Split (1)

train · 64k rows

content stringlengths 275 370k
Brandon Martin-Anderson has produced a series of interesting maps from several US cities depicting the shortest path tree within its transportation networks. The shortest path tree is produced by loading street and transit information into a piece of software that computes shortest routes, called Graphserver, and then exporting the resulting tree to a custom-format text file. That text file is read by a program written in Processing, which calculates the width of each branch by recursively summing the length of every branch upstream from the given branch. The Processing program then spits the output to screen. Seen here are the shortest path trees of San Francisco Bay Area (first image) and Portland. Red lines represent transit, black lines indicate walking. You can read more about the process here.
by Rick Bretz Voting empowers oneself. It gives someone the feeling that they have a say in what happens around them. History makes the argument that Americans didn’t have a representative government until recently. The US Constitution was ratified on June 21st, 1788. They made some mistakes, left out a few disenfranchised members of society, and failed to address important issues. The wonderful thing about the US Constitution is the document can be changed. The Constitution was changed in 1791 with the Bill of Rights and subsequently, several more amendments were added– important ones. The United States of America and its citizens and representatives acted as the editorial board and added more wisdom to make our government by and for the people even better. It’s President’s Day, a time to celebrate George Washington, Abraham Lincoln and all the other leaders that have taken us this far. Some were better than others but, nevertheless, they served as best they could under their present-day environment. These learned and successful men also kicked the can down the road on a few other issues in the name of getting the US Constitution ratified and creating a stable government. The women’s suffrage movement celebrated their freedom to choose on August 18th, 1920 when the 19th Amendment became part of the United States Constitution. 132 years late but the error was corrected. That is the day they could exercise their right to vote. With all battles and wars, the suffrage movement fuel was moved closer to the revolution spark with the formation of the United States under the US Constitution. In a letter to John Adams on March 31 1776, Abigail Adams wrote, “…in the new Code of Laws which I suppose it will be necessary for you to make I desire you would Remember the Ladies, and be more generous and favourable to them than your ancestors.” She continues her request with a warning, “Do not put such unlimited power into the hands of the Husbands. Remember all Men would be tyrants if they could. If particular care and attention is not paid to the Ladies we are determined to foment a Rebellion, and will not hold ourselves bound by any Laws in which we have no voice, or Representation.” The framers messed up and didn’t follow her advice. That rebellion came soon enough with the leadership of Susan B. Anthony and Elizabeth Cady Stanton. These leaders of the suffrage movement were determined and focused on their ultimate goal and recruited an army of women to accomplish it. On President’s Day, it’s significant to remember that women didn’t have the right to vote for a President until 1920, 100 years ago. The fact baffles clear thinking people that it took a prolonged fight to give a fundamental right to a vital group of society, considering their role in America’s struggles and accomplishments. The United States is a republic, not a democracy. The majority does not rule. A republic gives power to elected representatives to act on their interests. A pure democracy argued Thomas Jefferson, “ …is nothing more than mob rule, where 51 percent of the people may take away the rights of the other 49.” The argument could also be made that we didn’t have a fully representative government until 1920. How can you have full representation when significant segments of the population are left out? The first part got their voting rights in 1870 with the Fifteenth Amendment when African American’s were given the right to vote. It took another 50 years for the 19th Amendment to pass. For good measure, Lyndon Johnson passed the Voting Rights Act of 1965 because there were still people who wanted to deny people the right to walk in a polling place and vote. This legislation covered a wide spectrum of voting right abuses. Native Americans also had a struggle for voting rights. Like black voters after the fifteenth Amendment, they also had to struggle against state-mandated literacy tests, poll taxes, fraud, and intimidation. A Ken Burn documentary on the suffrage movement called “Not For Ourselves” features the struggle for voting rights and the two women who fought the difficult fight, Susan B. Anthony and Elizabeth Cady Stanton. They fought the battle but passed away before their goal was realized in 1920. The documentary points out they were doing for all women after them. It’s worth a look if only to see the ridiculous arguments from the people fighting against women’s voting rights all those years after the US Constitution was ratified in 1788. One last thought—the United States is not the only country that fought the battle. Women from England, Europe, Asia, and the Middle East fought and won their voting rights. In some places, the fight goes on. We have an electoral college for many reasons such as counteracting voting fraud, creating a firewall against other election day shenanigans as well as resolving elections relatively soon. The electoral college number that is given to states is a representation of that population. The only way to get a true representation is for each segment to be given the right and the ability to vote, regardless of race, religion, and gender.
Now that kids are home from school, Jessica Alfieri from Mad Science of Long Island has provided some hands-on DIY STEM experiments to help encourage science learning at-home! Parents can feel some much needed relief with these guilt-free activities and kids can enjoy the fun and learning at-home while still maintaining a healthy-level of curiosity and education. In the DIY STEM experiments below, kids will have a chance to dive deep and explore all that science has to offer from the comfort of their home. Just because class isn’t in session doesn’t mean the learning has to stop! The best part is, most of the experiments listed below can be conducted with items lying around the house! By using average household items, kids can learn about air-pressure, sound waves and more! Kids Learn about Air Pressure, Sound Waves and More with these Experiments! 1.) Try this Ghost Bubble Experiment at Home! Learn how to make foggy, ghost bubbles using household items like corn syrup and detergent! 2.) Try this Copycat Solution Experiment at Home! Learn how to make copies of your drawing using household items like detergent! 3.) Try this Bobble Ball Experiment at Home! Learn how to change a balloon’s center of gravity! 4.) Try this Musical Straw Experiment at Home! Learn about sound waves and how to make different sounds using a straw! 5.) Try this Balloon Bond Experiment at Home! Learn about air-pressure using a balloon! Check out Mad Science’s page for even more fun and educational STEM activities! ABOUT MAD SCIENCE With more than 150 locations all around the globe and 35 years of experience, Mad Science is the world’s leading science enrichment provider for children ages 3-12. Mad Science delivers unique, hands-on science experiences through after-school programs, birthday parties, workshops, special events, and summer camps. With over 200 hours of science programs developed by their R&D team, they teach kids about a wide range of STEM topics like biology physics, chemistry, and engineering. Every year, Mad Science introduces millions of children to a world of discovery while sparking their imagination and curiosity.
It's one of the mysteries of life that has confounded many students throughout history. That pasty substance we all call glue…it sticks things together, but doesn't stick to the inside of the bottle! Why not? Is it magic? Nope! It's science — and it's all about water. The regular white glue most students know so well is made up of a variety of chemicals called polymers. These polymers are long strands that are either sticky or stretchy. Glue manufacturers have to find just the right combination of sticky and stretchy polymers to make the best glue. When you put glue on a piece of paper, the solvent — water — is exposed to air. The water eventually evaporates (changes from a liquid to a gas). As the water evaporates, the glue dries and hardens. All that's left are the sticky polymers that hold things together. This process is called mechanical adhesion. So why doesn't white glue stick to the inside of the bottle? When white glue is inside a bottle, there's not enough air inside the bottle to cause the water to evaporate to make the glue sticky. Basically, the bottle protects the glue from the air and keeps the glue runny. If you've ever left the top off a glue bottle for a while, you may have noticed that, unfortunately, the glue dried up! Super glue works differently than white glue. Instead of the polymers in white glue, super glue is made of a chemical called cyanoacrylate. This chemical bonds things together when it reacts with water vapor in the air. This process is called chemical adhesion. No matter how dry the air may seem, there's always some water vapor in the air. To keep super glue from drying out, its container must be kept tightly-sealed to prevent water vapor from seeping in and reacting with the glue. So whether you're talking about white glue or super glue, water is the key. With white glue, you need the bottle to keep the water in the glue from drying up and becoming sticky. Super glue containers, on the other hand, keep water out to prevent the chemical reaction that will make the glue harden.
Influenza is a viral infection involving the respiratory system. It is often referred to as flu however keep in mind that it is different from the stomach flu, that is an infection involving gastrointestinal tract manifesting in the form of nausea, vomiting, and diarrhea. It is caused by influenza virus that is of three types, A, B, and C. It is one of the most common infectious diseases that is mainly spread by airborne droplets as well as direct contact with the infected individuals or the objects used by them. Except for being really annoying and troublesome for the patient, it is not that dangerous in most of the cases. In certain groups such as children and elderly population it may however result in serious complications. The symptoms commonly noticed in the settings of influenza are summarized below. - High grade fever - Shivering, Rigors and Chills - Sore throat - Body aches - Cough that is usually dry in nature - Nasal stuffiness - Weakness and malaise - Runny nose - Itchy red eyes Influenza Risk Factors The factors that are likely to increase the risk of catching influenza are as under. - Influenza is more likely to affect young children and elderly population. - In patients having a compromised immunity such as those suffering from HIV/AIDS or those taking steroids of anti-cancer medications are more likely to catch influenza virus as compared to the normal population. - Certain disease such as uncontrolled diabetes mellitus and asthma also puts you at an increased risk of catching flu. Downtown Medical Center Informing about Influenza Complications In young otherwise healthy people influenza is a self-limiting disease that usually does not cause any complications. In certain groups such as children, elderly people and immuno-compromised patients it may cause one or more of the following complications. - Ear infections It is believed that a viral infection such as influenza may decrease your immunity to a certain extent. This transient weakened immune state puts you at more risk of developing these secondary bacterial infections. Take some good rest and drink plenty of fluids. This is all what you need if you are young otherwise healthy patients. However in case if the symptoms are more troublesome you may need to see a doctor in Century Medical and Dental Center, who may prescribe you some antiviral drugs in addition to drugs aimed to ease your symptoms. - Antiviral therapy is not always indicated, however at times our downtown medical center doctor may prescribe you with antiviral medications such as Oseltamivir and Zanamivir. These medications not only decrease the duration of the flue by a day or two but are also helpful in preventing above mentioned serious complications occurring secondary to influenza. - In addition, our Brooklyn internal medicine doctor may also provide you with the medications such as Paracetamol and Mefenamic acid to relieve the body aches and fever as well as some antihistamines to treat nasal stuffiness, runny nose and itching of the eyes.
Lesson Plans and Worksheets for Grade 3 Lesson Plans and Worksheets for all Grades Common Core For Grade 3 More Lessons for Grade 3 Math Examples, videos, and solutions to help Grade 3 students learn how to form rectangles by tiling with unit squares to make arrays. Common Core Standards: 3.MD.5, New York State Common Core Math Grade 3, Module 4, Lesson 5 Worksheets for Grade 3, Module 4, Lesson 5 Candice uses square-centimeter tiles to find the side lengths of a rectangle as shown. She says the side lengths are 5 centimeters and 7 centimeters. Her partner, Luis uses a ruler to check Candice’s work and says that the side lengths are 5 centimeters and 6 centimeters. Who is right? How do you know? Note: This problem reviews G3–M4–Lesson 4, specifically the relationship between the number of tiles and the side length. Lesson 5 Homework Concrete: Understand the relationship between side lengths and area. Concrete/Pictorial: Form rectangles and determine area or side lengths by drawing to make arrays. 1. Use the centimeter side of a ruler to draw in the tiles, then skip-count to find the unknown side length or area. Write a multiplication sentence for each tiled rectangle. 2. Ally makes a rectangle with 45 square-inch tiles. She arranges the tiles in 5 equal rows. How many square-inch tiles are in each row? Use words, pictures, and numbers to support your answer. 3. Leon makes a rectangle with 36 square-centimeter tiles. There are 4 equal rows of tiles. a. How many tiles are in each row? Use words, pictures, and numbers to support your answer. b. Can Leon arrange all of his 36 square-centimeter tiles into 6 equal rows? Use words, pictures, and numbers to support your answer. c. Do the rectangles in (a) and (b) have the same total area? Explain how you know. Rotate to landscape screen format on a mobile phone or small tablet to use the Mathway widget, a free math problem solver that answers your questions with step-by-step explanations. You can use the free Mathway calculator and problem solver below to practice Algebra or other math topics. Try the given examples, or type in your own problem and check your answer with the step-by-step explanations. We welcome your feedback, comments and questions about this site or page. Please submit your feedback or enquiries via our Feedback page.
As a key curriculum subject, we place a high emphasis on the teaching of reading, writing, spelling, grammar and handwriting at Hacton Primary School. We aim for all our pupils to leave Year 6 with the necessary skills they need for their future learning. At Hacton Primary we strongly feel that an appreciation of reading should be embedded from an early age. We know that for children to become excellent writers they need to read and therefore we aim to engage the children with different genres of books and encourage them to read for pleasure. Children have access to a quality range of fiction and non-fiction books in each classroom and within our school library. High-quality authors are encouraged through the Boarding Passes that are issued to all of our pupils at the beginning of each school year. An emphasis is placed on encouraging children to read high-quality children’s literature whilst developing a love of reading, with rewards being presented to children who engage with reading regularly for pleasure. Teachers read high-quality texts to their classes each day. This helps our pupils to develop their vocabulary as well as introducing them to unfamiliar ideas and concepts. It also gives pupils the opportunity to tackle longer or more challenging texts than they would be able to alone and models for them good intonation and expression. A wide range of reading strategies are taught throughout school, including shared reading, guided reading and independent reading. Guided reading and comprehension sessions are used throughout the school from Reception to Year 6. In these sessions, children are encouraged to explore story plots, understand and learn new vocabulary, think about character motivation and the way writers look to inspire the imagination. In addition to this, children are taught comprehension strategies. We aim to teach children to: - Identify and discuss themes and conventions in and across a wide range of writing. - Ask questions to improve their understanding. - Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence. - Predict what might happen from the details stated and implied. - Summarise the main ideas from more than one paragraph, identifying key details that support the main ideas. - Identify how language, structure and presentation contribute to meaning. - Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader. - Distinguish between statements of fact and opinion. - Retrieve, record and present information from non-fiction. - Explain and discuss their understanding of what they have read. - Provide reasoned justifications for their views. We use the Oxford Reading Tree stages of reading to identify steps in children’s reading progress. The Oxford Reading Tree stages provide a consistent, progressive and challenging reading scheme throughout the school with children working from stages 1 through to 15/16 by the end of year 4. Children in Years 5 and 6 will be ‘free readers’ who are encouraged to choose age-appropriate, high-quality texts; however, should children still require the support of the reading scheme this will continue. In addition to this, we use the Oxford Reading Buddy, an online resource and e-book library to further support children’s reading at home. At Hacton Primary we use ‘Letters and Sounds’ as our preferred method of delivering high-quality phonics teaching. Letters and Sounds is a phonics resource published by the Department of Education and skills. The programme aims to build children’s speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. Children follow a detailed programme, starting at the age of five, with the aim of them becoming fluent readers by age seven. Children in Key Stage 2 will receive phonic teaching when and if necessary. High Frequency Words Foundation Stage and Key Stage 1 children learn to read, write and spell a considerable number of High Frequency Words. The teaching of the high frequency words is linked to the teaching of phonics. It is expected that pupils in KS2 consistently spell HFW correctly, therefore, we would greatly appreciate parental support with the learning of these words. At Hacton Primary School we believe that a consistent approach towards writing will allow children to develop into confident and articulate writers, with the ability to adapt their writing depending on the context, audience and purpose. Writing is taught through a text-based approach with quality children’s literature being at the heart of their learning. Children have plenty of opportunities to experience a range of different genres and enjoy the process of writing around a text or topic. We also recognise the importance of grammar in writing and ensure our children are taught all aspects needed to lead a fully functional life in our society today. Expectations with regard to handwriting and presentation are high and assessment in the form of high quality oral feedback and marking enables children to improve their writing.
NASA has shared a stunning photograph on Instagram of a galaxy called M77, and has offered a brief explanation of how it has been “shaped.” For a long time, the shapes of many galaxies, including our own Milky Way, have puzzled many scientists. The Milky Way is spiral-shaped and has arms full of stars. However, have you ever wondered how it got its shape? Well, this is the question that had baffled scientists for a long time. In its new post, the space agency has explained how magnetic fields played a huge role in shaping the various galaxies. The post is based on research from NASA’s Stratospheric Observatory for Infrared Astronomy, or SOFIA telescope. In the caption, NASA states that “spiral galaxies like the Milky Way are shaped by magnetic fields” that are “invisible to the human eye.” But these magnetic fields are made more clear by combining imagery from the space agency’s Hubble Space Telescope, Nuclear Spectroscopic Array, and Sloan Digital Sky Survey. Describing the post on Instagram, NASA states, “In this image, scientists measured the magnetic fields along the spiral arms of a galaxy called M77. The fields are shown as streamlines that closely follow the circling arms. The magnetic fields align along the entire length of the massive spiral arms — 24,000 light years across — implying that the gravitational forces that created the galaxy’s shape are also compressing its magnetic field.” Here’s the post: In a report on its website in December 2020, NASA stated that SOFIA “studied the galaxy using far-infrared light (89 microns) to reveal facets of its magnetic fields that previous observations using visible and radio telescopes could not detect.” The report also states that these circling arms get their shape from what is known as “density wave theory.” This theory suggests that the dust, gas, and stars in the spiral arms are constantly on the move like luggage is on a conveyor belt. According to another report from December 2019 on the NASA website, M77 is 47 million light years away from the Earth. It’s located in the constellation Cetus. At its centre, the M77 has a massive black hole, that is twice the size of the black hole in Milky Way.
Miracle fruit is formally known as Synsepalum dulcificum. It's a red berry that's native to West Africa. The fruit was first described in 1725, when French explorer Chevalier des Marchais observed villagers in West Africa consuming the berry before a meal of sour palm wine and gruel [source: Slater]. It was brought to the United States in the 1960s by a botanist with the U.S. Department of Agriculture. In 1968, scientists isolated the active protein responsible for making things taste sweet. Because of its miraculous way of making things taste so good, the protein was dubbed miraculin. When miracle fruit is consumed, the miraculin in the berry binds to the taste buds on the tongue. A person has receptors on their taste buds that identify sweet, sour, bitter and savory tastes. Normally, if you were to eat a lemon, your sour receptors would start firing. You can learn more about what happens in How Taste Works. Under the influence of miraculin, however, the sweet receptors start signaling and suppress the sour tastes. The miraculin rewires the sweet receptors to temporarily identify acids as sugars. When the berry is consumed, it may not taste like much; it's been compared to a less flavorful cranberry [source: Farrell, Bracken]. Much of the berry is a bitter seed, but the little pulp that's there packs a big punch. To get the full effect, the berry's pulp should be held in the mouth for a minute and spread all over the tongue. Then, for about an hour, the miraculin modifies sour foods to taste sweet. Sweet foods will taste about the same, if not overly sweet, and other flavors remain unaffected. Because miraculin is a protein, heat will destroy the effect, so the berry can't be cooked, and heated foods won't taste any differently. Eventually, saliva washes away the miraculin, and your tongue returns to normal. Is your tongue tantalized by the thought of a natural and sugar-free sweetener? Turn the page to find out what applications this miraculous protein might have, and why you might not have heard of it until now.
