ refers to how software developers respond to challenging situations in the workplace. It is among the top developer soft skills that have become increasingly critical to succeed in the tech industry. Developers who empathize with others, communicate effectively, and handle challenging situations are the most likely to thrive in team environments and build positive relationships with teammates, clients, and stakeholders.
Tech experts with a high level of EQ can stay calm and composed in the face of common development challenges, such as changing client demands and integration issues. They persevere through obstacles at work and stay focused on achieving company goals.
Software developers must have a strong sense of self. To unlock their full potential, they must be capable of recognizing their strengths and weaknesses. They should be confident in what they know yet humble when they have an opportunity to learn.
Secure software developers are the most likely to advance in their careers because they don’t let their anxieties and self-doubt hold them back. They are always willing to recognize areas for improvement and then put in the effort to develop those skills. They are also not afraid to seek constructive feedback, proper training, and mentorship from seasoned professionals in the field.
Soft Skills, Strong Results: Find the Right Fit with Andela
Finding qualified software developers is challenging enough. But in addition to having solid technical skills, hiring managers should look for candidates with excellent developer soft skills. Often, the soft skills they bring to the job distinguish a good developer from a great one.
Partner with Andela if you’re having trouble finding developers with the right soft skills. We employ a rigorous vetting process to ensure you only meet and hire tech professionals with the skills and knowledge you need.
And we won’t just match you with the top candidates. We leverage human expertise and AI-powered technology to find you the best fit for the role, team dynamics, and company culture.
Build your dream team with Andela and scale your business with software developers you can trust and rely on. | <urn:uuid:de8344bc-6be1-4f39-baae-e3e7c90a351d> | CC-MAIN-2023-40 | https://andela.com/blog-posts/top-10-developer-soft-skills-to-drive-team-success | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510100.47/warc/CC-MAIN-20230925215547-20230926005547-00189.warc.gz | en | 0.945496 | 1,286 | 2.640625 | 3 |
hand-painted illuminated facsimile commissioned for
Dr. Matthew Brogdon
- MS 9/1695
Moses and the Burning Bush
Moses and the Tablets of Law
Facsimile of the Ingeborg Psalter
Originally created in Noyon, France, circa 1210
Illumination masters unknown
The manuscript of 200 folios contains 150 psalms and other liturgical texts. 24 pages are illuminated with miniatures, generally with two scenes, one above the other. The psalter was commissioned for Ingeborg of Denmark who became Queen of France through her marriage to Philip II (reigned 1180-1223). It is believed to have been produced at the Cistercian nunnery of Fervaques near Saint Quentin. After her death in 1236, the psalter was taken into the collection of the royal family where it remained until the 14th Century. It was among the collection of King Ludwig IX (1226 – 1270) and was kept in Château de Vincennes until 1418. Thereafter, the historical trail was lost until it appeared again in England in the 17th Century. Later, it was part of the collection of a count of Lignac from whence the Duke of Aumale came into possession of it. It was given to the Musée Condé in 1892.
The opulent miniatures in the Ingeborg Psalter are distinguished from earlier Romanesque works by innovative stylistic features and were a major influence on later Gothic illumination.It is without a doubt the most important illuminated manuscript still in existence of those created in France at the turn of the 13th Century. These paintings emerged out of a creative phase of transition in the artistic landscape from the Romanesque to the Gothic which had long since taken root in the spheres of architecture and sculpture.
The magnificent psalter was created for private devotion and came into being in a time in which French art and culture was blossoming into its highest form. Cities, with their mighty cathedrals, became the communal and religious centers of the country. The sculptured figures for Chartres Cathedral were well advanced by 1200. Plans for sculptures for the portals of Reims and the west-portal of Notre Dame in Paris were complete and sculptors beginning to work on them. The architectural masterpieces of the cathedral, collegiate and monastic churches, which united sculptural art and stained glass windows in a mystical symphony to an integrated work of art, were not only monumental instruments of religious thought; they expressed also the new political role of France within Europe. By the time the France had freed itself from English rule in the Battle of Bouvines in 1214, a spiritual renaissance was well under way.
The introductory series of miniatures of the Ingeborg Psalter contains scene from the Old Testament, a miniature of the “Root of Jesse” – the family tree of Jesus, scenes from the life of Christ, an image of the death and crowning of Mary as well as four scenes from the Legend of Theophilus. This type of picture sequence as autonomous preface to the psalter itself is believed to have been modeled on English illumination art. Traces of other, much older models shine through in peculiarities in the compositions and details which follow the symbolic language of Byzantium and Normandy as grandiosely represented in the mosaic series of Palermo, Monreale or Cefalù. The above-mentioned stylistic principle obeys, for example, the schematic formalism numerous figure groupings, the composition of single figures into groupings that are outlined by a stark contour line.
The style of the Master of the Ingeborg Psalter represents a turning point in the history of European painting when artists left behind abstract and highly stylized forms in favor of a more naturalistic representation of the visible world. The three-dimensional quality of the figures, their heroic proportions, and their expressive movements stand out as the new elements in his work, those essential to the emerging Gothic style of the early 1200s. For the most part, the figures are posed in calm postures, even in the presence of dramatic events. Dignified human figures, reminiscent of the monumental yet elegant cathedral sculptures of that period, dominate the images. There is no room for that which is incidental, or it is – as in the background of the landscapes – generously stylized and reduced to the most minimal indicators of place.
The structure of the gilding and the elegant, fragile ornamentation of the small frames which surround the miniatures are elements which indicate a new direction for the future. This also includes a new color palette. The most commonly used colors of Byzantine artwork are still present but deep blues and brilliant carmine reds force themselves ever more to the foreground and create a mysterious glow as that which is intimated in a Gothic stained-glass window. The Ingeborg Psalter does not, however, follow the example of the “stained-glass tapestries” in their structural system. Still, its miniatures remain conventional with two panels, one over another, drawn within a quadratic frame.
The Ingeborg Psalter documents, in addition, innovations in the art of illumination in the early phases of a development which is essential for the understanding and artistic appreciation of Gothic book which is, namely, a specific gestalt of the text blocks. With its early Gothic Miniscule, the text achieves an impressive amount of unity out of which the aesthetic charm of the highly cultivated Gothic calligraphic styles would emerge.
Walther, I.F., & Wolf, N. (2005). Meisterwerke der Buchmaleri: Die schöenste Handschriften der Welt von 400 bis 1600. Cologne, Germany: Taschen.
Selected texts translated by Dannette Wallace | <urn:uuid:0383bc7b-33d0-4e07-8a72-b96faab54343> | CC-MAIN-2014-41 | http://pigmentaperegrinae.wordpress.com/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1412037663754.0/warc/CC-MAIN-20140930004103-00026-ip-10-234-18-248.ec2.internal.warc.gz | en | 0.950492 | 1,206 | 2.703125 | 3 |
I was up early this morning (about 5:30 a.m.) and while I was making some tea, I glanced out the window and saw a lovely waning crescent Moon. It was somewhat low in the southeast sky and just glowed like a fractured jewel.
Have you ever noticed the Moon during the day? Most people think of the Moon only gracing the evening sky. Oftentimes movies or book illustrations show either a Full Moon or some variation of crescent Moon against a starry or dark backdrop. But, during a part of its monthly cycle, the Moon is visible during the day. If you don’t believe me, start looking for the Moon each night or day and make a note of where and when you see it in the sky. Do this for a couple of months and you’ll see a pattern to its appearances.
When I was in high school the Apollo astronauts landed on the Moon. Of course we couldn’t see the action from our backyards, but many of us did gather around the television and watch as those first steps were taken onto the lunar surface. In these days of instantaneous coverage of distant events, this doesn’t seem very spectacular. But back then, it was pretty amazing technology. We all grew up thinking we’d be living on the Moon in our adulthood. Although that hasn’t happened yet, we can still gaze at the Moon and wonder about what it would be like to live there. Science fiction readers already know: we’d be living underground in carefully constructed and protected air-tight cities. Oh, we might have a few observation screens to look out on the surface, but the safer way to exist on the Moon is underground.
A few entries back I mentioned Hermann Oberth, the great German rocket scientist, and his idea for an orbiting space telescope. He also came up with an idea to put observatories on the Moon — away from Earth’s atmosphere and in near-perfect vacuum. That idea hasn’t exactly died out, and I have no doubt that someday astronomers will live and work on the Moon. Or, if that idea doesn’t suit an observer, he or she will be able to simply “log in” to the lunar observatory for their given observing run from the comfort of an Earth-based location. That’s how a lot of them do it now — using HST or an observatory halfway around the world (or around the block) but watching the action from outside the observatory.
Still, there’s some romantic adventure in going off to do your observing in some distant land, so I imagine there will be folks who will want to go to the Moon for their work. Now all we have to do is get back there! | <urn:uuid:bbdd2633-b275-43ac-a8c5-b5f83a29e81d> | CC-MAIN-2016-07 | http://thespacewriter.com/wp/2003/03/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701157443.43/warc/CC-MAIN-20160205193917-00236-ip-10-236-182-209.ec2.internal.warc.gz | en | 0.965614 | 574 | 2.859375 | 3 |
But what is the ECSM?
The European Cyber Security Month is an EU campaign that takes place in October. Its purpose is
- to promote cyber security among citizens,
- to change their perception of cyber-threats, and
- to provide up-to-date security information, through education and sharing good practices.
Activities all over Europe
ECSM activities will take place in these 25 countries (22 EU Member States and 3 partner countries): Austria, Belgium, Bulgaria, the Czech Republic, Germany, Estonia, Greece, Spain, Finland, France, Ireland, Iceland, Italy, Latvia, Lithuania, Luxembourg, Moldova, the Netherlands, Norway, Poland, Portugal, Romania, Slovenia, Sweden and the United Kingdom.
More than 40 partners from both public and private bodies are active in the campaign, among them Europol, the European Economic and Social Committee (EESC) and the European Commission’s Europe Direct network, as well as professional information and communication (ICT) associations (e.g. ISACA and the Information Systems Security Association, ISSA -) and industry representatives.
The activities will include video, radio and TV talk shows and programmes, lectures, expert workshops, conferences, online games, and fairs in all ECSM countries. For example, in Austria a record number of activities is being organised: (15); in Ireland a Cyber Psychology Research Centre will be launched.
ENISA’s Executive Director, Professor Udo Helmbrecht commented: “ENISA is a broker of cyber security knowledge. The European Cyber Security Month campaign makes it possible to share best practices, and to increase the results of the security communities’ work. It’s about your security, and in your best interest; online security requires your active participation”.
He added; “In a time when cyber security is of increasing importance for society and the economy, the challenge is to bring the skills of citizens and SMEs up to speed, to improve the trust in public and private IT services, used in everyday lives”.
For further information: WebsiteTwitter and #OctoberNIS #CyberSecMonth | <urn:uuid:14bc6225-face-40b4-ae2a-efa6ffb5c150> | CC-MAIN-2017-22 | https://ec.europa.eu/digital-single-market/news/european-cyber-security-month-0 | s3://commoncrawl/crawl-data/CC-MAIN-2017-22/segments/1495463607860.7/warc/CC-MAIN-20170524192431-20170524212431-00114.warc.gz | en | 0.918644 | 444 | 2.671875 | 3 |
Starting Qbasic on your computer.
A computer program is a set of instructions that tell the computer what to do. These instructions must be created in a programming language.
If your computer uses MSDOS you probably have Qbasic, a powerful programming language. At the DOS prompt (C:\>), type qbasic, and the program should start.
If you are using WINDOWS 95/98, you will find Qbasic on the Windows 95/98 CD under D:/other/oldmsdos
A two line program:
Type the command cls then press Enter.
Did you notice that
cls changed to CLS? If you had entered
cls incorrectly it would not have changed. The commands must be
CLS is a command that clears the screen.
On the next line type in:
PRINT "Hello, my name is Jane." (Press F5)
Everything between the quotation marks "", appears on the screen as entered.
Your two line program should look like this:
PRINT "Hello my name is Jane"
Press F5 to run this program.
A five line program:
Add three lines (below) to your program, press F5 to run it.
The command SLEEP causes the program to pause for the given number of seconds.
PRINT "Hello, my name is Jane."
PRINT "Good Bye."
Back to Projects Menu | <urn:uuid:606467f5-32f3-4f7a-aa25-ea14223c18e5> | CC-MAIN-2020-10 | http://hilaroad.com/camp/projects/compute1.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875145657.46/warc/CC-MAIN-20200222085018-20200222115018-00339.warc.gz | en | 0.885163 | 293 | 3.34375 | 3 |
In this lecture, I am going to talk about
bone. But I am going to concentrate on mature
bone and the function of mature bone. In a
later lecture, I am going to talk about bone
formation and bone growth. Bone is a very
specialized connective tissue. Like all connective
tissues, it is composed of cells, fibres and
matrix. But in the case of bone, the matrix
is calcified. And because of that it enables
bone to have some very important functions
in the body. It can protect vital organs of
the body, the thoracic cavity protects the heart
and the lungs. The cranium protects the brain.
Bone always forms the skeletal components
of the body and in unison with the muscle
affects movement of the body. It is also a
very important mineral reserve for both calcium
and phosphate and it provides a compartment
for bone marrow to form blood cells. I am
going to talk about these latter functions
in a lecture later on. Let us look at really
what I want you to understand with this initial
lecture on bone. First of all, I want you
to appreciate that there are two types of bone,
compact bone and spongy bone. And I will describe
these two types during this lecture.
The very fundamental structural unit of bone is
the osteon and I will also describe that and its
something that you really should understand
because it will explain to you really how
bone forms its functional role in the body.
And equally important you must understand
how bone cells receive their nutrients. As
I said earlier, the matrix is very hard.
It is calcified. Unlike other connective tissues
such as loose connective tissue or even cartilage,
there is no aqueous component of the extracellular
matrix. So nutrients including oxygen cannot
diffuse through that matrix. So I am going
to explain in this lecture, how bone cells
get their nutrients from the blood when they
are embedded in this very firm calcified matrix.
So again let us look at what characterizes
bone. First of all, it is vascular. Unlike
cartilage, it has a blood supply. It has
a very large blood supply. If you break
a bone, it bleeds. Again like connective tissues,
it has cells, fibres and matrix.
The cells are called osteocytes and these osteocytes
live within the bone matrix and often you
see just a small clear space. This is a lacuna
and a lacuna is really a space that is occupied
by the bone cell or the osteocyte. Normally
the osteocyte would occupy the entire space
but during processing of bone, often the cell
is completely lost from its territorial area
in the bone matrix and just the small little
space or a lacuna remains. Sometimes however
in some of these little lacunar spaces, you
can see remnants of the osteocytes.
Again, like cartilage, the most important
functional part of bone is the matrix. | <urn:uuid:83540583-4b49-4014-9605-66ef215260b7> | CC-MAIN-2018-39 | https://www.lecturio.com/medical-courses/structure-of-bones-.lecture | s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267157028.10/warc/CC-MAIN-20180921092215-20180921112615-00223.warc.gz | en | 0.939139 | 648 | 3.609375 | 4 |
Towards the end of April 2022, Yul Edochie sparked a tense debate and controversy across Nigeria’s internet space. News broke out across several media outlets about his decision to take a second wife in marriage. While many were of the opinion that his action was wrong, some argued that he made the right decision.
Both marriages are not alien to youths because as one moves around the community, it is very common to find monogamous and polygamous marriages.
According to genetic studies, it is only relatively recently, about 10,000 years ago, that monogamy began to prevail over polygamy in human population. Monogamous unions may have developed in tandem with sedentary agriculture, helping to maintain land and property within the same narrow kin groups.
This essay seeks to define the terms polygamy and monogamy, state their advantages and disadvantages, list the types of polygamy and monogamy, explore their historical backgrounds and establish a position regarding the best option.
Definition of terms
Monogamy most technically refers to the state or practice of being married to only one person at a time. It is also commonly used in a more general way to refer to the state of being in a romantic or sexual relationship with only one person at a time. Less commonly, monogamy can mean the practice of being married only once throughout ones life2.
Polygamy on the other hand according to Merriam Webster dictionary is a marriage in which a spouse of either sex may have more than one mate at the same time.
Advantages of Monogamy
1. It enhances complete faithfulness and trust
2. Helps in building mutual confidence
3. Eases training of children in a healthy and peaceful atmosphere
4. To achieve intimate and oneness for two persons
5. Encourages proper utilization of resources
6. Lessens the chances of contracting sexually transmitted diseases
7. Easy to control such a family
8. Lower rates of crime within the society
9. Reduces household conflicts
10. Encourages greater parental investment 11. Partners have better immunity system
12. Provides mental stability
13. Increases access to paternity
14. Inheritance issues are less. 3, 4,5,6,7.
Disadvantages of Monogamy
1. Reduced variety.
2. Non-diversified decision making
3. Less division of labour
4. Reduction in population.
5. High likelihood of unfaithfulness due to only one avenue for sexual enjoyment
6. Lack of children due to infertility or impotency
7. Poor child socialization due to parent death
8. Loneliness due to small family
9. Low income
10. Limited social support
11. Spousal abuse
12. May lead to closed family
13. Leads to wastage of resources since there may be few mouths to consume
14. Alienation due to gate keeping of family sphere
15. Encourages laziness and laxity due to less competitions.
Advantages of Polygamy
1. Satisfaction of more sexual appetites
2. Signals high social status and class
3. Ready source of labour from many children
4. Provides sexual diversity
5. Lower risk that people get bored in a marriage
6. Bigger families imply more connection
7. Expands gene pool
8. Creates balance in women dominated regions
9. Creates greater societal security
10. Increased population encourages greater cumulative remunerations. 10
Disadvantages of Polygamy
1. Problematic from a legal perspective
2. Can lead to jealousy
3. Can be expensive to run
4. Promotes gender inequality
5. Creates household tension
6. Spouses may be stuck in unhappy marriages
7. Children may get neglected
8. Spread of disease is common
9. Inheritance issues are common
10. Prone to domestic violence.10
Types of Monogamy
1. Social– Can be defined as a long term or sequential living arrangement between an adult male and an adult female. 2. Sexual- Occurs when two partners remain sexually exclusive with each other and having no outside partners. 3. Genetic- Refers to two individuals who only reproduce with one another 20.
Types of polygamy
1. Polygyny– This is the specific form of polygamy where a man marries multiple wives. The term is most commonly used interchangeably with polygamy because it s the most common form of the concept.
2. Polyandry– This is a less common form of polygamy. With polyandry, you find a woman marrying multiple men..
3. Group marriage– As the term implies, occurs when several men and several women marry each other. This is a rarer form of polygamy.
4. Polyamory– This is a type of relationship, where a person has multiple partners but one is married to each other. All partners typically know each other and are aware that they are in a polyamorous relationships.
History of Polygamy
To trace the history of polygamy, one needs to survey different aspects of life like religion, carbon dating, anthropology, genetic research, and scientific studies to arrive at a logical conclusion.
*According to Christianity
“And unto Enoch was born Irad: and Irad begat Mehujael:and Mehujael begat Methusael: and Methusael begat Lamech. And Lamech took unto him two wives: the name of the one was Adah and the name of the other Zillah. And Adah bare Jabal: he was the father of such as dwell in tents, and of such as have cattle. And his brothers name was Jubal: He was the father of all such as handle the harp and organ. And Zillah, she also bare Tubal-Cain, an instructor of every artificer in brass and iron: and the sister of Tubal-Cain was Naamah. And Lamech said unto his wives, Adah and Zillah, hear my voice; ye wives of Lamech, hearken unto my speech: for I have slain a man to my wounding, and a young man to my hurt”. – Genesis: 4:18-23 KJV
From this Biblical account in the book of Genesis, the history of polygamy can be traced to a man named Lamech. Prior to his birth, all men on earth practiced monogamy. Things however changed when he decided to take up Adah and Zillah as his wives.
*According to Islam
“If you fear that you shall not be able to deal with the orphans, marry women of your choice, two, or three, or four, but if you fear that you shall not deal justly (with them). then only one, or that which your right hands possess. That will be more suitable, to prevent you from doing injustice”- Chapter an-Nisal. 3
Islam sets the condition of acting just ly as a precondition for any man seeking to marry many wives. Monogamy is essential while polygamy is exceptional. Islam never made polygamy obligatory for anyone, nor did it encourage it. It is regarded permissible when there are some general or specific reasons 19.
*According to Agriculture
The early man was the first to venture into agriculture. As he moved from place to place, he gathered fruits, which served as food. When the practice became unsustainable, he added hunting to the practice. With increasing population, he decided to start domesticating animals and plants. Due to the inability of the subsistence practice of domestication to cater for his economic needs, he started marrying more wives. The idea behind this was to increase his family size thereby, increasing labourers to plough the field and raise animals. As the wives gave birth to children, he had a large pool of children to work for him. This eventual breakthrough popularised the practice of polygamy for economic viability across the world.
*According to wars and security quest
During the early existence of man, the population of a community was usually the determinant matrix or how secured a community would be. With wars and battles usual occurrences, men were encouraged to marry many wives in order to birth several. children. In addition, in situations where many men die during a war, having more than one wife boosts the population most swiftly. The more wives a man had, the more military might and alliances he could forgen.
*According to Babel law
Hammurabi laws states that if a woman could not bear a child or had a serious disease, the husband could have a concubine 19.
*According to Chinese law
If the wealth of the husband were sufficient, he could marry secondary wives. However, the children from the secondary wives were regarded as the children of the first wife 19.
*According to Antique Brahmans
From the book vichnou, men could marry one, two, three or more women in accordance with their classes. In the book of Apastamba, there was a limit; if the woman carried out her task and she had a male child, the husband could not marry a second woman. In the laws of Manu, the husband had to choose his first wife from the same social class; he could marry a woman of lower classes as his second wife 19.
*According to wealth creation and status
The economy of the then world depended upon agriculture but since the practice of monogamy unable to satisfy the labour needs for agricultural expansion and wealth creation, men began to marry more wives to satisfy these needs. Status during this era. was also wrapped around the number of wives one had. Larger families then became a source of pride, while a smaller one was a symbol of failure and shame.
*According to legality
The history of polygamy could be traced to the legal structure existing in a community. In South Africa, Egypt, Eritrea, Morocco, and Malaysia, it is legal for a man to marry more than one wife. In Iran and Libya however, a man is allowed to marry many wives provided there is a written consent from the first wife.
*According to social strategy concept
Marrying widows under this practice was a social strategy for ensuring that orphans were cared for. The prophet Muhammed, who had a monogamous marriage for 25 years until his first wife died, married many of his other wives -nine in total because they were widows.
*According to anthropology
Jack Goody’s comparative study of marriage around the world utilizing the Ethnographic Atlas demonstrated a historical correlation between the practice of extensive shifting horticulture and polygamy in the majority of sub-Saharan African societies. Drawing on the work of Ester Boserup, Goody notes that the sexual division of labour varies between the male dominated intensive plough agriculture common in Eurasia and the extensive shifting horticulture found in Sub-Saharan Africa. In some of the sparsely populated regions where shifting cultivation takes place in Africa, women do much of the work. This favours polygamous marriages in which men seek to monopolise the production of women “who are valued both as workers and as child bearers”. Goody however, observes that the correlation is imperfect and varied, and also discusses more traditionally male dominated though relatively extensive farming systems such as those traditionally common in much of West Africa, where more agricultural work is done by men, and where polygyny is desired by men more for the generation of male offspring whose labour is valued12.
History of monogamy
Monogamy, which is the practice of having one spouse, has long been in existence.
*According to Christianity
“And Adam gave names to all cattle, and to the fowl of the air, and to every beast of the field; but for Adam, there was not found a help meet for him. And the Lord caused a deep sleep to fall upon Adam, and he slept: and he took one of his ribs, and closed up the flesh instead thereof; and the rib, which the Lord God had taken from the man, made he a woman, and brought her unto the man. And Adam said, this is now bone of my bones and flesh of my flesh: She shall be called woman, because she was taken out of man. Therefore, shall a man leave his father and his mother, and shall cleave unto his wife: and they shall be one flesh. And they were both naked, the man and his wife, and were not ashamed”. Genesis: 2:20-25 KJV
From the Biblical account above, the history of monogamy can be traced to the period when God joined Adam (first living man) and Eve (first living woman) in marriage. The words “her”, “a woman”, “both” in the bible passage clearly illustrates that only two parties were involved in this marriage.
*According to Islam
The history of monogamy can be traced to prophet Muhammad. Being an orphan, he was carried along by Abu Talib for trade along the Mecca-Damascus trade route. On his numerous trips in service of the richer caravan of the wealthy aristocrat, Khadija the daughter Khuwaylid of the clan of Assad of the tribe of Quraysh. By that time, the reputation of the young Muhammad, notably of honesty, selflessness and truthfulness, went before him throughout the city of Mecca and among the Quraysh of Arabia. With such virtues rare in pre-Islamic Arabia, Khadija, his employer soon noticed these qualities and desired his companionship for life. At the time of their marriage, Khadija the bride was 40 years and Muhammad the groom was 25 years. The union was one of unconditional love, which shattered artificial social barriers of differences in age, social status and material endowments. The Sunnah of monogamy was clearly established by Muhammad in his first marriage to Khadija his longest and most fruitful marriage 17.
*According to ancient societies
Historical records shows that monogamy existed among many ancient societies. Laura Betzig argues that in the six large, highly stratified early states, commoners were generally monogamous but that elites practiced de facto polygyny. Such states included Mesopotamia, Egypt. Aztec, Mexico, Inca Peru, India and China13
*According to tribal societies
This marriage appeared in some traditional tribal societies such as the Andamanese, Karen in Burma, Sami and Ket in northern Eurasia, and the Pueblo Indians of the United states, apparently unrelated to the development of the Judeo-Christian monogamous paradigm14.
*According to contemporary international societies
Western European societies established monogamy as their marital norm15. Monogamous marriage is normative and is legally enforced in most developed countries 6. Laws prohibiting polygyny were adopted in Japan (1880), China (1953). India (1955) and Nepal (1963)16.
As human beings, we are free moral agents; everyone is permitted to make choices, provided such a choice is favourable. In the event of a fallout, such a person is expected to bear the consequences. After exploring monogamy and polygamy through this essay, I discovered that both marriages were laden with advantages and disadvantages. Critical and logical analysis reveal that with the advent of technology, monogamy’s benefits outweighs those of polygamy. I therefore counsel all my readers to find a unique soulmate with whom he or she can stick with in love to enjoy life and fulfil purpose on earth. However, the choice is yours to make.
7. https://theconversation.com/society-wide-benefits-of -monogamous-marriage-6908
8. www.coursehero.com/file/p19t1e1i/disadvantages-of-monogamy-decisionmaking-is-not diversified-high-likelihood-of/
11. https://www.independent.co.uk/news/world/africa/the-big-question-what-s-thehistory-of-polygamy-and -how-serious-a-problem-is-it-in-africa-1858858
12. Goody, Jack (1974). “Polygyny, Economy and the Role of women”. The character
of kinship .Cambridge University press. Pp.175-190
13. Bettzig, Laura (1993). “Sex, succession, and stratification in the first six
civilizations: How powerful men reproduced, passed power onto their sons, and
used power to defend their wealth, women and children”. In Lee, Ellis(Ed.) Social
stratification and socio economic inequality vol.1 Westport CT: praeger .pp 37-74
14. The Ethnographic Atlas, George P. Murdock
15. MacDonald K. The establishment and maintenance of socially imposed monogamy
in Western Europe Archived 2020-10-02 at the Wayback Machine. Politics life sci.
16. Henrich J, Boyd R, Richerson PJ (2012). “The puzzle of monogamous marriage”.
Philosophical Transactions of the Royal Society B: Biological sciences 367 | <urn:uuid:72bec399-a536-4d84-af94-b01c28761493> | CC-MAIN-2023-50 | https://cmonionline.com/2022/05/13/between-polygamy-and-monogamy-a-battle-of-choice-by-solomon-ekoja/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100972.58/warc/CC-MAIN-20231209202131-20231209232131-00157.warc.gz | en | 0.953632 | 3,580 | 2.765625 | 3 |
The common cold is a minor illness, which happens because of the virus. With more than 200 types of virus around, the common cold keeps adding to the misery. Due to the common cold, many people are forced to stay back home. It is also quite contagious. On the whole, research shows that Americans have 1 billion colds a year.
Common cold symptoms include-
- Nose block
- Light fever
- Body ache
- Feeling of being unwell
- Rashes in some cases
As mentioned above, common cold is caused because of viruses. One of the most common types around has to be the rhinovirus, which is responsible for about 10% to 40% of colds. Besides this, coronavirus is the major cause of about 20% of cases. Respiratory syncytial virus (RSV) and parainfluenza virus lead to about 10% of colds each.
The common cold is not really serious but it does create havoc. You feel symptoms of being tired and fatigued along with nose block, constant sneezing, etc. Here are some simple remedies for dealing with this-
For this remedy, you can either use a professional steamer or even heat water over a big pot or pan on the gas. Just make sure that the water is boiling hot. You would also need a big towel to cover your face and prevent steam from escaping.
• Take a steamer or pan of hot water. Cover head with the towel. Inhale this steam and exhale deeply.
• To this steam add a few drops of eucalyptus or tea tree oil. You can also add any other essential oil. These oils sooth the inflated nasal passage and clear mucus.
• You can also run a hot shower in the bathroom. Then inhale the steam.
• Right after inhaling steam, blow your nose. This will get rid of mucus.
A common and yet easily available home remedy for common cold is mustard oil.
• Heat mustard oil. When bearable temperature apply on nose, neck and back.
• Apply this oil on feet and massage. Cover with socks. This improves breathability.
• Burn some garlic cloves in mustard oil. Strain and use this oil for massaging.
• You can also inhale the steam of the burning mustard oil.
You can easily buy a salt or saline water nasal spray in the market. You can make it at home using-
• Mixing 3 teaspoons of iodide-free salt with 1 teaspoon baking soda.
• Place this liquid in an airtight container.
• Now add one teaspoon of this mixture to 8 ounces of lukewarm boiled or distilled water.
• Use a few drops of this water inside the nasal passage
• Put head back in an upward tilt. This allows the nasal drop to reach the back of your nasal passage.
Having a lot of vitamin C is recommended as home remedy for common cold.
• Eat more of oranges, sweet lime and even grapefruit.
• Take out a glass of freshly squeezed orange juice. Drink twice a day.
• Avoid the packaged ones.
• You can also mix honey, lemon juice with warm water. Drink this 2-3 times. | <urn:uuid:1c5e5e05-2dfb-4bbf-aea8-3466925815d4> | CC-MAIN-2018-39 | https://community.askgargi.com/687/baldness-alarming-causes-and-symptoms | s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267158958.72/warc/CC-MAIN-20180923020407-20180923040807-00326.warc.gz | en | 0.933319 | 673 | 2.546875 | 3 |
In the end, as a manager, part of your role is to develop strategy, and share this strategy with various stakeholders within the organization. This assignment will allow you to….
In relation to a tourism development activity in your area, identify the main types of socio-cultural impact.
1 In relation to a tourism development activity in your area, identify the main types of socio-cultural impact. What characteristics do they exhibit? Arrange these impacts under the headings of positive and negative. Look again at the lists you have prepared and con- sider whether someone else asked to carry out this task would put the impacts under the same headings.
2 Consider an aspect of your culture that could be packaged and commoditized for tourist consumption. What would be the likely reaction of tourists? What would be the likely impacts of this commoditization on the aspect of culture you have selected? 3 Under what conditions would Doxey’s theory apply? Can you think of any locations in your region/country where Doxey’s theory is applicable?
4 What would you suggest are the main reasons for the responses obtained in the survey conducted on the Greek island of Samos? How well do these findings relate to Doxey’s theory?
5 Getz’s findings from his research in the Spey Valley, Scotland were not closely related to Doxey’s theory? What reasons would you give for this?
6 Why has sex tourism become so important in society in countries such as the Philippines and Thailand? What factors make it difficult to stop sex tourism being a prominent tourism activity in many developing countries?
7. Hold a class/group debate in which the main proposition is as follows: As a female citizen of Thailand, I believe it is better to be involved in prostitution than trapped in poverty. | <urn:uuid:be35280b-d78b-46a4-9150-d9f0ba729333> | CC-MAIN-2022-49 | https://essaybureau.com/blog/in-relation-to-a-tourism-development-activity-in-your-area-identify-the-main-types-of-socio-cultural-impact-3/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446711394.73/warc/CC-MAIN-20221209080025-20221209110025-00194.warc.gz | en | 0.96739 | 374 | 2.75 | 3 |
By B.N. Frank
Privacy and security experts have been warning about Internet of Things (IoT) technology for many years and continue to do so (see 1, 2, 3, 4). Internet of Bodies (IoB) technology falls under the IoT umbrella and it is currently unregulated.
For those who aren’t familiar with what IoT entails, an excellent description has been provided on the Whatis5G.Info website:
The Internet of Things (IoT), as being marketed and sold to the public, is a vision of connecting every “thing” possible to the Internet – all machines, appliances, objects, devices, animals, insects and even our brains. In addition, the IoT will include artificial intelligence (AI), augmented reality (AR), virtual reality (VR), robots, microchipped humans, and augmented humans (humans with some form of technology implanted or integrated into their biology to “enhance” human characteristics or capabilities). IoT sensors and surveillance cameras will pepper our communities as well. New IoT cyber physical systems will render all objects “smart” – i.e. connected to the Cloud – thus enabling pervasive machine-to-machine (M2M) communications and massive data collection and leaving us open to devastating cyber attacks.
In November, Activist Post reported about a law review article which revealed legal and social issues associated with both IoB and IoT technology. Additional scary details and pictures were provided in an article published by Truth UnMuted:
The Internet of Bodies (IoB) and Hacking Your DNA
How Implantable Devices Will Connect Your Body to the Internet
The age of the Internet of Things (IoT), and soon to follow the Internet of Bodies (IoB), is now upon us.
The RAND Corporation, the think tank behind some of the world’s most influential and frightening ideas and technologies, has released a report titled The Internet of Bodies: Opportunities, Risks, and Governance.
You should be wary of any reports issued by the RAND Corporation. Alex Abella, author of Soldiers of Reason: The RAND Corporation and the Rise of American Empire, explains why:
RAND was, and is, the essential establishment organization. Throughout its history, RAND has been at the heart of that interweaving of Pentagon concupiscence and financial rapacity that President Eisenhower aimed to call the military-industrial-legislative complex. RAND has literally reshaped the modern world—and very few know it.