While many young learners can learn letter sounds, blending these sounds together can be difficult, especially for kids with dyslexia. I’m teaching my 8th kindergartener this year. He also happens to my 7th child with dyslexia. We’re using my favorite Orton-Gillingham-based reading program, All About Reading Level 1. (Read my complete review here.) So far my little guy is learning his sounds just fine but when it came to blending these sounds together, we hit a road block. I figured that if my family needed help in this area, yours may also so here we go. What is blending? Blending is the skill of joining individual speech sounds (phonemes) together to make a word. While many young learners can learn letter sounds, blending these sounds together can be difficult, especially for kids with dyslexia. Blending actually involves the use of phonemic awareness skills and needs to be explicitly taught as part of a research-based approach to teaching reading. Why is blending important? Blending is super important because being able to mentally join speech sounds together to make words helps students to decode unfamiliar words using letter-sound patterns when reading. Difficulties with the ability to blend is a hallmark sign of the struggling reader. Why do some kids have difficulty blending sounds into words? Kids who have difficulty blending phonemes (sounds) into words often are lacking in phonemic awareness skills. Blending also requires a student to hold the individual sounds in their mind as the word is created. This ability to hold sounds or syllables on a ‘thinking counter space’ is uses a student’s active working memory. Kids with dyslexia often have poor working memory skills. What to do if your child is having difficulty blending. Difficulty blending sounds (phonemes) into words reflects a phonemic awareness weakness. Developing a child’s phonemic awareness can be strengthened using some simple games. These can be incorporated into your daily teaching time with little effort. How to Teach Blending to Early Readers Say the word ‘mom’ slowly, holding each of the sounds for 1-2 seconds ‘mmmmooooommmmm’. Have your child: - listen to the sounds - blend them together in his/her head - determine the word - say the word out loud Repeat this often using other words. The ‘Take Away” Game The “take away” game is fun game in which kids take sounds away from words. An example is, “Say the word sun” (child repeats sun). “Now say it without the sss sound” (un) . . . say the word boy, now say it without the /b/ sound (oy).” You may have to help your child at first. As he or she gets better at this, you can have him or her take away blends (bl, tr) and eventually ending sounds. Provide your child with a picture (e.g. a cat) and have them sound out the name while placing marbles, drawing marks, or tapping their fingers for each of the individual sounds in the word (e.g., /c/…/a/…/t/ is composed of 3 sounds, thus the child would use 3 marbles, marks, or taps.) How to Support Your Child During Reading Instruction The most effective reading instruction includes modeling followed by guided support. As you sit with your child, model the correct blending of a word. Start by saying the sounds slowly and continue to guide them by saying the sounds faster and faster until they are able to discern the word. Tips for teaching blending: Some letter sounds can be elongated and held continuously: • a, e, f, i, l, m, n, o, r, s, u, v, w, y, z Other letter sounds cannot be elongated or held continuously: • b, c, d, g, h, j, k, p, q, t, x If the sound can be held continuously, hold the sound for 1-2 seconds and blend it smoothly into the next sound in the word • For example, for the word man, say “mmmmaaaannnn” If the sound can not be held continuously, say the sound once, pause briefly for 1-2 seconds, and then say the next sound in the word elongating it for 1-2 seconds if possible • For example, for the word pin, say “p [1 second pause] iiiinnnn” It is easier to blend sounds that can be held continuously. Start instruction with words that have continuous sounds • For example, mom, run, van, sun Gradually add words that have sounds that cannot be held continuously • For example, dad, cat, dog, pop Some students may benefit from visual supports when learning sound blending skills. Point to the letters while saying each of the sounds slowly. Say “rrrruuuunnnn” and point to the letters r, u, and n in sequence as each sound is said The letters provide a visual support to help the student hold the sounds in memory. Some students may benefit from kinesthetic supports when learning sound blending skills. Drive a small car over each letter (on a card on the table) while saying each sound slowly. Resources for Teaching Phonemic Awareness, Blending and Segmenting By practicing phonemic awareness skills and modeling blending skills, your early reader will soon be blending and decoding simple words. The following links lead to lots of fantastic, free activities that you can easily do at home to enhance your child’s phonemic awareness and thus, their ability to blend sounds into words. Have your kids had trouble blending? What solutions did you find?
Experts hope the method will help answer evolutionary questions and aid in conservation efforts for the world’s most endangered group of mammals. A team of researchers has developed a computer-assisted recognition system that can identify individual lemurs in the wild by their facial characteristics. The facial recognition method has the potential to redefine how researchers track endangered species in the wild, a George Washington University researcher said. The recognition system, LemurFaceID, identifies individuals based on photographs. This will help researchers build a database of red-bellied lemurs in Madagascar and study individuals over time. Rachel Jacobs, a biological anthropologist at GW’s Center for the Advanced Study of Human Paleobiology, said this method can help scientists conduct evolutionary studies and aid conservation efforts. A paper on Dr. Jacobs’ research, “LemurFaceID: a face recognition system to facilitate individual identification of lemurs,” was published Friday in BioMed Central. Dr. Jacobs, co-lead author of the paper, called the results of this cross-disciplinary collaboration an exciting solution to a problem with existing research methods. “The ability to consistently study individuals over long periods of time, as well as integrate data across different studies, are some of the challenges we face when studying wild animal populations,” she said. Unsatisfied with common approaches in lemur research, Dr. Jacobs and senior author Stacey Tecot, University of Arizona researcher, aimed to do something different and sought expertise from computer scientists. Evolutionary studies require long-term life history data on known individual animals to answer questions related to survival, reproduction and population growth. Previous efforts to track wild lemurs often required researchers to trap and physically tag them. LemurFaceID offers a non-invasive, fast, cost-effective and accurate way to conduct studies by uploading photos of the lemurs to the system, Dr. Jacobs said. Lemurs were named the world’s most endangered group of mammals in 2012. Dr. Jacobs said she hopes LemurFaceID may help improve conservation efforts. The software can help create records of how many individual lemurs there are in a population and what kind of social system they live in. It could also help track trafficked lemurs taken from the wild. LemurFaceID could serve as a model for tracking other species, and in some cases, could replace physically tagging animals, Dr. Jacobs said. “We think this method could be applied to studies of species that have similar variation in hair and skin patterns, such as red pandas and some bears, among others,” Dr. Jacobs said.
Scripture: Luke 10:25-37 - Students will review the story of the Good Samaritan. - Students will decorate and write cards to have ready for when someone suddenly needs some encouragement. - Students will learn how to use appropriate phrases for encouraging others who are in need. - Students will start a card ministry in their local church, school, or neighborhood. - How can we be prepared to encourage others who are suddenly in need? - How can we use poetry and emotional language to help someone feel better? Materials: construction paper, cardstock, scissors, glue, pens, markers, stickers, ribbons and other card-making supplies Procedure: Review the story of the Good Samaritan focusing on how the Samaritan took the time to reach out to the beaten man even though it was not in his schedule. Especially focus on how unexpected it was for him to help because Samaritans were considered by Jews to be a lower class of people. Discuss that things in life happen unexpectedly such as sickness, injury, moving to new place, etc. Tell students that these people need extra encouragement. Since these things sometimes happen suddenly tell students that they will be pre-making cards to have on hand that they can send to someone in need. Brainstorm a list of people who would appreciate cards and might not usually get them. Examples: new family in the neighborhood, elderly, someone who is hospitalized, etc. Show students examples of cards from a local card shop. Read the poems/messages inside. Point out how some of them are funny to make you laugh, some are deep/emotional, some rhyme, some use acronyms, Bible verses etc. Explain that the purpose of cards is to make the person feel better despite their circumstances. Discuss the appropriate way to reach out to someone with words by selecting phrases that encourage rather than phrases that make them feel worse about their situation. Discuss the following tips for writing cards: It is good to: • Acknowledge their situation/struggle to show your concern • Focus on your love for them • Let them know that God is with them and/or include a Bible verse • Offer an invitation or offer to help them with something if you are available • Dwell too much on their problem • Talk a lot about yourself To challenge more advanced students, encourage them to use poetry and figurative language in their writing. - When a Christian gives a card to someone who does not attend church, how does that effect the person’s opinion of Christians? - Share a time in your life when you received a card that made you feel better. Supplemental Activity: Have students start a card ministry at their church, school, or community. They can use a rack or shelf to keep stocked with cards. Set this up in a zone where it is easily seen by people passing by and advertise the free ministry. Have them organize the cards by categories. Example: Get Well Soon, Congratulations, Welcome, Thank You, Thinking About You, etc. As cards are used, re-stock them.
By the end of this section, you will be able to: - Describe the major accomplishments of Lyndon Johnson’s Great Society - Identify the legal advances made in the area of civil rights - Explain how Lyndon Johnson deepened the American commitment in Vietnam On November 27, 1963, a few days after taking the oath of office, President Johnson addressed a joint session of Congress and vowed to accomplish the goals that John F. Kennedy had set and to expand the role of the federal government in securing economic opportunity and civil rights for all. Johnson brought to his presidency a vision of a Great Society in which everyone could share in the opportunities for a better life that the United States offered, and in which the words “liberty and justice for all” would have real meaning. THE GREAT SOCIETY In May 1964, in a speech at the University of Michigan, Lyndon Johnson described in detail his vision of the Great Society he planned to create. When the Eighty-Ninth Congress convened the following January, he and his supporters began their effort to turn the promise into reality. By combatting racial discrimination and attempting to eliminate poverty, the reforms of the Johnson administration changed the nation. One of the chief pieces of legislation that Congress passed in 1965 was the Elementary and Secondary Education Act. Johnson, a former teacher, realized that a lack of education was the primary cause of poverty and other social problems. Educational reform was thus an important pillar of the society he hoped to build. This act provided increased federal funding to both elementary and secondary schools, allocating more than $1 billion for the purchase of books and library materials, and the creation of educational programs for disadvantaged children. The Higher Education Act, signed into law the same year, provided scholarships and low-interest loans for the poor, increased federal funding for colleges and universities, and created a corps of teachers to serve schools in impoverished areas. Education was not the only area toward which Johnson directed his attention. Consumer protection laws were also passed that improved the safety of meat and poultry, placed warning labels on cigarette packages, required “truth in lending” by creditors, and set safety standards for motor vehicles. Funds were provided to improve public transportation and to fund high-speed mass transit. To protect the environment, the Johnson administration created laws protecting air and water quality, regulating the disposal of solid waste, preserving wilderness areas, and protecting endangered species. All of these laws fit within Johnson’s plan to make the United States a better place to live. Perhaps influenced by Kennedy’s commitment to the arts, Johnson also signed legislation creating the National Endowment for the Arts and the National Endowment for the Humanities, which provided funding for artists and scholars. The Public Broadcasting Act of 1967 authorized the creation of the private, not-for-profit Corporation for Public Broadcasting, which helped launch the Public Broadcasting Service (PBS) and National Public Radio (NPR) in 1970. In 1965, the Johnson administration also encouraged Congress to pass the Immigration and Nationality Act, which essentially overturned legislation from the 1920s that had favored immigrants from western and northern Europe over those from eastern and southern Europe. The law lifted severe restrictions on immigration from Asia and gave preference to immigrants with family ties in the United States and immigrants with desirable skills. Although the measure seemed less significant than many of the other legislative victories of the Johnson administration at the time, it opened the door for a new era in immigration and made possible the formation of Asian and Latin American immigrant communities in the following decades. While these laws touched on important aspects of the Great Society, the centerpiece of Johnson’s plan was the eradication of poverty in the United States. The war on poverty, as he termed it, was fought on many fronts. The 1965 Housing and Urban Development Act offered grants to improve city housing and subsidized rents for the poor. The Model Cities program likewise provided money for urban development projects and the building of public housing. The Economic Opportunity Act (EOA) of 1964 established and funded a variety of programs to assist the poor in finding jobs. The Office of Economic Opportunity (OEO), first administered by President Kennedy’s brother-in-law Sargent Shriver, coordinated programs such as the Jobs Corps and the Neighborhood Youth Corps, which provided job training programs and work experience for the disadvantaged. Volunteers in Service to America recruited people to offer educational programs and other community services in poor areas, just as the Peace Corps did abroad. The Community Action Program, also under the OEO, funded local Community Action Agencies, organizations created and managed by residents of disadvantaged communities to improve their own lives and those of their neighbors. The Head Start program, intended to prepare low-income children for elementary school, was also under the OEO until it was transferred to Department of Health, Education, and Welfare in 1969. The EOA fought rural poverty by providing low-interest loans to those wishing to improve their farms or start businesses. EOA funds were also used to provide housing and education for migrant farm workers. Other legislation created jobs in Appalachia, one of the poorest regions in the United States, and brought programs to Indian reservations. One of EOA’s successes was the Rough Rock Demonstration School on the Navajo Reservation that, while respecting Navajo traditions and culture, also trained people for careers and jobs outside the reservation. The Johnson administration, realizing the nation’s elderly were among its poorest and most disadvantaged citizens, passed the Social Security Act of 1965. The most profound change made by this act was the creation of Medicare, a program to pay the medical expenses of those over sixty-five. Although opposed by the American Medical Association, which feared the creation of a national healthcare system, the new program was supported by most citizens because it would benefit all social classes, not just the poor. The act and subsequent amendments to it also provided coverage for self-employed people in certain occupations and expanded the number of disabled who qualified for benefits. The following year, the Medicaid program allotted federal funds to pay for medical care for the poor. JOHNSON’S COMMITMENT TO CIVIL RIGHTS The eradication of poverty was matched in importance by the Great Society’s advancement of civil rights. Indeed, the condition of the poor could not be alleviated if racial discrimination limited their access to jobs, education, and housing. Realizing this, Johnson drove the long-awaited civil rights act, proposed by Kennedy in June 1963 in the wake of riots at the University of Alabama, through Congress. Under Kennedy’s leadership, the bill had passed the House of Representatives but was stalled in the Senate by a filibuster. Johnson, a master politician, marshaled his considerable personal influence and memories of his fallen predecessor to break the filibuster. The Civil Rights Act of 1964, the most far-reaching civil rights act yet passed by Congress, banned discrimination in public accommodations, sought to aid schools in efforts to desegregate, and prohibited federal funding of programs that permitted racial segregation. Further, it barred discrimination in employment on the basis of race, color, national origin, religion, or gender, and established an Equal Employment Opportunity Commission. Protecting African Americans’ right to vote was as important as ending racial inequality in the United States. In January 1964, the Twenty-Fourth Amendment, prohibiting the imposition of poll taxes on voters, was finally ratified. Poverty would no longer serve as an obstacle to voting. Other impediments remained, however. Attempts to register southern African American voters encountered white resistance, and protests against this interference often met with violence. On March 7, 1965, a planned protest march from Selma, Alabama, to the state capitol in Montgomery, turned into “Bloody Sunday” when marchers crossing the Edmund Pettus Bridge encountered a cordon of state police, wielding batons and tear gas. Images of white brutality appeared on television screens throughout the nation and in newspapers around the world. Deeply disturbed by the violence in Alabama and the refusal of Governor George Wallace to address it, Johnson introduced a bill in Congress that would remove obstacles for African American voters and lend federal support to their cause. His proposal, the Voting Rights Act of 1965, prohibited states and local governments from passing laws that discriminated against voters on the basis of race. Literacy tests and other barriers to voting that had kept ethnic minorities from the polls were thus outlawed. Following the passage of the act, a quarter of a million African Americans registered to vote, and by 1967, the majority of African Americans had done so. Johnson’s final piece of civil rights legislation was the Civil Rights Act of 1968, which prohibited discrimination in housing on the basis of race, color, national origin, or religion. INCREASED COMMITMENT IN VIETNAM Building the Great Society had been Lyndon Johnson’s biggest priority, and he effectively used his decades of experience in building legislative majorities in a style that ranged from diplomacy to quid pro quo deals to bullying. In the summer of 1964, he deployed these political skills to secure congressional approval for a new strategy in Vietnam—with fateful consequences. President Johnson had never been the cold warrior Kennedy was, but believed that the credibility of the nation and his office depended on maintaining a foreign policy of containment. When, on August 2, the U.S. destroyer USS Maddox conducted an arguably provocative intelligence-gathering mission in the gulf of Tonkin, it reported an attack by North Vietnamese torpedo boats. Two days later, the Maddox was supposedly struck again, and a second ship, the USS Turner Joy, reported that it also had been fired upon. The North Vietnamese denied the second attack, and Johnson himself doubted the reliability of the crews’ report. The National Security Agency has since revealed that the August 4 attacks did not occur. Relying on information available at the time, however, Secretary of Defense Robert McNamara reported to Congress that U.S. ships had been fired upon in international waters while conducting routine operations. On August 10, with only two dissenting votes, Congress passed the Gulf of Tonkin Resolution, giving President Johnson the authority to use military force in Vietnam without asking Congress for a declaration of war. The resolution dramatically increased the power of the U.S. president and transformed the American role in Vietnam from advisor to combatant. In 1965, large-scale U.S. bombing of North Vietnam began. The intent of the campaign, which lasted three years under various names, was to force the North to end its support for the insurgency in the South. More than 200,000 U.S. combat troops were also sent to South Vietnam. At first, most of the American public supported the president’s actions in Vietnam. Support began to ebb, however, as more troops were deployed. Frustrated by losses suffered by the South’s Army of the Republic of Vietnam (ARVN), General William Westmoreland called for the United States to take more responsibility for fighting the war. By April 1966, more Americans were being killed in battle than ARVN troops. Johnson, however, maintained that the war could be won if the United States stayed the course, and in November 1967, Westmoreland proclaimed the end was in sight. Westmoreland’s predictions were called into question, however, when in January 1968, the North Vietnamese launched their most aggressive assault on the South, deploying close to eighty-five thousand troops. During the Tet Offensive, as these attacks were known, nearly one hundred cities in the South were attacked, including the capital of Saigon. In heavy fighting, U.S. and South Vietnamese forces recaptured all the points taken by the enemy. Although North Vietnamese forces suffered far more casualties than the roughly forty-one hundred U.S. soldiers killed, public opinion in the United States, fueled by graphic images provided in unprecedented media coverage, turned against the war. Disastrous surprise attacks like the Tet Offensive