With this understanding, there is much cause for alarm with the issuance of this new report.
What is the Internet of Bodies (IoB)?
RAND defines the IoB as “a growing industry of devices that monitor the human body, collect health and other personal information, and transmit that data over the Internet.” In order to qualify as an IoB device, the technology must:
- contain software or computing capabilities
- be able to communicate with an Internet-connected device or network
An IoB device must also satisfy one or both of the following:
- collect person-generated health or biometric data
- be able to alter the human body’s function
The technology that Hollywood has presented over the years in dystopian sci-fi fantasies is now a reality. In the very near future, the technocratic overlords of science, health, finance, and Big Tech desire humanity to go from wearable devices to devices embedded within our bodies.
How IoB intersects with IoT
IoT devices such as smart meters, smart watches, virtual assistants, and self-driving cars connect directly to the Internet or through a local network. As IoT devices become more commonplace, experts predict that acceptance of and desire for IoB devices will also increase. The RAND report predicts:
By 2025, there will be more than 41 billion active IoT devices, generating 2.5 quintillion bytes of data daily on environment, transportation, geolocation, diet, exercise, biometrics, social interactions, and everyday human lives. This explosion in IoT devices will result in further popularity of IoB devices.
IoB Products in Use or Being Developed
Figure 1 from the RAND report shows just how invasive and pervasive IoB technology can become. By the time it is fully unleashed, no part of the human body will escape its interference. They even plan to have our toilets connected to the Internet where they will monitor our waste using BioBot technology to determine what we eat, what drugs we may take, and analyze our genetic material!
Here are just a few examples of the technology currently being developed:
- Augmented reality contact lenses
- Brain reading and writing devices
- Body-implanted sensors
- Clothing with sensors
- Implantable microchips (RFID and NFC)
- Mental and emotional sensors
- Artificial pancreas
- Bluetooth connected diaper
Not even babies will be able to escape this nightmare where every bodily function is constantly tracked and monitored. The sad part is that many people will welcome these intrusive technologies because they’re convenient and timesaving. However, exchanging bodily sovereignty for convenience is never a fair transaction. It almost always serves to benefit those who desire more control over our lives. Through adoption of technological advancement, humans are consenting to allow technocrats to dictate every facet of life. Soon doctors will be able to know if you are taking prescribed medication appropriately, and will have tools to report you if you aren’t. Digital pills will be used to record your medical compliance as the RAND report signals:
As noted in the article, IoB technology requires wireless (WiFi) radiation, 5G and other Electromagnetic Fields (aka “Electrosmog”) in order to perform. All of these sources are biologically harmful. So there’s that too. | <urn:uuid:99db983e-d2c9-4863-8c56-5198809b2976> | CC-MAIN-2023-50 | https://tapnewswire.com/2021/01/more-concerns-and-details-about-how-the-internet-of-bodies-iob-will-literally-connect-you-to-the-internet/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100568.68/warc/CC-MAIN-20231205204654-20231205234654-00210.warc.gz | en | 0.922283 | 1,208 | 2.6875 | 3 |
The host file is in use since the ARPANET. and it used to resolve the host names. Host files were used before DNS. host files. The host file in an operating system file that maps hostnames to IP addresses. The host file is the file where you can by pass the DNS server by manually enter the hostname and IP addresses. There are some default entries present in the host file such as loopback 127.0.0.1.
How to locate or find the host file in Windows?
Step 1: Go to the drive where you have installed the Windows and follow the path
How to show hidden files and folders in Windows?
Step 2: Sometimes the system files are hidden and if in your case you are not able to see the host-file then click on File Menu and click on File Menu-> Change folder and search options.
Step 3: The folder option will open and select the “View” tab and under Hidden files and folders select the “Show hidden files, folders, and drives”.
How to Edit Host file in Windows
Note: Please copy and backup your original Windows host file before making any changes.
Step 1: Now finally you got the Windows host file, copy it and paste on the desktop.
Step 2: Right click on the copied host file and open it with Notepad.
Step 3: Do the changes or additions you want to make in your copied host file.
Step 4: Now copy the desktop host file in which you have done the changes and replace the original host file with the copied one.
Step 5: And you were done!!
If you have confusion please comment to get an instant reply. | <urn:uuid:892fda01-dd70-4a08-b77e-7d89c5a748aa> | CC-MAIN-2018-13 | https://www.how2shout.com/how-to/located-edit-host-file-windows-10-8-7.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257645613.9/warc/CC-MAIN-20180318110736-20180318130736-00242.warc.gz | en | 0.911462 | 349 | 2.875 | 3 |
The context is as follows. Students learn that if a market is arbitrage free then asset prices today are simply expectations of future asset prices calculated using, special, risk neutral probabilities, rather than any “natural” probabilities. The idea of a probability as an abstract measure is introduced along with the idea of equivalent measures, so the students understand that there is nothing special about, so called, natural probabilities. They are then shown that if a market is complete (idealised) there is a unique risk neutral probability, while if the market is incomplete (for example, it includes transaction costs) then there are an infinite number of possible choices of risk neutral probabilities. Finally, in a complete market, all risk can be removed in pricing derivatives; the same is not true for incomplete markets, which are the reality.
The next question is, how do we choose what risk neutral probabilities we should use to price assets in a market if there are infinitely many choices? A number of solutions have been presented, the most widely accepted is to use utility-based methods, an approach initiated by Prof Mark Davis in his paper Option Pricing in Incomplete Markets (1998). Essentially, given an agent’s utility function, we can identify the correct risk neutral probabilities to use in asset pricing.
Why is this significant in economics? Von Neumann-Morgenstern Expected Utility Theory, published in 1944, states that given a set of natural probabilities associated with lotteries (generating a probability distribution function) an agent’s utility function can be identified (preferences over distribution functions precede preferences over outcomes). However, von Neumann-Morgenstern Expected Utility assumes probabilities are objective and exogenously defined by nature (the Kolmogorov formulation of probability was not accepted in the US until around 1948). Derivative pricing tells us to ignore these probabilities and price assets using equivalent risk neutral probabilities. However, in realistic markets, there are infinite choices of the correct probabilities to use and we should use utility functions to identify the right one. Pricing assets starts with utility functions. The implication is, we need to understand utility to understand asset pricing; finance needs to be interdisciplinary.
Within the banks, with probability 1, there are scientists who are comfortable with probability as measure. I would be willing to wager that there are few people managing banks who are familiar with the idea that financial mathematics tells us that there is no unique probability measure under which to calculate expectations, rational or not.
Another topic I raise with students is why Pythagoras was responsible for the Black Monday in 1987. The context here is that the ’87 crash was associated with portfolio insurance, based on hedging investments in portfolios by taking out positin in index futures. I have to teach the students (because it is part of the Actuarial syllabus) a the optimal hedge ratio. This is derived on the assumption that investors choose between expected returns and variance of returns. This idea was introduced by Markowitz (mean variance portfolio selection) and developed by Sharpe, Litner (the capital asset pricing model) and yielded a handful of Noble Prizes. Why did Markowitz suggest this approach? There is no evidence to suggest that investors actually do choose between expected returns and variance of returns, Markowitz suggested it because, thanks to Pythagoras’s theorem, comparing expectations and variances is mathematically tractable.
Markowitz is a nice example of mathematics driving financial theory, rather than, as happens in the natural sciences, the observations driving the development of mathematics. Newton developed calculus to build his models. I tell my students that we are in an exciting time in financial maths and compare the state of the science to that of aviation around 1904. We are using glue and tying things together with string, but we are on the right lines. Much of finance theory was developed in the 30 or so years following the Second World War based on assumptions of probability that date from the seventeenth and eighteenth centuries. Using measure theoretic probability, scientists are able to look at financial problems without the constraints of nineteenth century mathematics and as a result, are able to build more accurate, though still simple, economic models.
The following is a personal selection of papers that I feel are significant contributions to finance theory from mathematics
Fernholtz, R., Karatzas, I, Stochastic Portfolio Theory: an Overview
This addresses issues relating to Markowitz style portfolio selection
Musiela, M., Zariphopulou, T., Portfolio choice under space-time monotone performance criteria
This addresses a significant issue in classical finance. At time t=0 the agent sets their objectives at some time t=T>0. In the interval ]0,t[ the agent locks themselves in a room, closes their eyes and sticks their fingers in their ears. The reality is that in ]0,T[ the investor is affected by the economy. Energy managers (a PhD in maths and a PhD in theoretical physics) at Scottish Power recently raised this issue with me, they need to manage portfolios dynamically, not statically.
Hugonnier, J., Kramkov, D. Schachermayer, W., On Utility-Based Pricing of Contingent Claims in Incomplete Markets, Mathematical Finance, Vol. 15, No. 2, pp. 203-212, April 2005
A refinement of Prof Davis's work.
H. Jin and X. Zhou, Behavioural portfolio selection in continuous time Mathematical Finance, Vol. 18 (2008), pp. 385-426.
Provides a mathematical basis for behavioural finance, as introduced by Kahneman and Tversky. | <urn:uuid:f1598a81-ab34-438f-97a2-46ea2f4d4df6> | CC-MAIN-2017-26 | http://magic-maths-money.blogspot.com/2009/02/what-mathematics-can-offer-finance.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320323.17/warc/CC-MAIN-20170624184733-20170624204733-00305.warc.gz | en | 0.941178 | 1,161 | 3.203125 | 3 |
We started our Curiosity Approach in January 2018 with a close look at our environment, looking at what we provide for the children’s learning inside and outside. As our Ofsted inspection in 2016 recommended that we needed to review the provision of learning experiences outside, we decided to concentrate on looking at improving what we had done already and adding to it.
The Curiosity Approach-what is it and why are we following it?
We started off in 2015 with ‘Planning in the moment’ following the child’s ideas and interests. By interests we do not mean the popular culture of the day such as Peppa Pig or Thomas the Tank Engine but what the child is really interested in. For example how they are learning and with what. What type of schema is the child using in their play to explore the world around them? A schema is a repetitive pattern that the child uses in their play- throwing (trajectory) a toy or lying on the floor watching as the wheels of the car go round (rotational); covering toys or themselves- making dens under the table (enclosing); are they building (construction)- using many different forms of equipment- wooden bricks, tubes, cars- yes cars-did you know you can balance cars on tops of each other? Children know how to do that- the learning that happens- the what if I do this? Will it work? How can I make it better? Will it do what I want it to or will I have to adapt it as I go along?
So much happening when we as adults stand back, giving them time and space to formulate their ideas, plans and creativity. The adults at woodentops- the teachers- as that’s what we are, are there to support, guide and facilitate their learning. Ofsted’s definitions of teaching is:-
‘Teaching should not be taken to imply a ‘top down’ or formal way of working. It is a broad term which covers the many different ways in which adults help young children learn. It includes their interactions with children during planned and child-initiated play and activities: communicating and modelling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for what they are doing, facilitating and setting challenges. It takes account of the equipment they provide and the attention to the physical environment as well as the structure and routines of the day that establish expectations.’
Early years inspection handbook, Ofsted, June 2015; www.gov.uk/government/publications/early-years-inspection-handbook-from-september-2015.
Our planning is based on what our environment can offer. So there may not be ‘toys’ as such at woodentops instead there is a variety of equipment which will give children many differing experiences such smells, textures, sounds, visual cues and a way to adapt their play. We try to provide equipment (Authentic materials) that is natural, calming and with no specific intention so the children can explore it, use it in their play how they want to, with us as adults, encouraging, supporting and providing a narrative of their play. The children really enjoy us writing their stories down and making it into a book for them using their pictures and then acting the story out to their friends. The delight they have when they tell their friends their story- so awe inspiring.
So the Curiosity Approach is where we provide an environment for the children that gives them ‘Curiosity, Awe and Wonder’, enabling the children to continue to explore the magical world around them, allowing them to be adventurous without the fear of getting it wrong, discovering and experimenting as they play and learn.
Play is the child’s job and work and we as adults should not devalue the importance of play. | <urn:uuid:eb594091-119e-4ac2-8333-eb7a175efb2b> | CC-MAIN-2018-34 | https://woodentops-potton.com/2018/04/01/the-curiosity-approach-at-woodentops/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221213247.0/warc/CC-MAIN-20180818001437-20180818021437-00582.warc.gz | en | 0.96629 | 792 | 3.890625 | 4 |
The animal that preys on another individual is called a predator. The predators kill or eat other animals for food. The victim that is killed is known as prey, and the animal that kills the prey is a predator. Rabbits do not belong to predator species. They belong to prey species. Killing or eating animals is not present like rabbits.
In this article, we will discuss the predators that are dangerous for a rabbit’s life, animals that can eat or kill the rabbit (Rabbit Predators), and natural predators of rabbits and, is a rabbit a predator or prey.
What are rabbit predators? The animals that can kill or eat rabbits are called rabbit predators. The rabbit is a very innocent small animal that can be caught and killed by other animals. But nature gives them long legs that help them run very fast and save their lives from predators. This is an evolutionary change that makes it clever and fast.
What are bunnies’ predators? Rabbit predators are dogs, lions, hawks, feral dogs, eagles, and owls, etc.
Is a Rabbit a Predator or Prey?
Although rabbits are small animals with sharp teeth, they don’t know how to prey and hunt. Rabbits are highly predated species. Bunnies are prey species. They can be hunt by many other animals. But one of their features saves them from the hunt, i.e., Long legs and high running speed.
What Kills Rabbits in the Wild?
Predators of rabbits in the wild are lion, owl, eagle, squirrels, and hawk, etc. These are the animals that can hunt rabbits. These are all wild animals that are dangerous for the rabbit species.
Domestic and wild predators are the same for rabbits. Keep in mind, wild and domestic rabbits are different species, but their predators are the same.
The wild rabbit is less likely to be hunted than domestic. They die for other reasons. Some wild rabbits died because of the eating of poison. They don’t know which plant is best for him or not. Rabbits can also die because of the eating of such plants on which pesticides or insecticides are sprayed.
What Animals Prey On Rabbits?
What do rabbits prey on? Rabbits are often attacked by snakes, hawks, eagles, owls, raccoons, and foxes. These all are rabbit predators.
Domestic rabbits that we keep as pets can also be caught and prey if they are not inside the home or cabinet. The wandering dogs and cats can kill or eat the rabbits. Rabbits have no self-defense or defensive skill that is why rabbits are a victim.
How To Protect Rabbits from Predators?
Rabbits have no self-defense against predators. They are not able to fight against predators because of their small size. That’s why they try to run when predators come.
Domestic rabbits are different from wild. They can dig large tunnels in the ground, and they like to spend the most time in this tunnel. Then, rabbits come out of the tunnel when they are less likely to be caught and prey.
Rabbits have very strong hearing and smell senses. They quickly detect the predators that are coming towards them. When they see or detect the predators coming towards them, they run and save themselves in warren.
As we know, rabbits rely on its revolutionary adaptation of high speed; hence, they are less vulnerable to hunting.
We will discuss the tips and tricks that save our rabbits from predators.
Make Sure Your Rabbit Stays Indoors
Keeping your rabbits inside is the best way to ensure their safety. Rabbit predators can’t enter your home.
People tend to think pets need to have outside access, but this is not the case. Wild rabbits may run in fields, but indoor rabbits live just as well.
Living in a small apartment or a large house doesn’t cause any problems at all. Providing the animals with food, water, toys, and room to play will keep them happy. You can train bunnies to use the litter box, and the rabbit-proof room is accessible.
You can keep a rabbit inside by building a large shed. If it’s strong, predators shouldn’t be able to break in. The rabbit can be let out and kept covered under supervision.
Put Up a Predator-Proof Hutch for Your Rabbit
Make possible arrangements for your rabbits if your rabbit can’t live in a house. For making a hutch, it should be sturdy.
The hutches that we can buy in general stores are not suitable for rabbits. They are not rigid and sturdy. These cages are made up of plywood. Foxes or raccoons can easily break them.
It is also useless to use rabbit runs and pens made by mass producers outdoors. It typically has neither a roof nor a floor. Foxes can leap, climb, and can also dig under fences.
Keep Predators Away From Your Yard
You can keep the animals that can kill your rabbit away from your yard if you are using a predator-proof hutch. Because it hinders the predators from reaching your rabbit
Some rabbits can also die because of a cardiac attack. Cardiac arrest can also be due to frightening when rabbits see predators.
As reports in BBC says that five bunnies died when they were frightened by firecrackers.
Even if the predator cannot touch the rabbit, they can still die in a predator’s presence. It will be a great idea to make your yard as unattractive as likely for predators.
The grass needs to be cut short and kept tidy in the yard. Get rid of standing water that can attract animals to drink. Clean your yard of leftover food and cover rubbish cans with lids.
Don’t Let Your Rabbit Out Unsupervised
If you are using a predator-proof cage or hutch, it is safe for rabbits because no predators can quickly rush into it. Keep checking your rabbits after a few hours whether he is safe or not.
If you are awake, then bring the bunny inside your home for time spending. This makes the rabbits save from Rabbit predators.
No rabbit should be left in a yard without shelter to search for food. Stay with them and supervise them at all times if you do. Most foxes fear humans, so they tend to avoid approaching people when they see them.
Moreover, rabbits can adjust in even the smallest spaces in fencing. In case you are not watching them, they are likely to escape the yard.
How To Protect Rabbits From Foxes?
If your pet lives outside, then there are preventive measures to save him from predators. Keep in mind, providing favorable weather is also essential for rabbit’s lives.
Raccoons and foxes are highly dangerous for dog’s lives. Both of these two are the most common rabbit predators.
Method For Making A Rabbit Hutch Safe From Predators
If your rabbits are in your home, then they are less likely to attack and prey. Make the hutch that is Rabbit predators-free. If you don’t want to keep them in your home, then a safe hutch is required to save them from predators.
As we know that some predators can fly, others can dig. So make the arrangements that make the hutch safe and sound. Hutch should be impenetrable from all of its sides. The method and material that you can use are
- Solid wood: Solid wood can be used for making the roof, floor, and sides of the hutch. Pines wood is perfect for making a cage or hutch. The joints should be secure.
- Wire Mesh or Chain links: The wire mesh is strong, and they are not easily breakable. Chicken wires are not sturdy. So, avoid the use of chicken wires for making hutch.
- Sturdy Bolts: Study bolts that are used for locking the doors and gates. Choose the lock that the child does not easily open because if the child accidentally opens it, it may result in the loss of rabbits. In this way, you can make the Rabbit predators hutch.
The height for the hutch should be 6 feet, width 2 feet. Place wooden legs on top of the cabinet to make it harder for predators to access. A stable or a sturdy wooden shed may work as a safe hiding spot for your rabbit.
In an outdoor run or pen, the size should not exceed 8ft by 4ft by 2ft. This should be protected by a chain roof, as airborne predators should not be allowed to enter. The cage or hutch should have the floor as we know that rabbits can dig long tunnels. Rabbit predators can also dig; that’s why the metallic floor is usually used.
If you want a metallic floor, you may use wire mesh and wooden boards. If wire mesh is used, cover it with tiles or dig it in the ground. It is uncomfortable for rabbits to walk on wires.
Can Rabbits Defend Themselves against predators?
Rabbits have strong and sharp claws and teeth. But these two features don’t make them able to defend themselves. Their teeth and claws are both used for digging and chewing.
Rabbits don’t have self-defense. The only features that make them save their lives are fast speed. This feature is a trait in rabbits. They are very fast in speed when they see the predators, and then they remain in the tunnel.
Domestic rabbits are innocent as compared to the wild. They feel scared after watching the predator and often freeze. That is why when the rabbit sees the headlights, they feel nervous, and they stop instantly.
In the event of self-defense, rabbits can use their claws and teeth. They will not survive against a cat and coyote. You must ensure that your rabbit is secure from all possible threats.
It would be wise to move your rabbit indoors if you can protect their environment from the weather.
Frequently Asked Question (FAQs)
What are the rabbit preys?
Rabbits belong to the group of herbivores. Herbivores are the animals that eat grass or fodders. They are not carnivores. That is why they don’t like to kill or eat animals. The diet of the rabbits is grass, cruciferous plants, and clovers such as Brussels sprouts or broccoli.
Rabbits can also eat vegetables and fruits.
Why would any animal kill and not eat a rabbit?
Domestic and wild carnivores can kill the rabbit but not eat. These are rabbit predators.
- Mountain Lions
Final Verdict – Rabbit Predators
Predators are the animals that kill or eat other animals, and the animals that kill rabbits are called rabbit predators. Rabbits are very innocent and attractive animals. They belong to prey species because they are not predators.
Lions, tigers, dogs, foxes are the rabbit predators. If your rabbit is not inside the home, then there are special arrangements for him. The outdoor environment is dangerous for the life of rabbits. No self-defense makes rabbits save from predators.
When the rabbit sees the predators, then they run very fast and hide him in the warren or tunnel that he digs. When the rabbit feels safe, they come out of the tunnel. Predators regulate the rabbit population in the wild with their heavy mating intensity and reproductive capacity.
Making a solid hutch is very good for safety. The material for the hutch should be sturdy or rigid that no predators can attack or break the hutch.
Although rabbits have solid and powerful teeth, these are not for preying. Teeth and claws are used for digging the warren. They even do not compete with dogs and cats, although they have powerful and strong teeth. | <urn:uuid:d907e1a3-ba6c-4583-9cb5-2c2a92810b75> | CC-MAIN-2022-05 | https://learnaboutpet.com/rabbit-predators/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320301341.12/warc/CC-MAIN-20220119125003-20220119155003-00256.warc.gz | en | 0.947022 | 2,503 | 2.984375 | 3 |
This massive book (320 pages and 12.6 x 11.2 x 1.3 inches in size) has received very positive reviews, even from people who are, by themselves, noted Disney historians such as Didier Ghez or Leonard Maltin.
Thanks to my mother in law, I’ve received “The Fairest One of All” as a gift, and I have to admit that this is one of the best books I’ve ever read about Disney in general! The author, J.B. Kaufman, is a film historian, and this masterpiece is not his first writing about Disney history. For example, he wrote the excellent “South of the Border with Disney” (about the goodwill trips done by Walt Disney to South America during World War II), another must-read. But let’s go back to “The Fairest One of All”. Of course, there is everything you are waiting for from such a book: production sketches, rough animation drawings, finished pictures, cut scenes, etc.
The text, however, is even more impressive. And that’s a good thing because, sometimes with Disney related books, we have lavish illustrations and a mundane text (no, I won’t give any titles…). That’s not the case here. J.B. Kaufman has done a fantastic job and you have the feeling that no stone is left unturned when it comes to telling you, as the subtitle of the book says, The Making Of Walt Disney’s Snow White And The Seven Dwarfs. Detailed and precise as an history book, however written in a page turner style, the text starts by the origins of the tale, its numerous adaptations in films and plays, including the famous 1916 Paramount movie that Walt Disney saw in its childhood.
But what is downright fascinating is the analysis of the animated classic where Kaufman leaves the classical chronological order of events and tells the story of the production behind each scene, including the scenes left on the cutting floor or even before. The reader then discovers the incredible amount of work done, and not only about animation, but also all these “hidden” tasks about the screenplay, the definition of the characters, their design, the dialog, the music, the songs etc. This is the core of the book, as a little more than 120 pages are devoted to this scene-by-scene analysis! The epoch, its mood, and how production was done at Disney studios back then are not forgotten, so you have the context as well.
Even if Walt Disney himself is not the main subject of the book, he is in fact everywhere and, by reading the anecdotes about Walt’s involvement in the animated classic, you get a portrait of him as a creator. There’s not a doubt that Snow White is what we would qualify today as an author’s movie.
Of course, the release of the film, its success, and other stories like the return of the seven dwarfs for some short subjects are documented and it is equally a fantastic read.
“The Fairest One of All” is a must-have, and beyond its core subject, Snow White the animated classic, it gives you a front seat to a whole era when a man in California with a group of talented artists changed the cinema medium forever.
Below is a video where the book is presented by its author J.B. Kaufman and the late Diane Disney Miller, daughter of Walt Disney.
“The Fairest One of All” – $75.00
By J.B. Kaufman
Foreword by Diane Disney Miller
Published by Walt Disney Family Foundation Press (October 2012) | <urn:uuid:40799b78-60d5-4a36-8ac4-cf0fedaab8bb> | CC-MAIN-2019-35 | https://thedisneydrivenlife.com/2014/10/16/book-review-the-fairest-one-of-all/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027315258.34/warc/CC-MAIN-20190820070415-20190820092415-00468.warc.gz | en | 0.956965 | 767 | 2.671875 | 3 |
Suspension bridge, bridge with overhead cables supporting its roadway. One of the oldest of engineering forms, suspension bridges were constructed by primitive peoples using vines for cables and mounting the roadway directly on the cables. A much stronger type was introduced in India about the 4th century ad that used cables of plaited bamboo and later of iron chain, with the roadway suspended.
A suspension bridge carries vertical loads through curved cables in tension. These loads are transferred both to the towers, which carry them by vertical compression to the ground, and to the anchorages, which must resist the inward and sometimes vertical pull of the cables.…
In modern times, the suspension bridge provided an economical solution to the problem of long spans over navigable streams or at other sites where it is difficult to found piers in the stream. British, French, American, and other engineers of the late 18th and early 19th centuries encountered serious problems of stability and strength against wind forces and heavy loads; failures resulted from storms, heavy snows, and droves of cattle. Credit for solving the problem belongs principally to John Augustus Roebling, a German-born American engineer who added a web truss to either side of his roadways and produced a structure so rigid that he successfully bridged the Niagara Gorge at Niagara Falls, New York, the Ohio River at Cincinnati, and, finally, in his masterpiece, the East River between Brooklyn and Manhattan at New York City.
The technique of cable spinning for suspension bridges was invented by the French engineer Louis Vicat, a contemporary of Roebling. Vicat’s method employed a traveling wheel to carry the continuous cable strand from the anchorage on one side up over the tower, down on a predetermined sag (catenary) to the midpoint of the bridge, up and over the tower on the farther side to the farther anchorage, where a crew received the wheel, anchored the strand, and returned the wheel, laying a fresh strand. From these successive parallel strands a cable was built up.
Another major development in the modern suspension bridge was the pneumatic caisson, which permitted pier foundation at great depths. It was used initially by French, British, and American engineers, including Washington Roebling, who completed his father’s Brooklyn Bridge.
For a time in the 1930s, American engineers experimented with a narrow solid girder in place of the web truss to stiffen the roadway, but the failure of the Tacoma Narrows Bridge in 1940 under aerodynamic forces instigated a return to the web truss. Later, aerodynamically stable box girders replaced the web truss.
By the late 1980s, three suspension bridges (the Golden Gate, in San Francisco, the Verrazano-Narrows, in New York City, and the Humber Bridge, near Hull, England) had main-span lengths of more than 4,000 feet (1,200 metres). Modern steel alloys are considered capable of much greater spans. Though suspension bridges can be made strong enough to support freight trains, they have nearly all been designed for automobile traffic.
A cable-braced bridge was developed by German engineers at Cologne, Düsseldorf, and elsewhere in the 1950s and ’60s; in this form a single tower at the midpoint supports the roadway by means of a number of cables. Another development of the 1960s, aimed at reducing time of construction, was cable fabricated in the shop. | <urn:uuid:bce2c20e-fb39-47c5-8bbf-3837e2fd3505> | CC-MAIN-2018-30 | https://www.britannica.com/technology/suspension-bridge | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676591296.46/warc/CC-MAIN-20180719203515-20180719223515-00234.warc.gz | en | 0.961061 | 710 | 3.859375 | 4 |
Write a critical analysis of the passage you choose for discussion, giving due regard to what is going on in the passage, but paying particular attention to the means by which the poet makes his point. Please focus on the passage, but you may need to relate it to the rest of the text or to like texts. You should extend your analysis to considerations of the text's place and work - circulation, function, audience, etc. That is to say, try to present not just a critical but a rhetorical reading of the text you choose to discuss.
Chaucer, The Canterbury Tales,
'The Pardoner's Tale' II. 463-572
In this passage Chaucer sets up a contrast between the Pardoner and the sins he supposedly offers repentance for, to show the Pardoner is more sinned than sinners. He does so through a group of young companions who undertake activities of vice in each others company. They gamble, solicit prostitutes and frequent taverns together, "Of yonge folk that haunteden foyle/ As riot, hasard, stywes, and taverns" (II. 463-464). Gluttony, lechery and drunkeness are repeated throughout the passage. They are compared to the Devil and devilish activities, "And eten also and drynken over hir myght/ Thurgh which they doon the devel sacrifise/ Withinne that develes temple, in cursed wise" (II. 468-470). Chaucer then uses a biblical analogy to display the significance of the sins. He compares it to the fall of Adam and Eve from the garden of paradise, "adam our fader, and his wyf also/ Fro paradys to labour and to wo/ Were dryven for that vice, it is no drede/ For whil that adam fasted , as I rede/ He was in paradys; and whan that he/ Eet of the fruyt deffended on the tree/ Anon he was out cast to wo and peyne" (II. 505-511). Chaucer places a lot of emphasis on alcohol as a major causation factor leading to the devil's work. He highlights its ability to lead to more sin, "a lecherous thyng is wyn, and dronkenesse/ Is ful of stryvyng and of... | <urn:uuid:7fbd6ca7-fc18-4d94-946f-7b7bc120170e> | CC-MAIN-2015-14 | http://www.studymode.com/essays/Chaucer-Canterbury-Tales-Pardoners-Tale-Ii-463-572-Write-c-65018965.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-14/segments/1427131297505.18/warc/CC-MAIN-20150323172137-00134-ip-10-168-14-71.ec2.internal.warc.gz | en | 0.935203 | 489 | 3.015625 | 3 |
Exercise is essential to maintain a healthy balance between body and mind, and this is true of everyone, including children. The problem is, most kids today don’t get nearly enough time to exercise thanks to a cluttered routine that involves things like homework, video games, art classes, music classes, and social media.
While it’s true that most parents also struggle to maintain a workout routine, it shouldn’t be the same with children. For instance, simple things like riding a bike to school and doing sports can go a long way towards pushing kids into being more active. If signing up for the basketball team is out of the question, then you can always start with the easy stuff like playing backyard sports or taking the dog for a walk – whatever it takes to get them excited about the outdoors.
To help you nail down a fun activity for your kid, we’ve outlined six ways you can motivate your kids to become active.
1. Be a good role model
The last thing you want to do is force your kid into doing exercises when you don’t believe in them yourself. You have to practice what you preach if any of your schemes are to be taken seriously. As parents, we have to make an effort to teach our kids how to live a healthy life and getting more active is definitely a way to spruce up their day-to-day experiences. When they can see you making an effort, they are more likely to open up to being more active.
2. Find a fun activity
Find out what your child likes and organize a fun activity centered around their favorite things. If for instance, you have a daughter that loves dogs, you can arrange regular trips to the park to let her run around all afternoon and play with her dog. If, on the other hand, your son loves baseball, it would make an impression if you took him to watch a baseball game, and then take him to baseball practices every once in a while.
3. Make exercise a priority
This might be harder to do if both you and your child have a hectic schedule but it’s important that you see exercise as a priority. Remember, exercise is just as important as the time your child spends reading and learning, and it has a profound impact on your child’s life. Come up with a plan for exercise that includes clear fitness goals, and remember to include healthy food that provides a healthy dose of energy.
4. Think outside the playing field
Your child probably has one or two activities they like that you can use a starting point when teaching them to be more active. It could be dancing, riding, running, swimming, or even skate boarding. Whatever it is, be flexible and find a way to make it interesting for you both.
5. Play with your child
This is crucial especially in those early stages when you’re trying to get your kid to like playing outside. Whatever physical activity your child participates in, it is important that parents are seen to be supportive of their child during fun activities. sometimes just showing up for training sessions is enough to keep a child motivated.
6. Encourage sports participation
Learn more about organized sports in your child’s school and in your neighborhood, and find out if there’s anything your child might like. Don’t worry if you don’t have any idea what sports your child likes – some kids like to sample a few different games before they develop a keen interest in any particular sport.
#Added tip: Minimize electronic distraction
Kids spend way too much time staring at a screen – whether it’s a cell phone, tablet, TV, or on the computer – and this can have a serious impact on their mental and physical health, and some experts have pointed out a lack of social skills that come from alienating oneself through technology.
Before you set out to introduce your child to the fun world of exercise and games, you have to deal with whatever is distracting them in the first place. You may have to take the computer or some of their games to get their attention, and then you can show them fun outdoor activities.
Lydia is a NASM Certified Personal Trainer at fitnessgoals, with a passion for writing and a love for chocolate. She enjoys long walks with a breeze and finding ways to make dessert healthy. | <urn:uuid:a1a9a0a1-a248-43ba-8f28-68a90ab90773> | CC-MAIN-2018-26 | https://themadmommy.com/motivate-your-kids | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267868237.89/warc/CC-MAIN-20180625170045-20180625190045-00417.warc.gz | en | 0.966714 | 894 | 2.671875 | 3 |
The flu vaccine given to millions of Britons turns out to be almost entirely ineffective, with only 3 per cent of cases showing any useful effect. A GP friend told me how she felt embarrassed trying to encourage people to have it as the have Government targets which they have to meet regardless of the ineffectiveness of the vaccine?? I was diagnosed with cancer in 2011 and have had thirty six cycles of chemotherapy. I am 58 years of age and one of the people scientists sat is at risk from flu. I had 3 children at primary school during this period, there were scares of SARs, Swine Flu and other flus, I usually do pick up in the evening. I would go into the Royal Marsden and there were signs everywhere promoting the flu vaccine and asking people not to enter if they have flu and now we hear its not very effective.
Then there are side effects “brain damage” one condition that has been identified after the “Swine Flu scare is Narcolepsy Approximately 60 people were seriously brain damaged and will receive £1 millions each in compensation in the UK alone. and more and more cases are coming forward as awareness is increased
- HPV vaccine Gardasil, prevents genital warts in sexually active children, there is no evidence that it prevents cervical cancer
- How Infection helps the Immune System
- Does the flu vaccine actually work? Pharmaceutical Industry has too much influence on Government health policy.
- In 1959 the public are told measles is a “mild infection”, 50 years later despite all the advances in health care, its described as a killer disease in the UK
- Another child in a Million, another vaccine?
Subjects covered in postsAdverse Events Antibiotic resistance Asbestos bad science BSE consent Cover up data supressed DTaP DTP EBM Edward Jenner evidence scientific evidence smoking Flu Vaccine Harris Coulter immunity John Gummer Measles natural selection NVIC Pertussis pharmaceutical industry Polio research Richard Horton Richard Lanigan Rosemary Fox Roy Meadows Rubella Sally Clark Sanitation Smallpox Tetanus Thalidomide Tuberculosis Typhoid under reporting adverse events vaccination Vaccination Information Statments Vaccine Damage Payment Act 1979 vaccine manufacturers vaccines Vera Duffy whooping cough | <urn:uuid:413c206d-7e83-4978-a6b9-d696cf31e5b0> | CC-MAIN-2017-43 | http://vaccination.co.uk/http:/vaccination.co.uk/flu-jab-given-to-millions-is-almost-useless-channel-4-news/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825174.90/warc/CC-MAIN-20171022094207-20171022114207-00806.warc.gz | en | 0.953476 | 456 | 2.515625 | 3 |
In this post, you’ll find the details on how to print and assemble this a self contained 3D printable rover tracks that can be reused on your projects.
Many times I designed and downloaded already designed rovers to be 3D printed. Usually there is no isolation between the rover tracks and the rest of the body. This leads to the need to redesign everything on any new rover you make.
The idea is to isolate the tracks of my rovers, and create something that can be reused on many tracked robots, so you just think in the body, not the wheels.
I thought about adding also the motor controller, so you can just remove that element from your body and use that space for something else. Though it’s not really needed to put the controller there if you what to use another type, or just want to place it with the rest of your electronics.
Also, as the motor controller supports two motors, you could place it in one of the tracks, and just send the power cables to the second motor. I’ll show that later with pictures, so you know how to do that.
You can view and download the fusion 360 model of this design from here.
For each track you will need the following parts:
- 1 Yellow DC Gear Motor (like this one)
- 1 mini DC motor controller(like this)
- Some M3 wood screws (get them here) (I find them to work perfect with 3D printed stuff. I used 10 mm ones here, but I’d recommend getting a bunch of measures, because you’ll use them for sure)
The design can be found in its thingiverse page. I would really appreciate if you send me a picture of your build, or mark it as made in thingiverse, It is awesome to know what I did helped someone.
When printing the driver wheels, I would recommend to place the motor axis into the wheels hole while it is still hot. The objective is to make it fit tight without needing further work.
Before fitting all parts together, use colored cables and take a picture of the connections, so you don’t need to open it later to see where was each cable connected.
In this slideshow you can get an idea of the internals of this assembly:
- When printing the driver wheels, I would recommend to place the motor axis into the wheels hole while it is still hot. The objective is to make it fit tight without needing further work.
- As this fits as a left or right track for a robot, there is no real left or right for this mount. That is why I named each side with A and B. Keep this naming to understand on which side of the assembly each par goes. If it has an A in the name, then it goes on the same side as the rest of the A parts, same for B.
- Check at the list of images uploaded to this thing to get an idea of where does each part should fit
- To link the tracks use a peace of 1.75 filament. If you leave about half millimeter extra on each side, you can melt that extra with a soldering iron, so you get a nice finish.
To use it in your project you can create a body that connects to the 4 screws in the inner side of the assembly, or you could just replace the wheel enclosure, and model whatever mounting points you need…
Once I have a nice body that uses this, I’ll upload more details here. | <urn:uuid:83b666de-33a4-42d8-a757-ac7041970514> | CC-MAIN-2019-51 | http://savagemakers.com/rover-tracks/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540519149.79/warc/CC-MAIN-20191209145254-20191209173254-00043.warc.gz | en | 0.943397 | 725 | 2.53125 | 3 |
Tuesday, April 3, 2012
For this class we did the same as the 4th grade class where they were broken up into stations and in our station we worked on volleying. The 2nd and 3rd graders were slightly less skilled than the 4th graders but our findings showed that they were having similar troubles as the 4th graders when it came to volleying. Next time we go to the school we are going to work on volleying again and come up with some activities to help them with their volleying.
This week in field observation we did our pre-assessment for volleying, so overall we focused on "skill themes and student abilities". The students were working in stations each one using a different skill theme so we felt it was appropriate to make our own station for volleying where not only did it coincide with what our master teacher had going on in his class but it also gave us the opportunity to assess our students' volleying skills. The groups had about 4-6 students and we introduced the skill and then had them get with a partner and spread out about 10 feet apart. My partner gave feedback to the students while they volleyed a beach ball back an forth while I assessed the students using a rubric I designed specifically for volleying. From the information we gathered it was apparent that the students needed to work on keeping their knees bent and striking the ball with their forearm as opposed to their fist. | <urn:uuid:4e3e30b6-4929-457f-b6f0-83bb3ab0c3f4> | CC-MAIN-2018-05 | http://physedteaching.blogspot.com/2012/04/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084887746.35/warc/CC-MAIN-20180119045937-20180119065937-00532.warc.gz | en | 0.991599 | 299 | 3.265625 | 3 |
Your Baby's Development
Your baby's hearing has continued to develop too — he or she may now be able to hear your voice!
Pregnancy can cause some unpleasant side effects when it comes to digestion. Not only does the hormone progesterone slow the emptying of the stomach — it also relaxes the valve at the entrance to the stomach so that it doesn't close properly. This lets acidic stomach contents move upward into the esophagus. The result: reflux (also known as heartburn) that can make eating your favorite meals a nightmare.
The expanding uterus puts additional pressure on the stomach in the last few months of pregnancy. Try eating smaller, more frequent meals, and avoid spicy and fatty foods. | <urn:uuid:931a9eed-5329-42f1-918d-9708cd3443d9> | CC-MAIN-2023-40 | https://kidshealth.org/CookChildrens/en/parents/week25.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510734.55/warc/CC-MAIN-20231001005750-20231001035750-00581.warc.gz | en | 0.942822 | 152 | 2.75 | 3 |
The trend today is to outsource solid waste management to the private sector. Cities in Hong Kong and Macau, China, have seen improvements in their waste management systems thanks to these new arrangements. The cities carefully weighed the costs and environmental benefits of outsourcing the task to the private sector. They have recorded financial savings and environmental improvements since the implementation of waste management programs. But who should be the next recipient of this service? And how can we make the most of it?
Privatization: Private companies are now handling about 20 percent of the nation’s waste collection and disposal. This trend has caught on in Asia, and in Singapore, the cost of collecting and disposing of refuse tripled in a decade, waste services prompting the government to create a private limited company called SEMAC Pte Ltd. The new firm, SEMAC, will provide private waste collection and disposal services to Singapore residents. And with an increasingly competitive business environment, private waste service is becoming more important than ever.
Municipal solid waste management has several challenges. The collection services often fail to meet the needs of their customers. Collection vehicles are often old and poorly maintained, resulting in loss of part of their load during the trips to the disposal site. They also lack spare parts and are frequently out of service. Collection workers earn money by sorting waste and often have contracts with junk dealers, neglecting their main duty of collecting solid waste. Increasing local community participation in waste management is essential to increasing recycling options.
Proper waste management practices have economic and health benefits. Yet, in recent years, the region’s infrastructure has failed to keep up with growth in the economy. Despite this, inefficient waste management practices have been attributed to lack of administration and finance. As a result, standards of waste management remain very low in many cities. Furthermore, inadequate technology for waste disposal has led to problems. Consequently, the region has been left with inadequate solutions for its solid waste management.
Local governments should minimize the frequency of residential waste collection. A twice-weekly collection is sufficient from a public health standpoint. In addition, local governments should focus on residential waste collection and allow the private sector to pick up non-residential waste. Non-residential waste collection is often self-funded by the private sector. Municipal governments should develop a license for private haulers to generate revenue. Private haulers should charge their customers based on the volume and frequency of waste they generate.
The creation of hazardous waste is a worldwide issue. Most of it is generated in industrialized countries. This means that a region’s capacity to manage waste has reached its limits. The dumping activities of industrialized nations are a huge contributing factor to this problem. As a result, the capacity of the region is limited and unable to cope with the increase in hazardous waste. It is also vital to ensure that hazardous waste is safely disposed of and not dumped. | <urn:uuid:c285816b-b26a-47c1-9815-21a54f8d715d> | CC-MAIN-2023-14 | https://uawelove.org/who-should-be-the-next-receiver-of-a-waste-service/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943809.22/warc/CC-MAIN-20230322082826-20230322112826-00019.warc.gz | en | 0.95991 | 583 | 2.703125 | 3 |
Veterans deserve our respect and love and writing cards is a meaningful and personal way to honor them. Teaching young students about Veteran’s Day is one great way to support the troops. There are nearly 20 million Veterans living among us, in every state and territory, and we owe it to them to educate the importance of this day. For Veteran’s Day, Ellis Elementary students wrote letters to the Veterans of St. Joseph Veterans Home.
Many of the students at Ellis Elementary are sons, daughters, cousins or relatives, of a Veteran or current service member. This means that all of the letters were created with a lot of love and emotions. In their designs, students included symbols which represent how they feel about the sacrifices that Veteran’s have made for us. They drew flags to signify how they have helped shape our American history. They designed stars that symbolize their bravery. There were also eagles, to exemplify the time and energy that these men and women has given. Most importantly there were a lot of thank you messages written all over the cards to acknowledge their appreciation for their service.
Having the students involved on this special day means that no matter the age we can, thank and honor Veterans through small gestures like writing personalized thank you cards.
-Jennifer Sosa and Debbie Field, AmeriCorps members at Abraham Lincoln High School | <urn:uuid:1d2cf867-7661-4529-a2e5-ea19d51eb442> | CC-MAIN-2018-13 | https://dpsamericorps.wordpress.com/2014/12/03/veterans-day-engaging-students-to-thank-veterans/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257645513.14/warc/CC-MAIN-20180318032649-20180318052649-00395.warc.gz | en | 0.975738 | 275 | 2.96875 | 3 |
The commandment to wear tzizit (fringes) appears at the end of this week’s Torah portion, Shlah, after the long story of the spies who tour the land of Canaan (the Land of Israel) and the dramatic events that followed their misleading report.“…They shall make for themselves fringes on the corners of their garments… and when you see it, you will remember all the commandments of the Lord to perform them, and you shall not wander after your hearts and after your eyes after which you are going astray. So that you shall remember and perform all My commandments and you shall be holy to your God.” (Numbers 15:38-40) What is tzitzit? Any clothing that has four corners or more and has four double threads tied on all four corners. (In the original commandment, one of the threads was blue. For generations, the exact blue was not available. In recent generations, there have been some theories regarding how to obtain the correct color and there are those who use it to fulfill the commandment.)The reason for tzitzit is explicitly explained in the Torah: It is meant to serve as a reminder of the obligation of every Jew to keep the commandments, and through them to be “holy.”Why do we need a constant reminder to keep the commandments? Couldn’t man be trusted to fulfill his obligations? Let us return to the foundations of human existence described in the Torah. When man was created, it was said that he was made “in the image of God” (Genesis 1:27). Many explanations were offered for this unique phrase, but all commentators agreed this was a positive description of all humans irrespective of how cultured a person someone may become. However, if we continue reading further in the Book of Genesis, we reach a verse that seemingly conveys a stance to the contrary. “For the imagination of man’s heart is evil from his youth” (Gen.8:21). So, what is the Torah’s position on human nature? Is it positive or negative? In other words, can man be trusted – in his traits and desires – to do the right thing or not? If we examine the verses closely, we see they don’t deal with the same topic. The positive statement in the words “the image of God” deals with man himself, whereas the negative one regarding “man’s heart is evil from his youth” does not deal with man himself, but rather with “man’s heart.” What is the difference between “man” and “man’s heart”? When man performs any kind of act, it is preceded by two conscious stages. The first is will: Man wants to fulfill his physiological and emotional needs.The second stage is the choice of how to fulfill these needs. At this point, man examines – often subconsciously – the options before him and then selects the best one. This is the stage of the “heart” – the creation and actualization of abstract will. Man uses a certain “toolbox,” and here is where the problem arises. The toolbox isn’t perfect. An effort must be made to choose the right way to actualize proper will.We see this with children. When they need attention and love, they often choose a negative way to get it – breaking something, or bothering someone to get the attention they want. The desire for attention and love is positive. But instead of attaining it in a positive manner, they often choose the fastest and easiest route, which ultimately gains them the attention but not the kind they wanted. Man’s desires are always positive since he was created “in the image of God,” but the attempt to actualize desires is often done in a convoluted way that does not get man to where he wants to be.This is where the commandment of tzitzit comes into play and adds the component of memory. Tzitzit reminds man of where he is, who he is, what his past is that he must not forget, and what the future is that he should strive to reach. Memory is the most important tool in the “toolbox.” It is not present there if we are not careful to include it.For this reason our sages said: This commandment is equal to all others... seeing brings about remembrance, and remembrance brings about action. (Babylonian Talmud, Tractate Menahot, page 43)The writer is rabbi of the Western Wall and Holy Sites. | <urn:uuid:f5cff82e-3f9b-4611-adb0-2ea93304bb1b> | CC-MAIN-2023-14 | https://www.jpost.com/magazine/parashat-shlah-memory-in-the-toolbox-559431 | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296950373.88/warc/CC-MAIN-20230402012805-20230402042805-00253.warc.gz | en | 0.965494 | 961 | 2.71875 | 3 |
Definition of castanet
: a percussion instrument used especially by dancers that consists of two small shells of hard wood, ivory, or plastic usually fastened to the thumb and clicked together by the other fingers —usually used in plural
Origin and Etymology of castanet
Spanish castañeta, from castaña chestnut, from Latin castanea — more at chestnut
First Known Use: circa 1647
CASTANET Defined for Kids
Definition of castanet for Students
: a rhythm instrument that consists of two small flat round parts fastened to the thumb and clicked by the fingers —usually used in pl.
Learn More about castanet
Seen and Heard
What made you want to look up castanet? Please tell us where you read or heard it (including the quote, if possible). | <urn:uuid:486054a2-42c1-4586-a0e4-26b86cc77338> | CC-MAIN-2016-50 | https://www.merriam-webster.com/dictionary/castanet | s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698542665.72/warc/CC-MAIN-20161202170902-00483-ip-10-31-129-80.ec2.internal.warc.gz | en | 0.912883 | 173 | 3.28125 | 3 |
Optimization Techniques with MATLAB: Effective Ways to Write
We have shared the best optimization techniques using one of the most powerful programming languages, MATLAB. Please review this blog and take your assignment-taking skills to the next level.
MATLAB, short for MATrix LABoratory, is a powerful programming language and environment widely used in academia and industry for various computational tasks, including optimization. As a student, if you are struggling with MATLAB assignments related to optimization techniques, you've come to the right place! In this blog, we will explore effective ways to write optimization techniques using MATLAB, providing you with valuable tips and tricks to improve your coding skills and excel in your matlab assignments.
Understanding Optimization Techniques
In addition to its central importance in areas like operations research, finance, machine learning, and signal processing, optimization is a cornerstone idea in the mathematical and engineering disciplines. Optimization, as used in the context of MATLAB, is the process of locating the optimum answer to a problem by iteratively seeking the optimal values for variables subject to a set of constraints. Linear programming, nonlinear programming, and mixed-integer programming are just some of the optimization problems that may be tackled with the help of MATLAB's robust tools and algorithms.
Writing efficient MATLAB optimization techniques requires familiarity with the many forms and characteristics of optimization problems. Optimization of a linear objective function within a set of linear constraints is the domain of linear programming (LP), while optimization of a nonlinear objective function within a set of nonlinear constraints is the domain of nonlinear programming (NLP). Adding another level of complexity to the optimization process, mixed-integer programming (MIP) blends discrete and continuous variables.
When selecting an optimization technique and MATLAB functions, it is helpful to have a firm grasp on the mathematical formulation and characteristics of various optimization problems. The correct formulation of the problem, the selection of appropriate solver settings, and an accurate interpretation of the findings can all be aided by an awareness of the properties of the optimization problems at hand. In order to build efficient MATLAB code for tackling optimization problems, a thorough familiarity with optimization techniques and their applications is essential.
MATLAB Optimization Toolbox
The MATLAB Optimization Toolbox provides an extensive library of utilities for tackling optimization problems. Linear programming, nonlinear programming, mixed-integer programming, quadratic programming, and more are only some of the optimization techniques available. Large-scale and complicated optimization problems are well suited to the efficient and well-optimized implementations of these techniques.
To simplify the process of formulating and solving optimization problems with MATLAB's syntax and conventions, the Optimization Toolbox is available. It has features that let you define objectives, define restrictions, configure solver settings, and understand the outcomes. Observe how the optimal solution shifts in response to modifications to the problem's parameters with the help of the sensitivity analysis functions provided by the Optimization Toolbox. This can help you better comprehend the optimization problem's behavior and base your choices on accurate information.
In addition, you can take advantage of the features of other MATLAB toolboxes, such the Symbolic Math Toolbox, the Statistics and Machine Learning Toolbox, and the Parallel Computing Toolbox, by integrating them with the Optimization Toolbox. You may solve a wide variety of optimization problems with the help of the MATLAB Optimization Toolbox, which provides a wealth of features and functionalities that will allow you to build optimized and efficient MATLAB code. To efficiently solve optimization problems in MATLAB and write efficient code, you must become familiar with and grasp the functionalities of the Optimization Toolbox.
Formulating Optimization Problems in MATLAB
The first step in using MATLAB to solve an optimization problem is to formulate the problem accurately. Steps include determining what has to be optimized, laying out any restrictions, and establishing any necessary variables or parameters. In MATLAB, you can use mathematical formulas to define the objective function and restrictions, and you can use visualization tools to learn more about the problem's behavior. Symbolic or numeric variables can be used to set up parameters in MATLAB that are specific to the situation at hand.
The objective function, which stands in for the problem's end state, must be defined precisely before an optimization problem can be formulated in MATLAB. The function you're trying to improve could be linear or nonlinear. MATLAB provides capabilities for visually defining the objective function and for gaining insight into its behavior through the use of mathematical expressions.
Constraints, or the conditions that the solution must meet, must then be specified. Mathematical expressions can be used to define linear and nonlinear constraints using the corresponding functions in MATLAB. Finally, if necessary, you can set up symbolic or numeric variables in MATLAB to serve as additional variables or parameters for the problem. In order to use MATLAB's optimization algorithms effectively, the optimization problem must be properly formulated such that it is well-defined.
Tips for Writing Efficient MATLAB Code
If you want your optimization techniques problem to be solved best, you need to learn how to write efficient MATLAB code. Your MATLAB programs will run more quickly and efficiently if you write them with efficiency in mind. If you have an optimization assignment coming up, here are some pointers for designing effective MATLAB code.
Vectorization: The efficiency of your code can be greatly enhanced by vectorization because MATLAB was built to work efficiently with vectors and matrices. Use vectorized operations that take advantage of MATLAB's native capability for matrix operations in place of loops to iterate over individual members of an array. In most cases, vectorized code is more efficient and uses less memory than loop-based code.
Preallocate Memory: Memory allocation is recommended before using MATLAB's dynamic array growth feature. Preallocating memory for arrays before filling them with values can improve the efficiency of your programs. Functions like zeros() and ones() can be used to generate arrays of a fixed size, which can then be indexed to fill with data. Code that is faster and uses less memory can be achieved by preallocating the necessary amount of memory ahead of time.
Use Built-in Functions and Toolboxes: Making use of MATLAB's built-in functions and toolboxes will save you time and effort. Use these pre-made features and libraries instead than starting from scratch. Built-in functions are quicker than MATLAB code of the same complexity because they are written in compiled languages that have been extensively optimized for efficiency. The Optimization Toolbox and other MATLAB toolboxes provide additional specialized functions and techniques for quickly and easily resolving optimization problems.
Optimize Loops: If you must utilize loops, make sure they are optimized for speed. When possible, employ efficient loop constructs like parfor for parallel computation and stay away from deeply nested loops. The profiler in MATLAB can help you find and fix slow spots in your code's loops.
Use Efficient Data Structures: Selecting the most appropriate data structures can have a major effect on how quickly your MATLAB code executes. Sparse matrices, as opposed to complete matrices, can help reduce time and space when solving problems with a lot of zeros. Similarly, when working with large datasets, the efficiency of your code can be improved by employing proper data structures such cell arrays or structures.
Optimize Memory Usage: MATLAB's memory management might have an impact on your code's performance, thus it's important to optimize memory usage. Take care not to duplicate data more often than is really necessary. When working with existing data, it is preferable to use indexing or references. In addition, unused variables should be deleted to release memory and stop leaks.
Profile Your Code: MATLAB's profiling feature is a powerful resource for measuring your code's performance and pinpointing where it's slowing down. The built-in profiler in MATLAB can help you find the functions or parts of code that are using up too much of the computer's resources. Once found, you can tweak those lines of code to boost MATLAB's overall performance.
Advanced Optimization Techniques in MATLAB
Complex optimization problems can be tackled with the help of MATLAB's extensive library of cutting-edge optimization methods. These methods provide an upgrade from simple optimization algorithms, allowing for greater flexibility in locating the best answers. Take a look at these MATLAB-based, cutting-edge optimization methods for solving tough optimization problems.
Global Optimization: When there are several viable solutions to an optimization problem, called local optima, global optimization is employed to discover the global optimum. Functions like ga (genetic algorithm), particleswarm (particle swarm optimization), and patternsearch (pattern search) are available in MATLAB's Global Optimization Toolbox for doing global optimization. These algorithms are powerful tools for addressing complex optimization problems because they are built to search over a wide solution space and locate the global optimum despite the presence of several local optima.
Multi-objective Optimization: When there are competing goals that must all be maximized at once, the process calls for multi-objective optimization. You can utilize tools like gamultiobj (multi-objective genetic algorithm) and paretofront (Pareto front computation) from MATLAB's Multi-Objective Optimization Toolbox to find optimal solutions to a wide variety of optimization problems with multiple objectives. In order to help decision-makers pick the best option from the Pareto front, these algorithms can create a range of optimal solutions that each represent a different trade-off between the competing goals.
Constrained Optimization: The term "constrained optimization" is used when optimizing the objective function isn't enough and additional constraints must be met. The MATLAB Optimization Toolbox includes the constrained optimization functions fmincon (for nonlinear optimization) and linprog (for linear programming). Both linear and nonlinear constraints can be accommodated by these algorithms, and constraints can be incorporated into the optimization problem itself.
Robust Optimization: When the optimization problem's parameters or data are unknown, researchers turn to robust optimization. The Robust Control Toolbox in MATLAB includes optimization-friendly functions like robustopts (options for robust control) and robustchk (robustness verification). These algorithms are well-suited to optimization problems with uncertain data because they account for uncertainty in the problem parameters and produce solutions that are resilient to changes in the parameters.
Mixed-Integer Optimization: When solving an optimization problem, some of the decision variables must be integers, and this is where mixed-integer optimization comes in. The Optimization Toolbox in MATLAB includes utilities for mixed-integer optimization, such as intlinprog (mixed-integer linear programming) and ga (genetic algorithm). These techniques may accommodate optimization problems with a wide variety of decision variables, including both continuous and integer types.
Parallel and Distributed Computing: Accelerating the optimization of large-scale problems is made possible by MATLAB's support for parallel and distributed computing. The optimization algorithms can be parallelized with the help of tools like parfor (parallel for loop) and parfeval (parallel function evaluation), allowing for quicker calculation by harnessing the power of numerous processors or clusters. This can greatly enhance the efficiency with which difficult optimization problems can be solved and speed up the optimization process for large-scale problems.
Best Practices for Optimizing MATLAB Code
Best practices for optimizing MATLAB code using the techniques presented here are provided. Among them are:
Profile Your Code: It is possible to pinpoint performance bottlenecks in your MATLAB code by profiling it. The profiling tools that come standard with MATLAB can help you determine which functions or lines of code are consuming the most time during program execution. Your code's overall efficiency can be greatly enhanced by tracking down and fixing these inefficiencies.
Use Sparse Matrices: Sparse matrices, which are matrices with predominantly zero values, should be used. Using sparse matrices in MATLAB can greatly reduce memory usage and calculation time, which is especially helpful for optimization situations in which the matrices involved are sparse. You can significantly boost the efficiency of your code by taking advantage of MATLAB's built-in tools for working with and solving sparse matrices.
Utilize Parallel Computing: To make the most of multicore processors and distributed computing environments, use MATLAB's built-in support for parallel computing. Optimization procedures that need extensive computing, such large-scale simulations or data processing, can be executed much more quickly with the use of parallelization. You can optimize your code for parallel execution with the help of MATLAB's Parallel Computing Toolbox and other parallel computing functions and resources.
Optimize Loop Operations: Loop operations in MATLAB can be sluggish, especially when working with huge data sets, thus it's important to optimize them. Improving the speed of your code relies heavily on the quality of your loop optimizations. MATLAB includes a number of methods for maximizing the efficiency of loop operations, including the employment of vectorized operations, the preallocation of arrays, and the elimination of redundant computations. The calculation speed and efficiency of your code can be greatly improved by focusing on optimizing loop operations.
Take Advantage of MATLAB's Built-in Functions: Use MATLAB's Prebuilt Functions MATLAB comes with a large collection of prebuilt functions that have already been coded and are optimized for speed. These routines' C or Fortran code is highly optimized, so they run quickly. Using MATLAB's pre-existing features rather than writing your own code to do the same task is a good practice because it saves time and effort. Learn how to properly implement linprog, fmincon, and intlinprog—three of MATLAB's built-in optimization-related functions—in your code.
The Bottom Line
In conclusion, MATLAB is a potent tool for tackling optimization problems, and learning to efficiently code optimization techniques in MATLAB can considerably improve your coding skills and results in MATLAB coursework. You can optimize your MATLAB code for performance and get better results in your assignments if you familiarize yourself with the different types of optimization problems, use the MATLAB Optimization Toolbox, formulate problems correctly, follow best practices for writing efficient code, and take advantage of MATLAB's built-in functions. To build optimized and efficient MATLAB code for optimization problems, keep in mind to profile your code, use sparse matrices, employ parallel computing, optimize loop operations, and make use of MATLAB's built-in functions. Following these guidelines, you will be well on your way to being an optimization MATLAB pro and acing your projects. Happy programming! | <urn:uuid:27e87ac3-8294-4df4-909f-afc05f89923b> | CC-MAIN-2023-23 | https://www.matlabassignmentexperts.com/blog/effective-matlab-optimization.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224647810.28/warc/CC-MAIN-20230601110845-20230601140845-00683.warc.gz | en | 0.900882 | 3,012 | 2.984375 | 3 |
PAF & Dyslexia
The PAF Reading Program, a nationally recognized program for teaching reading to students with dyslexia, effectively prevents, lessens or eliminates reading difficulties. Students with dyslexia need specialized instruction in order to reach their full potential.
The PAF Reading Program is an Orton-Gillingham based reading program for classroom instruction. Orton-Gillingham refers to the methodology first developed and published in 1940 by Dr. Samuel T. Orton and Anna Gillingham for teaching students with dyslexia. PAF incorporates Orton-Gillingham methodology with newer research-based instructional practices and includes these critical components:
- Multisensory instruction in which visual (letters), auditory (sounds) and kinesthetic (motor patterns for writing letters) modalities are used simultaneously to strengthen associations and memory. In order to develop multisensory associations, reading instruction must include the teaching of spelling and handwriting.
- A comprehensive curriculum sequence that begins with the simplest units of written language (the sounds of individual letters) and progresses to the reading of multisyllable words.
- The direct instruction of phonics supported by the use of reading material that contains only sounds and words that have been learned (decodable text). | <urn:uuid:a311c500-7bec-4ff4-9b64-11b4fa220264> | CC-MAIN-2022-33 | https://www.pafprogram.com/paf-dyslexia/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572063.65/warc/CC-MAIN-20220814173832-20220814203832-00696.warc.gz | en | 0.934232 | 260 | 3.515625 | 4 |
Knowing how to become a psychiatrist in the US and what they do is the first step towards making a decision to become one. An aspirant must know what the job of a psychiatrist entails. Their information must include everything from schooling and licensing to potential income. Armed with this information, a student can make an informed choice, such as becoming a psychiatrist vs. psychologist.
Also, if you need guidance with other healthcare fields, also read our blog:-
Who is a Psychiatrist?
The definition of a psychiatrist is; they are doctors who are specialized and trained to treat patients with mental illness. They seek a license with the same skill sets as M.D’s (Doctor of Medicine) and help doctors with prescriptions.
Not many people know that psychiatrists are not the same as psychologists. They often think that both professionals treat patients twice the mental problem. They can use medication to help a patient, and the other (psychologist) get the qualification to prescribe any medication. However, they uses counseling as a method to help a patient. Also, psychiatrists prefer working along with doctors, psychologists, and social workers.
Psychiatrists work for hospitals, mental healthcare facilities, government agencies, and other institutional units where a psychiatrist is needed. They mostly practice on their own.
How Does a Psychiatrist Help?
Psychiatrists seek qualification to diagnose, prevent, and treat mental disorders. They take care of patients who have mild attacks of anxiety or patients who suffer from severe disorders, which can cause bizarre and dangerous behaviors and consequences within them. Psychiatrists can also help addictions (drug, alcohol, sexual, pornography, food, weight loss, etc.).
Psychiatrists like psychologists talk to patients, their families, and other healthcare professionals about the case of a patient to understand the reason and origin of the problem. As a result, a psychiatrist can prescribe either medication or use shock therapy to treat a patient.
Different Types of Psychiatrists
- Adult psychiatrists: Adult psychiatrists are general psychiatrists who can treat all kinds of mental problems, such as mild stress, severe and chronic mental disorders.
- Adolescent and Child Psychiatrists: Adolescent and child psychiatrists are well trained and qualified professionals who can treat all patients but prefer to help and work with children and their psychiatric problems.
- Addiction Psychiatrists: Addiction psychiatrists help individuals with addiction problems such as alcohol, drugs, food, weight, obsession, etc.
- Geriatric Psychiatrists: Geriatric psychiatrists help older adults with dementia and psychiatric problems.
- Consultation-Liaison psychiatrists: These psychiatrists work as consultants to a physician in a medical facility. They help patients with mental problems to seek admission into the hospital, mainly for physical illnesses or injuries.
- Forensic Psychiatrists: Forensic psychiatrists work towards the evaluation of criminals to identify if the crimes committed by them could be connected to their mental disorders. These psychiatrists work in state hospitals or prisons.
Educational Qualifications to Become a Psychiatrist
These are physicians who deal with people who are suffering from mental illness. To become a psychiatrist, the person has to take extensive training. From the very start, he has to do the hard work. The aspirant has to study science subjects during their undergrad. In addition, one has to do the four years of study in medical school and a four-year residency training post that. To get the licence, it is important to take the examination. They need more experience before giving the examination of the certificate for the license. To become a psychiatrist is a hard nut to crack but these procedures can help you break it.
Attend Undergraduate School
To start with, the person must have a clear vision during the school days. While attending these studies, one has to include science subjects that base the profession.
Earn a Medical Degree
First, the student has to clear the medical entrance test. After that, the student has to attend medical school. To become a psychiatrist, the student has to study for four years. These four years include two parts. In the first part, the student has to study in the classroom for two years, while the second part deals with the laboratory work. Laboratory work is a supervised clinical license. These courses include pharmacology, anatomy, and pathology. The student also learns to conduct the examinations and to diagnose the patient.
Gaining Residency Training
After medical school, the student has to gain four years of residency training. In this post, doctors have to work in the hospitals during this period, and the hospital pays them. The student must do the psychiatric training of 36 months. Besides, he has to do the training in other fields, including internal medicine, family medicine, pediatrics, etc.
To serve, the psychiatrist must become the state-licensed physician bypassing the license examination. Some licensing boards may allow reciprocity between the states. To become a psychiatrist, the physician must have to get a federal narcotics license and register with the drug enforcement administration.
Consider a Sub-specialty
After completing the residency, the physician may choose to specialize in another field. For this, he has to study for one more year. He may choose geriatric, psychiatry, psychosomatic medicine, and addiction medicine. After completing the study, the psychiatrist can contact the board about the certificate.
Career Opportunities for a Psychiatrist
Psychiatry offers a wide range of job opportunities. Nowadays, people are suffering from mental problems due to their work or family problems. So this profession is growing at a greater pace in society because mental stability is every person’s demand. A psychiatrist treats the mentally retarded people as well as ones suffering from mental problems. The psychiatrists have a wide range of career opportunities he can choose, as he likes. These career opportunities are as follows:
- Run one’s own private clinic
- Work as
- an occupational therapist
- a consultant psychiatrist
- an adolescent and child psychiatrist
- with the court as a forensic psychiatrist
- a neurodevelopment disability psychiatrist
- Learning disability psychiatrist
- Psychosomatic medicine psychiatrist
- Emergency psychiatrist
- Consultation liaison
- Emergency psychiatry
- Addiction psychiatry
What is the Scope of Becoming a Psychiatrist?
Psychiatry provides the physician with a wide scope of career opportunities. In psychiatry, there are various branches, and students can choose any branch according to their choice. After becoming a psychiatrist, the student can opt for further specialization, which will need one year more of study. Psychiatrists are among the few medical professionals allowed to prescribe drugs. They use the biomedical approach to deal with mentally ill patients and advance by building their practices. Expansion in the healthcare industry, increase in population, and life span demands the psychiatrist. Because due to the pressure of work, people are suffering from a mental problem, and they need consultation for the relief. Psychiatrists who work in clinics and hospitals, they work more regular hours as compared to private ones. They work irregular hours.
It doesn’t matter that you are a psychiatrist or a doctor, you have to study hard for being a doctor, and after that, you have to work irregular hours. They work as occupational therapists and social workers for resolving the problems and giving them a normal life.
Few Psychiatrist Career Opportunities
On becoming a psychiatrist, one can work:-
- as a psychiatrist counselor and give consultation to the people
- in regular hospitals as well as in mental hospitals
- at rehabilitation centers who are dealing with alcoholism, addiction
- in schools, colleges as a professor in medicine
- in the health care centers
- at a private nursing home
- with the people suing for a divorce and other matters
What Does a Psychiatrist Do?
A psychiatrist is the one who deals with mental problems. A psychiatrist is a licensed doctor, specializing in curing people suffering from mental illness. One should have earned a medical degree to be in the field of psychiatry. They write a prescription for the patient suffering from a disorder arising from a physical or psychological imbalance. For being a psychiatrist, the person has to do the hard work from the very starting. The degree includes four years of undergrad school study, medical school study, and residency training.