persuaded many that the war would not be over soon and raised doubts about whether Johnson’s administration was telling the truth about the real state of affairs. In May 1968, with over 400,000 U.S. soldiers in Vietnam, Johnson began peace talks with the North. It was too late to save Johnson himself, however. Many of the most outspoken critics of the war were Democratic politicians whose opposition began to erode unity within the party. Minnesota senator Eugene McCarthy, who had called for an end to the war and the withdrawal of troops from Vietnam, received nearly as many votes in the New Hampshire presidential primary as Johnson did, even though he had been expected to fare very poorly. McCarthy’s success in New Hampshire encouraged Robert Kennedy to announce his candidacy as well. Johnson, suffering health problems and realizing his actions in Vietnam had hurt his public standing, announced that he would not seek reelection and withdrew from the 1968 presidential race. THE END OF THE GREAT SOCIETY Perhaps the greatest casualty of the nation’s war in Vietnam was the Great Society. As the war escalated, the money spent to fund it also increased, leaving less to pay for the many social programs Johnson had created to lift Americans out of poverty. Johnson knew he could not achieve his Great Society while spending money to wage the war. He was unwilling to withdraw from Vietnam, however, for fear that the world would perceive this action as evidence of American failure and doubt the ability of the United States to carry out its responsibilities as a superpower. Vietnam doomed the Great Society in other ways as well. Dreams of racial harmony suffered, as many African Americans, angered by the failure of Johnson’s programs to alleviate severe poverty in the inner cities, rioted in frustration. Their anger was heightened by the fact that a disproportionate number of African Americans were fighting and dying in Vietnam. Nearly two-thirds of eligible African Americans were drafted, whereas draft deferments for college, exemptions for skilled workers in the military industrial complex, and officer training programs allowed white middle-class youth to either avoid the draft or volunteer for a military branch of their choice. As a result, less than one-third of white men were drafted. Although the Great Society failed to eliminate suffering or increase civil rights to the extent that Johnson wished, it made a significant difference in people’s lives. By the end of Johnson’s administration, the percentage of people living below the poverty line had been cut nearly in half. While more people of color than whites continued to live in poverty, the percentage of poor African Americans had decreased dramatically. The creation of Medicare and Medicaid as well as the expansion of Social Security benefits and welfare payments improved the lives of many, while increased federal funding for education enabled more people to attend college than ever before. Conservative critics argued that, by expanding the responsibilities of the federal government to care for the poor, Johnson had hurt both taxpayers and the poor themselves. Aid to the poor, many maintained, would not only fail to solve the problem of poverty but would also encourage people to become dependent on government “handouts” and lose their desire and ability to care for themselves—an argument that many found intuitively compelling but which lacked conclusive evidence. These same critics also accused Johnson of saddling the United States with a large debt as a result of the deficit spending (funded by borrowing) in which he had engaged. Lyndon Johnson began his administration with dreams of fulfilling his fallen predecessor’s civil rights initiative and accomplishing his own plans to improve lives by eradicating poverty in the United States. His social programs, investments in education, support for the arts, and commitment to civil rights changed the lives of countless people and transformed society in many ways. However, Johnson’s insistence on maintaining American commitments in Vietnam, a policy begun by his predecessors, hurt both his ability to realize his vision of the Great Society and his support among the American people. - How did the actions of the Johnson administration improve the lives of African Americans? Answer to Review Question - The social programs of the Great Society, such as Medicaid, job training programs, and rent subsidies, helped many poor African Americans. All African American citizens were aided by the passage of the Civil Rights Act of 1964, which ended discrimination in employment and prohibited segregation in public accommodations; the Voting Rights Act of 1965, which prohibited literacy tests and other racially discriminatory restrictions on voting; and the Civil Rights Act of 1968, which outlawed discrimination in housing. Great Society Lyndon Johnson’s plan to eliminate poverty and racial injustice in the United States and to improve the lives of all Americans war on poverty Lyndon Johnson’s plan to end poverty in the Unites States through the extension of federal benefits, job training programs, and funding for community development
Do you understand how solar works? Solar power generated by your solar panels is done so via the photoelectric effect. It entails taking the photons generated by the sun to separate electrons from the atoms to which they are bound. When this happens, electricity is generated. The process of how solar energy is produced can be broken down into a few simple steps. The Solar Array Capture Light Solar panels installed on your roof capture light from the sun. These solar panels have photovoltaic cells built into them. The PV cells take the photons, which are light particles, and convert them into solar electricity. When the sun’s rays reach the solar panels, the PV cells produce DC electricity. While DC power is the final product from solar panels, the electronics in your home are designed to use alternating current (AC). The DC power is sent to the solar inverters to convert it into AC power. The Solar Inverters It would be impossible to talk about how solar works without understanding the importance of solar inverters. All the DC power from the solar panels is sent to the solar inverters, where it is converted into AC power. Most solar systems feature a central inverter called a string inverter. Some systems come with micro inverters. These inverters are connected to each solar panel at the back. The main function of the inverters is to convert the DC power from the solar panels to AC power. The AC power is what power electronics in your home. Solar Power in the Home Once the DC power is converted into AC power, it is sent to the net meter. It then enters the home, and it is used to power devices in the home. The power functions just like normal electricity you get from the grid. There are no changes that have to be made to the home. If the solar panels are not producing enough power to cover all your needs, the power company will send extra power to your home. This ensures that your home will continue to function at all times. However, the solar array will sometimes produce more energy than your home needs. Excess Power is Sent to the Grid When you are on solar power, it might seem like a waste of time to be connected to the grid. However, it comes with some advantages. When your home produces excess power, for instance, when you are on vacation, and nobody is using the energy from your home, the excess power is sent to the grid. Besides that, at night, the solar panels do not generate any power. As a result, being connected to the grid ensures that you can power your home at night when there is no solar power. Retaining this excess power and how you store it is crucial in how solar works for you financially. About Net Metering Net metering is made possible via a net metering agreement. With net metering, your power company will pay you in energy credits for any excess power generated by your solar panels. Excess power is sent to the grid, and depending on the conditions, such as solar intensity, you can end up having a negative electricity bill. In some places, the power company will even cut you a check for the excess power that your solar system generates. The calculations for the excess power are made using a net meter that is installed in your home. It works just like the electric meter you have, but it measures the power in two directions. With a PPA agreement, you pay for the solar power your panels produce, and since you are relying less on the grid, it will offset the total usage cost. Combined with the accruing net metering credits, it will save you a lot of money over time. Within about 12 months of installing the system, the net metering effect will begin tipping in your favor. Maintenance for the Solar System Solar systems require little to no maintenance. This is because solar panels can last for decades without any major upkeep. You should consider occasionally hosing them down to get rid of dust. Besides that, you must ensure that they are free of any snow. The only part that you might need to replace over the lifetime of a solar panel is the inverter. The inverters come with a warranty that can be as long as 15 years. When the inverter develops a problem, it will simply stop working, and it has to be replaced. There is also the option to use micro inverters. These inverters have a much longer lifespan, although they have a higher initial cost. A Typical microinverter is estimated to last up to 25 years. How Solar Works In Winter and Cloudy Days Solar panels are at their peak effectiveness in direct sunlight. However, in most cases, solar panels will generate enough power even when it’s cloudy outside. As for the winter season, solar panels are still just as effective since they are powered by light, not heat. Solar panels can actually be more efficient in the winter since it is colder, and the efficiency of the panels rises with a reduction in ambient temperatures. Can Solar Panels Save Money? The simple answer is yes. Besides helping to boost the value of your home, solar panels will pay for themselves over time. Depending on the government incentives in your locality and the amount of energy that’s generated, a solar energy system will pay for itself over time. The Basis of How Solar Works Now that you understand how solar works, let us know if we can help you with any of your solar needs. Just contact us today!
- Practice hand-eye coordination - Learn color recognition - Learn the parts of a plant - Develop creativity We learn a lot from observing nature. Many science lessons focus on living organisms and toys and games are great visual aids for learning about the subject. Gardening Building toys for example break down all the parts of the flower and plants into pieces so children can assemble in the garden. Educators and parents can use these types of toys for learning. From the stem and leaves to the pistil and stamens, all the parts of the plant are represented in the gardening toys. Going outside and pretend play they are growing garden children get to study the plants. STEM toys such as Gardening Building toys can be used for more classes besides science. Educators and parents can use these types of toys for other subjects and lessons. For example, the petals in the flower are a good visual aid to learn to recognize colors. Playing with color combinations to build the flowers using the same colors or mixing the pieces. Children benefit from the hand-on learning as memorize the colors as they play. Educators and parents can decide what attributes they want to focus when playing or giving the lesson. Children can also count the petals in each flower and range them by size. Gardening has been proven to help develop and exercise fine and gross motor skills. Gardening Building toys and other similar toys are great for exercising hand-eye coordination. Children get to dig, water and plant flowers outside or indoor garden. Take the pieces of a flower and put them together to create a flower garden. A child is exercising and having fun while pretend play building their own garden. Leaving children to work with their hands is a good way for them to distract them from computer and other electronics. Garden Building toys and other similar toys bring excitement to botany. Gardening Building toys are also a good way to foster a child’s imagination. While playing children get to pretend that they are in another world or place and that the toys become alive and grow into big plants. Their creations have endless possibilities in their minds enhancing their creativity. A child is able to express themselves and enjoy the activity. It is a way to connect with nature and exercise. Guiding children interest to explore and study the wonderous life of plants and other subjects.
Chapter 8: The Cell Cycle Outline Cell division functions in reproduction, growth and repair Cell Division distributes identical sets of chromosomes to daughter cells Mitosis alternates with interphase in the cell cycle The mitotic spindle distributes chromosomes to daughter cells Stages of mitosis Cytokinesis divides the cytoplasm Bacteria reproduce by binary fission Regulation of the cell cycle Cancer cells escape from the controls on cell division Life arises only from life. The unique capacity to procreate has a cellular basis. The continuity of life is based on the reproduction of cells, or cell division. More than 25 milllion cells are undergoing cell division each second in an adult human. These new cells are needed to replace cells that have aged or died ( E.g. worn-out blood cells are removed and replaced at a rate of a bout 100 million per minute). Cell division is also what links us to our ancestors (all the way back to the begining of life on earth , about 4 billion years ago) and our descendants. This chapter focuses on how cells reproduce to form genetically equivalent daughter cells. Cell division functions in reproduction, growth and repair The perpetuation of life depends on cell division. In unicellular organisms, cell division reproduces an entire organism (e.g. paramecium). In multicellular organisms, cell division is the basis for: o growth and development from the fertilized egg. o replacement of damaged or dead cells. Cell division is complex process that passes entire genome from one generation of cells to the next. It involves precise replication of its DNA and o equal distribution of DNA to opposite ends of cell (mitosis) . o separation into two identical daughter cells (Cytokenesis) . Cell Division distributes identical sets of chromosomes to daughter cells Genome = a cell's total genetic endowment. Unique to each species. Eukaryotes have much more DNA than prokaryotes. Replication is facilitated because their DNA is organized into multiple chromosomes. Chromosomes = threadlike structures in eukaryotic nuclei that are composed of compactly folded and coiled DNA and protein. o Each chromosome represents a single linear DNA molecule with 1000's of genes on it. Protein component helps maintain structure and helps control gene activity. o Chromosome number unique to each species. o Gametic (i.e. sperm and egg) cells have half the number of chromosomes. Chromatin = DNA-protein complex Mitosis = nuclear division during which duplicated chromosomes are evenly distributed into two daughter nuclei. Results in cells genetically identical to parent cell. o before mitosis, cells replicate their chromosomes, forming two identical sister chromatids joined together at the centromere. o during mitosis, sister chromatids are pulled apart to form two complete chromosome sets, one at each end of the cell. o mitosis is follwed by cytokinesis. Cytokinesis = cytoplasmic division that forms two separate daughter cell, each with a single nucleus. o Mitosis alternates with interphase in the cell cycle Cell cycle = Well-ordered sequence of events between the time a cell divides to form two daughter cells and the time those cells divide (Fig 12.5). Cell cycle divided into 2 phases: Interphase (growth phase) and Mitosis (nuclear and cytoplasmic division). Interphase o longest part of cell cycle (90%) o cell grows and copies its chromosomes in preparation for cell division. o consists of 3 periods of growth: 1. G1 phase cell grows and synthesizes proteins and organelles. 2. S phase DNA synthesis and chromosome duplication take place. Cell keeps growing. 3. G2 phase cell grows more as it completes preparation for cell division. synthesizes proteins needed for mitosis. Mitosis o composed of 5 subphases 1. prophase 2. prometaphase 3. metaphase 4. anaphase 5. telophase o unique to eukaryotes. May be a evolutionary adaptation for distributing a large amount of genetic material. o error rate is only about 1/100 000 cell divisions. Stages of mitosis ( Fig 12.6) G2 of o o o o o Interphase well defined nucleus bounded by nuclear envelope. one or more nucleoli. centrosomes adjacent to nucleus. In animals, a pair of centrioles in each centrosome. In animals, a radial microtubular array (aster) around each pair of centrioles. o Duplicated chromosomes not visible individually (only loosely packed chromatin) Prophase o In the nucleus nucleoli disappear. Chromatin condenses into chromosomes ( composed of two identical sister chromatids) o In cytoplasm mitotic spindle forms (composed of microtubules between two centrosomes) centrosomes move apart (propelled by lengthening of microtubules) Prometaphase o nuclear membrane disappears, allowing microtubules to interact with chromosomes. o spindle fibers extend from each pole to cell equator. o each chromatid now has kinetochore at centromere. o kinetochore microtubules attach to kinetochore and put chromosomes into agitated motion. nonkinetochore microtubules radiate from each centromere toward metaphase plate without attaching to chromosomes Metaphase o centrosomes positioned at opposite ends of cell. o chromosomes are at metaphase plate and centromeres of all chromosomes aligned on metaphase plate o long axis of chromosomes at right angle to spindle axis o kinetochores of sister chromatids face opposite poles o entire structure formed by kinetochore and nonkinetochore microtubules is called spindle. Anaphase o sister chromatids move apart into separate chromosomes and move to opposite poles. o centromeres move first, causing chromosomes to have "V" shape. o kinetochore microtubules shorten at kinetochore end and chromosomes approach the poles. o simultaneously, poles of the cell move farther apart, elongating the cell. Telophase o nonkinetochore microtubules further elongate the cell. o daughter nuclei (2N) begin to form at two poles o nuclear envelope begins to form around chromosomes. o nucleoli reappear. o chromosomes become less distinct. o By the end of telophase, cytokinesis has begun, and the appearance of two separate cells occurs. o The mitotic spindle distributes chromosomes to daughter cells Mitosis depends on the mitotic spindle to pull chromosomes apart and to elongate cells prior to cell division (Fig 12.7). spindle = structure consisting of fibers made of microtubules and associated proteins. When spindle forms, microtubules from cytoskeleton are partially disassembled to provide tubulin monomers as raw material. Spindle microtubules elongate and shorten by polymerizing and depolymerizing tubulin monomers, respectively. Assembly of spindle microtubules is initiated in centrosome. Kinetochore = protein structure at centromere which binds to spindle microtubules Kinetochore microtubules = attach to kinetochore. Pull chromosomes to each pole of cell. Shorten during anaphase by depolymerizing at their kinetochore ends Nonkinetochore microtubules do not bind kinetochore. Overlap at middle of cell and elongate cell along polar axis Cytokinesis divides the cytoplasm In animals, cytokinesis occurs by cleavage. Cleavage furrow results from cytoskeleton contracting and causing diameter of cell at metaphase plate to shrink ( Fig 12.9). In plant cells no cleavage furrow. vesicles form and fuse at metaphase plate to form cell plate, resulting in the formation of cell membrane of both daughter cells. Subsequently, cell wall is deposited. Mitosis in eukaryotes may have evolved from binary fission in bacteria. Mitosis represents an evolutionary breakthrough that solved the problem of perpetuating large genomes of eukaryotes ( fig 12.12) o o Bacteria reproduce by binary fission Prokaryotes are simpler than eukaryotes. o genome consists of relatively small circular DNA molecule. o 1/1000 less DNA than eukaryotes Reproduce by binary fission, a process by which bacteria replicate their chromosomes and equally distribute copies between daughter cells (Fig 12.11) o Duplicated DNA moves farther apart starting at origin of replication, separating chromosomes. How chromosomes move in bacteria is unknown. o When cell about twice initial size, plasma membrane pinches inward, a cell wall forms, dividing the cell into two daughter cells. o Each cell inherits a complete genome. Daughter cells are genetically identical to mother cell. Regulation of the cell cycle Timing and rate of cell division are carefully controlled in organisms (Fig 12.14). Different cells reproduce at different rates. o neurons and muscle cells do not divide after functionally mature (Go arrested) o stem cells in bone marrow reproduce relatively rapidly to replace blood cells which die at a relatively fast rate. Cell culture systems allow identification of chemical and physical factors that stimulate or inhibit cell division. Many growth factors have been identified (Fig 12.17). Cancer cells escape from the controls on cell division Cancer cells do not respond normally to body's control mechanisms. They divide excessively and invade other tissues. Often have different number of chromosomes, deranged metabolism and abnormal function. Cancer cells ignore density-dependent inhibition when growing in culture (Fig 12.18). They are immortal. Tumor = mass of cancer cells within normal tissue. Benign tumor = cells remain at original site. Can easily be removed surgically. Malignant tumor = cells become invasive and may impair function of tissues or organs. Metastasis = spread of cancer cells to other areas of body via blood and lymph vessels. Most often fatal. Treated with high doses of radiation and chemotherapy. The superpowers of cancer Growth even in the absence of normal ”go” signals. o Most normal cells wait for an external message before dividing. Cancer cells often counterfeit their own pro-growth messages Growth despite “stop” commands issued by neighboring cells. o as tumor expands, it squeezes adjacent tissue, which sends out chemical messages that would normally bring cell division to a halt. Malignant cells ignore these commands. Evasion of built-in autodestruct mechanisms. o healthy cells activate a suicide program (apoptosis) when they suffer genetic damage beyond a critical level. Cancer cells can bypass this mechanism Ability to stimulate blood vessel construction. o tumors need oxygen and nutrients to survive. They obtain them by stimulating nearby vessels to form new branches that run throughout the growing mass. Effective immortality. o healthy cells can divide for no more than 70 times. Cancer cells can divide forever, partly because they can extend telomeres. Power to invade other tissues and spread to other organs (i.e. metastasis). o cancers usually become life threatening only after they disable cellular circuitry that confines them to a specific location.