They play a major role in treating the person who is suffering mentally. Generally, people get confused between psychiatrists and psychologists. A psychiatrist is a person who has a licensed degree in the field of treatment of a mentally ill person. A psychologist is a person who holds a Ph.D. This person does not hold a medical degree and cannot prescribe medicine. The psychiatrist also deals with the mentally retarded persons as well as with the person who is suffering from alcoholism.
Along with the medication, the psychiatrist also deals with psychiatric training, which includes psychotherapy and psychoanalysis. A psychiatrist is the one who indulges in the health profession and prescribes psychiatric medication.
Types of Psychiatrists
- Cross-cultural psychiatry
- Adult psychiatry
- Adolescent and child psychiatry
- Emergency psychiatry
- Forensic psychiatry
- Addiction psychiatry
- Learning disability
- Psychosomatic medicine
- Neurodevelopment disabilities
- Consultation-liaison psychiatry
These psychiatrists specialize in their own field and deal with a certain age group.
Adolescent and child psychiatry deals with child and teenage problems. Those psychiatrists who practice at the workplace refer to as organizational/occupational psychiatrists. While forensic psychiatrists are those, who work in the court and help in solving criminal cases. They are also specialized in the following things:
- Psychiatric genetics
- Nerve imaging
- Sleep medicine
- Pain medicine
- Palliative medicine
- Eating disorders
- Sexual disorders
- Women’s health
- Global Mental Health
- Early psychosis intervention
- Mood disorders and anxiety disorders.
The psychiatrist works in various fields, but they have to deal with the same problem, known as mental illness. They are physicians who serve the fundamental role in our society and have an effect on our lives.
How to Become a Psychiatrist In a Nutshell
To become a psychiatrist, you need to set aside some goals and remember that a psychiatrist is different from a psychologist and a psychoanalyst. To be a psychiatrist, you need a medical degree like how doctors do, whereas psychologists and psychoanalysts do not need a medical degree to practice.
Psychiatry is a broad area in science; it has various branches in medicine such as child psychiatry, addiction psychiatry, geriatric psychiatry, psychotherapy, and forensic psychiatry. It is a good idea if you are still in high school and have decided to become a psychiatrist. Then, you would know that it is essential to take lots of science classes that would gear you up for what lies ahead of you in medical school.
After completing high school, you have to enroll in a bachelor’s degree in science in psychology or any other pre-med subjects. The bachelor’s degree will take four years to complete, after which you have to select a medical school that you want to get into. But in the first place, you need to sit for the MCAT (Medical College Admission Test) and score well to get admission.
Just remember getting into medical school is very aggressive and competitive. Prospective medical students have long waiting lists and need to score high in the MCAT test. Then before the selection and admission into med school, you will be called for an interview by the school board members.
What Knowledge You’ll Gain?
In the first two years, you will practice in labs and will seek classroom instructions. Then, in the remaining two years, you will have clinical under the guidance of an experience M.D. The other subjects taught in med school are human physiology and anatomy, pharmacology, and pathology.
What After College?
After completion of med school, you will get an award of an M.D (Doctor of Medicine) certificate. Now you must do a four-year residency training before you sit for the licensure exam called USMLE (United States Medical Licensing Examination). As a result, you get to practice as a psychiatrist in your state.
You can do so now if you wish to study further and specialize in a particular subfield such as forensic psychiatry or child psychiatry. You’ll have to give an additional two years for the completion.
You need to divert into a field that you prefer most and are passionate about because what you are about to do will affect people’s lives in a significant way. Nevertheless, at times you are bound to get bogged down by getting involved too much in your patient’s lives. As a psychiatrist, you will tend to take such deep interest in how your patients feel that you might end up feeling depressed and sad. So make sure at all times you keep a professional yet a compassionate outlook towards your patients.
Roles and Responsibilities of the Psychiatrist
Psychiatrists are the physicians who deal with mental illness. And they prescribe the medicines and the treatment to their patients. The psychiatrist holds the licensed degree, which gives them the authority that they can prescribe the treatment. They hold various types of degrees in the same field and deal with the patient. Also, they can work in private hospitals, with the government, or in clinics, universities, etc, which will help them earn good sum.
The roles of the various fields in the psychiatry comprise of:-
Role of the Psychiatrist in Mental Health Care
- Whenever the new treatment arrive, the physician must tell the consequences of it to the patient
- The physician must clear the picture of the procedure of the treatment so that the patient comes to know about the treatment
- Talk in proper tone to the person who is suffering from mental illness
- The physician must have the proper knowledge to make the connection between mental illness and physical illness
Role of the Psychiatrist in Child and Adolescence
- The adult psychiatrist must be familiar with the problems of adults. He must have the proper knowledge related to this field
- Tackle the problem related to the adults
- Deal with the maturation problem and the psychological adaptation
- Deal with mentally retarded children
- Do the study in the research field, which includes the clinical study
The specific roles and responsibilities of the psychiatrist are in the form of duties include to:-
- inform the patient on treatment reversal
- They are assessing and managing complex cases
- Sharing care with another clinical team
- Give consultation advice to colleague medical and no medical
- Participating in the work of the multidisciplinary team
Psychiatrist Salary: How Much Does a Psychiatrist Earns?
The salary of a psychiatrist in the US is higher than many of the other areas of mental health. As a recent graduate, a student can expect to start working in a range of $45,000 and $175,000, according to PayScale.com. Also, the pay depends on the location in which a psychiatrist will work. As a result, larger cities often pay more than small cities – pay can also vary by state. After working in the field for five years, a psychiatrist can expect a salary in the range of $83,000 to $226,500.
At ten years, the range goes up to $99,000 to 225,000. Those who work in the field for more than 20 years find pay falling in the range of $99,000 to $237,000. However, the exact rate will depend on the type of practice, as well as the location in which the psychiatrist practices. For instance, the median salary for psychiatrists in California is about $179,000, while the median salary in Vermont is $118,000.
What is the Salary Potential of a Psychiatrist?
The area of psychiatry in which a psychiatrist works will also weigh in on the salary potential. For instance, those who:-
- work in a doctor’s office make a median salary of about $159,000
- if they work in a mental hospital can expect to earn a median wage of about $166,000
- Some of the top-earning positions for a psychiatrist include nursing care facilities with a median salary of about $190,000
- state government positions with a median salary of about $196,000, and outpatient care facilities with a median salary of about $188,000.
A student must consider the various job availability and salary while making a decision to go into the field of psychiatry. In addition, the field of psychiatry is a growing field that continues to show steady growth over the years. Since psychiatrists are prime to treat mental illnesses, it is valuable to find out how to become a psychiatrist.
How Long Does it Take to Become a Psychiatrist?
I know you are on pins and needles to get out there and start practicing as a psychiatrist. But, what you need to understand is a field that needs a good education, loads of knowledge and experience. As a result, it’ll help you to excel as a psychiatrist.
Always remember this and tell others as well, that like any other healthcare profession, even being a psychiatrist is a very noble thought and action. It is easy to cure a visible illness or an injury, but to cure something hidden deep in the human mind is quite challenging. Therefore, you must be well qualified and have the knowledge to treat a patient wisely. Else, you will end up causing more damage, which is unethical.
Nevertheless, it takes 12 years to become a general psychiatrist and add an extra two years to become a specialty psychiatrist. | <urn:uuid:a2d6a1b1-d2f5-4a1c-a779-d8ad9f3778cc> | CC-MAIN-2020-34 | https://www.howtobecomefaq.com/how-to-become-a-psychiatrist/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439737172.50/warc/CC-MAIN-20200807083754-20200807113754-00000.warc.gz | en | 0.957054 | 3,569 | 3.578125 | 4 |
Prepare for the Most Popular College Readiness Exam
Known traditionally as the excellent “alternative” to the SAT for students applying to US universities, the ACT has dominated the pre-college assessment landscape since 2012. Ahead of all test prep centers, our ACT courses were designed in early 2015 utilizing the same proven test prep methodology we’ve always used to help students obtain incredible results.
What is the ACT?
The ACT is a standardized examination that American universities use as a tool for admissions. The ACT Test is a curriculum- and standards-based educational tool that assesses students’ academic readiness for college.
The ACT is accepted by all four-year colleges and universities in the US.
For more information on how the ACT plays a role in the university admissions process, call us today to set up a free meeting with our Admissions Consulting team!
Who is it for?
Any student interested in attending university in the US should consider taking the ACT or at least a mock exam. Taking a mock or practice exam allows students to understand where they rank among students worldwide, which universities they should consider researching, and what steps they need to take to earn the score they need to attend their ideal school.
Furthermore, once students have earned an ACT score, they are able to better understand how admissions scores such as the ACT or SAT fit into the overall academic profile of a college applicant. School grades, extracurricular activities, and personal essays are just some of the additional factors that admissions officers weigh along with ACT/SAT scores in determining who gets admitted and who doesn’t.
When to take it?
The ACT is offered five times a year internationally – in April, June, September, October, and December. Most students take the ACT for the first time during the winter of their Grade 11/Year 12 year and a second time during the fall of their Grade 12/Year 13 year.
For more information on the test, and to talk to our experts, come to one of our free ACT seminars.
Remaining ACT Dates in 2016:
Feb 6, 2016 (US Only & Registration Deadline passed already)
April 9, 2016 (Registration Deadline: March 4, 2016)
June 11, 2016 (Registration Deadline: May 6, 2016)
Sign up for the next session! Click here for the ACT Essentials schedule in Causeway Bay. Click here for the schedule in Mongkok.
To register for the test and see upcoming test dates, visit the ACT website.
ACT vs New SAT
Although often grouped together, there are a number of important differences between the two tests that students and parents should be aware of.
- Students find the timing of the ACT to be intimidating
- The ACT includes a section on Science Reasoning (data interpretation and synthesis skills)
- The ACT’s optional essay focuses on issue-analysis skills
- Students score between 1 and 36 on each section, with an average composite score
Click here for a one-page summary on the differences.
Come to The Edge for a free diagnostic ACT and SAT so you can compare for yourself!
Comprehensive Course on: English • Math • Reading • Science • Essay
Obtain what you truly need to be “prepared” for the ACT
- Includes techniques and strategies for dealing with difficult questions
- Covers the fundamental concepts that appear on the examination
- Consists of an all-new approach to writing the optional essay
- Students can retake the course for free
Good For… Students who want the most comprehensive introduction to ACT preparation.
30 Hours of Instructions + 3 Full-length Mock Tests – HK$14,800 – Get the schedule!
Intensive Course Focusing on specific subjects: English • Math • Reading • Science • Essay
Take one, take two, take them all
- Carefully mapped drilling materials for comprehensive test exposure and practice
- Section-focused for need-based scheduling
- Each test specific course is taught by subject and topic specialist test preparation instructors
- Best value for real practice questions from actual exams
Good For… Students who want to fix specific subject weaknesses and obtain higher than a 90% Percentile on their composite score
20 Hours of Instructions for each subject + 3 Full-length Mock Tests – HK$10,800 – Get the schedule!
ACT Power Series
5 Real Tests • Detailed Review Session with Test Prep Teacher
The last, but vital push to score in the top echelon
- Intensive drilling of one full mock ACT per session
- Detailed reviews of each mock tests to identify and correct errors
Good For… Students with strong base knowledge, who wants to push their scores higher and be prepared for the timing of the test.
*Prerequisite: Must have scored a 30 or higher on the ACT (Practice or Real test).
5 Mock Tests + 5 Lessons of Reviews – HK$6,750 per course / HK$1,350 per day – Get the schedule!
Individual Attention • Customized Schedule
- Uses The Edge’s proprietary ACT Test Prep system to identify and eliminate areas of weakness
- Available in 1-on-1,-2, and -3 settings
Good for: Students who need more individual attention or who have busy schedules
Why The Edge?
All of our teachers boast degrees from top American or British universities and undergo 60+hours of intensive training, one year of mentoring, and teacher shadowing to ensure a consistent and high standard of pedagogy. Students can receive the same quality of test prep training for any ACT class at The Edge.
Chosen by Schools
The Edge works with a number of leading international schools and educational organizations to offer on-campus courses at schools across Hong Kong.
Students can retake the entire course, or a portion thereof, for free as many times as they like.
Proprietary Course Content developed from Decades of Test Preparation Experience
All of our ACT test preparation course materials are developed in-house by a team of expert content developers based on our founder’s decades of knowledge. Duc Luu and our course developers formulated many of the strategies and techniques based off of Luu’s decades of local experience as a Master Trainer for the top test preparation companies. The content is constantly updated to reflect the latest changes in the ACT exam itself, and is designed specifically for the needs of students in Hong Kong.
The Edge offers two convenient locations, one in Causeway Bay and another in Mongkok.
Our teachers provide regular progress reports to students in one-on-one lessons so parents can better understand their children’s progress. | <urn:uuid:e2f128e0-c968-4022-a3ac-1365888a1d8d> | CC-MAIN-2017-13 | http://theedge.com.hk/course/act-courses/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218187717.19/warc/CC-MAIN-20170322212947-00502-ip-10-233-31-227.ec2.internal.warc.gz | en | 0.922536 | 1,363 | 3.015625 | 3 |
The New South Pole Station
News story originally written on January 15, 2008
The United States has dedicated a new scientific station at the geographic South Pole. This is the third station the United States has operated at the South Pole since 1957, and the new station will allow for large-scale experiments in areas like astrophysics, environmental chemistry, and seismology. It is replacing a domed station next to the new building, which had served as the U.S. scientific outpost at the South Pole since the mid-1970's.
Arden L. Bement, the director of the National Science Foundation, spoke at the dedication. "Our purpose is to dedicate a facility that will help us push back the boundaries of the unknown--a quest that has continued year-round at this site for over 50 years," he said. "And to pay our respects to those who helped transform this mysterious and forbidding continent into a globally recognized place of wonder, transformation and knowledge."
The new station is called the Amundsen-Scott South Pole Station, named after Roald Amundsen and Robert Falcon Scott. These two explorers were the first humans to reach the South Pole. Amundsen arrived there first, on December 14, 1911. Scott reached the South Pole 35 days later on January 18, 1912.
The United States supports many different scientific research projects in Antarctica, including projects at the South Pole. In order to conduct research there all year long, they needed to build a new station that would keep people safe even during the winter. It took 12 years and 925 flights delivering cargo in order to build the station. This new station will allow scientists to continue to contribute to the scientific field campaigns of the 2007-2008 International Polar Year (IPY). | <urn:uuid:d89d4e1b-8cbe-44e5-8255-0c554f8186ba> | CC-MAIN-2016-36 | https://www.windows2universe.org/headline_universe/olpa/south_pole_station_15jan08.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-36/segments/1471982290442.1/warc/CC-MAIN-20160823195810-00122-ip-10-153-172-175.ec2.internal.warc.gz | en | 0.967782 | 355 | 3.375 | 3 |
Article by Alison Burton
One of the many challenges of being a parent is managing conflict.
If only one person lived on the planet there would be no conflict. Put two or more people together and eventually they will disagree about something. Conflict is inevitable. How it’s resolved is optional.
I recently listened to a talk by James O’Dea about the skills needed to become a Peacemaker. James has worked with Amnesty International, has forged dialogues between Palestinians and Israelis, and is an advisor to the Obama Administration. The Peacemaking skills he talked about apply equally to dealing with fights between siblings as they do to healing long-standing conflicts between countries. I was fascinated that he works at a surprisingly enlightened, spiritual and energetic level and confirmed many of the things I already teach parents.
Conflict with a child usually begins between eighteen months and two. This is the time they learn to say “No.” It used to be called the Terrible Twos. It’s a stage of development where children first discover independence. During this important stage parents and children learn how to negotiate differences. Whether you like it or not, children learn how to manage arguments from the adults in their life. You are their role models. Some children learn to hit and shout, some learn to shy away, and others learn to negotiate wisely. Let’s face it, we all fit somewhere along the scale of human evolution between “savage” and “enlightened being”. If you are a parent, then aiming towards a more enlightened way of being is probably a good idea.
When you find yourself at loggerheads with a child, the following guidelines may be useful.
Stay Centered and Calm
In his well known book Toddler Taming, Dr Christopher Green says something to the effect that one thing worse than seeing a toddler having a tantrum in public is seeing his parents having a tantrum in response. It may seem like a strange thing to say but your child’s behaviour is not a reflection of you. How you behave is a reflection of you, so if you yell and smack and threaten that’s 100% your responsibility. Never blame a child for making you behave in a particular way. You are the adult. When you to stay in control of your emotions you behave much more rationally and lovingly.
Speak From Your Inner Essence.
We all have an inner essence. Some people call it the soul. It exists beneath our thoughts and beliefs and conditioning. It has no pride or ego. That inner essence is perfect, loving and wise. Find the part of you that intuitively knows what’s best. Speak and act from your heart and not your head. That part of you doesn’t need to be in control or be right. It is kind and compassionate.
Be Sensitive to the Underlying Fear or Need
All negative behaviour stems from one of three underlying fears:
Am I safe?
Do I belong?
Am I good enough?
A child that cries when you drop them off at preschool or crèche is afraid they are not safe. I watched a little girl at a restaurant recently asking over and over to play mini golf while Mum and Dad sat chatting with friends and ignoring her. As much as I hate to admit it, a part of me thought, “Will someone shut that child up!” The enlightened part of me, however knew she was that afraid she didn’t belong. No-one was listening or responding to her. She was an outcast which is the very worst punishment for a human being. Once her Dad engaged her in looking at photos on his phone she forgot about minigolf and stopped the “bad behaviour.”
Speak to the Child’s Inner Essence
Remember to focus on the inner essence of your child. They also have an intuitive sense of what is right. Help them stay connected that. Always be respectful. Whenever you put down or criticize a child you add to one of the three basic fears. They will feel increasingly that they are not safe, they don’t belong, or they are not good enough. This escalates the negative behaviour.
Deflect or Absorb an Attack
There is a Martial Art called Aikido. It’s a self-defense technique of never resisting an attack head on. Practitioners of Aikido learn to move with the force of attack and turn slightly to deflect the energy. They use very little of their own energy in a conflict but continue until the “enemy” is exhausted. You can do the same in an argument. I was camping recently and the family in the tent next door had a very unhappy child having a full blown tantrum. Dad calming stood by and when the child became quiet he gently said “Ok, is it over now?” I was impressed.
Practice managing conflicts peacefully until you get really good at resolving conflict peacefully. Be gentle with yourself if you slip up. If need be apologise to your child and say you would have liked to handle a situation differently. Don’t worry you’ll get plenty of opportunities to practice. Remember that you can also apply these guidelines to conflicts in other areas of your life, not just with your children.
By Alison Burton
Clinical Hypnotherapist and Director of Simply Natural Therapies
Find our about our Enlightened Parenting & SleepTalk™ class. | <urn:uuid:e6653114-a041-416a-88d9-b01314ab5d01> | CC-MAIN-2021-39 | https://www.simplynaturaltherapies.com.au/alisons-blog/enlightened-parenting-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780053493.41/warc/CC-MAIN-20210916094919-20210916124919-00430.warc.gz | en | 0.967949 | 1,130 | 2.859375 | 3 |
Updated: Aug 1
The meniscus is a cartilaginous structure between the thigh and shin bones within our knee joint. It acts as a shock absorber, distributes load, provides congruency and nutrients to our knee joint. The meniscus is divided into the medial (inside) and lateral (outside) compartments. Due to its makeup and attachment to nearby structures, the medial meniscus is more typically damaged.
Meniscus injuries are typically divided into two subcategories: younger patients or older patients (>40 years). In younger patients the meniscus is typically pristine prior to injury, in older patients, the meniscus may have degenerative changes present, but does not necessarily mean that there is knee pain. For example, an older patient may have the same amount of meniscus and cartilage degeneration in their non-painful knee – it’s a typical part of the aging process.
The typical mechanism of a meniscus injury is when a person twists (or rotates) on a slightly bent knee with the foot fixed to the ground. Depending on the degree of injury and age of the patient, meniscus injuries are either managed conservatively (typically with exercise) or surgically (repair or removal of part of the meniscus). Due to the increased risk of knee osteoarthritis (OA) following meniscus surgery, conservative management is with Orthopaedic Physiotherapy usually favourable initially. Knee meniscus surgery may be indicated if you are experiencing any difficulty with moving your knee through its normal range, such as locking or catching.
Speak to one of our Physiotherapists in North Adelaide to help determine the best possible management of your meniscus injury.
Physiotherapist with an interest in Sports Physiotherapy
Brukner & Khan (2017), Brukner & Khan’s Clinical Sport Medicine (5th Edition), Volume 1, Injuries | <urn:uuid:71c53e1f-bafb-4680-b893-8c6900e0c64f> | CC-MAIN-2023-50 | https://www.bodyfit.life/post/what-is-a-meniscus | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679099514.72/warc/CC-MAIN-20231128115347-20231128145347-00837.warc.gz | en | 0.91052 | 405 | 2.9375 | 3 |
There are many great resources out there to inspire students about a range of careers. However, there are at least a couple of million people in this country doing well-paid, interesting and valuable jobs that too many young-people never get to hear about. Technicians work on everything from software development to medical research, and their jobs are ideal for people who are inquisitive, practical and great problem-solvers. Technical education pathways like apprenticeships or the upcoming T-levels are ideal routes to becoming a technician – read more below to find out what you should tell your students about technician careers.
We've developed an interactive way for young people to explore the full range of technician careers.
Inspire students with real-life technician stories. Downloadable versions are available for use in class or in career sessions.
We regularly post articles, stories, and employer profiles to provide you with even further inspiration and materials.
We've tried to answer as many FAQs from teachers and careers advisors as possible. Visit regularly for new and updated answers!
Our real-life stories of technicians show just how broad and interesting their jobs are. Inspire your students with our case studies that reveal the wide range of roles in which technicians make things happen.Explore all
Different reports suggest that there is anything between 1.5 and 2.2 million people working in the UK whose jobs fit the criteria of technician. Only some of them will have the word technician in their job title, and they are found across a wide variety of sectors and industries; but they do have a few keys things in common. They will have specific scientific, technological or engineering knowledge (this will depend on where they work) that they combine with a set of skills and attributes that are common to most technicians, regardless of the industry they are in. You can read more about these skills and attributes in our Prospectus.
When we hear the word technician, many of us first think of those technicians based in our school or college’s science or D&T departments. These people play a key role in the education workforce. However, in terms of overall numbers, they are a very small percentage (less than 1%) of the total number of people in the country who could be defined as technicians.
Not everyone would make a great technician, but for those that have a natural flair for most of the typical technician skills and attributes, it could be the perfect career path.
There is no such thing as a typical technician employer. In fact, from the smallest SMEs, to some of the biggest brands in the country, technicians are the linchpins of the economy, driving innovation, productivity and generally keeping things running smoothly for businesses up and down the land. Take a look at some of our real-life technicians to get a flavour of the huge variety of technician roles and their often surprising places of work.
Technicians Make it Happen is geared towards inspiring young people and explaining to the adults in their lives, such as parents and teachers, that the career of a technician can have boundless opportunities. Our aim is to reveal how technicians work in virtually every sector and industry in the country – and if you are naturally analytical, practical and a real problem-solver, it’s very likely that a technician career could be ideal.
As you know, all schools and colleges are now asked by government to publish what their career guidance plan is and how it is fit-for-purpose for each-and-every student.
Teachers and careers advisors may find the case studies and other resources on our site useful in lesson planning when thinking about linking careers to the curriculum or devising particular CEIAG activities.
The campaign is driven by the Gatsby Foundation’s Education Team. Gatsby has long championed technical education and skills in this country. We recognise that not only are these technician roles vital to our economy and growth, they offer a career pathway with autonomy, practicality and plenty of opportunity for growth for those that thrive best following a technical rather than an academic route post-GCSEs.
Depending on the particular technician role; technical education pathways like apprenticeships or the upcoming T-levels would be the best route to becoming a technician. However, going through our real-life technician stories, you will quickly see that people have taken varied paths to their technician role.
As a general rule, most people who are doing a technician role (and everyone featured on this site) will have formal qualifications at least at Level 3 as a minimum. As you are likely aware these could include; A-levels, Advanced Apprenticeships, Level 3 NVQ, Tech Level, or the International Baccalaureate Diploma for example.
A large number of technicians have qualifications much beyond this (from degrees right up to PhDs). However, it’s rarely the case that they need this level of qualification to be able do their job – they simply may have enjoyed their subject or studying their area of expertise.
Like almost all jobs advertised in this country, virtually all technicians will be expected to have passed Maths and English GCSEs (or their equivalent).
If a student has a question for you regarding a particular technician role that they find interesting, recommend that they visit the National Careers Service where they will find typical entry requirements for that role.
Apprenticeships are offered by a wide range of employers and are advertised in many places. The Government’s Apprenticeships website is a great place to start and includes many nationally available apprenticeships, information on the different levels of apprenticeships, and tips on how to apply for them.
However, many employers, colleges, and training providers advertise apprenticeships on their websites and do not always use the Government’s site.
Finding an apprenticeship can be a bit like finding a job – encourage your student to do some searching online or even contacting other local colleges or employers directly to get some more information about what is available.
T-levels are currently being designed and are hoped to be an ideal route to many great technician roles. They are set at Level 3 (equivalent to 3 A-levels) and so will be an option available after GCSEs. They combine classroom learning with a three-month industry placement. Their purpose is to give young people the technical skills, knowledge and experience to commence a career in an area that they are particularly interested in or passionate about.
T-levels are being rolled out in phases; with the first set being offered in some schools and colleges from September 2020. It’s hoped that the full range of options will be offered across the country from September 2023. The Government has created a useful overview of T-levels on its website.
If a student knows what kind of technician role they would like, the National Careers Service provides tailored information on the education and skills needed to get into the profession, what their typical working day would look like and relevant training or apprenticeships.
If a student likes the idea of being a technician but isn’t sure of what sector or industry would be right for them, why not use some of the stories of the real-life technicians featured on our website for inspiration.
Technicians Make it Happen gets many requests from schools and colleges every year to attend fairs or to identify work experience opportunities. Unfortunately, we can only attend a select number of events – you can find our events schedule here. We would encourage you to make use of the resources available on this site. If there is anything additional in hard copy that you would find useful, please contact us and we can arrange a pack to be sent to you or your school/college.
Technicians Make it Happen gets many requests regarding work experience and apprenticeships. Unfortunately, we have very limited capacity to offer work experience and it would be within a communications and marketing setting, with no technician experience offered. We do not offer technician apprenticeships, but many of the employers that we feature do.
The Government’s Apprenticeships website is a great place to start and includes many nationally available apprenticeships, information on the different levels of apprenticeships, and tips on how to apply for them.
If your student has SEND, or if you work in an educational setting that caters specifically for students with SEND, you will know that it is crucially important for them to receive high-quality, tailored careers advice and information. The Gatsby Foundation, which manages the Technicians Make it Happen campaign, offers some information on what good career guidance looks like, including for those students with SEND.
As you read our real-life technician stories you will see that we don’t always mention if they are someone with SEND, unless they have asked us for that to be included as part of their story. However, we know many technicians with a range of SEND – as there are in all professions and walks of life.
As you will see through our real-life stories, like most professions, technician careers come in all shapes and sizes. Some have started off in an entry level role or as an apprentice technician, and now are in senior management positions heading up huge teams. Some are working on ground-breaking projects around the world, while others ensure that the broadband service is up to scratch in their local community.
The career trajectory of a technician is influenced by as many factors as most other jobs. However, by going through some of our real-life stories, you will see that passion and enthusiasm for what they do is a common trait for those who have enjoyed careers with plenty of progression.
The Gatsby Foundation has long championed technical education and skills in this country. We recognise that not only are technician roles vital to our economy and growth, they offer a career pathway with autonomy, practicality and plenty of opportunity for growth for those that thrive best following a technical rather than an academic route post-GCSE.
While most of our interest in education has been focused on improving technical skills, we also have a strong interest in improving the quality of career guidance for all young people, regardless of subject interests, educational route or ability. The Gatsby Career Benchmarks, devised by Sir John Holman, are now the standard careers framework for all schools and colleges as set out in the government’s statutory guidance.
Technicians Make it Happen and our work in improving career guidance are therefore separate. However, as our campaign offers case studies and resources that teachers and careers advisors may find useful when talking about a specific range of careers, we ensure that we clearly signpost any relevance to the Gatsby Career Benchmarks. Most of what Technicians Make it Happen offers to teachers and careers advisors is particularly helpful in working towards Careers Benchmark 4 – Linking curriculum learning to careers.
Need more help or information? We would love to hear from you! | <urn:uuid:9e253ff5-bd85-4140-b188-a4ab3ecef2ea> | CC-MAIN-2022-27 | https://www.technicians.org.uk/teacher-career-advisor | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103669266.42/warc/CC-MAIN-20220630062154-20220630092154-00133.warc.gz | en | 0.96902 | 2,219 | 2.65625 | 3 |
The palace of Alhambra, built in medieval Granada, Spain, is the greatest example of Islamic military architecture in Europe. In 1238, the Moorish Sultan Muhammad I withdraws to this region to create a bastion that would protect his family against Christian attack. Against the backdrop of war and terror, he begins a construction project that will span more than one and a half centuries. We reveal the history of engineering one of the most beautiful palaces in the world amidst the chaos of Holy War.
The history of engineering the Alhambra, built in medieval Granada, Spain – the greatest example of Islamic military architecture in Europe.
Just how did Sultan Muhammad I construct such an impregnable fortress? How did he raise water from the river Darro 100 metres below to irrigate its gardens – a novel system known as acequias? And why is Greek geometry a crucial part of this Muslim masterpiece? This documentary brings to life the history of architecture and treacherous political betrayals that gave birth to what is arguably the most glorious example of Moorish architecture in existence.
The palace of Alhambra and the magnificent gardens of the Generalife, the former rural residence of the emirs who ruled this part of Spain in the 13th and 14th centuries, still tower above a modern town. | <urn:uuid:1779d4c2-fde9-4fb8-a6ab-69be5cf1c3e4> | CC-MAIN-2021-21 | https://parallaxfilm.com/episode/the-alhambra/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243989814.35/warc/CC-MAIN-20210513142421-20210513172421-00390.warc.gz | en | 0.950269 | 264 | 3.359375 | 3 |
Implementing an effective e-learning strategy requires more than just posting course content to the web or importing old PowerPoint slides into a new digital authoring tool. Professional e-learning instructional designers know how to deliver information in digital formats that can motivate learners, improve their skills and change their behaviors. This two-course certificate program gives you the knowledge and ability to develop sophisticated e-learning systems that will produce positive learning outcomes.
Master Key Concepts
- Analyze learning gaps and instructional needs that can be met through e-learning
- Utilize adult learning concepts to design meaningful, motivating content
- Develop learning objectives, match them to instructional approaches and design strategies to measure outcomes
- Use interactions and scenario-based learning to sustain engagement
- Select effective design and delivery methods to match emerging needs and changes in technology
- Manage challenges around implementing new training programs
- Apply quantitative and qualitative assessment methods
Apply Your Knowledge
In the second course, you’ll design and develop your own working e-learning module, which you can add to your professional portfolio.
Course 1: Fundamentals of E-Learning Design and Development
This course covers the fundamental principles of adult learning as they relate to the design and development of online learning content. We’ll explore how to craft clear learning objectives and develop measurement strategies that demonstrate the achievement of learning outcomes.
Course 2: Learning & Instructional Design Practicum
In this practicum course, you’ll have the opportunity to apply the instructional design knowledge and skills acquired in the previous course to plan, design, develop and evaluate your own e-learning module
Interested? Sign up for updates on this programSign up below and we’ll notify you when future sessions become available for registration. | <urn:uuid:dcd9693a-ce0d-446c-80c3-7a36dd30ded8> | CC-MAIN-2019-18 | http://extended.uno.edu/e-learning-instructional-design-certificate/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578527135.18/warc/CC-MAIN-20190419041415-20190419063415-00433.warc.gz | en | 0.875586 | 357 | 2.78125 | 3 |
How to Make a Curved Graph on Excel
Microsoft Excel is designed to organize and interpret small and large amounts of data. Building a curved graph in Excel based on X and Y data points is fairly simple. You begin by adding the data points. After adding each data set, you can set the line graph to bend and curve according to the data. The function simply works around the horizontal and vertical axis to form the graph.
Drawing a Circle
If pinpoint accuracy is not important, you can simply draw a curve shape to create a graph. Excel offers options for drawing a variety of shapes with circles, curves and straight lines. To draw a simple curve shape without perfectly adhering to data points, click Insert from the primary menu. Choose Shapes to retrieve all of the line drawing options and select the curve shape.
Click on the point where you want to begin the curve. Hold down the cursor and drag to draw your line. Continue holding until you hit the end point on your line drawing. The curve will show as you draw but will not finish until you release the cursor and click again on the end point. Repeat with an inverted curve if you want to create an S curve in Excel.
Create a Curve Graph
Open a new workbook and label the first column as X for the horizontal axis and the second column as Y for the vertical axis. Input your data into each column and double check the results to ensure everything is properly entered. Errors will change the course of your graph and make it display a shape different from the desired result.
Click on the A1 cell and drag down and across the A and B columns to highlight all of the data available. You are essentially selecting all data and can also perform a select-all function so long as both columns are selected at the same time.
Select Insert to open a window of options and choose Charts to open the chart and graph options. Click on XY Scatter to generate a curved graph in Excel. A window of options will open to setup the final graph. Make sure you have mapped Column A to the X Axis and Column B to the Y Axis.
It will also show a set of design previews for the graph. Some only have a scatter plot with all of the points while others show the line through the points. Choose the curved line graph unless another option is desired.
The Purpose of Scatter Plots
Scatter plots are an excellent method of comparing the correlation between two sets of data. They essentially show how one set of data influences the other. The applications for a graph of this nature are endless. In business, the plot is generally applied to cause-and-effect situations.
For example, a business might plot a course that shows the revenue resulted against sales call volume in a localized area. They may discover that an increase happens until a certain point where the revenue tapers despite a continual increase in calls. The business can then decide to expand the area, change the script or take alternative measures at the inflection point.
Correlating between any activity and revenue is commonplace in business. The chart can also work to correlate between productivity and revenue or any set of variables that will influence the business.
Zach Lazzari is a freelance writer with extensive experience in startups and digital advertising. He has a diverse background with a strong presence in the digital marketing world. Zach has developed and sold multiple successful web properties and manages marketing for multiple clients in the outdoor industry. He has published business content in Angling Trade Magazine and writes white papers and case studies for multiple corporate partners. | <urn:uuid:8b63cedf-a3d9-416d-980c-e9f5adeb7974> | CC-MAIN-2022-27 | https://smallbusiness.chron.com/make-curved-graph-excel-29784.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104675818.94/warc/CC-MAIN-20220706151618-20220706181618-00162.warc.gz | en | 0.924905 | 729 | 4.0625 | 4 |
Financial emergencies are not always caused by something as dramatic as a natural disaster or a serious illness. In fact, they are usually triggered by events that seem so run-of-the mill that they won't earn you much in the way of sympathy. For that reason, you need to be prepared for these more ordinary events, because you may find help from others hard to come by. Failing to prepare for these events can be costly. With savings account interest rates so low these days, it may seem there is little incentive to keep an extra cushion in your savings account, but think of it this way: Having an emergency reserve can help you avoid racking up credit card debt when an unexpected need arises. The Federal Reserve reports that the average credit card balance carries an interest rate of 13.22 percent, so keeping extra money in your savings account isn't merely a way to earn a percent or so on your savings; it is also a way of avoiding having to pay in excess of 13 percent if you suddenly need cash.
Potential financial calamitiesHere are six examples of ordinary events that can create a need for additional cash:
- Another year of college. Tuition costs have risen at three times the rate of inflation over the past 30 years, which has contributed to the accumulation of student loan debt in the U.S. reaching $1 trillion. Compound that with students who find it increasingly difficult to finish their degrees in four years, or who return to school rather than face a hostile job market, and anyone with children approaching college age may do well to budget a little extra for education.
- Car trouble. It can crop up at any time, and if getting to work depends on your car, fixing or replacing a broken vehicle is not a discretionary item. You can't predict when this kind of thing is going to happen, but you know it's going to happen eventually, so why not budget for it?
- Home repairs. The nature of many home repairs is that if you don't take care of them promptly, they can lead to more expensive problems.
- Unemployment. The Bureau of Labor Statistics reports that as of late 2012, the median stint of unemployment lasted 19 weeks, and 40 percent of unemployed persons were without a job for more than half a year. Unemployment benefits probably won't cover your expenses, so it can pay to have some extra reserves.
- Cut hours. Even if you don't lose your job, many employers are having to cut hours in the face of a slow business environment. Some extra savings can help you fill the resulting budget gap until things pick up.
- Higher insurance premiums. Insurance is a big-ticket item, and it is often subject to sudden rate increases. Any marks on your driving record are likely to boost your auto insurance premiums, while life insurance premiums are often designed to go up as you age, and health insurance premiums just seem to go up no matter what. | <urn:uuid:e550ec11-3c00-447b-8b93-24565149271b> | CC-MAIN-2018-22 | https://www.thestreet.com/story/11822485/1/6-ordinary-emergencies-you-should-save-for.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794866772.91/warc/CC-MAIN-20180524190036-20180524210036-00059.warc.gz | en | 0.971521 | 593 | 2.703125 | 3 |
Govt says climate refugees cannot claim asylum in Germany despite UN ruling
Clean Energy Wire / Deutsche Welle
The German government has expressed disagreement with a ruling by the United Nations Human Rights Committee, which states that countries may not deport individuals who face "climate change-induced conditions that violate the right to life", writes the Deutsche Welle. A spokesperson from the interior ministry said that although there was a link between climate change, migration and flight, this link had so far been insufficiently investigated. "Most studies suggest that environmental changes are triggers for migration decisions, but are not the sole cause," added the spokesperson. The UN ruling was based on the case of a citizen of Kiribati, who was deported from New Zealand after seeking asylum. The committee determined that New Zealand's courts did not violate his right to life at the time but stated that "the ruling sets forth new standards that could facilitate the success of future climate change-related asylum claims.”
The worsening impacts of climate change could see more and more people move within the borders of their countries or abroad. In Germany, an Advisory Council on Global Change (WBGU) has proposed four possible initiatives for fair climate policy, including providing support for regions in transition and those most affected by climate change, and creating humane and dignified migration options for people forced to leave their countries due to climate change. Two interior ministers of the federal states of Hessen and Bavaria last year said that Germany should not take in climate refugees, following demands from Sea-Watch captain Carola Rackete. | <urn:uuid:2646ba43-6258-4529-a796-2885dbddac78> | CC-MAIN-2020-10 | https://www.cleanenergywire.org/news/govt-says-climate-refugees-cannot-claim-asylum-germany-despite-un-ruling | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875145859.65/warc/CC-MAIN-20200223215635-20200224005635-00406.warc.gz | en | 0.967187 | 312 | 2.515625 | 3 |
It is widely accepted in many parts of the world that chick anaemia virus (CAV) can have a serious economic impact on the poultry industry through direct clinical and potentially even more damaging, sub-clinical disease.
CAV was first identified in 1979 and since then has been found in all parts of the world where poultry are kept commercially. The causal virus is a very small circovirus, resistant to acid pH, ether, chloroform and heat.
The disease it produces is important clinically through increased mortality, costs of treatment from secondary infection and poor growth. Classical infection is from breeders infected in lay, which transmit the virus vertically to give disease in broiler progeny at 10 to 14 days of age. Mortality may reach 60 per cent. Affected broilers are stunted, pale, show morbidity, severe skin infections, fungal infections and general immunosuppression. Affected chicks are produced for three to six weeks after the infection first enters the susceptible breeder flock. It is estimated that the disease may cost the US industry alone some $50 million each year!
The full blown clinical disease is thankfully now quite rare in many countries where breeder flocks tend to get infected in rear, or are vaccinated and have developed at least partial immunity before lay. This prevents, or lessens, the chain of vertical transmission. Most companies have monitoring or vaccination programmes in place to try and ensure broad protection through the breeders.
A better understanding of the disease and the use of vaccines has dramatically reduced the occurrence of clinical disease. However, work, by researchers at the Stormont laboratory, Ireland suggests that insidious loss of broiler performance through sub-clinical infection may be of equal, if not greater, economic significance.
All ages of broiler are susceptible to infection, but this is thought to greatly decrease with age after the first two to three weeks of age. It was thought that if the early danger period could be covered by maternal antibody from vaccination or previously exposed parents, then the progeny ought to be protected. However, a lack of uniform antibody being passed on by the parents, and the effects of other immunosuppressive agents, may compromise this protection. It is known that co-infection with CAV and viruses such as Marek’s disease virus, Gumboro disease virus and reoviruses delay the protective age resistance effect. Chicks are then more susceptible to horizontal infection with CAV for a longer period.
Natural infection of breeder flocks or poor vaccination, especially when vaccines are administered via the drinking water leads to very variable and often low antibody levels in breeder hens and hence their broiler progeny. As a result a significant number of broiler chicks are hatched with little or no protective antibody from breeders thought to be protected. These chicks are at great risk from horizontal infection from hatching onwards.
These effects have been suspected for some time with the identification of antibody to CAV in broilers at slaughter. This means they must have met infection with the virus during their life as a broiler. Such horizontal infection can be passed on to the susceptible chicks by chicks that were infected in the egg (either from the same flock code, or other code mixed in the hatchery or early on farm), or from infection picked up from the environment by the susceptible chicks with little or no antibody. This resistant virus can persist on broiler farms despite standard cleaning and disinfection procedures, as many disinfectants have little, if any, effect.
Some excellent work at the Stormont laboratory has helped to highlight and quantify the effects of this horizontal infection in what might otherwise be considered "clinically normal" broilers. Workers used a powerful broiler database established in 1984 to investigate the problem. This database enables single house comparisons of broiler flocks, looking at over 40 different production and performance parameters. Investigations during 1989 examined 50 broiler flocks involving some one million birds, comparing 25 flocks which showed antibody to CAV at slaughter against 25 flocks without any antibody. All were the progeny of infected parent flocks, and hence the more classical vertical transmission leading to clinical blue wing/gangrenous dermatitis syndrome was not involved. These were clinically normal flocks with unexceptional mortality.
However, comparing production parameters for the two groups revealed some significant and important differences. The flocks which had not met CAV infection during their broiler life and were antibody negative showed the following:
~ 2.0 per cent better FCR
~ 2.5 per cent better average weight
~ 13.0 per cent greater net income
The research workers concluded that:
"...sub-clinical CAV infection has a substantial statistically significant effect on commercial broiler performance and profitability."
Hence sub-clinical infection with CAV leads to highly significant economic losses. So, whilst effective vaccination of breeders is highly desirable in preventing the more obviously devastating disease, other approaches must be considered for broilers on the ground. This approach must be aimed at preventing susceptible chicks from coming into contact with CAV infection on the hatcher tray or broiler farm. Secondly, challenge with potentially immunosuppressive viruses such as those of Mareks disease and Gumboro disease must be reduced or prevented, to avoid any compromising of broilers' ability to resist subclinical CAV infection.
This can only really be achieved through an effective and appropriate cleaning and disinfection procedure, using products with a proven track record against these resistant immunosuppressive viruses.
A positive and practical approach must be to remove the residual site contamination through the implementation of a comprehensive infection control regime, both for continuous protection and terminal disinfection.
Tests conducted at CVL Weybridge, UK, have produced specific data to show that the broad spectrum virucidal disinfectant Virkon® S (DuPont™) is effective against CAV at a dilution of 1:250 . To combat the disease, DuPont™ recommends that close attention is paid to the cleaning and disinfection of water supplies, drinking systems and equipment.
Effective sanitisation of the water system will obviously help to reduce challenge, especially in older, more conventional, bell drinkers, or nipple cup systems. DuPont™ advises that, at the correct dilution, Virkon® S is safe to use as a regular addition to water lines. Continuous proportioning of this product into the drinking water will prevent the spread of primary viral agents, should the water become contaminated by infected birds.
Continuous protection of stocked housing is vital to minimise challenge from external sources. Foot and wheel dips should be in place at the entrance to all housing, visitors should be issued with protective clothing and required to wash their hands with a suitable antiseptic soap.
Following the removal of the flock, the housing is emptied of equipment, dry cleaned thoroughly, then cleaned with a barn cleaner. After cleaning, the housing should be disinfected using a broad spectrum product such as Virkon® S. All the removed equipment must be cleaned and disinfected before being replaced.
Stephen A Lister
BSc BVetMed MRCVS
Crowshall Veterinary Services
® and ™ indicate trademarks or registered trademarks of DuPont™ or its affiliates.
DuPont is a science company. Founded in 1802, DuPont puts science to work by creating sustainable solutions essential to a better, safer, healthier life for people everywhere. Operating in more than 70 countries, DuPont offers a wide range of innovative products and services for markets including agriculture, nutrition, electronics, communications, safety and protection, home and construction, transportation and apparel.
DuPont Animal Health Solutions
Windham Road, Chilton Industrial Estate,
Sudbury, Suffolk, CO10 2XD, United Kingdom
Tel. +44 (0)1787 377305
Fax. +44 (0)1787 310846 | <urn:uuid:70fd8304-4ef5-48e9-8a87-cc3a74672c79> | CC-MAIN-2015-06 | http://www2.dupont.com/DAHS_EMEA/en_GB/news_events/article20080324.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-06/segments/1422122152935.2/warc/CC-MAIN-20150124175552-00169-ip-10-180-212-252.ec2.internal.warc.gz | en | 0.940919 | 1,609 | 3.203125 | 3 |
All cool room refrigeration systems have five main components:
- The compressor, which compresses the refrigerant gas
- The condenser, in which the hot gas is cooled to a liquid
- An expansion valve, which controls flow of the liquefied gas and where liquid gas expands to vapour
- Evaporator coils, where the liquid gas expands and boils. This process absorbs energy, cooling the coils
- Fan or fans, to circulate air over the cold evaporator coils, thereby cooling the cool room. Air may also be circulated over pipes containing some type of liquid antifreeze, which have themselves been cooled using the evaporator. Fans also circulate air around the cool room to ensure even distribution of the cold air and reduce temperature variations within the room.
The temperature of air leaving the coils must necessarily be lower than the cool room setpoint, in order to remove heat generated inside the room. The RH inside the room is affected by:
- The magnitude of the difference between the room set point and the coils.
- The amount of temperature variation allowed before the system switches on or off (eg. 2°C ± 2°C means the room can increase to 4°C before the fan unit turns on).
Smaller temperature differentials maximise RH.
Cool room panelling relies on trapping air, usually in a foam or polystyrene matrix, to prevent transfer of heat from the outside environment into the cool room inside. However, it is vitally important to keep this material dry. If the inside of the panelling becomes wet due to condensation and/or entry of humid air from the room then it will become ineffective. Seals around all cool room panels must be intact and waterproof enough to repel water used for cleaning (e.g. jet washing).
Concrete floors should include layers of insulating materials, and be thoroughly sealed against water from floor puddles or washing. Many commercial cool rooms do not have well insulated floors, even though good floor insulation can greatly reduce temperature leakage.
Cool room design and construction
A cool store is essentially a large, insulated box with a refrigeration system and a door. Temperature will vary in different areas inside the room depending on airflow, the way produce has been loaded inside, and the amount of heat contained within that produce.
The design of cool rooms needs to take into account a number of criteria:
- Temperature range.
- Systems which need to achieve temperatures below zero are usually more expensive than those which have a minimum temperature of 2°C or greater.
- Accuracy of control.
- A room which seeks to control temperature within ±0.2°C, for example, will be more costly than one which allows larger fluctuations.
- Degree of spatial variation within the room.
- All rooms have warmer areas, often by the door, or in the back corners. The coldest zone is almost always in front of the delivery air.
- Minimising spatial variation requires increased air circulation and volume, adding cost to equipment and materials.
- Cooling capacity.
- For example, a room might need to have sufficient cooling capacity to reduce the temperature of 20 harvested bins of broccoli (equivalent to 20% of the total room capacity) from 25°C (harvest temperature) to 5°C within 12 hours.
- Heat load from the outside environment.
- This will affect the thickness and quality of insulation materials chosen for the walls and floor.
- Using heat reflective paints and materials as well as roof shading can significantly reduce heat load on the room.
- How the room will be loaded and produce stacked.
- Air circulation should ideally be consistent with the normal orientation of pallet skids.
- How often the door needs to be open for incoming and outgoing product.
- Frequent door opening, particularly if ambient temperatures are high, greatly increases the load on the refrigeration system.
- Having a small door for foot access, in addition to a roller door for forklifts, can reduce loss of cold air.
- These can be further enhanced with flexible curtaining materials, fast automatic roller doors, or double door systems.
- An air curtain (as shown at right) can also be used to reduce entry of warm air into the cold room.
- Running costs.
- Electricity is a major cost for packing and storage facilities. Spending more on better insulation and door seals may be highly cost effective if it reduces power costs.
- If temperature control is not critical and rooms are left closed during the day, it can be possible to use mainly off peak electricity. Product is cooled overnight and allowed to slowly increase during the day.
- With water-cooled systems, off-peak electricity can be used to cool a chilled water tank (‘heat sink’), which can then be used during the day.
- Rooms need to be kept clean, so using materials that are easily washed and including provision for drains will make this easier.
Cool room loading
For the cool room to operate correctly, air must be able to circulate around the produce inside, whether it is already cool or not.
Produce should therefore never be stacked against the cool room wall. It is recommended to leave a gap of at least 10cm for air to circulate. A larger gap (10–15cm) should be left if the wall is exposed to the sun. These gaps will allow any heat transferring from the outside environment to be carried away in the room air before it can warm the product.
Likewise, a clear air space of 25cm or more should be left between the fan unit and the top of stacked pallets or bins. This will allow the cold air to move over the top of the store contents, rather than being blocked by products nearest to the refrigeration unit.
Stacking products on pallets allows air circulation between the floor and the packed products. Aligning the pallet skids to run parallel to the direction of the cooling air (i.e. towards the refrigeration system) will create a more efficient air circulation. | <urn:uuid:7d8e7c91-2416-44a6-b138-50e255cb353e> | CC-MAIN-2022-27 | https://www.postharvest.net.au/postharvest-fundamentals/cooling-and-storage/cool-rooms/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104597905.85/warc/CC-MAIN-20220705174927-20220705204927-00734.warc.gz | en | 0.914373 | 1,260 | 3.265625 | 3 |
歡迎來到Yogi老師解題給你看，今天我要講解的是AP Physics C Mechanics的問題
A cookie jar is moving up a 20° incline. At a point 55 cm from the bottom of the incline (measured along the incline), the jar has a speed of 1.5 m/s. The coefficient of kinetic friction between jar and incline is 0.16.
(a) How much farther up the incline will the jar move?
(b) How fast will it be going when it has slid back to the bottom of the incline?
(c) Do the answers to (a) and (b) increase, decrease, or remain the same if we decrease the coefficient of kinetic friction (but do not change the given speed or location)? | <urn:uuid:6d236394-c589-4ea5-8f32-12f4d1c62a46> | CC-MAIN-2020-50 | https://jklstudy.com/2019/hw333-a-cookie-jar-is-moving-up-a-20-incline-at-a-point-55-cm-from-the-bottom-of-the-incline/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141177566.10/warc/CC-MAIN-20201124195123-20201124225123-00694.warc.gz | en | 0.745502 | 199 | 3.4375 | 3 |
Created by Congress in 1863, the National Academy of Sciences conducts research in a wide variety of studies and provides its results to the U.S. government. Its Foggy Bottom headquarters are housed in a 1924 Neoclassical building designed by American architect Bertram Grosvenor Goodhue (famed for designing L.A.’s Central Library), but only a few lobby-mounted, rotating scientific exhibits are open to visitors. The building’s main public attraction is the Albert Einstein Memorial, a huge and endearing bronze statue of the famous physicist set outdoors beside Constitution Avenue.
Fortunately for those interested in the NAS’ groundbreaking research, its intimate Marian Koshland Science Museum (located in Penn Quarter), illustrates the scientific findings of the NAS through inventive, interactive exhibits. These exhibits include visual dissertations on climate change, the anatomy of the brain, how to protect the world’s water supply and more.
The National Academy of Sciences Building has a parking lot at the intersection of C and 21st Streets NW, or the closest Metrorail station, Foggy Bottom-GWU, is about 8 blocks away and serves the Orange and Blue Lines.The Koshland Museum is surrounded by street parking, and is near the Gallery-Place-Chinatown Metrorail station, which serves the Green and Yellow Lines. | <urn:uuid:535f9b6d-a119-43ff-b6ee-d546575232d5> | CC-MAIN-2018-39 | https://dk.viator.com/Washington-DC-attractions/National-Academy-of-Sciences/d657-a9195 | s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267162809.73/warc/CC-MAIN-20180926002255-20180926022655-00162.warc.gz | en | 0.943647 | 277 | 2.5625 | 3 |
A while back, I wrote about how developing a tune is like baking chocolate chip cookies. To review, the first step in making chocolate chip cookies is the dry mix; the flour, salt, and baking soda. In tune development, it is the rhythm.
During this Covid-19 pandemic, we have a million people playing Amazing Grace to honor our medical personnel. While their heart is in the right place, the majority of what I have heard are performances that lack rhythm. Does it matter in this instance? Probably not. But as a bagpipe teacher, I make a big deal about rhythm as it is the main channel for developing musical expression on the bagpipe. In this process we take a pencil and we write in the “rhythm syllables” below the melody notes. Then we practice saying them until we are fluent. At that point, even if we have never heard the melody before, we have an idea as to where the tune is going.
The wet ingredients in chocolate chip cookies are the butter, the eggs, the sugar, the brown sugar, and the vanilla. In tune development, that is the fingering. The fingering is what takes the longest to develop. Because you took the time to ingest the rhythm at the beginning, as your fingering evolves you are going to start hearing the tune.
The last ingredient in chocolate chip cookies is the chocolate chips. This is the metronome. Bagpipe music doesn’t have good musicality if there isn’t a steady beat. I think marching in place creates a steady beat…unless you have a club foot or a peg leg. 😉 You can even practice marching in place while sitting in a chair. To do that you lift your heels while leaving your toes on the floor. Practice doing this with help from a metronome, alternating your feet. (You can download a free metronome phone app. There’s no need to purchase one.)
The metronome is last!! Why? Because if you use it too early, you are going to sacrifice ornamentation in the tune. When you start using a metronome in 4/4 time, say at 72 BPM, that might be too fast for you. My suggestion is to play the tune in 8/8. Tap to the eighth note. This gives you an opportunity to open all of the doublings and tour paths so that the grace notes within those ornaments land on the right syllables. As you improve, you can up the beats per minute and then convert to playing back in 4/4.
I’m not opposed to using a metronome. I think that student bagpipers take it upon themselves to use it too early without proper instruction and supervision. Chocolate chips by themselves create nothing except a headache and diabetes. | <urn:uuid:e1d00d0a-830a-4664-9a6d-b3186752f4ff> | CC-MAIN-2020-45 | https://www.bagpipelessons.net/lets-talk-about-using-the-metronome/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107894175.55/warc/CC-MAIN-20201027111346-20201027141346-00418.warc.gz | en | 0.935977 | 579 | 2.578125 | 3 |
Science Fair Projects
Databases Especially for Kids
Science Online (Facts On File)
Science Experiments and more. This database will not only help you find a science experiment, but it will provide definitions, diagrams, facts, timelines, and essays, too.
Websites for More Information
All Science Fair Projects
Visit this site for over 500 science fair project ideas sorted by area of science.
Learn about steps in the scientific process along with researching science fair project ideas.
Science Fair Central from DiscoverySchool.com
Visit the Science Fair Studio for a Handbook outlining everything you need to know about creating a science project, a list of project ideas, and a helpful bibliography on science projects. Also check out frequently asked questions (FAQ's) and tip sheets.
Science Fair Project Resource Guide
Provides websites that take you through all of the steps of creating a good science fair project.
Successful Science Fair Projects
Provides the sections for a science project, as well as display tips. This site was created by a science teacher and former science fair organizer and judge. | <urn:uuid:09b1c203-8109-47c6-861a-52f03c7a9b32> | CC-MAIN-2015-40 | http://carnegielibrary.org/kids/bigkids/homework/sciencefair.cfm | s3://commoncrawl/crawl-data/CC-MAIN-2015-40/segments/1443736677221.11/warc/CC-MAIN-20151001215757-00124-ip-10-137-6-227.ec2.internal.warc.gz | en | 0.890831 | 222 | 3.34375 | 3 |
OCD if you didn’t know is a mental disorder that affects between 2 and 3 percent of the population. OCD is when you have Obsessive thoughts that then lead to having the need to complete tasks or rituals Compulsions, otherwise you will have increased Anxiety.
My O.C.D affects me in all sorts of ways. I have thoughts that would lead me to do things, when the thoughts are there to get rid of them. It may be touching an item, counting items or moving things which is also triggered by another problem I have called Perfectionism Disorder. I have increased Anxiety at times from having OCD and social Anxiety, which lead to panic attacks.
Some of my compultions happen to be the usual ones that people tend to associate with OCD like washing my hands, checking locks and windows, checking candles, turning appliances on and off multiple times like the cooker and lights,
When I get anxious I Tap, pinch and pull things until I can do something that releases the anxiety. If i don’t do that it would tend to lead to a panic attack. | <urn:uuid:c10314af-c3c2-4145-bc56-de12e19250a8> | CC-MAIN-2018-34 | http://headsunderwater.com/o-c-d | s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221211316.39/warc/CC-MAIN-20180816230727-20180817010727-00385.warc.gz | en | 0.963344 | 225 | 2.796875 | 3 |
The wake of an aircraft is composed of a pair of counter-rotating vortices, which are inherent to the generation of lift by the wing. Those vortices are quite persistent and can live up to several minutes after the aircraft has flown by. A following aircraft that would enter such a wake could experience a strong rolling moment or a strong downwash velocity that could be hazardous. The separation minima imposed between aircraft are based upon this wake turbulence hazard. Nowadays, air traffic increase has made these wake vortex separation standards a limiting factor on the capacity of the busiest airports. Reducing the separation minima, while maintaining or even improving the current safety level, hence represents a significant economic interest. Using its strong expertise in wake vortex encounter risk assessment and its simulation tools, WaPT offers various solutions to mitigate this major challenge in Air Traffic Management (ATM).
ESTABLISHING NEW AIRCRAFT CATEGORIZATION
Currently, aircraft are divided into four categories according to their weight. The separations are established following two principles: i) heavier aircraft generate more dangerous wakes; ii) heavier aircraft have more control authority to recover in case of a wake vortex encounter. However, weight is not the only parameter of influence. Dividing the aircraft into more than four categories, using a more appropriate metric, would provide controllers with more flexibility to optimize air traffic management and hence increase the airport capacity. Using its expertise and modeling tools, WaPT provides scientific argumentation for such re-categorization.
ESTABLISHING WEATHER-BASED SEPARATIONS
Wake vortex behavior (transport and decay) is strongly related to the ambient meteorological conditions (i.e., wind, turbulence and temperature stratification). Establishing dynamic separation procedures that also depend on the atmospheric conditions would hence allow significant capacity increase when the conditions are favorable. Using its analysis and modeling tools, WaPT helps you to establish new separation procedures and to certify them.
IMPLEMENTING NEW CONCEPT OF OPERATION
Depending on their traffic mix, typical runway operations and atmospheric conditions, the international separation standards could be over-conservative for some specific airports. Relaxing some of the separation standards in those airports are hence safe and allow capacity increase. Using its simulation and analysis tools, WaPT provides safety evidence for certification of such concept. The WAKE4D simulation tool was, for instance, used for the certification of the WIDAO concept at Paris-Charles de Gaulle airport.
DETERMINING THE REQUIRED WAKE VORTEX SEPARATION
Before being released to the market, a category has to be assigned to any new aircraft. Using its analysis and simulation tools, WaPT provides safety evidences to characterize the aircraft wake and compare its related risk to the wake of existing aircraft.
REDUCING VORTEX ENCOUNTER OCCURRENCE
Wake vortex encounters are regularly reported by pilots. Using WAKE4D, WaPT is able to replay the encounter situation to determine its causes and envisage alternative scenarios that could prevent it to occur. This would enable an air traffic management adaptation to increase the global safety level. WaPT also provides the WAKE4D as a wake predictor for, on-board or ground-based, wake vortex avoidance systems. | <urn:uuid:17dfe374-d777-4557-802a-c324235c5b93> | CC-MAIN-2020-50 | https://www.wapt.be/aircraft-wake/challenges-and-solutions_ac/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141211510.56/warc/CC-MAIN-20201130065516-20201130095516-00076.warc.gz | en | 0.91798 | 673 | 3.109375 | 3 |
Having a proper breakfast and lunch gives the right amount of energy for us to get through the day. Yet, why do we often feel drained of energy halfway through the day? Actually, there are some foods that cause fatigue and loss of energy – foods we should definitely avoid if we want to stay active all day long.
Modern life is so full of responsibilities demanding a whole lot of energy and vigor. Food is the main source of energy and we get this fuel up at least thrice a day. Some of the foods we eat, instead of recharging our energy, steal it away from us. This is the reason why after breakfast we need a coffee so bad, and after lunch all we want is to take a nap.
Here is a list of foods to avoid at breakfast and lunch, if we want to stay active and preserve our energy for the rest of the day.
6 foods that cause fatigue and loss of energy
#1 – Sweet breakfast
Biscuits, croissants, sugared yoghurt, breakfast cereals, muffins and brioches are advertised as fit for breakfast. At first sight it seems that is the case, as we are used to perceiving sugar as a source of energy.
Eating sweet foods on an empty stomach makes pancreas secrete insulin in order to lower blood sugar, and this is the reason why we feel fatigued rather than energetic.
One more side effect of the increase in blood sugar is getting hungry. It is no surprise that one hour after a sweet breakfast we need to have a snack. The main downside to it is the risk of diabetes.
In order to prevent energy loss and start the day in a healthier way, replace your sweet breakfast with whole cereals and sugar-free muesli, oatmeal, eggs, walnuts and shell fruit.
#2 – White flour
Bread from refined white flour (bread rolls, toasts and sandwiches), or pizza at lunch – are all foods having the same effect as sugar-rich foods – they stimulate pancreas and insulin production. Fatigue is likely to get triggered right after eating such a meal.
What is more, foods from white flour have a low nutritional value and may cause a weight gain. If we want to be active, energetic and healthy, eating such foods is useless and also detrimental in the long term.
In 2015 the American Journal for Clinical Nutrition published a research study that showed a link between eating large amounts of white bread and depression.
#3 – Energy drinks
Lots of people love and drink energy drinks. The main ingredients of these drinks are L-Carnitine, taurine, caffeine and sugar. L-Carnitine and taurine are important amino acids for metabolic processes and they are present in internal tissues and muscles, but with no effect on energy metabolism. Taurine boosts the caffeine effect which, along with sugar, gives temporary and short-term energy, followed by fatigue and headache, which leads to the need to have another energy drink.
Having large amounts of these drinks increases the risk of diabetes and cardiovascular diseases.
One single energy drink on average contains 13 spoonfuls of sugar, whereas the limit enforced by WHO (World Health Organization) is 6 spoonfuls a day.
#4 – Coffee
In our body caffeine triggers the same reaction as the reaction to an imminent danger. When caffeine kicks in, it stimulates the adrenals to secrete adrenalin and cortisol. The effect is a feeling of energy, which fades away when caffeine wears off.
The main issue about coffee is it is addictive. If we drink more and more cups of coffee every day, not only do we get more addicted to caffeine, but as a result our adrenals won’t react the same way anymore.
#5 – Smoked, salted and preservative rich foods
Highly processed foods end up losing most of their nutrients. This is the case of fast-food, processed and ready meals so many people eat at breakfast, lunch and dinner, either because of lack of time or convenience. These foods are rich in fats and additives, which require much effort and energy for our body to digest. These are the typical foods that drain the energy from our body and that we’d better avoid.
#6 – Red meat
There is so much research going on trying to prove the benefits and actual risks of eating red meat. On the one hand it is rich in valuable nutrients, on the other hand eating red meat is linked to serious side effects.
It takes lots of energy and time to digest red meat, this is the reason why after eating a steak at lunch we get drowsy.
It is important to take into account the kind of process foods undergo. Clearly, if we eat sausage and smoked foods, our body would need a lot more energy to digest them, getting little nutrients and feeling drained and fatigued.
If you find it difficult to give up on meat, you’d better choose unprocessed foods, or eat meat on weekends, in order to avoid an energy loss when you need to be active the most.
Usually the foods you find more difficult to digest, will cause you an energy loss and fatigue, especially if you are sensitive or intolerant to certain foods or ingredients (such as lactose or gluten for example).
It is definitely true: we are what we eat. Food affects our productivity, mood and quality of life. Have you noticed what foods make you feel fatigued and energy drained? Please leave me a comment. Thank you and stay healthy! | <urn:uuid:2811940c-20d0-41b6-b590-52898fc303cd> | CC-MAIN-2019-39 | https://uphealthyandfit.com/6-foods-that-cause-fatigue-and-energy-loss/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514570740.10/warc/CC-MAIN-20190915052433-20190915074433-00190.warc.gz | en | 0.948936 | 1,146 | 2.9375 | 3 |
Mining is a risky business. In order to minimize this risk it is crucial to have an in depth and well defined understanding of the geological region when targeting and developing prospective sites. The science of prospecting for deposits large enough for commercial viability involves extensive field work prior to any extraction operation. Mining exploration includes material sampling and analysis which is costly and time consuming when performed with traditional laboratory based methods.
Reflectance spectroscopy is utilized by miners for rapidly characterizing many of the alteration assemblages associated with economic deposits. Since these assemblages define mineralogical and geochemical halos associated with mineralization and can be recognized beyond the obvious limits of ore deposits, they allow remote detection via portable near-infrared (NIR) reflectance spectroscopy.
NIR spectroscopy is a consistent, cost-effective technology that has been used for decades in the analysis of worldwide natural resources. As a rapid and reliable mineral exploration technique, it has proven to be an ideal mineral identification tool for geologists and earth researchers. When compared to other mineral analysis techniques, NIR spectroscopy can:
- Provide real-time results for real-time decision making
- Easy technician-level operation with no safety concerns
- Cost effectively analyze hundreds of samples in a day
- Flexible, mobile setup: in the field, core shack, adjacent to drill rig, field camp, laboratory, office
- Provide In situ field measurements
- Handle a variety of sample types with little or no sample preparation required
Reflectance spectroscopy is well suited and commonly used for the identification and characterization of minerals associated with precious metals, base metals, gems, and other resources:
- Clays: Differentiate clay species such as kaolinites, illite/micas, smectites, chlorites
- Iron minerals such as hematite, goethite, garnets, and pyroxenes
- Rare Earth Element (REE) minerals
- Ammonium minerals
- Chlorites and serpentines
- Other hydroxyl-containing minerals such as amphiboles, epidotes, apatite, tourmalines, topaz, diaspore, and many of the arsenates
- Hydrous silicates such as opal, beryl, and zeolites
ASD developed the TerraSpec Halo and the TerraSpec 4 as user-friendly, rapid, field-portable systems for characterizing hundreds of mineralogical samples per day. TerraSpec instruments adapt easily to different environments—the laboratory, the field, or a drilling site—providing the real-time information necessary to optimize mining exploration processes. The system can be used to develop a wide range of models for analyzing many sample types, including outcrops, hand specimens, core, RC drill chips, and metallurgical pulps—all with little or no sample preparation.
Learn more about ASD’s mining exploration solutions by exploring the application notes linked at the top of this page. | <urn:uuid:cf99c4e6-bf53-4956-90fc-05ac7236b9bc> | CC-MAIN-2017-30 | https://www.asdi.com/solutions/geology-mining/mining/mining-exploration | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549426234.82/warc/CC-MAIN-20170726162158-20170726182158-00224.warc.gz | en | 0.897604 | 609 | 3.234375 | 3 |
Laurencekirk is the centre of agricultural life of the Mearns despite its recent rapid expansion as a dormitory town for Aberdeen’s oil industry. Laurencekirk is surrounded by the lush red soil characteristic of the Mearns and framed by Garvock hill to the west. There is a thriving Cattle Market and agricultural engineering industry in Laurencekirk.
The name Laurencekirk is known worldwide to snuff users as the generic term for the snuffbox with a definitively engineered hinge first made by Charles Stiven in the town.