The basic logic gates are the building blocks of more complex logic circuits. These logic gates perform the basic Boolean functions, such as AND, OR, NAND, NOR, Inversion, Exclusive-OR, Exclusive-NOR. Fig. below shows the circuit symbol, Boolean function, and truth. It is seen from the Fig that each gate has one or two binary inputs, A and B, and one binary output, C. The small circle on the output of the circuit symbols designates the logic complement. The AND, OR, NAND, and NOR gates can be extended to have more than two inputs. A gate can be extended to have multiple inputs if the binary operation it represents is commutative and associative. These basic logic gates are implemented as small-scale integrated circuits (SSICs) or as part of more complex medium scale (MSI) or very large-scale (VLSI) integrated circuits. Digital IC gates are classified not only by their logic operation, but also the specific logic-circuit family to which they belong. Each logic family has its own basic electronic circuit upon which more complex digital circuits and functions are developed. The following logic families are the most frequently used. TTL Transistor-transistor logic ECL Emitter-coupled logic MOS Metal-oxide semiconductor CMOS Complementary metal-oxide semiconductor TTL and ECL are based upon bipolar transistors. TTL has a well established popularity among logic families. ECL is used only in systems requiring high-speed operation. MOS and CMOS, are based on field effect transistors. They are widely used in large scale integrated circuits because of their high component density and relatively low power consumption. CMOS logic consumes far less power than MOS logic. There are various commercial integrated circuit chips available. TTL ICs are usually distinguished by numerical designation as the 5400 and 7400 series.
The airway anatomy is a vital part of your body, and its proper functioning is of the utmost importance. It consists of the nose and lungs, obviously. But do you know what the pharynx does? Below, we talk about the structure and function of various parts of your airway anatomy — AKA, your respiratory tract. But it’s also important to know the difference between child and adult airway anatomy. We provide for you an easy-to-read bullet list of differences that every parent should learn. Proper airway health can mean better sleep, less fatigue, and even better oral health. Poor airway health can lead to sleep apnea, infection, and worse. What is the airway? The airway is your respiratory tract, the part of your body that controls breathing. An airway refers to your breathing passages, through which oxygen is taken in and carbon dioxide is expelled. Your airway starts with your nose (or mouth), continues through your windpipe (trachea), and ends in your lungs, where alveoli give your blood oxygen and extract carbon dioxide. The epithelium (outer layer) of your airway is mostly lined with mucous membranes to moisten airflow and prevent pathogens from getting in, as well as hairlike cilia which superiorly move debris or mucus and sense the direction of airflow. What is the anatomy of the airway? The anatomy of the airway begins with the nose and nasal cavity (or oral cavity), then proceeds through the pharynx, past the epiglottis, into the larynx where your vocal cords are, down the trachea, through the bronchial tree, and into the lungs. Upper Airway Anatomy The upper airway consists of: - Nose — This is the main entryway to your respiratory system. The mucosa of the nose filters, warms, and moistens airflow as it passes through. It allows you to smell and even taste. - Nasal cavity — Divided into 2 nasal passages continuing from both nostrils (nares), the nasal cavity also filters and warms the air passed through it, headed for the pharynx. - Paranasal sinuses — These surround and drain into the nasal cavity. Their main purposes of the paranasal sinuses is debated. - Pharynx — This connects the nasal cavity and oral cavity to the trachea and esophagus. The pharynx can be broken into 3 distinct portions: the nasopharynx, the oropharynx, and the laryngopharynx. The upper respiratory tract can also be said to include the part of the larynx above the vocal cords, but some experts simply group the larynx in with lower airway anatomy. What separates the upper and lower airway? The epiglottis separates the upper and lower airways. Located just above the glottis (the top portion of the larynx), the epiglottis opens posteriorly to allow breathing into the trachea and closes to allow swallowing down the parallel esophagus. Lower Airway Anatomy The lower airway, or lower respiratory tract, consists of the following organs: - Larynx — Located inferior to the hyoid bone, this houses the vocal folds (vocal cords), which vibrate to make sounds, open to allow breathing, and close when speaking or swallowing. The laryngeal reflex is considered one of the strongest human reflexes. - Trachea — Also known as the windpipe, this provides a passage for oxygen to travel down (and carbon dioxide to travel up), while warming and moistening the air as it passes through. The trachea is the most anterior (in front) part of the neck, except when the thyroid covers it briefly. Located midline or perhaps slightly deviated to the right due to the heart’s placement, the trachea extends from the neck to the thorax. - Bronchial tree — At the bottom of the trachea, branches of bronchi (e.g., right bronchus or mainstem bronchi) and smaller bronchioles extend right and left to distribute air and oxygen to the lungs. These branches of bronchi are called the bronchial tree. The intersection of these branches with the trachea is called the carina. - Lungs — These bring fresh oxygen into your body by expanding and remove carbon dioxide and other waste gases by contracting. The expansion and contraction is possible due to the diaphragm, as well as the external intercostal muscles between the ribs. You have two of these: right lung and left lung, both in your thoracic cavity. - Alveoli — These are a part of the lungs. Alveolar ducts and sacs are responsible for the gas exchange of oxygen and carbon dioxide. Alveolar sacs and capillaries form the air-blood barrier. The lower airway possesses a layer of smooth muscle allowing precise control over bronchoconstriction. Is the larynx the upper or lower airway? The larynx is part of the lower airway. The upper airway includes the similarly named pharynx. Child vs. Adult Airway: Differences and Development Here are some of the main differences between child airways and adult airways: - The child’s airway is smaller in diameter and shorter in length than the adult’s airway. Even minor injuries or slight swelling can make it harder for a young child to breathe. - The pediatric larynx is higher and located more anteriorly than the adult’s larynx. - A younger child’s tongue is relatively larger within the oropharynx than an adult’s tongue. - Infants are nose breathers only for the first 4-6 months of life. - A child’s trachea is softer, consisting more of cartilage than an adult’s. This increases the risk of windpipe collapse or obstruction in children. - The pediatric trachea and neck are shorter and more cartilaginous than in adults. The pediatric windpipe begins at the 3rd or 4th cervical vertebrae, whereas the adult’s starts at the 5th or 6th cervical vertebrae. - The child’s occipital bone (the back and lower part of the skull) is large and round, compared to the flatter adult skull. - Enlarged tonsils and/or adenoids are thought to be the leading cause of obstructive sleep apnea in children. For adults, enlarged tonsils and/or adenoids are much less likely to obstruct the upper airway. - The adult epiglottis is flat, flexible, and the narrowest part of the airway. The child’s epiglottis is horseshoe-shaped, shorter, and stiffer. And in a child’s airway, the cricoid cartilage is thought to be the narrowest region. Common Airway Problems Below are 8 common respiratory and airway problems: - Airway obstruction - Chronic obstructive pulmonary disease (COPD) - Cystic fibrosis - Sleep apnea Airway obstruction, whether chronic or acute, may be caused by: - small object lodged in throat - sleep apnea - large tongue - swollen tonsils and/or adenoids - swollen epiglottis - trauma or injury - smoke inhalation - chronic bronchitis - chronic obstructive pulmonary disease (COPD) - cystic fibrosis What is “airway health”? Airway health is the idea that your airway’s well being affects the health of other parts of the body. If you have an airway obstruction, this can cause teeth grinding (bruxism) which is horrible for your dental health. Or if you don’t get enough oxygen due to poor airway health, this reduces your energy and may lead to headaches and even confusion. At Rejuvenation Dentistry, we know how important airway health is. Our founder, Dr. Gerry Curatola, has decades of experience identifying and treating sleep apnea (a major airway health issue) with the DNA Appliance or other biological dentistry methods. Mallampati scores identify the size of your tongue relative to your pharynx, on a scale of 1 to 4. Also called the Mallampati classification, this is a simple test that helps predict ease of intubation as well as an obstructive sleep apnea diagnosis. Here is an easy visualization of what it looks like to score a 1, 2, 3, or 4 — also referred to as Class I, II, III, and IV. In a sitting position, a healthcare professional will ask the patient to open the mouth and protrude the tongue as much as possible. Depending on if the base of the uvula, faucial pillars, and soft palate are visible, scores are given as follows: - Class I: soft palate, all of uvula, and faucial pillars visible - Class II: soft palate, most of uvula, and faucial pillars visible - Class III: soft palate and base of uvula visible - Class IV: only hard palate visible Benefits of a Healthy Airway A healthy airway means good sleep, less fatigue, and better overall health. Did you know? A landmark 2006 study on 145,000 patients found up to a 21% reduction in healthcare costs associated with major diseases when oral health is improved. - Harless, J., Ramaiah, R., & Bhananker, S. M. (2014). Pediatric airway management. International journal of critical illness and injury science, 4(1), 65. Full text: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3982373/ - Kostrzewa-Janicka, J., Jurkowski, P., Zycinska, K., Przybyłowska, D., & Mierzwińska-Nastalska, E. (2015). Sleep-related breathing disorders and bruxism. In Ventilatory Disorders (pp. 9-14). Springer, Cham. Abstract: https://pubmed.ncbi.nlm.nih.gov/26022906/ - Liistro, G., Rombaux, P. H., Belge, C., Dury, M., Aubert, G., & Rodenstein, D. O. (2003). High Mallampati score and nasal obstruction are associated risk factors for obstructive sleep apnoea. European Respiratory Journal, 21(2), 248-252. Full text: https://erj.ersjournals.com/content/21/2/248 - Albert, D. A., Sadowsky, D., Papapanou, P., Conicella, M. L., & Ward, A. (2006). An examination of periodontal treatment and per member per month (PMPM) medical costs in an insured population. BMC Health Services Research, 6(1), 103. Full text: https://www.researchgate.net/publication/6873716_An_examination_of_periodontal_treatment_and_per_member_per_month_PMPM_medical_costs_in_an_insured_population
The new form was that of abstract pictorial art, which seeks to pose the interiority and subjectivity of the artist in order to understand what surrounds him and thus become unique. WHAT IS ABSTRACT ART: FIRST APPROACH TO THE IDEA To better understand the idea of what an abstract painting represents, we can say that it is characterized by showing in an alternative way the reality that surrounds us. You can even try to represent imaginary elements, dreams and fantasies. All this is not done from a figurative and concrete point of view but is based on the construction of the image through geometric forms, lines, unreal colours, silhouettes and even many elements that are extremely stimulating from the viewer’s visual point of view. Abstract painting does not seek to represent a scene, a landscape or a body, but seeks to create alternative ways of representing all these same elements. There are those who maintain that a painting of this type is intended to put the artist in more direct contact with his interiority, as it does not give rise to the reality of intervening with images that are known or can be found around us. Thus, an abstract painter does not necessarily paint a landscape but his own subjectivity of that landscape or even something he did not know before but had inside. THE BREAK WITH ACADEMIC AND FIGURATIVE PAINTING Historically, most of Western art history has focused on the construction of painting from an empirical or realist point of view. This means that for many centuries it sought to represent what was observed in reality. However, it was at the end of the 19th century with Impressionism that this undeniable way of acting began to change. Impressionist painters sought to show reality from different points of view, with very heavy brushstrokes that made the real silhouettes of objects lose their true silhouettes. At the same time, they painted the same scenes with different types of light or with more distorted geometrical shapes, visually generating very striking and much criticised effects at the time. They were considered artists who could not paint. Of them, the avant-guards of the twentieth century had these elements as central reality and disfigured to transform them into unique and rupturist elements, creative and abstract, full of shapes, colours and silhouettes never seen before.
Aug. 27, 2018 – Understanding the origin and time evolution of near-Earth asteroids (NEAs) is an issue of scientific interest and practical importance because they are potentially hazardous to the Earth. However, when and how these NEAs were formed and what they suffered during their lifetime remain enigmas. Japanese scientists, including those from Osaka University, closely examined particles collected from the asteroid Itokawa by the spacecraft Hayabusa, finding that the parent body of Itokawa was formed about 4.6 billion years ago when the solar system was born and that it was destroyed by a collision with another asteroid about 1.5 billion years ago. Their research results were published in Scientific Reports. Focusing on a few micrometers of phosphate minerals, which are rarely found in Itokawa particles, the scientists performed precise isotope analyses of uranium (U) and lead (Pb) in Itokawa particles of about 50 μm in diameter using Secondary Ion Mass Spectrometry (SIMS). Lead author Kentaro Terada says, “By combining two U decay series, 238U-206Pb (with a half-life of 4.47 billion years) and 235U-207Pb (with a half-life of 700 million years), using four Itokawa particles, we clarified that phosphate minerals crystalized during a thermal metamorphism age (4.64±0.18 billion years ago) of Itokawa’s parent body, experiencing shock metamorphism due to a catastrophic impact event by another body 1.51±0.85 billion years ago.” It has been reported that the mineralogy and geochemistry of the Itokawa particles resemble those of LL (LL stands for Low (total) iron, Low metal) chondrites, which frequently fall to the Earth. However, the shock ages of Itokawa particles obtained from this study (1.5 billion years ago) are different from previously reported shock ages of shocked LL chondrites (4.2 billion years ago). This shows that the asteroid Itokawa had a time evolution different from that of the parent body of LL chondrites. The results of this study established constraints on the timescale of the first samples collected from the asteroid, providing concrete figures (absolute age) to the evolution of the NEAs whose orbits are well known. This will lead to the elucidation of the origins and histories of asteroids. The article, “Thermal and impact histories of 25143 Itokawa recorded in Hayabusa particles” was published in Scientific Reports, https://doi.org/10.1038/s41598-018-30192-4.
Mangrove ecosystems are often referred to as “land builders” because of their ability to trap sediments transported from the uplands as well as from the oceans. The sedimentation process in mangrove areas is influenced by hydro-geomorphic settings that represent the tidal range and coastal geological formation. We estimated the sedimentation rate in North Sumatran mangrove forests using the 210Pb radionuclide technique, also known as the constant rate supply method, and found that mudflats, fringes, and interior mangroves accreted 4.3 ± 0.2 mm yr-1, 5.6 ± 0.3 mm yr1, and 3.7 ± 0.2 mm yr-1, respectively. Depending on the subsurface changes, these rates could potentially keep pace with global sea level rise of 2.6-3.2 mm yr-1, except the interior mangrove they would also be able to cope with regional sea-level rise of 4.2 ± 0.4 mm yr-1. The mean soil carbon accumulation rates in the mudflats, fringes, and interior areas were 40.1 ± 6.9 g C m-2yr-1, 50.1 ± 8.8 g C m-2yr-1, and 47.7 ± 12.5 g C m-2yr-1, respectively, much lower than the published global average of 226 ± 39 g C m-2yr-1. We also found that based on the excess of radioactive elements derived from atomic bomb fallout, the sediment in the mudflat area was deposited since over 28 years ago, and is much younger than the sediment deposited in the interior and fringe areas that are 43 years 54 years old, respectively.
Unlike earlier burial grounds in Boston, Mount Auburn Cemetery was founded in 1831 by Bostonians for their use, but it was located about four miles west of the city. It was the country's first large-scale designed landscape open to the public. 1. Locate Boston. What limited the city's ability to expand? 2. Find the location of Mount Auburn Cemetery (denoted by a black star) on this map drawn in 1830. Why did Bostonians need a cemetery outside of the city limits? 3. From the evidence you see on the map, how is the area where the cemetery is located different from downtown Boston? How might those differences have contributed to the decision to build a cemetery in that location? 4. Since the automobile was not invented until the last decade of the 19th century, and a public horse-drawn trolley to Mount Auburn was not established until the 1840s, how might a resident of Boston have traveled to Mount Auburn in the first decade after its founding in 1831? * The map on this screen has a resolution of 72 dots per inch (dpi), and therefore will print poorly. You can obtain a larger version of Map 1, but be aware that the file may take as much as 50 seconds to load with a 28.8K modem.
Fisher Science Education, through a partnership with Beyond Benign, developed this classroom ready slide presentation that briefly describes the 12 principles of green chemistry. The presentation first focuses on the role of chemists in society and introduces green chemistry as a way to solve environmental problems. Each principle is defined and presented in the context of a basic application. Summary prepared May 2008 by Julie Haack, University of Oregon. Fisher Science Education, ; Beyond Benign, What is Green Chemistry?. http://www.fishersci.com/ wps/ downloads/ segment/ ScienceEducation/ pdf/ green_12PrinciplesGreenChem.pdf (accessed June 2011).
French Shore, part of the coast of Newfoundland where French fishermen were allowed to fish and to dry their catch after France gave up all other claims to the island in 1713; previously, Newfoundland had been claimed by France although occupied by England. As defined by the Treaty of Paris (1783), the French Shore extended westward around the island from Cape St. John in the north to Cape Ray in the southwest. In the 1880s Newfoundland began to develop a lobster fishery, and factories were built on the French Shore. France claimed that this activity interfered with its treaty rights and lodged a protest in 1886. In 1887 a French warship destroyed property at Port Saunders and in 1889 at Meagher’s Cove. In 1888 Newfoundland protested against the interference of the French and against the construction of French lobster factories. France and Great Britain worked out a modus vivendi in 1889, giving each lobster packer a specified strip of coast under the control of British and French commodores, but Newfoundland refused to recognize the agreement. Finally, on April 8, 1904, France sold its claims for 1,375,000 francs.