Garvock Hill marks the western border of the Howe of the Mearns. In ancient times it was covered in a hunting forest used by the noblemen of the area. The most famous hunting trip was in 1420 when on the order of the King the prey was John Melville Sheriff of Kincardine. Legend has it that after the murder the Sheriff was boiled in the Sheriff’s kettle and the broth drunk by his slayers.
The folly Johnston Tower was built with leftover materials from the Johnston Lodge. It sits atop Garvock Hill and its distinctive shape was a symbol used in linen design from the Laurencekirk mills in the valley below.
Currently Garvock Hill is the source of some controversy. It is the proposed site of a wind farm that has strong opinions marshalled on both sides of the debate.←Back | <urn:uuid:2eef98fc-789e-4d4d-91a2-e6aaaf884377> | CC-MAIN-2017-51 | http://www.mearns.biz/mearns-home/mearns-local-history/laurencekirk-and-the-howe-o-the-mearns/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948529738.38/warc/CC-MAIN-20171213162804-20171213182804-00259.warc.gz | en | 0.96965 | 293 | 2.78125 | 3 |
So I was doing some research into the use of magnetism in antiquity and discovered that the most ancient use of magnetism recorded so far was by a
pre-Olmec culture which had a practice of carving giant heads which have been found to have magnetic hotspots in recurring patterns. The question is
were these stones magnetized as a result of some technology interacting with the stone or were they already magnetic in which case the carvers had to
identify these hotspots and adjust the carving accordingly.
In coral castle there is a wheat grinding stone which has become magnetized as a result of Edward leedskalnins experiments. You maybe aware that there
is a mystery surrounding how he could have lifted such massive stones by himself, some say he levitated them into position!
Many of the Monte Alto sculptures are magnetic as well. Since certain distinctive patterns of magnetism recur with some frequency, it would appear
that the sculptures were executed by artisans who were aware of these properties. If this is true, the Monte Alto sculptures no doubt deserve
recognition as the oldest known magnetic artifacts in the world.
Of the collection of "potbellies" sculptures from Monte Alto on display in the town park of La Democracia, Guatemala and in front of its local museum,
Museo Regional de Arqueología de la Democracia, four of the heads and three of the bodies were found to have magnetic properties. All four of the
heads have a north magnetic pole located in their right temples, while three of them have south magnetic poles below the right ear and the fourth
(that in front of the museum) has a south magnetic pole in its left temple. Such a pattern of occurrence is unlikely to be a matter of chance, even in
a sample size as small as four.” en.wikipedia.org...
“A Mysterious Giant Head, This stone head had very fine features: thin lips, a large sharp nose, leaving an overall Caucasian interpretation. The
eyes of the head are closed. Its size is enormous, at least 30 feet, as can be calculated from the three men sitting on top and the car parked in
front of the statue. Photo 1940's by the owner of the Finca, near Monte Alto. Unfortunately it was destroyed in an attempt of selling it.
The Monte Alto Culture is the Oldest in Mesoamérica and undoubtedly it was the Original Culture that lead other cultures such as the Olmec and Maya.
The archeologist refer to them as Pre-Olmec”
edit on 29-4-2013 by LUXUS because: (no reason given)
Its my understanding that when the Spanish arrived in the Western Hemisphere. They ran into a problem with respect to Indigenous cultures treating
Spanish gold coins as having value. They did however recognize Roman, Babylonian and Greeks coins as having value and traded for them.
This content community relies on user-generated content from our member contributors. The opinions of our members are not those of site ownership who maintains strict editorial agnosticism and simply provides a collaborative venue for free expression. | <urn:uuid:dfc1874e-0c5b-49dd-9d20-5193f1c90127> | CC-MAIN-2016-40 | http://www.abovetopsecret.com/forum/thread944139/pg1 | s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738661768.23/warc/CC-MAIN-20160924173741-00265-ip-10-143-35-109.ec2.internal.warc.gz | en | 0.977097 | 641 | 3.09375 | 3 |
Pheidole ants, of which there are more than 1,100 known species, making the genus one of the largest in the taxonomic system, are known for their extraordinary diversity. And among their sundry forms is a “supersoldier” subcaste, a rare group of ant sumo wrestlers. But as a team of scientists from Europe, Canada, and the United States has discovered, although supersoldiers are produced by just a few Pheidole species and thus are infrequent in nature, all Pheidole ants have the potential to produce them, and they have possessed this ability since the genus evolved some 35 to 60 million years ago.
The study, published in Science, reveals that the production of Pheidole supersoldiers is the result of a developmental program that likely was present in the common ancestor of all Pheidole ants. It also suggests that the production of supersoldiers may be triggered by environmental factors and that repeated stimulation of the developmental program through time allowed the evolution of supersoldier subcastes to occur in parallel in different Pheidole species.
Supersoldiers are produced with some frequency in at least eight Pheidole species found in the southwestern United States, generally in areas also inhabited by predatory army ants. Pheidole species apparently have evolved different strategies to deal with army ant raids; for example, while some species evacuate their nests and flee, others stay put and rely on supersoldiers for defense. When army ants attack, supersoldiers block nest entrances with their large heads, preventing invaders from penetrating the colony. The giants also use their extra large size to intimidate and fight off the enemy.
The researchers began investigating the development of supersoldiers after having observed a supersoldier-like subcaste in a wild colony of Pheidole morrisi ants. The supersoldier-like individuals, the team believed, arose from abnormalities in the growth and the development of soldier larvae. To test their hypothesis, they reconstructed the evolutionary history of 11 Pheidole species, two of which, P. obtusospinosa and P. rhea, produce supersoldier subcastes. The analyses revealed that the subcastes evolved independently in these two species, meaning that the subcastes evolved in parallel. This in turn presumably enabled adaptive variation and the emergence of new phenotypes (observable traits) in each species. New phenotypes are vital in helping species' thrive in their environments.
The ability of some Pheidole species to repeatedly produce supersoldiers appears to be mediated by a substance known as juvenile hormone, the production of which is thought to be dictated by nutrition, with increased availability of nutrients facilitating the development of supersoldiers. Because the entire Pheidole genus was suspected of retaining an ancestral potential for supersoldiers, the researchers exposed P. hyatti and P. spadonia (two species that do not normally produce supersoldiers) to the chemical methoprene, which mimics juvenile hormone. Following exposure to methoprene, both species produced supersoldier-like ants, indicating that the developmental potential had in fact been retained.
The researchers suspect that the ancestral developmental program of supersoldiers in Pheidole is the result of genetic accommodation, a process characterized by the emergence and incorporation of a new phenotype into a population. Genetic accommodation occurs through natural selection, in which environmental factors control the frequency and expression of genes. Possible selection pressures for supersoldier production in Pheidole may include nutrient availability and army ant raids.
The limited number of Pheidole species that produce supersoldier subcastes suggests that selection pressures favoring the giants have lessened over time. For example, selection for supersoldiers may have been reduced in P. hyatti when the species found greater success in nest evacuation compared with supersoldier defense during army ant attacks. Still, all Pheidole retain the developmental program for supersoldiers, possibly because its loss would compromise the development of the soldier caste itself.
Kara Rogers is a freelance science writer and senior editor of biomedical sciences at Encyclopaedia Britannica, Inc. She is a member of the National Association of Science Writers and author of Science Up Front on the Britannica Blog. She holds a Ph.D. in Pharmacology/Toxicology, but enjoys reading and writing about all things science. You can follow her on Twitter at @karaerogers. | <urn:uuid:8a6ab5cc-97e0-4777-b5c4-555fd09dfe64> | CC-MAIN-2014-35 | http://www.sciencefriday.com/blogs/01/10/2012/supersoldier-ant-evolution.html?series=2&interest=&audience=&author= | s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500831174.98/warc/CC-MAIN-20140820021351-00202-ip-10-180-136-8.ec2.internal.warc.gz | en | 0.944966 | 905 | 3.46875 | 3 |
Brain Dural Arteriovenous Fistula (BDAVF)
This page is intended as a source of information and education for patients suspected of or having been diagnosed with a brain dural fistula. Please remember the “Disclaimer” — none of this information may be used to diagnose or treat any disease. This is for general information purposes only.
Should you need more information, or if you are a patient wishing to make an appointment, you can write to me directly or call the office, both of which are listed in the “Contact Us” section. Our group at the NYU Langone Medical Center is one of the premier neurointerventional centers in the world.
The word “fistula” means abnormal connection between two structures that are normally not connected. An arteriovenous fistula is therefore an abnormal connection between an artery and a vein. Any part of the body can have a fistula. Normally, the brain is surrounded by a special tough cover called “dura mater”, or simply dura. When a fistula forms between an artery and a vein within the dura, it is called Brain Dural Fistula, or Brain Dural Arteriovenous Fistula, or BDAVF, etc.
When a fistula forms, blood from an artery under high pressure and flow goes directly into a vein, which is a low pressure and low flow structure. Even though the fistula is not directly on or within the brain, it can nevertheless lead to brain dysfunction by congesting the brain venous system, as will be explained below.
Etiology (Reason why fistulas happen)
The reason brain dural fistulas form is usually unclear. They appear to develop spontaneously, — that is without any reason we can point to. Sometimes, a patient has clear history of significant trauma or surgery in the area which later develops a fistula. In most cases, however, we have no explanation why they form, so they are sometimes called “idiopathic”, meaning without identifiable cause. There is in fact a cause; we just don’t know it yet. Typically, the patients with fistula are in 50 years of age or older, and more often are women, but many exceptions to this are seen and really any age or gender can have a fistula.
Brain dural fistulas can cause trouble in several ways. Much depends on their location and size. A particularly important symptom — when the patient can actually hear their fistula as a characteristic whooshing to-and-fro sound which is always in rhythm with the heartbeat, — is called “pulsatile tinnitus”.
1. Pulsatile Tinnitus (see pictures below)
When dural fistulas form near the ear, the patient can actually hear the sound made by the blood rushing from the arteries through the fistula into the veins. As it happens, many dural fistulas form exactly in such a location, in the back of the head behind the ear, near a large brain vein called “sigmoid sinus”. Sometimes the patient is told that they have a “sigmoid sinus fistula”. Many patients can hear the noise of the fistula, which follows the pulse because of the different pressures the vessels experience during the cardiac cycle. The sound ALWAYS follows the pulse; the patient can take their pulse at the wrist and correlate it one-for-one with the sound made by the fistula. The noise is usually louder when more blood flow goes through the fistula, which happens when the heart beats stronger — during of after exercise, stress, etc. The sound is always easier to hear in a quiet place — which practically means in bed at night. It is remarkable how disabling this can be to many patients, who cannot sleep well at night or function during the day because of the noise.
Of note, most patients who have pulsatile tinnitus do not have a dural fistula, but some other condition — a venous stenosis, for example, or atherosclerotic disease of the carotid artery, or even a cause that remain unclear even after an exhaustive search. What’s critically helpful is that in many patients with a sigmoid sinus dural fistula, the pulsatile sound heard by the patient can also be heard by someone else by placing a stethoscope on the bone behind the affected ear. Nothing is generally heard when the cause is some other problem, such as a high-riding jugular bulb. Unfortunately, many physicians are not aware of this remarkably simple test. The patient gets sent for MRI, CT, and other tests, which are not very good at picking up even large sigmoid sinus fistulas. On the other hand, just placing a stethoscope behind the patient’s ear can make a diagnosis in no time and without the expense and other issues associated with ordering many imaging tests. If you suspect that you or someone you know has a sinus dural fistula, ask your doctor or another medical professional who is familiar with the use of a stethoscope to listen over the mastoid bone behind the ear. If they clearly hear the sound, it is almost always due to a dural fistula. If not, then more tests may be needed. It could still be a small dural fistula or some other problem. Finally, for those of you suffering from pulsatile tinnitus, an excellent website is out there: www.whooshers.com as well as a facebook page by the same name
A further note on pulsatile tinnitus: Almost all patients who complain to their physicians of a “ringing” in the ear, or “whooshing”, or “tinnitus’ are usually considered to suffer from “tinnitus” in general. This is not to the patient’s advantage, because “pulsatile tinnitus” is completely different from the more common constant ringing in the ears. It has totally different causes, requires a completely different workup, and can often be cured. The trick is not to be lumped into the global group of “tinnitus” sufferers. Pulsatile tinnitus is a almost always a VASCULAR condition, where a normal ear is hearing abnormal blood flow in its viscinity. It is NOT a problem with the ear itself, as is typically the case with constant tinnitus. For a patient with pulsatile tinnitus, being lumped into the overall group of “tinnitus” is very detrimental in terms of getting an appropriate evaluation; it can also make it quite difficult to explain their condition to their loved ones, and interferes with appropriate support. We sometimes ask patients to tell their physicians that “I have a bruit in my head” instead of referring to the condition as a tinnitus, — the word “bruit” immediately clues the physician into some kind of vascular process rather than an ear problem per se, and usually results in a more appropriate evaluation (“Bruit” means a pulsatile sound which is typically heard by a physician with a stethoscope, such as over the carotid artery).
2. Eye problems
Occasionally, fistulas can form in a large venous lake behind the eye called “cavernous sinus” (see case below). These can be of two types — a direct fistula from the carotid artery to the cavernous sinus called carotid-cavernous fistula, or a dural fistula where the abnormal arteriovenous connection develops between small dural branches of the internal carotid artery (ILT and MHT, for example) and the cavernous sinus. These two are very different, and treated differently. Because the cavernous sinus is normally connected to the veins that serve the eye, the fistula can produce high pressures within the eye veins and eye itself. When this happens, the eye can get large and red and painful. The medical terms for this are orbital proptosis (bulging), orbital chemosis (redness), and ocular hypertension (high pressure). Sometimes, the eye swells so quickly that there is no mistaking something very bad is happening; usually there is lots of panic — it really looks like something out of a horror movie. Other times the process is more gradual. Either way, a trip to the eye doctor is usually the first stop, and most of them can see right away what the problem is. Sometimes the diagnosis takes longer. Needless to say, most patients are very anxious to get the problem taken care of. Delaying closure of the fistula risks permanent eye damage from high ocular pressures, among other issues.
3. Other symptoms
Perhaps the worst type of fistula is one that at first produces no symptoms at all. To understand why this kind can be the most dangerous, we have to discuss how dural fistulas eventually cause brain dysfunction. Because the fistula is located on the covering of the brain (the dura), the blood going through the fistula usually empties into the same veins that are normally used by the brain. The sigmoid and cavernous sinuses, for example, are both venous structures which serve as “exits” for blood leaving the brain to return to the heart. When the fistula is small, it usually does not have enough blood flow to cause brain problems. However, as the fistula grows (and it almost always does), more and more fistulous blood gets dumped into the same exit veins as used by the brain. Basically, blood from the fistula competes with blood from the brain for the same exit route. The brain has pretty much the same amount of blood leaving it all the time, but the fistula keeps growing and eventually starts to win the race for the exit. The pressure in brain veins then rises and brain blood has to look for other places where it can exit the skull. At this point, the patient may develop various types of brain dysfunction, such as seizures or strokes. As with pulsatile tinnitus, most patients with seizures or strokes don’t have a dural fistula, but these are some ways a fistula can present itself. Many patients, however, remain symptom-free even at the stage where venous pressures in the brain are elevated.
As the fistula continues to dump large amounts of arterial blood into veins which are not used to this much flow or this much oxygen, the veins of the fistula become diseased. This usually means that they get progressively smaller and many eventually shut down completely. While this may seem like a good thing, in reality it is the opposite; once these veins are gone the fistula (which stays very much alive) has to find other veins to drain into. This usually means draining directly into veins of the brain itself. This, of course, is problematic in many ways. The degree of pressure in these brain veins is much higher than when the fistula and brain are competing for the same exit, and the chance of stroke (a bleeding type of stroke usually) or seizures is much higher. Treatment of fistulas at this stage can also be more difficult. A peculiar phenomenon happens — not infrequently — when the patient calls to happily inform us that, suddenly, their pulsatile tinnitus is gone or much diminished. Or that their bulging, red eye has spontaneously improved. This is, paradoxically, not good news: something changed within the fistula, and blood is now going somewhere else. We usually recommend that the patient see us rather soon to discuss the situation.
Finally, many patients who have dural fistulas of all sizes and locations can have a myriad of symptoms such as different kinds of headache, tiredness, loss of concentration, memory problems, even hallucinations, psychosis or other psychiatric problems. Unfortunately, in these patients the diagnosis of dural fistula can be significantly delayed because dural fistulas are relatively rare, while the above symptoms are very common and usually not due to a fistula. Finally, fistulas (particularly small ones) can be incidental, or unrelated to any symptom. For example, a patient with headaches and loss of energy may have a fistula, but the fistula may not be the reason for the headaches or energy loss. These kinds of questions can best be answered by a visit to a specialist who is familiar with the condition of dural fistula.
The diagnosis of the fistula can be made in various ways, depending on the location, symptoms, etc. Often, the patient can diagnose their own fistula when they hear it or see it (as above). Sometimes, the fistula is found incidentally because of an MRA obtained for some other reason, though this is relatively rare since MRI and CT are not good tests for findings dural fistulas. New MRI techniques, such as time-resolved contrast MRA, are promising to change that, but it is likely that these advances will take a long time to reach the majority of commercial imaging places. Likewise, new dynamic (sometimes also called 4-D) CT angiographic methods have been studied with considerable success in diagnosis of dural fistulas. The CT techinque has evolved to the point that it is often available outside of research settings, whereas centers that perform dynamic MRA are quite rare.
A note of caution in regard to dynamic CT techniques is in order however — CT scanners use x-ray radiation to obtain pictures, and dynamic CT simply means lots of CT scans obtained in quick succession to look at how the pictures change during CT dye injection. A regular one-time CT scan dose to the brain, on a properly calibrated CT machine, is quite low. The total amount of radiation delivered to the patient at conclusion of a dynamic CT scan, however, can be VERY high — in some cases resulting in (usually temporary) hair loss. The long-term effects of such radiation exposure to the brain remain to be determined, but can be potentially troublesome — particularly in younger patients. Anyone offered a dynamic CT scan for any reason should be mindful of these issues and work with their doctor and radiologist to achieve a reasonable balance between radiation dose and useful picture quality. The bottom line is that x-ray radiation images, which come from both CT and angiography, are useful and necessary in diagnosis and treatment of many conditions, including dural fistulas. However, everything has its limits, and present-day dynamic CT angiography is pushing moderation to its limits. MRI and MRA, on the other hand, use no radiation, but high quality dynamic MRA is much less generally available at present time than dynamic CT.
The definitive way of making a diagnosis of the fistula is by catheter cerebral (brain) angiography. During catheter angiography, a skinny but long hollow tube called catheter is placed into the patient’s artery (usually in the leg) and then directed under x-ray guidance into different arteries which go to the brain. A contrast dye is injected through the catheter and the flow of dye through arteries and veins is then imaged by real-time x-ray cameras. The fistula is seen as an area of premature appearance of fistula veins, when normally the dye should still be in the arteries. An angiogram like this usually takes about 1 hour, but practically involves a one day’s hospital stay. There is usually no need to put the patient to sleep for the angiogram, however this varies depending on the facility and preference of the physician perfroming the procedure.
The purpose of the treatment is to close the fistula. Two main treatment options are available: catheter embolization and radiation. Catheter embolization is a procedure similar to an angiogram, but more involved and longer. The patient is usually put to sleep by an anesthesiologist. A catheter or catheters are again introduced through an artery and often vein in one or both legs. The catheters are now guided into or near the region of the fistula. Through these catheters we can deliver different agents which can plug up or close the fistula, such as metal coils, plastic particles, glue-like substances, and occasionally stents or other devices. This kind of treatment usually involves several days of hospital stay. Finally, some dural fistulas can be observed conservatively, depending on factors such as size, location, and overall patient condition. The details of any treatment are best discussed with the specialist performing the procedure.
Sometimes, catheter embolization is not possible for various reasons. In these cases, a highly precise form of radiation treatment (usually gamma-knife) can be used to target and close the fistula. Radiation treatments take time to work (usually 1-2 years and sometimes longer) but can be remarkably effective at safely and effectively closing very complicated fistulas for which no other treatment exists. Again, the details of treatment are discussed with the specialist performing the procedure.
Prognosis depends on symptoms and degree of dysfunction. Pulsatile tinnitus that is caused by the fistula is permanently cured by closing the fistula. Eye problems are usually completely cured or made much better. Seizures often stop or markedly improve. Strokes already caused by the fistula cannot be cured, but new dysfunction can be prevented. Ultimately, prognosis is established individually based on the kind of fistula the patient has.
Our neurointerventional group specializes in angiography and embolization of brain vascular malformations, including brain dural fistulas, where we have extensive experience. As all centers of excellence, we function as part of a group of neurosurgeons, radiation specialists, neurologists, and other physicians and support staff. We are located at NYU Langone Medical Center, in New York City.
You can reach us by filling out the “Contact Us” section or by calling the office at the number provided in the contact section.
Professional information on relevant vascular anatomy can be found in the Venous Brain Anatomy Section of this website. As mentioned above, an excellent website for those suffering from pulsatile tinnitus is available www.whooshers.com
For an in-depth presentation on treatment of Brain Dural AV Fistulas, primarily geared towards neurointerventional professionals, you can visit Techniques: Brain Dural AV Fistula Embolization page.
Below are pictorial diagrams of what a fistula is like and how it can be treated. The actual anatomy is much more complicated, but the pictures provide a frame of reference.
1. Normal Situation — a big vein (actually dural sinus vein) runs in the back of the head, with part of it close to the ear. All kinds of arteries are also present in that area. Normally, arteries and veins do not communicate directly.
2. A fistula forms when an artery becomes directly connected to a vein. It so happens that a common place for these fistulas to form is behind the ear. The flow of blood through the fistula is heard by the ear. Because blood flow in the arteries is not uniform but changes speed with each heartbeat, the noise made by the fistula follows the heartbeat, or pulse, hence “pulsatile tinnitus.”
3. The most common way to treat a fistula is to stuff the vein (or venous sinus, in this case) with many metal coils. This is usually very effective at curing the fistula, though it sacrifices the vein. Most of the time, sacrificing the vein is still a much better option than living with the fistula.
4. Occasionally, the vein can be preserved by plugging up the arteries and fistula with glue, while keeing the vein open. Because the fistula is usually much, much more complex than this picture, this only works in minority of times, even though from the picture it looks easy. The exact treatment strategy depends on each individual’s anatomy and preference of the treating physician.
5. Fisulas can also be cured with a special kind of highly targeted radiation (gamma knife) which delivers very high radiation doses to the fistula and very low doses to everything else that’s nearby (such as the brain.) This kind of treatment is usually used for very, very complex fistulas which cannot be cured by other means, or for fistulas in very senstive locations (such as near the middle of the brain) where other treatments are felt to be more risky than radiation. Radiation treatments are painless and highly effective, but are only available at select centers where both machinery and expertise are present, and carry a small but much feared possibility of radiation after-effects. Patients with dural fistulas tend to be relatively young, and therefore are expected to live for many years following treatment, which increases the possibility of delayed radiation issues. This kind of treatment is relatively new, and long-term effects are not known with certainty, although the overall long-terms risks are likely to be quite low.
Below are catheter angiogram images of a patient with sigmoid sinus dural fistula before and after treatment. The patient complained of pulsatile tinnitus (whooshing sound in the ear, which was synchronous with her pulse) for several years before the diagnosis was made. The fistula could be clearly heard over the mastoid bone (behind the ear) with a stethoscope.
BEFORE TREATMENT: The top row of images is looking at the head from the front (image on left has bone structures for reference). Images on bottom are looking at the back of the head from the side. The location of the ear canal is marked with white arrow. The fistula (red arrow) is supplied by many small arteries (brown arrows) coming from an artery in the back of the head called occipital artery (purple arrow). The fistula empties into the sigmoid sinus and subsequently internal jugular vein (blue arrows). This patient suffered from pulsatile tinnitus because of proximity of the fistula to the ear structures. Most patients with fistulas near the ear have pulsatile tinnitus.
AFTER TREATMENT: This patient was able to be treated with preservation of the sigmoid sinus. The sinus was kept open by placing a stent (yellow arrows) into it, and injecting a glue-like substance into the arteries feeding the fistula. After treatment, no abnormal vessels are seen where the fistula used to be (red arrows) and the sigmoid sinus remains open (blue arrows).
BEFORE TREATMENT: Simiar to case 1, but somewhat bigger fistula. The top row of images is looking at the head from the front (image on left has bone structures for reference). Images on bottom are looking at the back of the head from the side. The location of the ear canal is marked with white arrow. The fistula (red arrow) is supplied by many small arteries (brown arrows) coming from an artery in the back of the head called occipital artery (purple arrow). The fistula empties into the sigmoid sinus and subsequently internal jugular vein (blue arrows).
AFTER TREATMENT: In this case, the sigmoid sinus was not preserved (as is usually the case — saving the sinus is an exception). The part of the sinus associated with the fistula was filled iwth many metallic coils (yellow). After treatment, no abnormal vessels are seen where the fistula used to be (red arrows) and the brain uses the sinus on the other side (green arrow) and part of the sinus on side of the fistula which is upstream of the coils (blue arrow)
This is a more advanced kind of fistula, where main venous outflow from the fistula closes down (by angiopathy and thrombosis) and the fistula starts flowing up into the brain veins instead of down into the neck veins. This is obviously problematic, because brain veins are designed to handle brain blood flow and volume instead of the fistula. The brain becomes congested (swollen) because it cannot adequately drain itself. This is how fistulas, percieved by many as merely annoying (in terms of tinnitus) or medically manageable (headaches), evolve into serious and potentially life-threatening situations. Brain congestion can (and often does) lead to seizures, strokes, and bleeding (hemorrhage) into or around the brain, all major problems for obvious reasons. Many other symptoms are reported, as common as headaches and mental decline, and as strange and unusual as major psychiatric disorders. Curing the fistula at this point can cure or signficantly improve epilepsy and other issues, but consequences of established strokes and brain bleeding are usually permanent. However, even at this stage the patients may be relatively well off, as this elderly woman who complained of pulsatile tinnitus and headaches, with no other issues.
This is the initial angiogram. The top two pictures are looking at the head from front to back (left image is taken about 1 second before the right one), while the bottom two pictures are looking at the back of the head from the side. The fistula (red) is fed by multiple arteries (purple) and drains into the transverse sinus (light blue). Normally, blood goes from this sinus down into the neck, however the sinus is closed and blood has to go accross the head to the other side (green arrows) and is backing up into brain veins (dark blue arrows)
The patient returned for treatment 2 weeks later. In the interim, the second major venous drainage channel (green arrows on the first picture) has also closed (bright green arrow), and blood has nowhere to go except into brain veins, which are much more congested (dark blue arrows)
Below is a post-treatment picture. Many coils (white arrows) have been packed into the venous sinus. The fistula is closed. The brain veins (dark blue) are now once again being used by the brain, draining normally into dural sinuses (dark green arrows)
This patient came to the hospital with a bulging, red, swollen left eye, and was subsequently found to harbor a large and complex, high flow cavernous sinus dural fistula. Cavernous sinus is a large venous lake behind the eye, and fistulas there cause eye problems just like fistulas near the ear cause tinnitus. Most fistulas in the cavernous region are what’s called carotid-cavernous fistulas, which is a direct communication between the carotid artery and the cavernous sinus. However, in this case it was a dural fistula type, supplied extensively from external carotid and internal carotid dural branches. The fistula (approximately located where red arrow points to) is supplied from innumerable branches (green) of the external carotid (brown arrow) and internal carotid (yellow arrow) arteries. Many veins are seen, including an ophthalmic vein (which is the vein in the eye socket, light blue arrow) and deep veins of the brain (pink arrow) and cavernous sinus region veins (dark blue arrows). Because of congestion in the ophthalmic vein, the eye becomes swollen and red.
After glue injection into a relatively promising arterial feeder, the fistula is still “alive”, though the flow through it has diminished. Thus, veins (dark and light blue arrows) are still seen too early on the pictures below, where only arteries (green, brown, yellow arrows) should be visible. The remaining fistula (red arrow region) cannot be embolized through the myriad tiny feeding vessels (green arrows).
Just like in case 3, the next option is to treat the fistula by putting coils into the vein, which in this case means cavernous sinus (the venous lake behind the eye). Usually, it can be entered through the jugular vein in the neck, however in this case this road was not feasible. Therefore, the ophthalmic vein was entered directly by making a small incision above the eyelid and passing a cannula into the vein, followed by a small guidewire (black arrows, see top picture below). The middle set of pictures show the wire in the cavernous sinus. The bottom picture is venogram obtained by directly injecting the cavernous sinus to demonstrate the basal vein (dark blue) and ophthalmic vein (light blue arrows). Some coils have already been placed into the sinus.
Finally, post-embolization views, showing the coils in the cavernous sinus (white arrows) and no evidence of fistula on injections of the external carotid artery (brown arrows). This approach, though technically challenging, can be quite successful when other venues prove unfeasible.
This patient developed a fistula on the dural covering that separates the back part of the brain, called cerebellum, from the overlying occipital lobe. The fistula is far away from the middle ear cavity, and there was no tinnitus.
MRA images (top) and stereo MRA composite (MIP) images on the bottom, demonstrating multiple intracranial and extracranial vessels (red arrows) feeding the fistula. An aneurysm near the fistula is suspected (yellow arrows)
MRI images of the brain, showing the aneurysm (yellow arrows) associated with the fistula (because of high flow, vessels around the fistula may form these kinds of aneurysms). There is edema (swelling) present in the surrounding brain (pink arrow). The patient came to medical attention after developing a seizure which was preceeded by a visual disturbance. The location of the aneurysm, in the occipital lobe of the brain (which is responsible for processing of visual information) strongly suggests that seizure was caused by presence of the aneurysm and secondary local brain swelling.
Angiographic view of the right external carotid artery injection, showing small vessels leading to the fistula (just a hint of what’s ahead). The fistula is off to the left.
Stereo views of right vertebral artery injection, showing an enlarged artery of the tentorium cerebelli (red arrow), with a hint of the aneurysm (not labeled)
Injections of the LEFT vertebral artery now clearly show the fistula and the associated venous aneurysm (yellow arrows); the fistula is supplied, in this case, by the posterior meningeal artery (red arrows)
An AVI movie of the same injection (lateral vertebral projection)
Finally, views of the left external carotid artery, showing more arteries feeding the fistula, incuding the occipital (red) and middle meningeal arteries (pink). The fistula point is marked in orange, and aneurysm in yellow. The goal of the treatment is to close the fistula by embolization with glue, making sure that the glue reaches the aneurysm (venous side).
A microcatheter (white arows) has been navigated into a small branch of the middle meningeal artery, and the fistula (orange) is demonstrated from this position. An AVI movie of the same micro-injection is shown below.
Glue was injected through the microcatheter to close the fistula.
A cast of glue is now present in the back of the head (purple arrows) outlining the arteries where the glue went. The aneurysm is not seen, and the fistula remains open and “alive”
The microcatheter has been positioned into another branch of the middle meningeal artery, showing residual fistula and aneurysm. More glue is injected from this position.
A new glue cast (pink arrows), larger than the first one, also shows glue in the aneurysm (yellow arrows). This is very good indication that the fistula is now “dead”.
Post-embolization views of the left common carotid artery, showing that the fistula is gone.
Right vertebral artery injection, also showing no more fistula.
Fistulas can arise in all sorts of unusual places, for example in this patient where an abnormal vascular structure (white arrow) was seen on MRI, perfromed for evaluation of pulsatile tinnitus. A subsequent angiogram demonstrates a dural fistula localized to the petrous apex, supplied by marginal tentorial branches (red) of the middle meningeal artery, with drainage into the lateral mesencephalic vein (blue, a vein on the side of the brainstem) and ultimately into the basal vein (purple). All of these veins normally participate directly in drainage of the brain; fistulas with direct congestion of brain veins have a generally more unfavorable prognosis without treatment. Case courtesy of Dr. Howard A. Riina, NYULMC
Here is another relatively unusual fistula of the cribriform plate — the bone which separates the base of the brain from the roof of the nasopharynx, and through which many small whiskers of olfactory (smell) nerves travel from your brain to your nose (also known as ethmoid fistula, due to the ethmoid arteries which usually supply it). These relatively rare fistulas are also distinguished, as in case 6, by exclusive primary direct drainage into cerebral cortical veins, as opposed to a sinus (there is no convenient venous sinus in the area). Therefore they are also associated with a higher incidence of hemorrhage. The fistula is faintly visible on a regular MRA, which shows an enlarged facial artery angular branch (orange) and ethmoid artery (red) with the associated enlarged anterior frontal cortical draining vein (purple)
Cerebral angiogram of the same patient, with left external carotid AP (top) and lateral (bottom) projection injections, as well as lateral common carotid injection (bottom right) demonstrating the same angular artery (orange) and ethmoid artery (red) as seen on the MRI, supplying the common arterial trunk (yellow) of the fistula. Notice high-grade narrowing (black arrow) at the point of the fistula, where the artery traverses the cribriform plate. The narrowign is likely caused by the finite size of cribriform plate opening (foramen) transmitting the artery. A proximal venous farix (dilatation) is seen just above the black arrow. These dilatations are felt to represent one area of vessel weakness, predisposing to eventual rupture. The fistula ultimately empties into the superior sagittal sinus (blue). Notice a small aneurysm (green) of the intraconal ophthamic artery, which also supplies the ethmoid arteries. These “flow-related” aneurysms form as a result of increased fistula-related flow through arteries which were not designed to carry this volume of blood. This fistula was cured by surgical resection (prefered method of treatment for these particular fistulas at our institution). The surgery is performed via a small incision behind the eyebrow which minimizes scar formation.
Summary: Brain dural arteriovenous fistulas (DAVFs) are abnormal, direct communications between arteries and veins located within the connective tissue cover of the brain called “The dura”. They are, essentially, short circuits between arteries and veins, bypassing normal circulation. The symptoms and possible problems caused by fistulas usually have to do with brain congestion, and vary depending on location and size of fistula, as well as the patient’s vascular anatomy. One of the most common symptoms is pulsatile tinnitus (PT), because dural fistulas of the brain are often located in the sigmoid sinus area, which is close to the ear. Diagnostic evaluation of the fistula involves performing a cerebral angiogram, among other studies. Treatment options and methods are varied, as can be seen above, depending on the kind of fisula, its anatomy, etc. Most treatments are done in an endovascular manner (through the catheters), but again depending on the fistula open surgery or stereotactic radiation may be the preferred way.