Familiarize young mathematicians with the radical concept of square roots using this set of skills practice problems. Building on prior knowledge about combining like terms in algebraic expressions, this worksheet helps students learn the rules for adding and subtracting radical numbers. - Use this worksheet as either an in-class or homework assignment during a lesson series on radical expressions - Differentiate the exercise by assigning students specific problems based on their abilities - Includes two sets of problems, one for use in-class and one to be assigned as homework - Provides an explanation with examples of a common misconception about adding and subtracting square roots - Clear directions are provided for each type of problem included on the worksheet
What are Model-Eliciting Activities? Model-eliciting activities (MEAs) are activities that encourage students to invent and test models. They are posed as open-ended problems that are designed to challenge students to build models in order to solve complex, real-world problems. The six essential principles of MEAs are listed at the end of this section. They may be used to engage the students in statistical reasoning and thinking and provide a means for statistics teachers and researchers to better understand students' thinking. MEAs are created to look like authentic, real-world statistical problems and require students to work in teams of 3-4 students. The teams generate solutions to a problem via written descriptions, explanations and constructions by "repeatedly revealing, testing, and refining or extending their ways of thinking" (Lesh, Hoover, Hole, Kelly, & Post, 2000, p. 597). In this way, MEAs are thought-revealing as the students' products provide windows into the thinking processes they used to develop the solutions. While many statistics instructors, particularly at the introductory level, use one or more traditional types of student activities in their classes, these activities are typically quite different than MEAs (see Table 1 below). Activities may also be used to engage students in statistical reasoning and thinking, but they are typically used for a different purpose than a MEA. We think that both MEAs and more traditional types of statistical activities can be used as part of a statistics class. Some differences between MEAs and other types of typical in-class statistical activities are shown in Table 1. It is important to note that MEAs are not used instead of other types of in-class activities, but that both can be used effectively in a course, but to serve different purposes. The six essential principles for MEAs (Lesh, et al., 2000) are described below: 1. Model Construction Principle: Problems must be designed to allow for the creation of a model dealing with: - Relationships and operations between these elements - Patterns and rules governing these relationships In order for the MEA to be thought-revealing, the MEA can require: MEAs have students: - An explicit construction - Justified prediction The final product is a model that: - Quantify (e.g., show how well a model works) - Coordinate information and relationships - Make predictions (apply the model to a new problem or data set) - Identify a pattern or trend. - Has elements - Defines relationships among the elements - Defines operations for how elements interact - Identifies patterns or rules that apply to the relationships and operations. 2. The Reality Principle: Problems must be meaningful and relevant to the students and be based on real or slightly modified real data. The solution should be "real" and meaningful in the students' everyday lives. Therefore, the context of the situation should: This can be established through a set of preparatory questions that set a (statistical) focus for reading introductory articles and other information. The preparatory questions can also form the basis for whole class or small group discussions of the articles. - Identify the audience who will use or be served by the solution. - State the purpose of the solution for the audience. - State why the audience needs the solution. - State a problem that makes sense in terms of real life knowledge and experience 3. Self-Assessment Principle: Students must be able to self-assess or measure the usefulness of their solutions. The problem statement must strongly suggest appropriate criteria for assessing the usefulness of a solution. The data must also play a part in allowing students to self-assess. These criteria should promote selection, refinement, and elaboration of models. In order to do this, the problem statement must: To make progress, students must be able to: - State a clear purpose - Require self-assessment and a need for improvement - Clearly state when a solution is achieved (through clear criteria) One mechanism for delivering these criteria and the motivation for self-assessment and refinement is to establish a "client" who is making the request and specifies the parameters. - Detect deficiencies in the current conceptualization - Compare alternatives and select the most promising ones - Integrate the strengths among the alternatives, minimize weaknesses - Extend and refine promising alternatives - Assess adaptations 4. Model Documentation Principle: Students must be able to reveal and document their thinking processes within their solution. Students responses must produce an audit trail by revealing the: The activity should foster self-reflection in order to get students to think about their thinking (metacognition). Therefore, the activity should involve group work that requires (these might be different roles for the group members.): - Givens (their assumptions) - Solution paths that are taken into account to produce a solution The teams' products should reveal: - Assessing progress The products should allow the instructor or researcher to assess a team's statistical thinking. One method is to create a "Ways of Thinking" chart that categorizes the students' solutions. - Statistical objects or constructs that were used - Relationships among the objects and constructs - Operations or interactions among the objects and constructs - Representational systems used 5. Model Share-Ability and Reusability Principle: This ensures that solutions created by students are generalizable or easily adapted to other similar situations. The model should represent a general way of thinking instead of a specific solution for a specific context. This principle also ensures that students' models are communicated in a clear understandable manner that allows them to be used by others. 6. Effective Prototype Principle: This ensures that the model produced will be as simple as possible, yet still mathematically significant. The model, which should represent "big ideas" in statistical thinking, should provide a useful learning prototype or metaphor for interpreting other problems with the same underlying structure. The activity should be designed to avoid the need for numerous procedures, especially computational procedures that can circumvent conceptual understanding.
Young preschool children are active learners, naturally curious and ready to engage in mathematical learning! Even though some adults unfortunately have developed negative feelings about math, thankfully, young children are not born with these fears! They approach math with excitement and curiosity, if the practices are age-appropriate, engaging, and involve hands-on, minds-on learning approaches. Children need pre-k teachers with knowledge and skills in implementing research-based practices in early education classrooms. Mathematics education in pre-k includes both MATHEMATICAL CONTENT and MATHEMATICAL PRACTICES. Both of these will be addressed in the Pre-K Toolkit. includes the “what” the children learn in 4 areas of math--- counting and cardinality, algebraic thinking, geometry and spatial sense, and measurement and data. While Common Core State Standards are not written for pre-k, the Tennessee Early Learning Developmental Standards (TN-ELDS), coupled with identified research based early learning math content, will provide the foundation of knowledge and skills, to promote children’s readiness to meet the Common Core State Standards for Mathematics: Kindergarten. The TN-ELDS are inclusive of the Head Start Child Outcomes updated in 2011. refer to practices that are incorporated into the mathematics learning experiences. These are important processes and proficiencies that teachers seek to develop in their students. You will want to visit the separate link to this topic related to pre-k classrooms. Listen to a podcast at The National Academies Press website, PODCAST : Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity. The podcast interviews Dr. Sue Bredekamp who emphasizes the importance of teachers’ knowing the teaching and learning paths for early math. Later learning is built upon early learning. The National Association for the Education of Young Children (NAEYC) and the National Council of Teachers of Mathematics (NCTM) developed a joint position statement in 2002 and updated in 2010 titled “Promoting Good Beginnings: Early Childhood Mathematics ”. Here are the recommendations from these two national organizations that are particularly relevant to pre-k teachers: In high-quality mathematics education for 3- to 6-year-old children, teachers and other key professionals should 1. enhance children’s natural interest in mathematics and their disposition to use it to make sense of their physical and social worlds 2. build on children’s experience and knowledge, including their family, linguistic, cultural, and community backgrounds; their individual approaches to learning; and their informal knowledge 3. base mathematics curriculum and teaching practices on knowledge of young children’s cognitive, linguistic, physical, and social-emotional development 4. use curriculum and teaching practices that strengthen children’s problem-solving and reasoning processes as well as representing, communicating, and connecting mathematical ideas 5. ensure that the curriculum is coherent and compatible with known relationships and se-quences of important mathematical ideas 6. provide for children’s deep and sustained interaction with key mathematical ideas 7. integrate mathematics with other activities and other activities with mathematics 8. provide ample time, materials, and teacher support for children to engage in play, a context in which they explore and manipulate mathematical ideas with keen interest 9. actively introduce mathematical concepts, methods, and language through a range of ap-propriate experiences and teaching strategies 10. support children’s learning by thoughtfully and continually assessing all children’s math-ematical knowledge, skills, and strategies. The following tabs will provide you with more information regarding specific mathematics topics and resources to support the Tennessee Early Learning Developmental Standards (TN-ELDS) and the development of these critical foundational skills for children.
Southern Texas is in the United States Department of Agriculture (USDA) Plant Hardiness Zones 10 and 11. This means that temperatures in these parts of the state do not drop below freezing in the winter. Many tropical plants can survive in these climates. However, tropical plants in some parts of southern Texas may need irrigation to compensate for unusually dry periods. You will need to grow tropical plants in colder parts of Texas as potted houseplants. Traveler's palms take their name from their cup shaped, large leaf bases that can hold as much as a cup of water. When opened, this water could quench the thirst of a traveler. Traveler's palms grow to 30 feet tall in areas that are warmer than USDA hardiness zone 10. These plants, native to Madagascar, grow in a similar fashion to banana trees and produce small, white flowers. Usually pollinated by lemurs, if you pollinate these by hand, they produce bright blue seed capsules. These palms need full sun and rich soil that drains well. Keep these plants protected. High winds can tear the leaves. White Bird of Paradise White birds of paradise, native to South Africa, are larger plants related to smaller and more colorful birds of paradise. Very similar in size and appearance to the traveler's palm, the white bird of paradise also grows to 30 feet tall and is suitable to USDA zone 10. In fact, it can survive in zone 9b, making it suitable for areas in Texas where tropical plants usually do not thrive. The traveler's palm and the white bird of paradise are easy to tell apart. Look for the cup shaped leaf base. If the leaf has this large base, it is a traveler's palm. If the base is not cup shaped, the tree is a white bird of paradise. The flowers on the white bird of paradise are larger, 6 to 12 inches long, and shaped like birds. Chinese hibiscus is a tropical plant that grows well in warmer parts of Texas. However, because southern Texas can, on rare occasions, drop below freezing. You will need to protect this plant if one of the rare freezes is predicted. One way to effectively grow hibiscus in all parts of Texas is as a potted plant. By growing hibiscus in pots, you can bring them in if freezing temperatures are forecast. Plant Chinese hibiscus in full sun with rich soil that drains well.
What Is An Equable Climate? In a one sentence explanation, equable climates are periods of roughly equal temperatures throughout the world. A more detailed description focuses on the equator to pole temperature difference (EPTD) and the seasonality in the high-latitudes, or regions that are above 60°N or below 60°S. The equator to pole temperature difference describes exactly what it sounds like: the difference in temperature between the region near the equator and the areas close to the poles. Presently, there is a large difference between the two regions' temperatures; however, this situation has not always existed. During the late Cretaceous period (~100 to 65.5 million years ago) and the early Paleogene period (65.5 to 34 million years ago), the poles were much warmer than they are currently and were much closer to equatorial temperatures than they are today. Additionally, the temperatures in the high-latitudes did not fluctuate as much as they do today, and in the winter, they remained closer to summer temperatures than they do now. This behavior can be termed low seasonality. Combining these characteristics defines equable climates. They are periods with a low EPTD and low seasonality. What Was It Like During The Cretaceous And Paleogene? The world was a very different place during the equable climates of the Cretaceous and the Paleogene. While the tropics maintained relatively stable temperatures (Zachos, 1994; Pearson et al., 2001), the high-latitudes were much warmer than they are currently, and greenhouse gases, such as carbon dioxide, existed in significantly higher concentrations too (Sluijs, 2006). The warmest period was the Eocene Climatic Optimum with peak temperatures occurring between 52 and 50 million years ago (Ma) (Wing and Greenwood, 1993). During this time, sea surface temperatures at the North Pole increased to 23°-24°C in the Eocene epoch (~56 Ma to 34 Ma) from 18°C during the Paleocene epoch (65.5 Ma to ~56 Ma) (Sluijs et al., 2006; Moran et al., 2006). In North America between 45°N-50°N, there were no periods longer than a day with temperatures below freezing, and no minimum temperatures below -10°C, or 14°F (Wing and Greenwood, 1993). That region includes Wyoming, North Dakota, and southern Canada all of which now receive enormous amounts of snowfall and endure subzero temperatures on a consistent basis during the winter. Additionally, during this time, Arctic sea surface temperatures reached tropical or subtropical levels (Sluijs et al., 2006). These details reveal the extent of the differences between the modern climate and the equable climates in the Cretaceous and Eocene. These dramatic changes in the global climate produced a vastly different state of the Earth. For example, almost all of the polar ice sheets disappeared (Zachos, 1994). Additionally, ancient crocodilians, relatives to present-day crocodiles and alligators, and giant tortoises lived in Wyoming (latitude 47°N) and even Ellesemere Island (latitude 78°N), places far too cold for them now (Wing and Greenwood, 1993; Markwick 1994). On a similar note, palms and other broad-leaved plants existed at latitudes of 50°N, but these species are unable to inhabit there under present conditions (Greenwood and Wing, 1995). The world clearly differed from its current state.
Distance between two straight lines \|This article does not cite any sources. (April 2013) (Learn how and when to remove this template message)\| - This article considers two lines in a plane. For two lines not in the same plane, see Skew lines#Distance. The distance between two straight lines in the plane is the minimum distance between any two points lying on the lines. In case of intersecting lines, the distance between them is zero, because the minimum distance between them is zero (at the point of intersection); whereas in case of two parallel lines, it is the perpendicular distance from a point on one line to the other line. Formula and proof Because the lines are parallel, the perpendicular distance between them is a constant, so it does not matter which point is chosen to measure the distance. Given the equations of two non-vertical parallel lines the distance between the two lines is the distance between the two intercepts of these lines with the perpendicular line This distance can be found by first solving the linear systems to get the coordinates of the intercept points. The solutions to the linear systems are the points The distance between the points is which reduces to When the lines are given by the distance between them can be expressed as
Recently, quantum computing has been heralded as the new cool kid on the block. The point of quantum computing is that, during a calculation, the bits (called qubits) that are being manipulated are never in a definite one or zero state. Instead, they can be thought of as being both a one and a zero simultaneously, which allows a quantum computer to explore many solutions at the same time. The upshot is that, for a limited set of problems, quantum computers may offer a substantial speed up over normal computers. In recent, unpublished research, scientists have made use of the similarities between a certain type of quantum computation and neural networks to construct a very simple quantum neural network. The result may offer a faster and more robust form of pattern recognition. To understand what the researchers have done, we are going to have to take a step back and take a look at a particular form of quantum computing, called adiabatic quantum computing, and compare that to a specific type of neural network. In normal quantum computing, the qubit values might be encoded in the states of a bunch of atoms. These are then individually manipulated by direct operations on their states to perform the calculation—the answer is obtained by measuring the final state of the atoms. In adiabatic quantum computing, the qubits are still encoded in atomic states but the problem is encoded in the environment of the atoms. The combination of states with the least energy (called the ground state) for that environment is the answer to the problem. It is usually pretty easy to encode a problem in the environment, but getting the atoms to find their lowest energy state is more problematic, so the approach has to be modified slightly. The initial quantum computing environment is set so that it's simple to put the qubits in their ground state. Then, very slowly, the environment is smoothly modified to the one that encodes the problem. If this is done without exciting the atoms, the answer to the problem can be obtained by reading out their states. Neural networks use a similar principle, where a memory is encoded across a series of "neurons" as the lowest-cost stable state. In this case, a memory is encoded by putting it into the neural network's inputs. The network's internal state evolves in response to the input, taking on a unique configuration. If one equates the cost property of neural networks with the energy state of the atomic qubits, one can see a number of similarities between neural networks and adiabatic quantum computing. These similarities were exploited for pattern recognition purposed by researchers in Munich, using a liquid state nuclear magnetic resonance spectrometer (think MRI scanner). Two qubits were encoded in the nuclear magnetic moments of hydrogen and carbon, which can be linked up to form a very simple neural network called a flip-flop. The researchers encoded a series of patterns in the neural network—something that is not possible in a classical neural network this small. The neural network was able to recognize those patterns again if they were presented as input. That is, if a one-zero state was stored along with a one-one and a zero-zero state, the neural network would give one response to seeing a one-zero input—a pattern that was stored previously—while a zero-one input would generate a different response. Note that the classical version of this circuit could store exactly one two bit pattern, while the quantum version can store all four bit patterns. As is typical with quantum computing experiments, this is small-scale stuff. Will it scale up? The researchers seem to think so, since that is what they are trying to do now. If it does scale, we will be looking at a huge boost in the abilities of computers to recognize images and sounds. And we can all buy an extra basement for the nuclear magnetic resonance spectrometer PCI card.
“We hold these truths to be self‐evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.” – The Declaration of Independence, 1776. These words were some of the first words that the Founding Fathers used to govern and form the United States of America. These words created one of the fundamental, underlying principles of this country; that every man was created equal and every man had the same inalienable rights under God. Understanding this principle is understanding exactly what the Founding Fathers meant by equality. In these lines of the Declaration of Independence, the Founding Fathers laid out the idea that every man is created from the same nature. Being created from the same nature ensures that they are all equal in some respect. Because all men are created equal and are created in the same nature, the Founding Fathers created a single governing law for every individual. How the levels of equality play out under the laws created is dependent upon an individual’s development and persistence in society. Liberals consistently shame conservatives and the Republican party for “not believing in equality.” The Democratic party frames their arguments as though conservatives don’t believe in fair treatment of individuals or that they don’t believe any sense of equality should exist in the United States of America. What so many fail to understand, though, is the difference between equal opportunity and equal outcome. The Founding Fathers created a nation in which every individual was guaranteed an equal opportunity. They did not create a country in which every individual would have the same level of talent, the same intelligence, or the same capacities for certain skills. Because of this, through the Declaration of Independence and the framing documents that followed, the Founding Fathers created a nation in which every individual who desired to achieve the American Dream would have the same opportunities to do so. This does not guarantee that individuals would achieve the same outcomes. That would also be dependent upon an individual’s innate and learned skills. The government of the United States was not created to aid equality of outcome. It was not created to ensure that upon seeking the American Dream, every individual achieves the same goals. Essentially, that is the fundamental principle of a communist society. In a capitalist society as created by the framers, individuals must work to achieve their American dreams. The government’s job is to ensure that the equality of opportunity stays in place and that no individual or group obstructs that right. Conservatives believe in the American Dream. Not only that. They believe that every individual should have the same opportunity to achieve their own version of the American Dream. This does not mean, though, that every individual will have the same outcome. Not everyone who tries will achieve the American dream and live in pure equality next to their neighbors. That’s where empowerment of the individual comes in. This nation was designed to provide the opportunity for success.