Should you need more information, or if you are a patient wishing to make an appointment, you can write to me directly or call the office, both of which are listed in the “Contact Us” section. | <urn:uuid:d0146603-f4d4-4b04-b666-b81d15e91de7> | CC-MAIN-2019-18 | http://neuroangio.org/patient-information/patient-information-brain-dural-fistula/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578517745.15/warc/CC-MAIN-20190418161426-20190418182413-00072.warc.gz | en | 0.942511 | 7,631 | 2.921875 | 3 |
Italian submarine Durbo
|Kingdom of Italy|
|Laid down:||8 March 1937|
|Launched:||6 March 1938|
|Commissioned:||1 July 1938|
|Fate:||Scuttled, 18 October 1940|
|Class and type:||600-Serie Adua-class submarine|
|Length:||60.18 m (197 ft 5 in)|
|Beam:||6.45 m (21 ft 2 in)|
|Draft:||4.7 m (15 ft 5 in)|
|Test depth:||80 m (260 ft)|
|Complement:||44 (4 officers + 40 non-officers and sailors)|
Design and descriptionEdit
The Adua-class submarines were essentially repeats of the preceding Perla class. They displaced 680 metric tons (670 long tons) surfaced and 844 metric tons (831 long tons) submerged. The submarines were 60.18 meters (197 ft 5 in) long, had a beam of 6.45 meters (21 ft 2 in) and a draft of 4.7 meters (15 ft 5 in).
For surface running, the boats were powered by two 600-brake-horsepower (447 kW) diesel engines, each driving one propeller shaft. When submerged each propeller was driven by a 400-horsepower (298 kW) electric motor. They could reach 14 knots (26 km/h; 16 mph) on the surface and 7.5 knots (13.9 km/h; 8.6 mph) underwater. On the surface, the Adua class had a range of 3,180 nautical miles (5,890 km; 3,660 mi) at 10.5 knots (19.4 km/h; 12.1 mph), submerged, they had a range of 74 nmi (137 km; 85 mi) at 4 knots (7.4 km/h; 4.6 mph).
The boats were armed with six internal 53.3 cm (21.0 in) torpedo tubes, four in the bow and two in the stern. They were also armed with one 100 mm (4 in) deck gun for combat on the surface. The light anti-aircraft armament consisted of one or two pairs of 13.2 mm (0.52 in) machine guns.
Construction and careerEdit
Durbo was launched on 6 March 1938 in OTO's shipyard in La Spezia and commissioned on 1 July of the same year. In August 1938 she was assigned to Leros. Durbo spent about a year engaged in exercises between Rhodes and Leros before returning to Italy.
Durbo, under command of captain Armando Acanfora, with her sisters Beilul and Tembien formed 35th Squadron (III Submarine Group) based in Messina. On June 9, 1940 she left the base for an offensive mission in the Gulf of Hammamet.
On June 16, 1940 at 6:10, at the point Gulf of Hammamet about 44 miles southwest of Pantelleria), while proceeding to her patrol area, Durbo launched a couple of torpedoes at a small unit (perhaps a corvette, or a French destroyer), hearing a violent detonation after two minutes, but the rough seas made it impossible to verify whether the ship had been hit. There is no information about any ships being damaged or sunk in this area on this date.(in the
On October 9, 1940, Durbo, still under command of captain Acanfora, sailed from Messina to her newly assigned area of operations, about seventy miles East of Gibraltar. On October 12, 1940, she reached her assigned area near the island of Alboran south of Malaga and commenced patrolling in anticipation of a British convoy that she was supposed to report on. Durbo patrolled the area until October 18, and sighted several ships, including a British destroyer on October 17, but didn't attack any of the sighted targets.
In the early morning of October 18, while on the surface, captain Acanfora learned that the submarine had developed an oil leak, and ordered the crew to fix the problem as quickly as possible. A few hours later, with the sun out, and the crew sure that the leak had been repaired, Durbo submerged to about 100 feet (30 m). At 17:25 a Saunders Roe A. 27 "London" of the No. 202 Squadron RAF, piloted by Captain Percy R. Hatfield, sighted air bubbles and a small patch of oil while flying off the island of Alboran, 65 miles East of the Strait of Gibraltar. Durbo just detected a ship, and rose up to periscope depth to observe her potential target. Around 17:50 together with another seaplane Saunders Roe A. 27 "London" of the No. 202 Squadron RAF, piloted by Captain Norman F. Eagleton, Hatfield dropped bombs at the location of the bubbles and the oil. The bombs dropped by the aircraft exploded but had not damaged Durbo, but forced the submarine to dive down to 100 feet (30 m) to avoid further attacks by the aircraft. The ship detected by Durbo was one of the British destroyers, HMS Firedrake or HMS Wrestler, patrolling nearby. After a lookout on HMS Firedrake had observed the reconnaissance planes dive and release bombs, both ships rushed in to close in on the area of attack, and soon established a contact on ASDIC. Durbo dove down to about 200 feet (61 m) trying to break off the attackers, and then submerged even deeper, to 400 feet (120 m). The pressure strained the steel plates which increased oil leak, making the submarine's position even more visible to destroyers. The depth charges set at 350 feet (110 m) were dropped, resulting in a large air bubble rising to the surface, possibly damaging the submarine's air supply system. After another attack, the submarine rose rapidly to the surface and was fired upon by HMS Wrestler. The submarine dove down, and another depth charge attack followed. After about 50 depth charges were dropped by both destroyers, at around 19:30, the submarine surfaced again, and was immediately fired upon by both destroyers. One shell hit the conning tower, forcing the crew to start abandoning the boat.
Durbo sank stern first at 19:50 on October 18, 1940 at the point HMS Firedrake.with all 46 men of her crew (5 officers and 41 non-officers and sailors) rescued by
Before Durbo went under, a British boarding party made up of men from HMS Firedrake and HMS Wrestler went on board. They got down into control room, and managed to grab codes and operational orders which were not destroyed. The capture of secret documents had a fatal short-term outcome: they shown the location of other Italian submarines, and just two days later, on October 20, 1940 a group of British destroyers would set a trap to Lafolè whose location was revealed by the captured documents. Lafolè was sunk after a hard chase, leaving only nine survivors.
- Chesneau, pp. 309–10
- Bagnasco, p. 154
- Hoyt, p.187
- Hoyt, p.188
- Pitchfork, p.74
- Giorgerini, p.260
- Rohwer, p. 45
- Bagnasco, Erminio (1977). Submarines of World War Two. Annapolis, Maryland: Naval Institute Press. ISBN 0-87021-962-6.
- Chesneau, Roger, ed. (1980). Conway's All the World's Fighting Ships 1922–1946. Greenwich, UK: Conway Maritime Press. ISBN 0-85177-146-7.
- Rohwer, Jürgen (2005). Chronology of the War at Sea 1939-1945: The Naval History of World War Two (Third Revised ed.). Annapolis, Maryland: Naval Institute Press. ISBN 1-59114-119-2.
- Giorgerini, Giorgio (2002). Uomini sul fondo. Storia del sommergibilismo italiano dalle origini ad oggi (Second ed.). Mondadori. ISBN 8804505370.
- Hoyt, Edwin (1991). War in Europe: The Fall of France. New York, NY: Avon Books. ISBN 0-380-76156-4.
- Pitchfork, Graham (2003). Men Behind the Medals. Barnsley, UK: Pen and Sword Military. ISBN 978-1844150076. | <urn:uuid:8b16ce37-0522-4e18-a8a2-b72b147b0627> | CC-MAIN-2019-39 | https://en.m.wikipedia.org/wiki/Italian_submarine_Durbo | s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514573053.13/warc/CC-MAIN-20190917061226-20190917083226-00219.warc.gz | en | 0.931984 | 1,792 | 2.8125 | 3 |
Power Plant Goes Quiet, Campus Moves to Geothermal Energy
ROLLA - A World War II-era power plant has provided energy to much of the Missouri University of Science and Technology campus for nearly seven decades. The plant is powering down as the university makes the transition to a geothermal energy system.
The power plant, which was constructed in 1945, burned coal and wood chips to provide steam to much of campus. The plant's boilers were permanently shut down May 21.
Construction of the geothermal system began in May 2012 with the drilling of ground-source wells around campus.The heat recovery chillers of the three main campus plants have been operating since early April, and the system is providing heat to six buildings on campus. Since mid-April, the system has also provided the majority of the chilled water supply used for air conditioning on campus, says James Packard, director of facilities operations at Missouri S&T.
By this fall, Missouri S&T's geothermal energy system, one of the most comprehensive ever undertaken by a university, will be in service. It will provide heating and cooling to 17 buildings on campus and chilled water to the majority of campus buildings.
The geothermal system consists of three separate plants that will distribute energy from the system to different parts of campus. Over the summer, a fourth facility will be completed to provide heating and cooling to the Gale Bullman Building at 10th Street and Bishop Avenue.
The geothermal project was approved by the University of Missouri System Board of Curators in 2010 and has been funded through the sale of bonds by the university. The system is expected to save more than $1 million annually in energy and operational costs.
When completed, the geothermal system is expected to cut the university's annual energy use by 50 percent and reduce its carbon footprint by 25,000 metric tons per year. The geothermal system will also reduce Missouri S&T's water usage by over 10 percent, or 10 million gallons per year, and eliminate a $34 million backlog in deferred maintenance costs for the aging power plant.
The system allows energy to be stored in and reclaimed from well fields around campus. Approximately 790 wells will serve the geothermal plants.
Select a station to view its upcoming schedule: | <urn:uuid:f073e189-aaf4-4517-9171-833c9c61031c> | CC-MAIN-2017-39 | http://www.komu.com/news/power-plant-goes-quiet-campus-moves-to-geothermal-energy | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818693866.86/warc/CC-MAIN-20170925235144-20170926015144-00468.warc.gz | en | 0.959532 | 458 | 2.75 | 3 |
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Penbryn - Extract from 'A Topographical Dictionary of Wales' by Samuel Lewis 1833
"PENBRYN (PEN-BRYN), a parish in the lower division of the hundred of TROEDYRAUR, county of CARDIGAN, SOUTH WALES, 8 miles (E. N. E.) from Cardigan, containing 1733 inhabitants. This place derives its name, signifying " the Head of the Hill," from the situation of its church on the summit of an abrupt eminence near the sea, and is sometimes also called Llanvihangel Pen y Bryn from its dedication to St. Michael. The vicinity appears to have been distinguished, at a very early period, as the scene of several of those sanguinary conflicts which took place during the fierce struggles for empire among the rival chieftains of the principality, and the continued efforts of the confederate natives to repel the usurpation of their territories by foreign invaders. The names of several places within the limits of the parish are by some supposed to bear testimony to the carnage which ensued upon those occasions: among these, Maes Glâs , Pwll Glâs and Clôs Glâs (Glâs being considered, though somewhat fancifully, to be a contraction of Galanas), are reputed severally to signify the plain, the pit, and the enclosure of slaughter; Fynnon Waedog, "the bloody well;" and Llêch yr Ochain, "the stone of lamentation." One of those places Mr. Evans supposes to be the spot where the forces of Arthur were slain, through the treachery of' his kinsman Mordred; and Llongborth, another place in this parish, is by some thought to be that celebrated by Llywarch Hên as the field where Geraint ab Erbin, a prince of Devon, was slain, with a vast number of his followers, and who is supposed to have been interred on a farm in this parish, still called Porth Geraint ; but others think that the place mentioned in the aged poet's elegy on the fall of Geraint was in Devonshire or Cornwall; and Dr. Owen Pughe, in his notes to the translation of that composition, supposes it might be Portsmouth. The parish is situated on the bay of Cardigan, iand is intersected by the turnpike road leading from Cardigan to Aberystwith: it comprises a large tract of land extending along the shores of the bay; the surface is exceedingly hilly, and by far the greater part of the land is barren and uncultivated. A portion of the shore, called Traeth Saith, is supposed to be the most favourable place for sea-bathing on this part of the coast. On the beach is a flat rock, called Carreg Morwynion, or " the Maidens' rock," from the circumstance of several females having been drowned while bathing there. The surrounding scenery is for the greater part dreary, and contains few features either of rural or picturesque beauty; but the views over the bay are enlivened by the passing and repassing of vessels navigating this part of the coast. Within the parish is a small hamlet, or village, called Sarnau, from the remains of several paved roads across a bog in the immediate vicinity of it. Llanborth was formerly an ancient mansion belonging to the family of Rhys ab Rhydderch, Lord of Tywyn ; in default of heirs it fell to the lord of the manor, and was afterwards the property of Colonel Baily Wallis, who sold it to R. Hart Davis, Esq. The living is a vicarage, with the perpetual curacies of Bettws Evan and Brongwyn annexed, in the archdeaconry of Cardigan, and diocese of St. David's, rated in the king's books at £15, and in the patronage of the Bishop of St. David's. The church, dedicated to St. Michael, and situated on the summit of an eminence overlooking the bay of Cardigan, is an ancient structure, in the early style of English architecture, consisting of a nave and chancel, separated by a finely pointed arch, and having a porch in the same style : the font is an ancient square basin. In the churchyard are the stone steps of a cross, supposed to have been destroyed about the period of the Reformation. There are places of worship for Baptists, Independents, and Welsh Calvinistic Methodists.This parish abounds with relics of antiquity, principally of ancient British origin; and almost every spot of elevated ground seems to have been occupied as a military post. Castell Nadolig, an extensive British encampment, strongly defended by a double intrenchment, occupies a situation on a farm of the same name, near the high road ; and the course of a paved road leading thence northward might some time ago be traced for more than a mile. In a field not far from the church there is an erect stone, about five feet high, with an inscription which was read, by Mr. Llwyd, COR BALENCI IACIT ORDOVS. Under the heap of stones near which it then stood some silver coins, and an urn containing ashes, were found. Bishop Gibson also notices a gold coin, about the weight of a guinea, supposed to be of native British antiquity, and of a period prior to the Roman invasion,as having been found in this parish. Several tumuli and carneddau are seen in various parts of the parish, and the vestiges of numerous fortifications are still discernible. On the farm of Cefn Lletre, in this parish, is a lofty mound of earth, encircled by three ramparts, called Castell, originally a place of great strength, but the fortifications are at present nearly demolished: within a short distance is another tumulus, called Castell Prydd. At Blaenhovnant, another farm in this parish, is a large carnedd; and there are two others in the immediate neighbourhood. The average annual expenditure for the maintenance of the poor is £470.10."
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ESL Discipline and Classroom Management for Children in Environments Where No Punishment Is Allowed
In this article I will define what an "environment where no punishment is allowed" really is, where can this type of environment be found, and why do such environments even exist. Then we can analyze what kind of problems this can present for ESL teachers working with children. And finally I present some guidelines as to what can the teachers do in these situations to minimize or solve discipline issues and maintain a good learning environment. All the information presented in this article is the product personal experience and observation performed by myself in the course of two years. I hope it can be useful to the reader as it was to me.
First things first, "punishment" is a harsh word and often invokes concepts like physical punishment in the mind of the listener. Sadly many parts of the world still use physical punishment as means of instruction. But I believe most proper schools ...
Storyboarding for English As a Second Language classes
One of the important goals for any ESL class, and one that tends to get lost in the shuffle of grammar, writing and vocabulary lessons, is simple language production. One great way to get students to produce language is by the use of storyboards.
Storyboarding started in the movie industry with the creation of cartoons which later developed into moving pictures. Storyboards are used all the time now to set up action sequences for films and commercials. I introduce students to the storyboard concept by giving them very simple examples. I will show a YouTube storyboard video made by 5th and 6th grade students to show the class what I am looking for. These students retell the story.
Students are working from a textbook where there are a number of fairly simple fables and tales that they read each week. We start with the story they just read. I tell them they will retell the story on the storyboard.
Students are divided into teams of ...
When teaching ESL in China you will be inundated with job offers. Your contracted work, usually a training center, university or public school, is your bread and butter, providing consistent checks, housing and visa assistance to keep you legal. You will be hunted after, especially in smaller cities outside of Beijing, Tianjin, Shanghai, etc. Not a week goes by that I am not approached on the bus, in the street or through a friend of a friend for more job offers.
These jobs will often come in the form of ESL private tutoring. I have worked with children as young as four to university students preparing for a life in the United States. Before starting your side career ask yourself these five questions.
1. ARE YOU CONFIDENT ENOUGH TO FILL ONE OR TWO HOURS IN A ONE ON ONE SETTING?
You just got in Beijing two weeks ago, your killing it with Old McDonald song and you’ve been hearing about the foreigners making the big bucks doing the one on one. Before applying, ask yourself, are you ...
1. Introduction: Input versus Output. A general overview
In order to assess how compatible Krashen's and Swain's views are, it is essential to first outline the basics of each view, that is, the main tenets of their hypotheses.
As part of his Monitor Model, Krashen (1981,1982, 1985) formulated the Input Hypothesis, which claims that language input (listening and reading comprehension) constitutes the main communicative process through which we acquire a second language. Krashen believes that fluency in speaking or writing in a second language will naturally come about after learners have built up sufficient competence through comprehending input. However, it is not just any kind of input that is appropriate or effective, or as Krashen puts it, not all input will produce intake. The term "intake" is closely linked to how affective factors affect second language acquisition (SLA from now on), and this is how this author refers to the amount of input that is effectively assimilated by ...
In this age people all over the world have now come into contact with one another more time and again. Thanks to the rising popularity and the advancement of information and technology. Post globalization, the need for mastering a foreign language (especially English) besides one’s own mother term seems to be growing dramatically. More people, especially the non natives are learning languages for their personal and professional needs. Although in the field of language teaching TEFL has done an outstanding job to increasingly better hold the needs of language learners, the field may have to do even more and better to deal with the various needs of non native language learners.
Specifically, the cultural aspects of the language must be taught in a TEFL class at the same time with the linguistic aspects, which has conventionally been given emphasis on. Understanding and interpreting the cultures of non native language learners is a significant part of the ESL teachers' role. Serving the ...
Many have experienced grand achievement with TEFL and many are on the edge of experiencing it. If one is fascinated to become a fruitful teacher to teach English as a foreign language then Asia could be a main choice. There are a number of internationally renowned institutions available offering internationally certified TEFL course which can contour EFL teaching career big time. On the other hand as the developing countries are trying to take part in the global market and the country is actually keen to come across as one of the most significant destinations in industry and tourism, which plays a huge role in the country’s economy, the call for learning English is huge in this current time.
The main TEFL job destination is Asia. With the increasing demand of learning English in Asia, it has produced huge chance for the EFL teachers. The salary structure for TEFL jobs is great in Asia which is one more important issue for making huge interest amongst aspiring and employed teachers. ...
Choosing an English teaching career is a difficult task for the students. With the help of native organizations the factors to worry one can remove the worries. There are several career perspectives that the ESL teaching jobs open before an individual. Minimum qualification for the post of English teachers abroad is graduation. There are a lot more to the just the designation. People get to learn a new language, explore the cultural history of the country and at the same time acquire some boost for the career graph later.
Associated with the career of ESL jobs are various common mistakes that can change a person's experience. It is advisable that people do not land up making such mistakes. Avoiding these mistakes can help them receive the most out of the career of an ESL teaching abroad. Following are few mistakes that people often land up doing while choosing the job:
1. Doing it Yourself:
The most common mistake one ends up doing is choosing to work on the matter alone. Numerous ...
Second language skills are best learned if speaking is a major component of the learning process, in fact it is essential, but learning a language in countries where that language is not universally spoken can be problematic. This is because the language instructors are not sufficiently versed in speaking that particular second language to teach it. Students, whether in a school setting or in a language training centre often learn to read and write, but they don't speak enough to be able to get a good grasp of the language to be proficient in both oral and written communication. In some settings, the teacher doesn't know the language well enough so resorts to teaching the second language while using the native language. In other cases, the new language is so badly pronounced that the student walks away speaking a 'dialect' that only folks from that particular country can understand. It would not meet international standards.
Some educationalists believe that a grammatical approach to ...
“To travel is to live” these are wise words from Hans Christian Anderson. They inspire young individuals to travel far and wide building their confidence and experience the world.
Becoming an English teacher by obtaining a TEFL certification the only question left is “Where to travel”? Don’t worry, because this article is going to help.
Here is a list of 5 countries with huge demand for ESL Teachers. So, stick around, and find out, you don’t want to miss out on these great tips!
Beautiful weather in Thailand
Let’s start with a country that has the best weather in the world. Thailand has a unique culture that is breathtaking. Although it’s not the richest of countries, they make up for it by investing in private schools and ELS.
It is safe to say that because of that there are positions available for every type of English speaker. A degree is all you need to get a work visa. Check it out here for more details jobs.movinhand.com/teaching-english-abroad/thailand.
Working in large ...
"When all think alike, then no one is thinking." - Walter Lippman
The development of technology plays a highly vibrant part in media evolution from outmoded to contemporary technology presentations for its messages to reach every individual consumers. As a result, the media does changes which are evidently observed among its genre such as films that manifest complex structures to impress audience. Furthermore, it can be perceived that from films' posters to their end credits, are unseen factors which tend to be highly pedagogical for English language acquisition when imaginatively and seriously handled by language educators. This inventive awareness anchors with the theory of audio- visual literacy which supports the said material for the enhancement of learners' linguistic and communicative competence. This concept fetches us to a solid idea that every film's features do not only function as purely entertainment but are possibly noteworthy in language achievement. In other words, ... | <urn:uuid:ce4469ca-eb30-46e8-9551-6a5fcc3950c7> | CC-MAIN-2019-04 | http://eslarticle.com/pub/english-as-a-second-language-esl/?page=6 | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583857993.67/warc/CC-MAIN-20190122161345-20190122183345-00405.warc.gz | en | 0.959653 | 1,991 | 2.6875 | 3 |
Treatment Side Effects - Kidney Damage
Kidney damage is a possible complication that may be experienced by patients receiving treatment for lung cancer. The kidneys are the organs responsible for maintaining the proper balance of water and electrolytes in the body. They also filter wastes from the blood, which are removed from the body as urine. When the kidneys are damaged, these vital functions are compromised.
What kidney problems may occur?
There are several kidney problems that may occur with kidney damage:1
- Nephrotoxicity, or renal toxicity, is one of the most common kidney problems that occurs when the kidneys are unable to filter all the waste products from the body. Blood electrolytes, such as potassium and magnesium, may become elevated;
- Azotemia is an excess of nitrogen compounds in the blood that can lead to sudden renal failure if untreated;
- Proteinuria is an excess of protein in the urine;
- Urinary tract infection (UTI) is an infection in part of the urinary system, including the bladder. If untreated, UTIs can spread to the kidneys or bloodstream, which are more serious infections.
Can chemotherapy cause kidney damage?
There are several chemotherapy drugs that have been reported to cause kidney damage in some patients. Not all patients who receive chemotherapy have kidney problems, and potential side effects are specific to the drugs given.1
Signs of kidney damage
Patients with kidney damage may experience:1,2
- Burning with urination or sudden urge to urinate
- Urine that is cloudy, bloody, or dark
- Urine that has a strong smell
- Not urinating often
- Trouble completely emptying bladder
- Pain in the back, pelvis or abdomen
- Fever or chills
- Swelling in feet or ankles
- Nausea, vomiting, or a loss of appetite
As with any side effects, patients who experience any of these symptoms should report them to their doctor or nurse.
Managing kidney damage
Kidney damage can often be reversed with proper management. Patients receiving chemotherapy are given regular blood tests to monitor their kidney function. In addition, patients may be asked to give urine samples for testing.1
With some kidney problems, patients may receive medications to treat the conditions, such as antibiotics to treat UTI. Chemotherapy regimens may be stopped, delayed or changed. In addition, there are strategies patients can use to prevent kidney damage from chemotherapy, including:1,2 | <urn:uuid:46d77689-bb53-42ff-8a91-62ba436d1672> | CC-MAIN-2022-27 | https://lungcancer.net/treatment-side-effects-kidney-damage | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104514861.81/warc/CC-MAIN-20220705053147-20220705083147-00546.warc.gz | en | 0.951625 | 505 | 2.671875 | 3 |
Greenhouse Watering System
There are many different types of greenhouse watering system but the most common system used is the micro irrigation system or more commonly called drip irrigation. Tests have shown that the proper use of an irrigation system can improve your plant growth by as much as 70%
Too Much Or Too Little
Over watering your plants is a mistake many make because it really is hard to judge how much water the plants need. Over watering plants can cause them to rot, get fungal infections and perish. Likewise it’s very easy to under water causing the soil to dry out and the plants to wilt. I would suggest investing in a watering system as soon as you have your greenhouse erected. Or better still whilst it’s being built as it’s far easier to install the pipe work at this stage than later.
A good irrigation system is extremely handy. No longer will you have to walk down to the greenhouse twice a day to do the watering. A proper system, installed correctly, will give you many years of service with very little maintenance and upkeep. Drip irrigation slowly applies a flow of water to the roots of your plants and vegetables. There is very little waste or evaporation because the water gets straight to the roots in the soil. This is ideal no matter what climate you are in as you don’t need to take into account evaporation by the sun and wind.
Increase Plant Production & Efficiency
Watering your greenhouse by hand is the most common practice for small greenhouses. If you have a larger greenhouse or want to take a more professional approach I would suggest getting an automated system. This is an ideal way of increasing your production and keep your venture efficient. Not only will this save you time in the long run you will save money too.
You may think that watering by hand is a cheap alternative to paying out for automated equipment. But our studies have shown that the price of equipment is quickly recouped by watering plants correctly and evenly. When watering by hand you can never be sure what plants have been overlooked and which plants have been saturated. The price of replacing damaged plants could be easily avoided by automating your process from the beginning.
Offset Labour Costs
If you run a professional growing business or maybe thinking of starting one up then you need to consider the cost of employing labour. An efficient greenhouse watering system is fairly simple to install and will cost much less to run than the amount you will have to pay out in labour for a season. Prices will vary depending on the size of the area and the type of plants being grown. Some plants will need watering more frequently. Some less frequently but with more water. If you are watering hanging baskets or small size containers then drip irrigation is the best choice. However if you are working with larger containers then it maybe worth looking into a spray system as an alternative. | <urn:uuid:2df84ec6-2777-412b-b189-95aed1fd7138> | CC-MAIN-2016-36 | http://greenhousewateringsystem.com/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-36/segments/1471982974951.92/warc/CC-MAIN-20160823200934-00054-ip-10-153-172-175.ec2.internal.warc.gz | en | 0.964188 | 580 | 2.671875 | 3 |
What were the causes of the great depression essay
Causes of great depression the real causes for the great depression were: massive contraction in the money supply (fed constricted the supply of money by 33. Why should students learn about the great depression our grandparents and great-grandparents lived through these tough times in this essay. To teach and learn a great deal about economics—whether introductory essay, “the great depression: shrinking money supply were the primary causes of the. Great depression: great depression its social and cultural effects were no less ever experienced by the world economy stemmed from a multitude of causes.
Read story the great depression essay by dannyog79 (lord devil) with 14,426 reads essay if u c any thing wrong pls tell me:. Free essay on causes of the great depression essay available totally free at echeatcom, the largest free essay community. The great depression of 1929 was a 10-year global economic crisis here are causes, impact, and chances of recurrence. Essay on the causes and consequences of consequences of the great depression their power and for a long time were in a state of psychological depression.
A depression is when you have to tighten your own belt the great depression in canada during 1920s history essay many great inventions were made. The causes of the great depression history imagine waking up one morning, only to find out that all your investments and savings are gone so if your bank. Causes of the great depression the great depression was of the 1920's were not join now to read essay causes of the great depression and other term. Causes of the great depression the effects of the great depression were more severe in america but were felt across all have your college essay written.
A quiz on the causes of the great depression learn with flashcards, games, and more — for free. Great depression in canada word count that period of economic decline is referred to as the great depression what were the in conclusion the causes of the.
The causes of the great depression in the early 20th century have been extensively the main culprits for the prolonged depression were labor frictions and. This research paper the causes of the great depression and other 63,000+ term papers, college essay examples several reasons for the great depression were. I have to write an essay for my class about the great depression in the us and i just want to know the details about what caused it. What were the top causes of the great depression in the united states here is a list from the stock market crash of 1929 to widespread drought.
The great depression, causes and effects the effects of the great depression were also severe in sign up to view the whole essay and download the pdf for.
- Causes and effects of the great depression causes the great depression did not begin in 1929 with the fall of the over inflated stock farmers were devastated.
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- Great depression, the longest, deepest, and most pervasive depression in american history, lasted from 1929 to 1939 its effects were.
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The great depression was a severe during the crash of 1929 preceding the great depression, margin requirements were the causes of the great recession. The great depression this was a leading causes that assisted the great depression banks played a significant role in the depression because they were in. | <urn:uuid:9ab1bf8d-38c9-43af-9860-9f8da591df08> | CC-MAIN-2018-34 | http://gmpaperlpsn.alexandru.me/what-were-the-causes-of-the-great-depression-essay.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221213158.51/warc/CC-MAIN-20180817221817-20180818001817-00602.warc.gz | en | 0.965864 | 789 | 3.0625 | 3 |
Before composing a literary essay, you need to understand the aim of writing. There are several types of this type of paper. How you would write it will depend upon the self-discipline as literary analysis cowl a large number of disciplines. Social research, history, communication, literature, marketing, administration are only several disciplines amongst many others.
Topics for this essay type are often fairly broad. It is best to write how the item is portrayed in the work of the writer, provide completely different examples in addition to be attentive to details. This essay sort is much less analytical and extra just like a abstract inside the subject. It could possibly be The picture of war in For Whom the Bell Tolls».
Painless Solutions For literature essay – The Options
Ready to select one of the writers? Deposit funds into your EssayShark balance in order that a writer can work in your order. The text under is an instance of the sort of writing you is likely to be assigned in one among your courses. Learn the textual content after which evaluate the pattern thesis and description of a crucial analysis of the text that follows.
Considering conceptually about non-literary texts and literary works can be exhausting. Listed under are some ideas from author Brad Philpot to get your learners occupied Ap Lit Essay Examples with the seven key ideas: communication, creativity, perspective, illustration, identification, culture and transformation.
34. V. Conclusion It’s generally helpful to think about the conclusion as a reversal of your introduction. You could wish to begin by rephrasing your thesis statement. Earlier A Literary Analysis than writing a critical analysis essay, ensure you have a top level view which organizes your ideas right into a coherent important essay structure.
Uncomplicated literature essay Methods – Some Insights
When making use of theories to literature, keep in mind, as at all times, that it is your thesis that issues. Principle is a framework…it is what you do with it that is the core of any literary evaluation. Many pieces of literary criticism do not even mention How To Write A Literary Criticism what method is used. The approach is inherent in the argument the writer makes. It is a good benchmark that can assist you assess the appropriateness of your argument given the idea you are tasked to discover.
In fact, if you want to consider a topic to jot down about within the first place, then there are numerous issues that you can do. For instance, in addition to getting a good suggestion concerning the play by studying the work and watching various productions, it can also be a good idea to learn any educational Literary Essay papers that have been written by different people. Not solely will this provide help to to get a greater understanding of how different folks might need interpreted Macbeth, however it is going to also give you some inspiration for varied concepts that you would be able to write about.
Need to avoid wasting time? We provide completely different writing providers, notably you should buy literature essay on-line The first motive why college students need Literary Evaluation Essay Examples to do a wonderful job on their literary evaluation essay is to get good grades and succeed within the classroom. This sort of work moreover helps you improve many essential expertise.
Begin your first paragraph with a so-known as Hook. Observe the way it’s done in a sample literary evaluation essay offered at our site literatureessaysamples.com. It grabs readers’ consideration so you’d actually like utilizing a thought-upsetting question, a name to motion, a dialogue or perhaps a short story.
A Guide To Trouble-Free Solutions Of literature essay samples
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Free English Literature quality essay samples and examples. These illustrate good writing methods, and supply ideas to your personal essay subject assignments. These studies are primarily homework from English lessons and sometimes are argumentative essays. Sample Literary Analysis Essay Example essays include Shakespeare’s A Midsummer Night’s Dream; Hamlet and A lot Ado about Nothing; Stephen Crane; Mark Twain’s Huckleberry Finn and extra. Pattern highschool essays embrace a special evaluation section that examines the quality of the paper. | <urn:uuid:f10fc608-6526-4b5b-a619-634f7b37ddf9> | CC-MAIN-2021-31 | http://bearracuda.com/a-spotlight-on-plans-for-how-to-do-a-literary-analysis/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046154459.22/warc/CC-MAIN-20210803124251-20210803154251-00042.warc.gz | en | 0.942876 | 920 | 2.6875 | 3 |
What YOU Can Do:
Each individual can bring important help by adopting a more responsible lifestyle: starting from little, everyday things. It’s the only reasonable way to save our planet, before it is too late.
–1Frame4Nature is a collection of images and stories from around the globe of your personal connection to nature. However small, when combined with the actions of others, your individual actions can impact real and tangible outcomes for the preservation of our planet. Submit your story now!
iLCP Fellow Esther Horvath‘s 1Frame4Nature: Changing Arctic Ocean
“During the survey, please discuss only necessary issues though the headphones” requested Dr. Thomas Krumpen before taking off in the DC3 aircraft from Station Nord heading in the direction of the Nord Pole. In order to cover longer distances, the airplane had no soundproofing and therefore headphones were needed. The request was important because during the daily 6 hour flight, the aircraft would fly at an altitude of just 200 feet / 70 meters while pulling a torpedo-shaped ice thickness measurement device called “EM Bird” at an altitude of 15 meters. Such an expedition demands a high level of concentration along with having an experienced pilot.
The Alfred Wegener Institute for Polar and Marine Research (AWI) is the only institute in the world providing an airplane-based ice thickness study producing highly accurate ice thickness data.
The mission aboard the 1942 DC3 aircraft is aimed at measuring ice thickness and changes in the Arctic Ocean. Lead scientist, Dr. Thomas Krumpen, has been overseeing the campaign called TIFAX since 2010, covering the same polar region, including Fram Streight and above Northern Greenland towards Nord Pole each year in July -August. During the three weeks campaign in 2016, the team flew a total of fifty hours during 10 survey flights, surveying 2300 miles/3700 km of ice surface. Findings from the campaign revealed surprisingly low summer ice thickness measurements. Since 2010, the Arctic summer ice thickness has reduced by 42%, presumably due to both rising atmospheric and sea temperatures.