From Stargazers to Starships Astronomy of the Earth's motion in space:1. The Sky Above Us 1a. Finding the Pole Star 2. The Path of the Sun, the Ecliptic 2a. Building a Sundial 3. Seasons of the Year 4. The Angle of the Sun's Rays 5. Latitude and Longitude 5a. Navigation 6. The Calendar 8. The Round Earth and Christopher Columbus Includes 8a. Distance to the Horizon 8c. How Distant is the Moon?--1 8d. How Distant is the Moon?--2 9.The central role of the Sun 9a. Aristarchus: Is Earth Revolving around the Sun? Includes 9b. The Earth's Shadow 9c. Copernicus, Galileo, and the Discovery of the Solar System 10. Kepler and his Laws 11. Graphs and Ellipses 11a. Ellipses and Kepler's First Law 12. Kepler's Second Law Newtonian mechanics13. The Way Things Fall 16. Newton and his Laws 17. Mass Includes: 17a. Mass Measurements aboard Space Station Skylab 17b. Comparing Masses without the Use of Gravity 18. Newton's Second Law 19. Motion in a Circle 20. Newton's theory of "Universal Gravitation" 21. Kepler's Third Law Includes: 21a. Applying Kepler's Third Law 22. Frames of Reference: The Basics Includes: 22a. The Aberrations of Starlight 22b. Airplane Flight 23. Frames of Reference: The Centrifugal Force 24. Rotating Frames of Reference in Space and on Earth Helpful MaterialQuestions and Answers by users of "Stargazers". Hints to users. A Glossary of Terms (Cross-linked, keyed to the text) Timeline (A chronology). Annotated Timeline (With added dates from history). . Of special interest to teachers: Author and Curator: David P. Stern Web Design: Conway Carter Image Editing: Eddie Welker Last updated: 14 July, 1999
Here's a Small Sample of What You'll Learn When You Download Your Copy of Children Learning Reading Today: - The proven 2 stages of lessons for developing outstanding reading skills contained in two volumes of books complete with a total of 50 step-by-step lessons: - Stage 2 lessons are more advanced and are designed for further reading skill development. - Stage 1 lessons are for developing phonemic awareness and reading skills, and to develop a solid foundation for fluent reading for your child. - Revealed: The most effective method to teach your child to read, develop phonemic awareness skills, and improve reading comprehension. - Mistakes to avoid when teaching young children to read. And important "Dos and Don't Dos" when teaching your child to read. - Interesting stories and rhymes contained within the lessons that are matched to the reading skill level of your child to make reading fun and engaging - How to properly sound out letters, read words, and read sentences when teaching your children to read. - Effective strategies for encouraging your child to really get into reading, and book recommendations for young readers. - Discover the one most crucial skill to help your child develop, which will help them become exceptionally fluent readers - Discover the best practices from our years of research and experience to achieve phenomenal results. - Discover practical tips on how to best adapt our program to meet your needs and fit your schedule. Believe me.. this is just the tip of the iceberg. The incredibly simple and effective step-by-step lessons will take your child from not knowing how to read, to reading words, sentences, and books. This is possibly the most comprehensive learning how to read system ever developed. What Can Children Learning Reading Do For You and Your Child - Your child will develop critical foundational skills in reading which will put your child's reading and literacy skills leagues above their peers - Your child will develop a higher level of self-confidence and self-esteem; develop a keen ability to explore independently, and enhance future academic success - Your baby's future learning abilities will be enhanced by nurturing brain development during the early stages of life - Your baby will gain a powerful advantage that becomes apparent almost right away, and lasts a lifetime - You will instill within your child, a genuine lifelong love for learning and reading, setting the stage for future success in life - You will help your child unlock imagination, develop social skills, and stimulate communication skills through close parent & child interaction and bonding - You will develop a real respect for your child's learning abilities, and experience a truly unique and rewarding journey in teaching your child to read - Through the process of reading and learning to read, your child can become smarter with enhanced intellectual development
Heisenberg states the uncertainty principle In 1927, Werner Heisenberg was in Denmark working at Niels Bohr's research institute in Copenhagen. The two scientists worked closely on theoretical investigations into quantum theory and the nature of physics. Bohr was away on a skiing holiday, and Heisenberg was left to mull things over himself. He had a shocking but clear realization about the limits of physical knowledge: the act of observing alters the reality being observed. At least at the subatomic level. To measure the properties of a particle such as an electron, one needs to use a measuring device, usually light or radiation. But the energy in this radiation affects the particle being observed. If you adjust the light beam to accurately measure position, you need a short-wavelength, high-energy beam. It would tell you position, but its energy would throw off the momentum of the particle. Then, if you adjust the beam to a longer wavelength and lower energy, you could more closely measure momentum, but position would be inaccurate. This principle punctured the centuries-old, firmly held belief that the universe and everything in it operates like clockwork. To predict the workings of the "clock," one needs to measure its qualities and parts at a specific point in time. Classical physics assumed that the precision of measuring is theoretically unlimited. But Heisenberg stated that since you could never with great certainty measure more than one property of a particle, you could only work with probability and mathematical formulations. (Heisenberg called this matrix mechanics, soon shown to be equivalent to Erwin Schrödinger's more visualizable wave theory.) The uncertainty principle was hard even for scientists to accept at first. After struggling with it, however, Bohr developed complementarity theory. This stated that there was a dual nature to things -- an electron was a wave and a particle, for example -- but we could only perceive one side of that dual nature. A sphere, for instance, has a convex and concave aspect. We can sense the convex from outside the sphere, but from inside it appears completely concave. This theory would affect much more than physics, but other fields of science, as well as art and philosophy. Heisenberg and Bohr's theories were compatible and became known together as the Copenhagen interpretation and accepted as the foundation for quantum theory. From the New York Times, September 2, 1927 DETAILS CONCEPTS OF QUANTUM THEORY By Waldemar Kaemppfert Copyright 1927, by The New York Times Company. By Wireless to The New York Times. LEEDS, England, Sept. 1. -- Of thirty addresses delivered today before the various sections of the British Association for the Advancement of Science, one of the most important was that of a young German, Dr. W. Heisenberg. Fully 200 mathematical physicists listened to his brief exposition of a conception which will make it necessary to modify belief in what we are pleased to call "common sense" and "reality." The layman without knowledge of higher mathematics, listening to Dr. Heisenberg and those who discussed his conclusions, would have decided that this particular section of the British Association is composed of quiet and polite but determined lunatics, who have created a wholly illusory mathematical world of their own. ... To explain the quantum theory and its modification by Dr. Heisenberg and others is even more difficult than explaining relativity. It is much like trying to tell an Eskimo what the French language is like without talking French. In other words, the theory cannot be expressed pictorially and mere words mean nothing. One is dealing with something that can be expressed only mathematically. The consequences, however, are startling. Electrons and atoms cease to have any reality as things that can be detected by the senses directly or indirectly. Yet we are convinced the world is composed of them. In the new mathematical universe events are more important than substances, and energy more important than matter. All mental pictures we have formed of bodies moving through space are thrown into confusion. So simple a conception as a baseball flying from the pitcher to the batter turns out to be obscure, doubtful and even ridiculous. Planck, the originator of the quantum theory, Heisenberg, Schrödinger, and De Broglie have shown that the whole science of mechanics must be rewritten. And when it is rewritten, no one but a mathematician will be able to understand it. The sicentific world is faced with an upheaval as great as that brought about by Einstein.
Iraq was an important outpost of the Ottoman empire. It was not known as Iraq at this time, it was the collection of three vilayets of the empire: Basra, Baghdad and Mosul, sometimes referred to by the British as Mesopotamia. It was physically close to the centre of the Ottoman empire and so at times it was closely linked to the fate and direction of the this empire. However, poor communications and infrastructure meant that at other times its policies could be quite remote, detached and autonomous from that of its overlords. Iraq's first contact with the British was through the English East India company. Iraq lay on one of the communications routes between India and Britain and so naturally acquired an interest for the company. Iraq also had a sizeable population and economy; large enough to support commercial enterprises in the region. It was for these reasons that the English East India company set up a factory in the port of Basra in 1763. The factory was not entirely a success as political events saw the Persians temporarily take Basra. In addition, Kuwait offered its deep water port as a viable commercial alternative with access to the Ottoman empire but lying outside of it. This meant that the English East India Company did not have to worry so much about the state of Britain's political relations with the Ottoman empire but could still take advantage of the trade in this part of the world. The Mamluk rulers of Iraq did not have much love for their Ottoman overlords and so tried to cultivate increased economic and political links with the British. In 1798, they allowed a British agent to be appointed to the court in Baghdad and this was closely followed by the opening of a British Consulate there in 1802. This helped to stimulate British trade and commercial activity in the area, particularly with regards to textiles, but also with the new technologies of the nineteenth century: Steamships and the telegraph were just two of the state of the art technologies provided by the British. The Mamluks were overthrown in 1831 and direct control from Constantinople was reestablished, but commercial and economic links to the British and Europoean powers had become so well established that they were maintained by most of the subsequent governors of the province. European influences were also felt at a deeper level as reforms were instituted by various rulers of Iraq. Land, administrative and legal reforms all helped the economy to develop along more Western lines as they turned the older tribal leaders and sheikhs into land holders and profit seekers. The flip side to this development was the way in which traditional craftsman were left exposed to the mass production techniques of British and European companies. For most of the nineteenth century Britain was content to take commercial advantage of this part of the Ottoman Empire with no administrative costs or worries. However, by the turn of the twentieth century the Ottomans had decided to diversify their economic allegiances with the European powers and had left the British traders and companies in a dangerously precarious position. One manifestation of this policy was a series of high profile projects conducted in collaboration with the Germans. The most famous of which was the Berlin to Baghdad railway built in 1899. Stronger economic links almost inevitably led to stronger political ties as the Young Turk revolution of 1908 openly looked towards the Germans to provide a model for Ottoman political and economic development. The strategic value of this part of the world was also increased by the discovery of oil in the south of Russia. European governments and companies were falling over themselves to gain concessions and political leverage in this part of the world. The stakes were further raised by the British themselves as the Royal Navy declared that it was abondoning coal powered ships in favour of oil powered ones. Oil was becoming a vital commodity. Taken together, by the outbreak of the first world war the British were already extremely anxious about the strategic fate of this part of the world, especially as it still lay on one of the key communications axes with India. When war did break out, the British were swift to conduct a campaign to defend these vital interests. Establishment of Formal Relations When the Ottomans formally declared themselves allied to the Germans, the British planned a campaign against the Ottomans starting in Basra. They landed troops in Basra in 1914 and advanced up the rivers towards Baghdad. Initially, conscript Arab regiments gave little resistance and General Townshend advanced as far as Ctesiphon just outside of Baghdad. However, the Ottomans reinforced themselves with regular army units and soon had the tired and diseased British forces besieged in Kut. The British capitulated some 160 days later. The following year the British tried again with a new campaign much more thoroughly planned and organised. In 1917, they successfully reached Baghdad and by the end of the war they had managed to advance as far as Mosul, this meant that they had control of the three Ottoman Vilayets which would form the basis of Iraq. Imperial politics in this part of the world had become a complicated affair as the British and French had made and broken promises with all sorts of leaders, tribes and communities fighting the Ottomans. At first, it was thought that many Arabs would support the British as they had done whilst fighting the Ottomans during the war. However, it soon became clear that these Arab nationalists were not keen to replace one imperial overlord for another. 1919 confirmed the extent of the political chicanery and intrigue the British and French had entered into when they were declared by the League of Nations to be the countries responsible for administering vast tracts of what was previously the Ottoman Empire. Few Arabs were convinced that this was anything other than imperialism by another name. The murder of a British officer in 1919 gave the first indication of this political dissatisfaction. This murder was dealt with by arrests and police action against a number of political groups. This in turn led many Arabs into a series of street demonstrations and strikes that soon descended into an outright rebellion. The British lost control of much of the countryside for nearly three months and only reconstituted order through extensive use of air and land units. This experience illustrated to the British that they needed to institute a more legitimate form of government if they were not to be involved in continuous guerilla campaigns and police actions. It was thought that the Hashemite ruler Faysal might provide sufficient legitimacy to allow the British to maintain some form of control over Iraq. He was descended from the Prophet Muhammed, which gave him impeccable Islamic credentials and he had fought the Ottomans which confirmed his Nationalist ones. On the downside, he was not from anywhere near Iraq. The British thought that this might actually be a useful handicap, as it meant that his legitimacy was not too strong that he might feel confident enough to desert the British. It was all a very finely based calculation that was discussed in detail at the Cairo conference of 1922. At this conference it was decided that a plebiscite would be held in Iraq to confirm whether the Iraqis wanted this leader imposed or not. The carefully conducted campaign endorsed King Faysal with 96 percent of the vote. The British were quick to ensure their control over their new vassal by insisting on a comprehensive treaty and alliance with Britain and a constitution for the country along a British style constitutional monarchy and parliament. The treaty insisted upon commercial freedom, religious tolerance, and that all foreign, military, judicial and financial matters were to be taken by British advisers. The Iraqis would also pay half of the bills incurred by the British in Iraq. The treaty was a very one sided agreement. The Hashemite monarchy was very much a British puppet, but even the King balked at the amount of power reserved by the British. It soon became a domestic political imperative for the King to regain some of the powers from the British. Protocols and treaties were negotiated and added in 1923, 1924, 1926 and 1927. However, these did not fully mollify many of the nationalists and tribal leaders who continued to agitate for independence. In 1929, the British finally decided to yield and started a series of negotiations that would leave them with control of foreign policy and 'common interests' and some air basesbut to hand most domestic matters to the Hashemite rulers. This treaty was agreed in 1930 and came into effect in 1932 when Iraq was allowed to enter the League of Nations as an independent nation. Although technically independent, the Hashemite rulers were as dependent on British expertise and advice as they ever had been. With British advisers, their children schooled in England, British governors and nannies, the Hashemites remained as puppet leaders who were only allowed to control events in Iraq as long as those events did not encroach on British political or commercial interests. The amount of dependence on the British was emphasised by events in 1941, when Iraqi parliamentary leaders refused to back Britain in its war against the Germans. The British landed a force in Iraq and overthrew the elected government and replaced it with a pro-British government and one that was required to declare war on Germany. At the end of the war, the British retreated from direct control again, but still maintained considerable indirect leverage, and this remained the case right up until the Hashemites were finally overthrown in 1958. Role within the Empire Britains primary concerns for the control of Iraq were to maintain communications with India and to maintain the flow of oil in the region. As naval power was superceded by aerial power, the importance of Iraq actually increased rather than decreased. Air bases were now required to link Britain to her most important imperial possession; India. It was for this reason that the British so assidiously tried to maintain complete control over the air bases when negotiating for the technical independence of Iraq. There was also an elaborate scheme to have an airship base in Iraq as a staging post linking London to Delhi. This strategic importance was only eclipsed in 1947 when India was granted independence. By this time, the value of oil had increased in importance and so Iraq remained a vital strategic concern until the coup of 1958. Economics of Empire Britain invested a considerable amount of money and expertise in extracting oil from the region. However, its dominant political position also meant that it had extracted highly favourable commercial concessions for these activities. The Turkish (later Iraqi) Petroleum Company earned a great deal of money for the British owned Anglo-Persian Oil Company and also, after a series of protracted renegotiations, for the Iraqi government. A great deal of this money was spent on the armed forces, but some was also spent on public works projects such as irrigation schemes and infrastructural development. However, the amount of money flowing out of the country would be a constant source of embarrassment for the Iraqi leaders and a galvanising slogan for the nationalists. Withdrawal from Empire Britain's withdrawal from Iraq was a swift one. It came with the overthrow of the Hashemite regime that Britain had so assidiously cultivated over the years. The Hashemites had never fully gained legitimacy as rulers in the eyes of the Iraqis. They were regarded as little more than foreign rulers who followed every beck and call of their British masters. Constant tribal bickerings and uprisings weakened the government in outlying areas of Iraq, whereas in the main cities, political dissatisfaction was expressed in the ballot boxes and the free press that Britain had expressly created for the country. Political instability was a concern for the entire period of Hashemite rule, they regularly had to call upon the police and the military to maintain order in the country. The British and the Hashemites were so fully dependent upon one another that they both became even more alienated and distant from the Iraqi people; hatred for one institution translating into hatred for the other. The creation of Israel further inflamed passions and brought the British into even further disrepute. And events in Suez in 1956 also galvanised Arab opinion against the British and dented Britain's prestige and ability to defend its interests at the same time as it increased Arab self-confidence and self-importance. The British were in no position to help their puppet regime when the Hashemite King made his final call for help to protect him from the people that he purported to lead. Their all-embracing dependence upon one another meant that with the fall of the Hashemites, British power and influence dissappeared abruptly. Map of Iraq Imperial era flag of Iraq Images of Imperial Iraq First English East India company factory established in Basra British agent appointed to Baghdad British open consulate in Baghdad British Steamboats appear on Iraqi rivers TAPU land reforms British lay Telegraphic wire Tanzimat administrative reforms Germans build Konya to Baghdad railway Germans extend railway to Basra Young Turk reforms Turkish Petroleum Company (TPC) established Anglo Persian oil buys 50% of TPC World War I: British land and take Basra British attempt to take Baghdad Ottomans besiege and capture Al-Kut from British British take Baghdad British take Mosul Iraq becomes British administered League of Nations Mandated territory British officer assassinated - leads to arrests by British - leads to strikes and demonstrations by Iraqi nationalists Open revolt against British Plebiscite confirms Faysal as King Britain imposes constitution and alliance on Iraq Mosul awarded by League of Nations to Iraq Oil discovered in Kirkuk Britain informs Iraq of renegotiation of treaties New treaty limits Britain's involvement with Iraq to foreign affairs and common interests. Air bases ceded to Britain Iraq admitted to League of Nations Pipeline links Kirkuk to Mediterranean British overthrow Iraqi government by force Iraq forced to declare war on Germany Britain scales back direct rule New Treaty with Britain Street demonstrations against Treaty and creation of Israel Uprising, martial law imposed Coup removes Hashemite Royal family Sir Arnold Talbot Wilson 10 Jan 1919 - 1 Oct 1920 Sir Percy Zachariah Cox 1 Oct 1920 - 4 May 1923 Sir Henry Robert Conway Dobbs 4 May 1923 - Oct 1928 Sir Gilbert Falkingham Clayton Oct 1928 - 11 Sep 1929 Sir Francis Henry Humphrys 3 Oct 1929 - 3 Oct 1932
You are hereParents › Fundamental Movement Skills Fundamental Movement Skills Children need to learn fundamental movement skills before they learn fundamental sport skills. If they are introduced to sport skills before movement skills, they often struggle to learn the sport skills. Sometimes they get discouraged and quit! Fundamental movement skills and fundamental sport skills – what’s the difference? Fundamental movement skills are basic movements such as throwing, kicking, running, jumping, hopping and catching. Fundamental sport skills are these movement skills applied to a sport situation: for example, kicking a soccer ball, running a sprint, jumping up for a basketball rebound, catching a baseball. Children will struggle if they are forced to learn fundamental sport skills before they have learned fundamental movement skills. Children may also feel inadequate and discouraged if they see their friends and classmates mastering the same sport skills faster than them (because they have already developed fundamental movement skills). Find out more information about Fundamental skills and related sport opportunities. - Athletes with Disabilities - Health Practitioners - Recreation Professionals - Women and Girls
A Description of Alternating Current Essay A Description of Alternating Current Alternating current (AC) electricity is the type of electricity that commonly used in houses and businesses throughout the world. While direct current (DC) electricity is flowing in one direction through a wire, the direction of the AC is moving in a back-and-forth motion. AC electricity is created by an AC electric generator, which is determining the frequency. The special about AC electricity is the voltage can be readily changed, so that will make it more suitable for long-distance transmission than DC electricity. However, AC can employ capacitors and inductors in electronic circuitry that will allow for a wide range of applications. This experiment was amid to create signals for AC voltage using function generator, measuring the signals using oscilloscope, determining the RMS value of AC signals, analyze the effect of frequency, offset and peak voltage on its value. This report will contain the following parts: Abstract, introduction, instrumentation and procedure, results and discussion, error analysis, conclusion and appendix. The abstract summarized the whole experiment. While the instrumentation shows all the instruments which were used in the experiment. The procedure and results parts, shows the experimental methods used and the results that were found out. These results were compared with the theoretical values in the two procedures, then it had been discussed in the discussion section in order to notice the error causes and mention it in the error analysis part. The conclusion shows the results carried out and define the main problems/issues that faced the group while working. Also, there will be a figures and tables in the appendix part. In AC, the movement of electric charge periodically reverses direction and it forms in which electric power is delivered to businesses and residences. The usual waveform of an AC power circuit is a sine wave. In certain applications, there are different waveforms are used, which is triangular or square waves. The audio and radio signals carried on electrical wires are also examples of AC. The most important goal in these applications is recovering of information encodes (or modulates) onto the AC signal. In the first experiment, it’s creating an AC then measures it using a function generator and digital oscilloscope. The signal is originally produced in a power station and then is sent through transformers and power lines to the houses. In the laboratory, signals are produced and transported on a smaller scale using the equipment and cables. Specifically, the function generator is using to create AC signals, cables connect equipment together to transport the generated signal, and the oscilloscope is used to display and measure the signal. Before starting the experiment there are some main points to understand: Amplitude is the maximum voltage reached by the signal. It is measured in volts, V. Peak voltage is another name for amplitude. Peak-peak voltage is twice the peak voltage (amplitude). When reading an oscilloscope trace it is usual to measure peak-peak voltage. Time period is the time taken for the signal to complete one cycle. It is measured in seconds (s), but time periods tend to be short so milliseconds (ms) and microseconds (µs) are often used. 1ms = 0.001s and 1µs = 0.000001s. Frequency is the number of cycles per second. University/College: University of Arkansas System Type of paper: Thesis/Dissertation Chapter Date: 3 October 2016 Let us write you a custom essay sample on A Description of Alternating Current for only $16.38 $13.9/page
With this insect problem you would think tiny beavers were in your trees! Small branches accumulating on the ground and the presence of clean-cut twigs, and in some cases dangling (flagged) branch tips within a tree, indicate the presence of beetle pests referred to as twig girdlers and twig pruners. Both of these long-horned beetle species attack numerous types of shade, nut and fruit trees. Heavily damaged trees appear ragged and unattractive, and young trees can become deformed by repeated attacks. Twig girdler (Oncideres cingulata) Common hosts of the twig girdler include dogweed, persimmon, pecan, elm, hickory, oak, honeylocust, hackberry, poplar, linden, redbud, basswood, and various fruit trees. The adult beetle is about three-fourths of an inch long, stout, grayish-brown with a lighter colored band across its elytra (wing covers) and has antennae as long as its body. Adult beetles typically begin to emerge in mid-August and continue through early October. During this time, the adult female chews a V-shaped groove around a small twig, girdling it. She then deposits an egg beneath the bark in the twig section beyond the cut (severed portion). This is because the larva is unable to develop in healthy sapwood. The cut made by the adult female is deep enough around the twig so that the girdled portion dies quickly and usually falls to the ground, either because of wind or its own weight. During the oviposition period, large numbers of girdled twigs often accumulate beneath the tree each day. After hatching from the egg, the developing larva bores into the dead twig to feed. The small larva will overwinter in the fallen twig. During the following spring, the larva resumes feeding, consuming most of the wood. As the larva grows it bores further down into the twig and fills the tunnel with wood shavings and waste. Pupation occurs in a cavity within the twig. Adults emerge in late summer and early fall. Twig girdlers produce one generation a year. Homeowners should collect and destroy infested twigs and branches they find on the ground, beginning in September or no later than May. If practical, prune infested twigs still in the tree.
According to the Institution of Mechanical Engineers, turning air into liquid could provide an answer as to how we could store energy, the BBC reports. IMechE has said that 'liquid air' can compete with batteries and hydrogen to store unused energy generated from renewable sources. Electricity produced by wind farms at night, for example, can be used to cool air down to a cryogenic state at a 'distant location' - and when energy demand increases, the air can be warmed to drive a turbine. The process to produce 'right-time electricity', engineers have said, can reach efficiency levels of up to 70%. How the process works - 'Wrong-time electricity' is used to collect air, strip away the carbon dioxide and water vapour. - The air left over, which is predominately nitrogen, is cooled to -190C and becomes a liquid. - The 'liquid air' is then placed in a large vacuum flask until it is required. - When the demand for electricity increases, the liquid air is warmed to an 'ambient temperature'. As it evaporates, it is used to drive a turbine to produce electricity.
For now, only an autopsy can prove the presence of Alzheimer's disease, but the clinical diagnosis is usually accurate. The current approach to establishing the cause of memory loss involves ruling out some potential causes and finding evidence to confirm the presence of others. Once other conditions, such as depression, Huntington's disease, or hypothyroidism, have been ruled out, the diagnosis of Alzheimer's is made by accumulating information on the individual's history and mental status exams and by interviews with the patient, family members, and friends over a period of several weeks. Diagnoses based on this type of clinical information are accurate about 90 percent of the time. According to the Diagnostic and Statistical Manual of Mental Disorders, a diagnosis of Alzheimer's disease requires the presence of memory impairment and at least one other cognitive deficit that is severe enough to affect social or job functioning (such as difficulty communicating). Also, the decline must be gradual. Laboratory and imaging studies can provide information needed to diagnose many non-Alzheimer's dementias. Home-screening tests for Alzheimer's disease are available. However, we and the Alzheimer's Association advise against using them because of their inability to predict who does not have dementia and the potential for psychological distress.
Planetary nebulae are some of the most spectacular phenomena in the visible universe, but they have nothing to do with planets. They are clouds of gas -- the remnants of stars comparable to the sun that have burned all their hydrogen fuel and contracted to become white dwarfs. Because they are expanding at high speeds, these clouds don't last long -- at least in terms of stellar and galactic time periods. The Origin of the Name Charles Messier, the French astronomer who produced a well-known catalogue of nebulae and galaxies, was the first to record the existence of a planetary nebula in 1764. He labeled it No. 27 in his list of 110 space objects. William Herschel coined the name "planetary nebula" in 1785 because that object, and others like it, reminded him of the planet Uranus, which he discovered, using a telescope. The name stuck despite the fact that scientists now understand that they aren't related to planets at all. They are expanding clouds of dust and gas surrounding a dying star. Formation of a Planetary Nebula When a star with a mass from 0.08 to eight times the mass of the sun exhausts its hydrogen fuel, its core collapses until the increased pressure creates temperatures high enough for helium fusion. At the same time, the shell expands and cools, and the star becomes a red giant. When the helium is exhausted, the core contracts even more until its gravitational field is no longer strong enough to hold the shell. The shell expands and begins drifting away while the core condenses into a super-hot, super-dense star called a white dwarf. The expanding shell becomes a planetary nebula. An Interstellar Light Show By itself, a planetary nebula would be invisible. The reason that it appears to glow with such spectacular colors is that the star at its center is hot and bright enough to ionize the gas in the nebula. The temperature of a white dwarf is in the neighborhood of 100,000 Kelvin (179,500 degrees Fahrenheit), which is more than 15 times the temperature at the surface of the sun. The free electrons produced by the star's intense radiation are in high enough energy states to give off ultraviolet light when they recombine with the gas ions. This ultraviolet radiation is what people on Earth observe. A Short-Lived Phenomenon Although no planetary nebula will disappear during the lifetime of anyone now alive on Earth, none will last for millions of years like the star that produced it. The expansion velocity of a typical planetary nebula is about 108,000 kilometers per hour (67,108 miles per hour), and one that is 1 light-year across, which is also typical, took about 12,000 years to form. In about the same time, it will expand by the same amount, and whether or not it is still visible depends on the energy of the star at its center. In many cases, the bulk of the cloud will be too far from the star to ionize, and it will probably disappear. - Digital Vision./Photodisc/Getty Images
Fossil-fuelled cars are unsustainable: oil is running out, and CO2 emissions are too high. Conventional cars also use a lot of energy. Try pushing one. The larger and heavier the car, the harder it is to move and the more energy it uses. Typically, less than 15% of the energy that reaches the wheels is used to move the occupants; the rest is used to move the machine. Most of the time, we use our cars to travel short distances in slow city traffic with only one or two people in the car. But we do it in cars that are capable of carrying four or five people across a continent at 100 km/h or more, and towing a boat or caravan at the same time. We need something new. Something appropriate for city mobility. Automotive companies are developing electric versions of conventional cars. Recharged using renewable energy, these cars will have no CO2 emissions. But they are still large, heavy cars, and still use a lot of energy. Rather than take a conventional car and try to make it clean, our approach has been to take a clean, low energy vehicle—a solar racing car—and make it practical. Solar racing cars can cross a continent at 100 km/h powered only by sunlight, so it should not be too hard to build a clean, efficient vehicle that can transport someone to work and back each day. - carry one or two people - travel at urban freeway speeds, up to 120 km/h - acceleration and handling comparable to conventional cars - low mass (less than 350 kg is not that difficult) - low aerodynamic drag (drag is significant in a low-energy car) - simple (because it was going to be built by novices) - recharged using renewable energy. Trev. Low energy, zero emission mobility.
As is the case throughout much of Southeast Alaska, temperate rainforest dominates the southern part of Glacier Bay National Park. The "high biological productivity" or ability of many plants to live in this coastal area is due to the mild, moist climate that has developed in the region over the past 200-300 years. This is an old growth forest with massive evergreen trees like western hemlock and Sitka spruce that drip with lichens and mosses, and a thick layer of vegetation such as blueberries, fungi, liverworts and wildflowers that blankets the forest floor. The sheer quantity of things living or that once lived but are now decaying means that this type of forest produces some of the largest accumulations of organic material on earth. As the forest matures or ages, trees grow taller and their branches form a canopy that shades the ground beneath. The soil becomes more acidic and swampy, favoring the growth of western hemlock. Spruce does almost as well in these conditions. Yellow cedar grows in the park's southwestern half on wet, sloping sites and peatland fringes. Mountain hemlock is common at higher elevations. Over time, the forest canopy tends to become more open as trees of different ages and sizes survive. Some trees die from insects. Others are snapped off in wind storms. More light can reach the ground allowing herbs and shrubs to grow. Downed wood accumulates on the forest floor. Rotting tree trunks become "nurse logs" to the young vegetation, providing them with support and nutrients. Old-growth conditions like these could go on for centuries if there are no fires or disease. Mixed in among the forest stands are open areas of ancient peatlands. These marshy areas are too wet for large trees. Plants like sedges, willows, and alders are common here. The qualities of the forest changes as you move into Glacier Bay or explore the park's outer coast. In these places, natural forces like glaciers, erosion and river deposition cause significant forest disturbances. Just as something starts to grow, a catastrophic event like an advancing glacier or massive beach erosion wipes the slate clean and plants must start over. In these places, the forest rarely reaches the old-growth stage. Meadows and shrublands are common. Ancient peatlands are nonexistent.
Science education in schools should help to prepare students for the multiple roles that they will play as adult citizens. These include both private roles involving personal decisions about economics, consumption and lifestyle (consumer, worker, learner) and public roles involving their influence on public policy (voter, volunteer, advocate). Playing those roles responsibly will require scientific knowledge. For example, the 2007 Nobel Peace Prize was awarded to Al Gore and the Intergovernmental Panel on Climate Change (IPCC) for research-based reports that call for collective human action on an unprecedented scale. Yet IPCC reports, in particular, require readers to have substantial knowledge of chemistry, physics, biology, atmospheric science, and statistics. It is the responsibility of our schools to prepare students who can read, evaluate, and respond to reports such as these in informed and responsible ways. Current research shows that most students lack the scientific knowledge needed for responsible citizenship. This includes knowledge of basic processes that occur in environmental systems, such as photosynthesis, cellular respiration, combustion, reproduction, and evapotranspiration. It also includes understanding of general aspects of scientific reasoning such as the hierarchy of systems at different scales and the nature and uses of scientific models, as well as an understanding of how humans alter natural processes in socio-ecological systems. Educational research can help to bridge the gap between what students need to know and what they currently understand. One promising direction involves the development of learning progressions: descriptions of increasingly sophisticated ways of thinking about or understanding a topic. The development and empirical validation of learning progressions is an iterative process, in which initial frameworks provide the basis for development of assessments and teaching experiments, which in turn lead to improvements in the frameworks. This work on learning progressions can provide the basis for dialogue among scientists, educational researchers, developers of standards, assessments, and curricula, and classroom teachers that is necessary for students to develop the scientific knowledge and practices of ecological literacy.
Mitrecin A—Antimicrobial Discovery and Application Method is an antimicrobial enzyme that kills medically and agriculturally relevant pathogens of the genera Salmonella, Shigella, Yersinia, Vibrio, Escherichia and Aeromonas. The enzyme was discovered within the genome of a previously uncharacterized soil bacterium using cutting-edge massively parallel DNA sequencing technologies and bioinformatics. Mitrecin A demonstrates an ability to retain activity at high pH and elevated salinity, making it amenable for use against pathogens in harsh environments beyond the physiological constraints of antibodies. In nature, Mitrecin A and protein antimicrobials like it are excreted into the surrounding environment by the producing-bacterium in order to kill bacterial neighbors that might compete for food resources. The enzyme attacks the bonds within the cell wall of the susceptible bacterial pathogen, weakening its structure.
In English, many things are named after a particular country – but have you ever wondered what those things are called in those countries? 1Geographyhemisferio masculinethe northern/southern hemisphere — el hemisferio norte/sur - For athletes from northern hemispheres, like Canada, this will prove to be a challenge due to the extreme climate change. - If you read the map like a loyalist, the axis that held the hemispheres together still ran from the Aldwych along the Strand and into the Mall - and as it happened, this was my first walk in London, after I left the bridge. - Leicester are now urging rugby union's governing bodies in the northern and southern hemispheres to agree to a date for such a fixture next term. - Giant sperm whales are migratory, following the summer from northern to southern hemispheres. - But the mobile, malleable young Australians of today move back and forth between worlds I thought to be mutually exclusive, and they have more hemispheres than two to choose from. - The latitudinal studies involve seasonality near the equator and in each hemisphere. - These petty squabbles half a hemisphere away are not helping us at all. - Electronic mail already serves global corporations as a broadcast medium and a mechanism for one-on-one communication across hemispheres and time zones. - Countries in both the Northern and Southern hemispheres continue to treat the world's rivers, seas and oceans as dumping grounds. - The direction follows the magnetic poles of the Earth between the Southern and Northern hemispheres. - The extension by one year of the mission will provide opportunities to extend the global coverage, compared to the original six-month mission, and to map both southern and northern hemispheres at high resolution. - They are found in the eastern and western hemispheres and nest on beaches throughout the Atlantic, Pacific and Indian Oceans. - In both the northern and southern hemispheres aridity occurs at latitudes characterized by more or less permanent high pressure cells and hot dry subsiding air. - In our hemisphere, areas of high barometric pressure, anticyclones, create winds which circulate anticlockwise. - The high latitudes of the northern and the southern hemispheres are very different geographically. - As recently as October 2001, scientists gathered images of auroras occurring simultaneously in the northern and southern hemispheres, confirming that the auroral ovals mimic each other. - He says there is a clear southern-northern hemisphere divide. - In 1994 Burma and Cuba, rogue states in their respective hemispheres, started tourism campaigns to secure much-needed foreign exchange. - It may signal the start of a prolonged conflict between the two hemispheres that, due to the restructuring of the marketplace caused by globalization, will not follow the accepted conventions of warfare. - You will get a taste of several climates as you sail from winter in the United Kingdom, across the tropics to summer in the Southern Hemisphere, and on to the southern edge of that hemisphere's temperate zone. - The vertebrobasilar arteries supply the brain stem, cerebellum, and occipital lobes; the cerebral hemispheres are supplied through the carotid arteries. - Their appearance could also be the result of tissue compression and developing injury in the contralateral hemisphere due to the expanding edema formation. - They do both their thinking and acting with only the left brain hemisphere. - Within the hemisphere, three brain regions work together to control reading. - The left brain hemisphere posterior speech areas showed much greater activation for forward than backward speech. - There certainly are differences between the left and right brain hemispheres. - One area is the subventricular zone of the lateral ventricles, which are fluid-filled cavities in both brain hemispheres connected to the central canal of the spinal cord. - And it's clear that this whole notion that the left hemisphere is the language hemisphere and the right hemisphere is a visual hemisphere cannot be applied to a rat, okay? - However, since the Chinese language combines sound and shape, both hemispheres are used in speaking Chinese. - Sensory axons extend from the skin of the big toe to the base of the brain; and motor axons run from the motor cortex of the cerebral hemispheres right down to motor neurons at the bottom of the spinal cord. - The human brain is divided in two hemispheres and, when the eye first lands on a word, the two parts of the word are initially projected to opposing sides of the brain. - The brain includes the cerebral hemispheres, the cerebellum, and the brain stem. - The brain had multiple hemorrhagic lesions within both cerebral hemispheres and the cerebellum. - The two hemispheres of the vertebrate brain have also become specialised. - Given that the dominant view is that the left hemisphere is the happening place for language and the right hemisphere is superior for music, we immediately hit the conundrum, what about singing with words? - Lesions in the cerebral hemispheres and brainstem included perivascular lymphocytes in leptomeninges and parenchyma, with scattered microglial nodules in gray and white matter. - Our hemispheres always work together so that we will experience a combination of right and left hemisphere in everything we do. - The right hemisphere embodies those artistic and intuitive qualities of holistic and integral design that are are familiar in all great design, art and craft. - If a stroke occurs in the dominant hemisphere in the frontal area of the brain, the patient will lose the ability to produce language. - It has been known for many years that people with large lesions of the frontal lobes in both hemispheres have great difficulty inhibiting inappropriate behaviors. - The code was validated by comparing the computed forces and torques with the analytic solutions for a hemisphere and sphere in point contact with the wall and also computations for axisymmetric spherical caps and spheroids. - When set, gently remove from molds and form eight spheres by gently pressing two hemispheres together at their centers and rolling between hands. - The cell body is actually a cylinder capped at both ends by hemispheres and the radius of the flagellum helix is smaller than that of the cell body. - A long plumb line, emerging from the bottom of the hemisphere, seems to suddenly drop, its tip a smaller, whirling cluster, reminiscent of the pooling and rippling of water. - When the explosives go off, the hemispheres are pushed together into a sphere of critical mass. - The hemispheres then split as readily as carrot sliced lengthwise with a knife, and with as crisply delicious a sound. - The sun was a glowing hemisphere, its faint rays slanting across the sea. - The hand-sized hemisphere that occupies the heart of each sculpture is a symbolic evocation of these small, sacred vessels, and the holy river is referenced by the circular steel ring that supports the hemisphere. - There is no silence like the windblown silence found in the flat desert, at the center of a world divided between two perfect hemispheres of earth and sky. - On a wall was a 50-inch-square inked canvas called Moon that showed the pocked lunar face, which recalls in two dimensions the protruding hemispheres of the sculptures. - He described the boats as ‘basically overgrown baskets’ as we contemplated the stacks of green ash laths waiting to be soaked, bent and woven into tight little hemispheres. - The sculpture consists of an elliptical loop of steel, attached to which are spheres and hemispheres fashioned from strips of steel. - They were constructed by welding together two hemispheres, with holes in each end for screwed fittings. English has borrowed many of the following foreign expressions of parting, so you’ve probably encountered some of these ways to say goodbye in other languages. Many words formed by the addition of the suffix –ster are now obsolete - which ones are due a resurgence? As their breed names often attest, dogs are a truly international bunch. Let’s take a look at 12 different dog breed names and their backstories.