The average atmospheric temperature in the Arctic region is growing twice as fast compared to other parts of the world. With continual increasing temperatures being measured in the Arctic Ocean, ice thickness is rapidly decreasing.
I believe these research findings can motivate us to make positive changes through daily and long-term choices. We can support the Paris Agreement on a personal level by working to hold the global average temperature below 2 °C above pre-industrial levels.
Choices we can make:
- Globally, 14.5% of all greenhouse gas pollution can be attributed to livestock according to the U.N. Food and Agriculture Organization. 65% of livestock industry’s role comes from raising beef and dairy cattle. Reducing global beef consumption is critical to keeping global warming in check.
- Personal vehicles are one of the major causes of global warming. Choosing low CO2 or electric cars could reduce the CO2 emissions and slow down the increasing temperatures.
- Choosing to walk, ride a bicycle or taking public transportation, are healthier choices for the planet.
- Air conditioners are contributing to the rise in temperature as they emit hot air. Presently, the U.S. uses more energy to keep cool than all other countries combined. Reducing dependence on air conditioners would positively effect the increasing temperatures globally.
Each individual can bring an important help adopting a more responsible lifestyle: starting from little, everyday things. It’s the only reasonable way to save our planet, before it is too late.
This article is brought to you by the 1Frame4Nature Campaign. Share a picture and story on Instagram with the hashtag #1Frame4Nature, of your personal connection to nature and tell us what action you’ve taken on behalf of our planet. | <urn:uuid:ad68a1cb-0641-4b69-8cb8-f507090fcfe3> | CC-MAIN-2017-47 | https://voices.nationalgeographic.org/2017/03/28/1frame4nature-esther-horvath/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806708.81/warc/CC-MAIN-20171122233044-20171123013044-00704.warc.gz | en | 0.924111 | 786 | 2.921875 | 3 |
As with most traditional festivals in China, there is a legend behind the Chinese equivalent of Valentine’s Days (known as “Qixi”), with a long history dating back to an ill-fated love affair between a cowherd and a young goddess during the Han Dynasty (206 BC – 220 AD).
Legend has it that there was once a young cowherd by the name of Niulang and an old ox. The story goes that Niulang, the cowherd, once saved the ox when it was sick. In return, the ox introduces Niulang to a weaver fairy by the name of Zhinü, who is the daughter of a powerful goddess – the goddess of heaven.
Zhinü and Niulang soon fall in love and get married without telling her mother. For a few years they live a happy life together and even have two children: one boy and one girl.
However, one day, the goddess of heaven (Zhinü’s mother) finds out that Zhinü, her daughter, has married a mere mortal. The goddess is furious and sends her celestial soldiers to bring Zhinü back to heaven. Meanwhile, Niulang is very upset when he finds out that his wife was taken back to heaven.
Hearing the sad news, his friend the ox invites Niulang to kill him and put on his skin, so that he will be able to go up to heaven to find his wife. Crying bitterly, Niulang kills the ox, puts on the skin, and carries his two beloved children off to heaven to find Zhinü.
Just before he’s able to reach Zhinü, the goddess of heaven creates a huge river between them. They are separated forever by the river that later became known as the Milky Way.
However, all hope is not lost, as Niulang and Zhinü’s love for one another moves all the magpies in the land to take pity on them, and they fly up to heaven to form a bridge over the river, so that Niulang and Zhinü can meet on the magpie bridge. Eventually, the goddess is also moved by their love and so she allows them a meeting on the magpie bridge on that day every year (the seventh day of the seventh lunar month).
Today, couples in China celebrate that special day “Qixi” by going on dinner dates and exchanging flowers and cards.
However, the Chinese used to observe more traditional customs for Qixi. Among these popular traditions involved women, usually in the evening on Qixi, showing their dexterity skills by speedily threading a needle under moonlight. Young women also carved exotic flowers, animals, and unusual birds, usually on a melon skin.
Other customs involved women worshiping Zhinü (the weaver fairy) by preparing a table of offerings: tea, wine, fruits, red dates, hazelnuts, peanuts, and melon seeds. In the evening, young women sat around the table, displaying their needlework, gazing at Vega (the second-brightest star in the northern hemisphere) and praying for a good husband and a happy life. Then they’d play games or read poems until midnight.
Elsewhere, in order to honour the old ox from the legend, children would pick bunches of wild flowers and hang them on the horns of oxen.
These days Qixi is much more commercialised, and it’s usually celebrated in the same manner as Valentine’s Day – with meals, chocolates, and flowers. But not everybody is in the mood to celebrate love on Qixi day in China. Nearly 200 million people are not married in the country of almost 1.4 billion, according to official figures, with many resisting family and cultural pressure to settle down. | <urn:uuid:3732e0d5-7a5f-4532-a8ed-582c9fb4dde5> | CC-MAIN-2019-43 | https://theculturetrip.com/asia/china/articles/the-legend-behind-the-qixi-festival/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570986647517.11/warc/CC-MAIN-20191013195541-20191013222541-00189.warc.gz | en | 0.970536 | 801 | 3.296875 | 3 |
|Name: _________________________||Period: ___________________|
This test consists of 15 multiple choice questions and 5 short answer questions.
Multiple Choice Questions
1. Billy Herndon, Lincoln's law clerk, arrives in Act 2, Scene 6. What is his condition?
(a) He has quit drinking and is sober.
(b) He's suffering from an early case of swine flu.
(c) He's debilitated by swamp fever.
(d) He's drunk, as usual.
2. One of Lincoln's clients can't pay her bill; why does Lincoln think she is right not to pay?
(a) She is a poor widow and Lincoln doesn't take money from widows.
(b) Lincoln took a horse from her late husband in payment.
(c) Lincoln defended her husband unsuccessfully and he was hanged.
(d) He believes she is going to inherit a lot of money, so he can wait for payment.
3. What is Lincoln's response to a poem he reads regarding life and death?
(a) He likes it: "It sure is good...it's fine!
(b) He is inspired to write his own poetry: "I've got a thought, Teacher, give me a pencil."
(c) It depresses him: "Life is sure 'nuff short, why think about death?"
(d) He finds it strange: "I don't get the meaning of it, at all."
4. What reason does Lincoln give in Act 2, Scene 4 for turning down the opportunity to speak against slavery?
(a) He has a date on the night of the rally.
(b) The sponsoring organization is "a pack of hell-raising fanatics."
(c) He is feuding with the president of the organization that wants him to speak.
(d) He is pro-slavery.
5. In Act 2, Scene 5, Lincoln mentions a woman "foxing" his pants--what does that mean?
(a) Something so scandalous that Mary Todd showed Lincoln the door before he could explain.
(b) Sewing buckskin around the lower legs to keep them from being shredded by underbrush.
(c) Attaching foxskins down the legs as a means of camoflauge.
(d) The woman was flirting with him outrageously.
6. Where has Lincoln been, just before he arrives at the Edwards' home in Act 2, Scene 5?
(a) At the Statehouse, lobbying against gun registration.
(b) Visiting another woman, to whom he plans to propose.
(c) Fox hunting.
(d) Visiting a potential client in jail.
7. What organization wants Lincoln to give a speech?
(a) The Elijiah Lovejoy League of Freemen.
(b) The American Civil Liberties Union.
(c) The AFL-CIO.
(d) The Democratic Party of Quincy, Ill.
8. Why is Ann's death such a setback to Lincoln?
(a) He depended on Ann's connections to the politically powerful in Washington.
(b) He fears any woman who loves him is doomed to an early death, like his mother.
(c) Ann wrote his speeches; without her, he has nothing to say.
(d) He doesn't feel he will be taken seriously as a candidate if he is single.
9. How does the weather complement Lincoln's mood when he arrives at the home of the Greens' with news of Ann's death?
(a) The wind howls in agony along with him.
(b) The weather is as stormy as his mood.
(c) The weather is as clear as his conscience.
(d) A blizzard settles in, reflecting the cold that has settled in his heart.
10. What is it about politics that Lincoln dislikes?
(a) If elected, a man has to move to the city.
(b) If elected, a man is likely to be shot.
(c) If he loses, a man will be left with many debts.
(d) If not elected, a man will be ashamed in his own community.
11. What is Billy Herndon's attitude toward Mary Todd on the day Lincoln is to be married?
(a) He is opposed to the marriage because he's heard bad things about Mary Todd's temper.
(b) He is too drunk to really care, but he makes an insincere toast to the couple's happiness.
(c) Herndon doesn't like Mary Todd, but he likes her ambitions for Lincoln.
(d) Herndon likes Mary Todd, but feels it will be a mistake for her to goad Lincoln into politics.
12. What is the wedding gift Ninian has brought Abe?
(a) A slave.
(b) A stovepipe hat that will become Lincon's signature.
(c) A fine, silver-headed cane.
(d) A silver box of fine cigars.
13. On which holiday does Act 1, Scene 2 take place?
(b) Memorial Day.
(c) The Fourth of July.
(d) Labor Day.
14. What is Josh Speed's request to the Greens as he departs at the end of Act 1, Scene 3?
(a) He asks them to call a physician to treat Lincoln's stress.
(b) He asks them to keep Lincoln with them and not let him out of their sight.
(c) He wants them to take copious notes about Lincoln's mood.
(d) He requests they accompany Lincoln to Springfield for opening of the Legislature.
15. What is Billy Herndon's reaction to Lincoln's reasons for breaking off the engagement?
(a) He is stunned and speechless. He finishes off the bottle in his pocket.
(b) Herndon says Lincoln is really trying to escape his own failure to serve the country.
(c) He is gobsmacked, but he helps Lincoln write another letter.
(d) Herndon agrees that Mary Todd is a witch and says he's glad Lincoln changed his mind.
Short Answer Questions
1. What, besides politics, does Lincoln have on his mind during the scene in the Rutledge Tavern?
2. What does Lincoln's teacher suggest Lincoln do to improve his life?
3. Besides debt, what topic often occupies Lincoln's mind?
4. What does Ann's love do for Lincoln?
5. What is the purpose of Edwards' visit to New Salem in Act 1, Scene 2?
This section contains 996 words
(approx. 4 pages at 300 words per page) | <urn:uuid:d1ab9615-3dfd-4930-a727-58fe7f86043f> | CC-MAIN-2016-40 | http://www.bookrags.com/lessonplan/abelincolnillinois/test1.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738661449.76/warc/CC-MAIN-20160924173741-00193-ip-10-143-35-109.ec2.internal.warc.gz | en | 0.972039 | 1,431 | 3.125 | 3 |
Kampala – Ugandan health officials say the deadly Ebola virus has killed 14 people in western Uganda this month. The officials and a World Health Organisation representative told a news conference in Kampala Saturday that there is “an outbreak of Ebola” in Uganda.
There is no cure or vaccine for Ebola, and in Uganda, where in 2000 the disease killed 224 people, it resurrects terrible memories. Ebola, which manifests itself as a hemorrhagic fever, is highly infectious and kills quickly. It was first reported in 1976 in Congo and is named for the river where it was recognised, according to the Centres for Disease Control and Prevention.
Scientists don’t know the natural reservoir of the virus, but they suspect the first victim in an Ebola outbreak gets infected through contact with an infected animal. | <urn:uuid:1e50810f-0f40-4a26-9b1b-7ad202a33860> | CC-MAIN-2014-35 | http://omgghana.com/ebola-outbreak-in-uganda/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1409535920849.16/warc/CC-MAIN-20140909044303-00128-ip-10-180-136-8.ec2.internal.warc.gz | en | 0.961639 | 163 | 2.578125 | 3 |
Ajax by Sophocles
Ajax is a play by Sophocles. The date of its first performance is unknown, but most scholars regard it as an early work, about 450 BCE to 430 BCE (J. Moore, 2). It chronicles the fate of the warrior Ajax after the events of the Iliad and the Trojan War. At the onset of the play, Ajax is enraged because Achilles' armor was awarded to Odysseus, rather than him. He vows to kill the Greek leaders who disgraced him. Before he can enact his revenge, though, he is tricked by the goddess Athena into believing that the sheep and cattle that were taken by the Achaeans as spoil are the Greek leaders. He slaughters some of them, and takes the others back to his home to torture, including a ram which he believes to be his main rival, Odysseus. | <urn:uuid:6c2d2b2d-3c0b-48f0-94b3-53d09637f990> | CC-MAIN-2022-27 | https://thegreatestbooks.org/items/603 | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103035636.10/warc/CC-MAIN-20220625125944-20220625155944-00225.warc.gz | en | 0.988327 | 184 | 3.109375 | 3 |
Fold an elephant head using the origami technique.
Glimpse of the Result:
Take a square piece of paper and fold it horizontally along the center.
Lift the lower left corner and fold it diagonally such that it almost meets the center crease.
Repeat this for the right side as well.
Fold in half such that the lower right corner meets the top left corner to get the below structure.
Turn as needed and make creases at the points shown.
Lift the right corner along the crease and tuck it under the triangular crease at the center.
Repeat the above step for the left corner. We have the ears of our elephant now.
Now fold a part of the ear inwards as shown to get the tusks.
Mildly twirl the corners of both the ears.
Using a pencil mildly twirl the center triangle to make the trunk of the elephant.
Make a small dent like fold at the top center if needed.
Category: Simple Origami
There are no comments yet. Why not be the first to speak your mind. | <urn:uuid:0047b53f-83d9-4a38-b973-a824f5b576e8> | CC-MAIN-2013-20 | http://artplatter.com/2011/08/origami-elephant-head-instructions/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705069221/warc/CC-MAIN-20130516115109-00014-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.838825 | 231 | 3.34375 | 3 |
Learning Centers, Part 1: Why They're Important
- Grades: PreK–K
Kindergarten was created as a place to emphasize the development of the whole child. Now, however, emphasis has shifted so much to academic development, at the expense of emotional, social, and physical development, that we often forget how important these are.
Kindergarten was created as a place to emphasize the development of the whole child. Now, however, emphasis has shifted so much to academic development, at the expense of emotional, social, and physical development, that we often forget how important these are. However, your classroom learning centers, provided that you implement them right, can be a perfect place to promote these areas of growth in young children.
In Part One of this series, I will tell you why learning centers are important and give examples of how my students benefit from them.
In Part Two, I'll discuss center management and rules and routines.
In Part Three, I'll share specific center ideas for your classroom.
Also, stayed tuned every month to see how I've set up my dramatic play center to incorporate literacy!
Five- and six-year-olds are natural, enthusiastic learners. Their impulse to ask questions, to investigate, and to explore, examine, and experiment, comes from a burning curiosity about the world and a desire to understand things. They learn, grow, and internalize through interactive experiences with each other, with adults, and with real materials that require all of their senses. For this reason, I spend careful time planning diverse learning centers, with open-ended activities and hands-on materials, to use throughout the year.
Learning centers are areas within the classroom where students learn about specific subjects by playing and engaging in activities. Play is an active form of learning that involves the whole self. Even cognitive development, the primary focus in today's kindergarten, is achieved through child-initiated exploration and discovery.
However, children need certain strategies and skills, such as making decisions, carrying out plans, cooperating and sharing with others, and problem-solving, in order to play and learn independently. As the teacher, your job during center time is to:
- Ask questions
- Show what to do when help is needed
- Support first attempts
- Participate in activities
- Talk and have discussions with your students
- Help your students make discoveries and connections
- Share your knowledge and expertise
Do not take ownership of the activities; figure out what the children are trying to achieve and how best to help them achieve it.
Learning centers allow children to relax. Playing reduces tension because children don't have to worry about expectations. There is no pressure. In my Book Nook Center, students are having a carefree, enjoyable learning experience.
Learning centers allow children to be themselves. They become more open and engaged, more comfortable with their surroundings, and more natural. In my Reader's Theater Center, students are playing with puppets.
Learning centers allow children to freely choose and experiment with materials that they find interesting. In my ABC Center, students are playing with tangrams and magnetic boards to recognize letters and learn their shapes.
Learning centers allow children to investigate, explore, and discover things that are new to them and make connections with things that they already know. In my Science Center, students are growing plants and observing animals and insects.
Learning centers allow children to understand the social world, develop communication skills, and build relationships. In my Games and Puzzles Center, students are interacting while they are playing.
Learning centers allow children to see things through another person's point of view by working together to create, construct, and build. In my Blocks Center, students are making cities using blocks and Legos.
Learning centers allow children to feel satisfied by completing purposeful activities. In my Names Center, students are practicing writing their names.
In sum, learning centers allow children to develop appropriately. Since mature, well-rounded growth must include the whole self, children should be encouraged to play and explore their environment for selfish and social reasons as well as academic ones. When used for all of these purposes, learning centers are an important part of a balanced kindergarten.
Do you use learning centers in your classroom? Why do you feel they are important?
Have a playful weekend! | <urn:uuid:8918d0c7-a36f-4608-9537-3218fafe7121> | CC-MAIN-2015-14 | http://www.scholastic.com/teachers/classroom_solutions/2010/09/learning-centers-part-1-why-theyre-important | s3://commoncrawl/crawl-data/CC-MAIN-2015-14/segments/1427131297622.30/warc/CC-MAIN-20150323172137-00075-ip-10-168-14-71.ec2.internal.warc.gz | en | 0.965243 | 883 | 3.625 | 4 |
So last Thursday was a day many teachers love, and loathe...a half day. This day's agenda included students in the morning, and a presenter in the afternoon. Quite unusually we had no idea who the presenter was, or what we would be hearing...so I had thought the worst, I was pleasantly surprised! The agenda for the session was Cooperative Learning and I was worried that none of the content would apply to my students. I listened intently as we learned about structures for - think, pair, share; RoundRobin & RoundTable; and numbered.... While all these structures would be very useful in general education classroom, I cannot see a way to use them effectively with students with more significant cognitive disabilities.
As the session continued I was very impressed by our speaker and the way she used us to demonstrate how to work cooperatively (as compared to listening to a lecture for 2 hours about 21st Century Skills, but I'm not getting into that one!). She then started talking about some techniques for 2 students to use - one called Match Mine, the other Same/Different.
Same/Different is a structure where students look at sets of pictures and are asked to find similarities and differences between the sets of pictures. A divider is placed up between the students so they cannot see each others boards so are forced to use language to identify the similarities and differences. I can imagine a BINGO type board with lets say 9 squares, 6 of them have mammals. Now we have 2 of these boards, some of the mammals would be the same, some different, and in different places. The task of the students is to determine what animals are on the board & where they are located...the opportunity for language development is spectacular! I can especially see using this with AAC users to help them increase their understanding of their devices. One of these sets of boards might look like this:
Match Mine is a similar concept: 2 students, a divider, and one student tells the other how to match what they have. I can see this during a math lesson on time, or maybe have a student give a amount of coins and have the other student create the same. Again this would be a great way to use language for students!
I hope I have some time to try these this week and if I do I'm sure I'll be sharing here!
Do you know somebody else who would find this post interesting or useful? Please forward it to them. Did somebody forward this post to you? Visit Teaching All Students and subscribe to receive posts for free. If you need a tutorial please visit this post: RSS Readers | <urn:uuid:7c4c2149-43d4-491a-9467-65837878489d> | CC-MAIN-2017-17 | http://teachingall.blogspot.com/2010/02/cooperative-learning.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917121165.73/warc/CC-MAIN-20170423031201-00232-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.975093 | 529 | 3 | 3 |
Biology Of Crocodilians, Species Of Crocodilians, Crocodilians And People
The crocodile order (Crocodylia) consists of several families of large, unmistakable, amphibious reptiles: the crocodiles (Crocodylidae), gavials (Gavialidae), and the alligators and caimans (Alligatoridae). Although these animals look superficially like lizards, they are different in many important respects, and are believed by biologists to be the most highly evolved of the living reptiles.
Crocodilians are amphibious animals, spending most of their time in water but emerging onto land to bask in the sun and lay their eggs. Their usual habitat is in warm tropical or subtropical waters. Most species occur in freshwater, with only the saltwater crocodile being partial to marine habitats. Fish are the typical food of most adult crocodilians, but the biggest species will also eat large mammals, including humans. Younger crocodilians eat invertebrates and small fish.
Crocodilians are economically important for their thick, attractive hide, which can be used to make fine leather for expensive consumer goods, such as shoes, handbags, and other luxury items. Wild crocodilians are hunted for their hide wherever they occur, and in some areas they are also raised on ranches for this purpose. Crocodilian meat is also eaten, often as a gourmet food.
Most populations of wild crocodilians have been greatly reduced in size because of overhunting and habitat loss, and numerous species are endangered.
- Crocodiles - Biology Of Crocodilians
- Crocodiles - Species Of Crocodilians
- Crocodiles - Crocodilians And People
- Other Free Encyclopedias
Science EncyclopediaScience & Philosophy: Cosine to Cyano group | <urn:uuid:88a9c1b1-1b34-4c63-8ed1-94b7d394d5e5> | CC-MAIN-2023-23 | https://science.jrank.org/pages/1869/Crocodiles.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224652207.81/warc/CC-MAIN-20230606013819-20230606043819-00691.warc.gz | en | 0.918643 | 392 | 3.890625 | 4 |
People have been trying to create a portable phone since Alexander Graham Bell first attempts. So, just how early on did someone finally succeed? According to The Daily Mail Online, W W McFarlane’s creation in the 1920’s was one of the earliest in portable phones.
The device, invented by Philadelpia experimenter W W McFarlane required three pieces of stove pipe stuck to a board as an aerial.
Unlike many wireless ‘telephones’ of the period, it could transmit and receive, like a contemporary telephone.
It worked over a range of up to 500 yards, the newspaper reports.
The ‘transceiver’ device was bulky – as well as the stove pipes, it required a box sitting in the car next to the chauffeur – but it was well ahead of its time.
Technologically, the device – unearthed in an Ohio newspaper, the Sandusky Register by Smithsonian.com, is more akin to a walkie talkie, as you had to ‘push to talk’, rather than having a true two-way conversation.
After the jump, a video about two New York women from 1922 and their portable phone that connects to a fire hydrant. | <urn:uuid:da8a8636-c6b7-4deb-a208-f33f8377a8e8> | CC-MAIN-2015-18 | http://www.business-opportunities.biz/2014/07/26/worlds-first-mobile-phone/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-18/segments/1429246662032.70/warc/CC-MAIN-20150417045742-00251-ip-10-235-10-82.ec2.internal.warc.gz | en | 0.977695 | 251 | 3.46875 | 3 |
A study published by the National Institutes of Health looked at the prevalence of acute myocardial infarction, or heart attacks, on participants that received acupuncture treatments compared with those who did not. The group of participants that were selected to receive acupuncture went through at least one acupuncture treatment course (six sessions). The results showed those receiving the acupuncture treatment series were less likely to experience a heart attack. And the more treatment sessions, the less likely a heart attack would occur. This study shows regular acupuncture treatments can indeed be helpful at preventing heart attacks.
Traditional Chinese Medicine (TCM), just like Western medicine, believes the heart is responsible for the circulation of blood. When the heart is strong, circulation will be sufficient, the body will be well nourished and the pulse will reflect that by being full and regular. Both medical systems agree a weak heart can manifest as palpitations, chest pain and even heart disease or a heart attack. Where the two medical systems diverge is this: Traditional Chinese Medicine also acknowledges that the heart “houses the mind.”
In TCM, the heart and the mind are virtually inseparable. The heart governs the ability to think clearly, sleep soundly and maintain a good memory. Our emotional state is strongly influenced by how healthy or unhealthy our heart may be. A weak and deficient heart may create feelings of anxiety and mania, while also contributing to insomnia, forgetfulness and lack of concentration. Conversely, a weak mind or uncontrolled emotions can lead to a sick heart.
Regular acupuncture treatments have been found to be very helpful in lowering blood pressure. The needles stimulate the release of opioids, which then decrease the heart’s activity and its need for oxygen. This in turn helps lower blood pressure. Acupuncture also decreases the resting heart rate and blood pressure by helping to decrease stress levels.
Unmanaged, chronic stress can lead to heart disease, high blood pressure, heart arrhythmias and even heart attacks. Numerous studies have shown that stress can be managed through the use of acupuncture. TCM offers more than just acupuncture to treat stress, though. Herbal formulas and exercises like tai chi and qi gong are all wonderful tools for managing stress and keeping the heart healthy.
Poor sleep and insomnia have been linked to heart failure, heart attacks, high blood pressure and strokes too. TCM can help treat a wide array of sleep problems without the harsh side effects of many pharmaceuticals. When a person is rested, their heart will generally be healthier.
Without a healthy heart, the body cannot function properly and the mind may be clouded and disconnected. Contact a licensed acupuncturist in your area to see how TCM can assist you with all of your heart health needs. | <urn:uuid:d881e87b-9df6-4b74-8643-39ff944f9435> | CC-MAIN-2019-51 | https://columbusacu.com/research-update-acupuncture-and-the-heart/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540553486.23/warc/CC-MAIN-20191213094833-20191213122833-00522.warc.gz | en | 0.924419 | 555 | 3.078125 | 3 |
What's the Latest?
Guaranteeing everyone in America an income of $1,000 per month is a bold new path out of the current economic slump, which has created some of the widest income inequalities in modern history. The plan, originally put forward by conservative economist Milton Friedman, has gained traction in liberal circles as a path toward more meaningful employment for the underpaid, and a safety net for the unemployed. In most places of the country, $1,000 can pay for a modest apartment, some groceries, a basic phone plan, and some cab fare.
What's the Big Idea?
While giving everyone in America free money seems like a radical idea, its time may have come. As the Congress is increasingly hesitant to extend unemployment benefits and, remarkably, food stamps have become a pariah policy in the Republican party. The cost of the program would amount to $2.8 trillion annually and could be paid for by closing tax loopholes. "Currently, $32 trillion is stashed in offshore accounts in notorious tax havens like the Cayman Islands and Bermuda. Much of that is profit made in the U.S. by American corporations, but booked overseas to avoid taxes." | <urn:uuid:7014f0f4-18f0-4620-804e-44429bc1b6b0> | CC-MAIN-2016-36 | http://bigthink.com/ideafeed/how-to-guarantee-a-basic-income-for-all-americans | s3://commoncrawl/crawl-data/CC-MAIN-2016-36/segments/1471983577646.93/warc/CC-MAIN-20160823201937-00055-ip-10-153-172-175.ec2.internal.warc.gz | en | 0.967017 | 241 | 2.609375 | 3 |
“Enumeration can best be defined as the process of counting. From a security standpoint, it’s the process the attacker follows before an attack. The attacker is attempting to count or identify systems and understand their role or purpose.
This may mean the identification of open ports, applications, vulnerable services, DNS or NetBIOS names, and IP addresses before an attack.”
Michael Gregg (2008, p 149)
This means at this stage it’s only a matter of time before the attacker compromises a system on the network.
The main aim of this stage is to find:
User accounts for password guessing.
system groups and roles
Poorly configured shared resources.
Older software with known vulnerabilities.
Active Directory information.
This method is an active one (requires a connection to the system) and should be detected and logged, however as explained previously an attacker would hide his/her tracks.
This reveals the make and version of a service. The most basic way of banner grabbing is to telnet to the target. For a more advanced method netcat can be used.
then press enter few times.
Or you can redirect the content to netcat to nudge the system for more information:
Create a file called nudge.txt containing the following http header with two carriage returns: GET / HTTP1.0
Execute the following command:
root@bt:#nc -nvv -o banner.txt 192.168.136.167 < nudge.txt
n- numeric only IP no DNS
vv –very verbose.
o – output file.
Or you can do:
We can tell that the target is using apache server, so a real attacker can search for known vulnerabilities on this server.
Using traceroute an attacker can trace the route from his/her location to the target network and usually the hop before the target is a router. The next steps that an attacker would take is the same as described previously in this series (scanning, enumeration).
A brief list follows:
- Service detection
- nmap -sT [router IP]
- Search for a particular router type: for example Cisco
- nmap –p1-25,80,512-515,2001,4001,6001,9001 [IP address]
- OS ID:
- nmap -o -n [IP address] (-n to skip DNS query)
- or nmap -o –p[port number or port range] -n [IP address]
Enumerating Network Services
An attacker would than try to enumerate all of the different network services
he can find, a brief list is as follows:
- FTP services – can reveal directory structure and content.
- SMTP – can enumerate users:
- telnet [IP address] 25 or nc –v –n [IP address] 25 then commands such as VRFY can be used to confirm names of valid users and EXPN reveals the delivery addresses of aliases and mailing lists.
- DNS – can reveal information such as the location of the global catalogue and its port (_gc._tcp), the domain controller using Kerberos authentication (_kerberos._tcp) and the location of LDAP servers (_ldap._tcp). Nslookup with ls or dir –d or the DNS information groper (dig) commands can be used.
Enumerating the Boarder Gateway Protocol (BGP)
Searchtelecom [online] defined BGP as:
“BGP (Border Gateway Protocol) is a protocol for exchanging routing information between gateway hosts (each with its own router) in a network of autonomous systems. BGP is often the protocol used between gateway hosts on the Internet. The routing table contains a list of known routers, the addresses they can reach, and a cost metric associated with the path to each router so that the best available route is chosen”
It is only implemented in medium-large networks that have more than one uplink. An attacker can get information about the networks that are part of a certain organisation’s network by looking at the this routing table.
To enumerate BGP you need to find the ASN of the organisation than perform a query on the routers.
You can find the ASN by doing a whois query on ARIN by typing ASN- companyname-AS if you know the name of the company.
If you only know the IP address you can query the router and use the last AS path as the ASN:
telnet to a public router
for the username type rviews than enter:
route-views>show ip bgp [IP address]
where it says “not advertised to any peer” pick the last number in the list than type:
route-views>show ip bgp regexp _(ASN number)$
(_) means a space and ($) means the end of the AS path. This will filter out entries where the AS is a transit network. The * marks valid networks of the organisation.
These steps are as described by Joel Scambray, Stuart McClure and George Kurtz (2009, page 127-129).
Scambray, Stuart McClure and George Kurtz (2009) also advises to check ARIN to make sure the ASN number obtained in the second step is correct. They also mentioned that many organisations don’t use BGP and the ASN returned is actually the ASN of the ISP that advertises BGP messages on behalf of the customer.
Exploitation in information security means taking advantage of configuration errors, software bugs and vulnerabilities to compromise a system and take control of it.
At this stage the attacker would’ve gained lots of information about the network, it’s topology, the services it runs, the IP ranges it uses, type of devices used, OS, type and location of routing and control devices, the next step would be to find the vulnerabilities each one of these might have and try to exploit them.
Tools such as Nessus are available to make this process easier, otherwise a manual search would’ve been implemented. After a vulnerability have been discovered an attacker would try to exploit this vulnerability to gain control of the system.
To automate the process of exploitation tools like Metasploit, Inguma, Fasttrack, Hydra and OneSixtyOne to name a few are available in Backtrack.
An attacker reaching this stage will be able to exploit a service and escalate his privileges to own the system where he can then use it to compromise other systems or networks.
Network security preserves the confidentiality, integrity, availability and auditing of the systems and the data stored inside them. These are controlled by authentication, access control and authorisation. All of these control mechanisms are interlinked and a weakness in one could weaken the rest.
It is important to implement a least privilege policy while keeping things balanced. It’s not wise implementing a very strong password policy when the employees will end up writing it on sticky notes because it’s too hard to remember.
A balanced auditing policy that doesn’t generate too many logs (so they are not ignored) and assigning someone to monitor these logs on a regular bases is also important.
Having an all round security policy that takes into account everything surrounding the network infrastructure is as important as keeping unauthorised users out.
It is vital to invest in a well designed infrastructure that implements a properly placed firewalls (as shown above) from different vendors at each layer of the network infrastructure.
A very determined attacker will try to use everything in his toolkit to gain control of your network even if it is the most secure one, while the majority of times the attacks are carried on easy targets (lowest hanging fruit) and the attacker will move on to another target if he finds it hard to compromise your network.
So it is very essential to harden everything in your network infrastructure as mentioned by Greg White and WM Arthur Conklin (2009), you need to harden the operating system, harden network devices and harden the applications, which I totally agree with because if you harden the network, host and the applications and you happen to overlook a service that is left running when it’s not needed an attacker could use this to gain unauthorised access or even root access into your network due to that service being the weakest link.
As it was illustrated previously in this report and summarised in the diagram below the systematic steps attackers would take to map out a network and attack it, explains how important it is for network administrators to master these skills and to use them to monitor their networks regularly. This could be twice or even three times a year as well as every time new changes made to the network.
This will allow them to see what an attacker can see about their network and take appropriate action to prevent such information leakage.
For example an administrator performing the foot printing step would see information an attacker can see that can aid the attacker in his attack. The administrator can than remove such information from website, public archives and change banners or even parameters that help ID the OS, services or network devices.
Brian Barber (2010) CompTIA Linux+ Exam XK0-003 Certification Study Guide
Christopher Negus (2006) Linux Bible, Wiley Publishing
Greg White and WM Arthur Conklin (2009) All-in-one CompTia Security Plus
Joel Scambray, Stuart McClure and George Kurtz answers this question in their book (2009), Hacking Exposed: Network Security Secrets and Solutions, 6th edition, McGraw-Hill
Lance Spitzner, Passive Fingerprinting, [online white paper last accessed 03 Dec 2010], http://old.honeynet.org/papers/finger/
Mark Horton and Clinton Mugge (2003) Hack notes: Network security Portable Reference, McGraw-Hill
Michael Gregg (2008), Build Your Own Security Lab: A field guide for network testing, Wiley Publishing
http://nmap.org/book/man-port-scanning-techniques.html (last accessed 19th Dec 2010 at 2:00 am)
Paul Wheway a lecturer at Sheffield Hallam University, lecture presentations (2010), An overview of network security
Simon Garfinkel, Gene Spafford and Allan Schwartz (2003) Practical Unix and Internet Security, 3rd edition, O Reilly
http://searchtelecom.techtarget.com/definition/BGP [online] last accessed 21st Dec 2010
William Stallings illustration of the main four classes of attacks, Network Security Essentials: application and standards (2000) Prentice Hall. | <urn:uuid:498c7c71-574f-4c3b-b7e9-cedd2fc1711d> | CC-MAIN-2018-47 | https://infosectutorials.com/2012/02/11/uses-of-free-unix-based-security-tools-to-develope-secure-systems-part-4/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039742793.19/warc/CC-MAIN-20181115161834-20181115183834-00077.warc.gz | en | 0.898022 | 2,223 | 2.734375 | 3 |
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