From Wikipedia, the free encyclopedia - View original article Diagram of a strait A strait is a naturally formed, narrow, typically navigable waterway that connects two larger, navigable bodies of water. It most commonly refers to a channel of water that lies between two land masses, but it may also refer to a navigable channel through a body of water that is otherwise not navigable, for example because it is too shallow, or because it contains an unnavigable reef or archipelago. The terms channel, firth, pass or passage can be synonymous and used interchangeably with strait, although each is sometimes differentiated with varying senses. Many straits are economically important. Straits can be important shipping routes, and wars have been fought for control of these straits. Numerous artificial channels, called canals, have been constructed to connect two bodies of water over land, such as the Suez Canal. Although rivers and canals often provide passage between two large lakes or a lake and a sea, and these seem to suit the formal definition of straits, they are not usually referred to as such. The term strait is typically reserved for much larger, wider features of the marine environment. There are exceptions, with straits being called canals, Pearse Canal, for example. Straits are the converse of isthmuses. That is, while straits lie between two land masses and connect two larger bodies of water, isthmuses lie between two bodies of water and connect two larger land masses. Some straits have the potential to generate significant tidal power using tidal stream turbines. Tides are more predictable than wave power or wind power. The Pentland Firth (actually a strait) may be capable of generating 10 GW. Cook Strait in New Zealand may be capable of generating 5.6GW even though the total energy available in the flow is 15GW Straits used for international navigation through the territorial sea between one part of the high seas or an exclusive economic zone and another part of the high seas or an exclusive economic zone are subject to the legal regime of transit passage (Strait of Gibraltar, Dover Strait, Strait of Hormuz). The regime of innocent passage applies in straits used for international navigation (1) that connect a part of high seas or an exclusive economic zone with the territorial sea of coastal nation (Strait of Tiran, Strait of Juan de Fuca, Strait of Baltiysk) and (2) in straits formed by an island of a state bordering the strait and its mainland if there exists seaward of the island a route through the high seas or through an exclusive economic zone of similar convenience with respect to navigational and hydrographical characteristics (Strait of Messina, Pentland Firth). There may be no suspension of innocent passage through such straits. \|This article contains embedded lists that may be poorly defined, unverified or indiscriminate. (August 2013)\| Well-known straits in the world include: \|This article needs additional citations for verification. (June 2010)\|
1. Herbert Hoover was president when the Great Depression began. He declared in March 1930, that the U.S. had “passed the worst” and argued that the economy would sort itself out. The worst, however, had just begun and would last until the outbreak of World War II in 1939. 2. The causes of the Great Depression are widely debated. There was no single cause, but several things when working together made it happen. A weak banking system, over-production of goods, over spending, and bursting credit bubble were just some of the reasons. The Wall Street Crash of 1929 was one of the main causes of the Great Depression. This stock market crash was the most devastating crash in the history of the United States. On “Black Tuesday,” October 29, 1929, the stock market lost $14 billion, making the loss for that week an astounding $30 billion. It took 23 years for the stock market to hit the high it was at before the crash. 3. As news of the stock market crash spread, customers rushed to their banks to withdraw their money, causing disastrous “bank runs.” People who had been very wealthy lost everything they had and some committed suicide. Many companies went out of business and huge numbers of people lost their jobs. At the peak of the depression, 1 out of every 4 people were without a job. Between 1930 and 1935, nearly 750,000 farms were lost through bankruptcy or sheriff sales. 4. People who lost their homes often lived in what were called “Hoovervilles,” or shanty towns, that were named after President Herbert Hoover. There was also “Hoover Stew” which was the name for food handed out to the poor at soup kitchens. “Hoover Blankets” were newspapers that were being used to cover people like a blanket. “Hoover Hogs” were jack rabbits that were used for food, and “Hoover Wagons” were broken down cars that were pulled by mules. 5. Some people who became homeless would ride on railroad cars, because they didn’t have money to travel. Some believe that more than 50,000 people were injured or killed while jumping trains. Many of these people traveled together and were called hobos. 6. Almost half of the children who were living in the United States at that time did not have enough food, shelter, or medical care. Many suffered diseases. By the 1930s, thousands of schools were operating on reduced hours or were closed down entirely. Some three million children had left school, and at least 200,000 took to riding the rails either with their parents or as orphans. 7. African Americans, Native Americans, Mexican Americans and women were bitterly discriminated and the hardest hit during the Great Depression. They were looked at as the groups that could take jobs away from white men. The Great Depression also changed the family in several ways. Many couples delayed getting married, and divorce rates and birth rates dropped. Some men also abandoned their families. A 1940 poll revealed that 1.5 million married women had been abandoned by their husbands. 8. Severe drought and dust storms made the Great Depression even worse, because it dried out farmlands and forced families to leave their farms. On May 9, 1934, a dust storm carried about 350 million tons of dirt 2,000 miles eastward and dumped four million tons of prairie dirt in Chicago. The drought and dust killed tens of thousands of animals and some people. 9. The board game Monopoly, which first became available in 1935, became popular because players could become rich during the playing of the game. The “Three Little Pigs“was seen as a symbol of the Great Depression, with the wolf representing the Depression and the three little pigs representing average citizens who eventually succeeded by working together. 10. Democrat Franklin Delano Roosevelt (1882-1945) became president in March 1933, and promised a “New Deal for the American people.”
Hand hygiene is one of the most important things that you can do to prevent the spread of illness and infection. Whether you are at home, at work, or out in the community, good hand hygiene practices can help keep you healthy. Here are a few tips for effective hand hygiene. Wash Your Hands Often The best way to cut down on the spread of illness is by washing your hands often. Whether you are cooking, cleaning, or just handling daily tasks, make sure you wash your hands between tasks. When possible, use water as warm as you can handle and soap to wash your hands for about twenty seconds. Handwashing is said to be an effective way to reduce the spread of respiratory infections, such as colds and flu. If you cannot access soap and water, hand sanitiser is a good alternative. Make sure to use a hand sanitising gel that contains 60% alcohol or more. Rub the sanitiser on all surfaces on your fingers and hands and continue rubbing until dry. Hand sanitisers are not as effective as soap and water at removing dirt and debris from your hands, but they can help to reduce the number of germs on your skin. By washing your hands often and using hand sanitiser when soap and water are not available, you can help to prevent the spread of illness. Be Mindful of What You Touch In addition to washing your hands frequently, it is also important to be mindful of what you come in contact with. Don’t touch any area on your face, because germs and bacteria can enter your body and make you sick. If you must touch your face, make sure to wash your hands first. Additionally, try to avoid touching common surfaces such as door handles, railings, and countertops. If you must touch these surfaces, make sure to wash or sanitise your hands afterwards. Cover Your Coughs and Sneezes Covering your nose and mouth when you sneeze or cough is one of the easiest ways to reduce the spread of illness. When you sneeze or cough into your hands, you risk contaminating surfaces that others may come in contact with. To avoid this, sneeze or cough into the crook of your elbow or into a tissue that you can dispose of immediately. By keeping your hands clean and by covering your nose and mouth when you sneeze or cough, you can help to prevent the spread of germs and keep yourself and others healthy.
Uplift And Erosion The Uplift of The Weald and The Erosion of Box Hill and The Mole Valley The Early Cretaceous sediments were deposited in a basin centred over what is now the Weald. They were largely derived from a landmass that lay to the north. Now it is a common feature of the Earth’s crust that what goes down, must come up, facetiously referred to as ‘yo-yo’ tectonics, or more learnedly as ‘an axis of inversion’. By the Late Cretaceous subsidence had largely ceased in the Wealden basin. The Chalk was deposited over northwest Euroland with a great uniformity of stratification. Individual beds only a few centimetres thick can be traced from the Chilterns to the south side of the Paris basin and beyond. At the end of the Cretaceous Period, however, the Earth began to move. Inversion began. The ridge of land that had extended from Wales across to Belgium began to subside, and the Wealden basin began to dome upwards. As the core of the Wealden anticline (the name given to an up-fold of strata. A down down-fold is a syncline) was eroded the Chalk was stripped off to expose deeper sand and clay strata which were eroded in turn. Rivers carried the resultant detritus draining off the flanks of the Weald. Some rivers drained south into what was to become the English Channel, others north into the newly subsiding Thames basin. Geophantasmogram of Dorking and its surroundings showing the relationship between geology and scenery. Interbedded sedimentary strata of the Cretaceous Period dip north forming the northern limb of the Wealden anticline, the southern limb of the London Basin. Well cemented hard strata from hills, soft sediments from valleys. The sequence of illustrations shows how the core of the Wealden anticline was initially breached with a canoe-shaped valley. Over millions of years the chalk escarpments of the North and South downs migrated north and south respectively. It is tempting to think that their present position is a snapshot of a continuous if slowly moving process. The truth is rather more complex. The Wealden basin formed by the intermittent movement of a number of faults in the Earth’s crust parallel to the basin margin. As the basin became inverted the faults began to move in the opposite direction. One such fault system extends along the foot of the North Downs from the Hog’s Back, via Ranmore Common and Box Hill eastwards. The recent (15th C.) earthquake at Reigate demonstrates that this fault is still active. Geophantasmograms to show the uplift and erosion of the Wealden anticline. Note the River Mole draining out between Box Hill and Ranmore Common. The River Wey, to the west of the Mole, eroded westwards along the Holmesdale to capture the headwaters of the Blackwater. This is why Farnham, though a ‘gap’ town like Guildford and Dorking, lacks its own river. The truncated Blackwater is an insignificant stream rising north of the North Downs.
Fish abundance estimation with imaging sonar in semi-intensive aquaculture ponds Since intensive agriculture is primarily focused on the mass production of good-looking food, production strategies overlook the need for high-quality, nutritious food. As a result, the quality of food from intensive farming often lacks the same nutritional value as food from conventional or organic farming. It is intended to produce perfect-looking yields and potentially extend shelf life without Intensive farming uses less space, labor, and resources to produce more, unlike conventional farming. This makes it very difficult for traditional farmers to compete. Also, given how industrialized intensive agriculture is, it means that there are not many jobs per unit of food produced, meaning fewer opportunities for job creation. Intensive farming is a type of farming that produces more yields in a given area than other forms of farming. Also called modern agriculture, commercial agriculture, or industrialized agriculture. Increased productivity is the result of mechanization, specialized breeding, high-yielding varieties, and techniques such as irrigation and crop rotation. The first advantage of intensive agriculture is high yields. High yields are achieved primarily by using high-yielding seeds and fertilizer types. Higher yields can also be achieved by using pesticides and herbicides. Intensive farming is a profitable business. Income generated through intensive farming is much higher than that generated by traditional farming, but it also requires a significant investment of capital and time. One of the advantages of intensive farming is high employment rates. Many people are employed, trained, and engaged in agriculture. Other workers are also employed to carry the crops from one place to another, or even within the same area where the crops are grown. Intensive farming is a great option for small landowners. It helps them increase their income and can be done with minimal resources with the help of advanced technology. Intensive agriculture works by maximizing productivity on limited land. It requires careful planning, but it can greatly increase yields from one acre of land. Intensive agriculture is a form of agriculture aimed at maximizing food production. It is based on crops and livestock grown in large quantities in small spaces and leverages the latest technology to help meet the world's food needs. Intensive agriculture is labor intensive, which means employment. But it also requires a lot of land and machinery. Therefore, despite technological advances, the number of people employed in the industry has remained high in recent years. Intensive farming requires a lot of money to be profitable. The high cost is due to labor and machine costs. Labor costs are high as workers must be hired who may not have experience in animal husbandry or agricultural technology. The high cost of machinery and equipment also adds to the cost of intensive agricultural operations. A major drawback of intensive farming is the heavy use of chemical fertilizers and pesticides. The use of chemicals leads to environmental pollution that is harmful to humans and animals. Ingestion of large amounts can cause health problems in humans and animals. Intensive farming provides more production in less space and effort, maximizing profits. Traditional farming requires more control and time. Fewer processes can be automated and yields cannot be maximized compared to intensive farming.
The Pennsylvania General Assembly is the legislature of the U.S. commonwealth of Pennsylvania. The legislature convenes in the State Capitol building in Harrisburg. In colonial times (1682–1776), the legislature was known as the Pennsylvania Provincial Assembly and was unicameral. Since the Constitution of 1776, the legislature has been known as the General Assembly. The General Assembly became a bicameral legislature in 1791. The General Assembly has 253 members, consisting of a Senate with 50 members and a House of Representatives with 203 members, making it the second-largest state legislature in the nation and the largest full-time legislature. Senators are elected for a term of four years. Representatives are elected for a term of two years.Senators must be at least 25 years old and Representatives at least 21 years old. Senators and Representatives must be citizens and residents of the state for a minimum of four years and reside in their districts for at least one year.
Decision tree is a diagram which tries to display the range of probable results and consequent decisions made after the first decision. Decision tree contains tree main parts that include branches, leaf nodes and root node. The root node is the starting point of the tree and both leaf nodes and root have questions or criteria to be responded. Branches are arrows linking nodes, indicating the flow from question to response. Every node characteristically contains two or more nodes extending from it. For instance, if the question in the initial node needs a “no” or “yes” answer, there will be a leaf node, however, if there will be a leaf node if the answer is “no” and another for if the response is “yes” (Dimick, 2011). A decision tree contains three forms of nodes and two forms of branches. A decision node is a section where a choice has to be made. Decision branches are the branches extending from a decision node. An event node is a section where uncertainty is resolved, where event branch is a branch contained in the event set up and that extends from an event node. Finally, a terminal node is the decision tree endpoints. It appears at the end of the decision tree graph. Benefits of Using Decision Tree A decision tree can be employed as model for a chronological decision issues under uncertainty. A decision tree graphically describes the decision to be made, the events that might happen, and the results related with combinations of events and decisions. Probabilities are allocated to the events, and values are established for each outcome. Decision tree major goal is to establish the best decision in a given situation. It offers a number of benefits to the user as compared to other analysis techniques. By use of graphical aspect of decision tree, one can schematically represent possible outcomes, chance events, and decision alternatives. The visual technique assists with understanding complex decision dependencies and sequences. Decision tree offers a high level of efficiency. With it, one can easily express a multifaceted decision problem clearly. In addition, one can quickly modify a decision tree as novel information turns to be available. After a decision tree is set, one can employ it to contrast how changing values of input influence the decision alternatives (Olivas, 2007). Decision tree is also revealing. With it, one can contrast competing alternatives in terms of probable values and risks. The term expected value combines relative anticipated uncertainties and payoffs into a single arithmetical value. By so doing, it reveals the overall qualities of competing decision options. Decision tree also contains complementary values whereby, one can employ it in conjunction with other tools of project management. Application of Decision Tree in Real Situation A decision tree is a tree in which every branch node stands for a choice between several alternatives, and every leaf node stands for a decision or classification. It can therefore be employed in a number of real life situations. For instance, a decision tree can be employed to assist a financial institution to decide on whether an individual should be given a loan or not. In this case, a decision tree is employed to evaluate the applicant income, the number of years the person has been employed, and criminal record among other factors and evaluate the chances that the applicant will be able to repay the applied loan. It is also employed in astronomy to filter noise from the Hubble to obtain a clear Space Telescope images. It has also been employed in star-galaxy classification, evaluating galaxy counts and in determining quasars in the Second Palomar Sky Survey. Decision tree has also been applied in medical practice and research. The recent uses of automatic decision tree induction can be established in gastroenterology, psychiatry, cardiology, and diagnosis for detecting mammography microcalcifications, to diagnose thyroid disorders, and to examine sudden infant death (SID) syndrome. Beside these, decision tree technique has been employed in many other fields that include physics, pharmacology, agriculture, and molecular biology among others. Science of Probability Probability is an estimation or measure of a likelihood of an occurrence of a phenomenon. It give a value between 0 and 1 in percentage that a certain even is likely to take place. When a chance tends toward 1, the event is highly likely to take place while when it tends toward zero it is less likely to happen. It is therefore evident that probability aids in decision making and it is very reliable and effective in doing so. This is because, probability analyzes all possible approaches that can be given to a certain problem, and gives the possible outcomes ranging from 0 to 1. It therefore makes it clear on the outcomes that every possible decision would result to and thus, making it easy for an individual to pick the best possible solution to the problem (Erev & Wallsten, 1993).
Stratigraphy is the science of rock layering, with particular concern for composition, geographic distribution, and geological and chronological importance. This discipline also involves the interpretation of rock strata in terms of mode of origin and geologic history. As a main branch of sedimentology, stratigraphy generally relates the large-scale vertical and lateral similarities between units of rock layering to environment of deposition. Those relationships are defined by lithologic and physical properties, geographic position, distribution, paleontological characteristics, and age relationships. Stratigraphers, using these properties and details of a sediment’s composition, structure, and texture can then synthesize aspects of environmental geology and, moreover, interpret the broader aspects of Earth’s geologic history. Any stratigraphic investigation only becomes productive with a proper understanding of sedimentology, as stratigraphy is more a progeny than sibling of sedimentology. Formally, sedimentology is the study of natural sediments, both lithified (sedimentary rocks) and unlithified, and of the processes by which they form. Sedimentology includes all processes that give rise to sediment or modify it after deposition. These processes may include weathering, which breaks up or dissolves preexisting rocks; transportation; deposition; and diagenesis, which chemically and physically modifies sediment after deposition and burial, converting it into sedimentary rock. Sediments such as mud, sand, and gravel deposited by mechanical processes are known as clastic sediments, whereas those deposited predominantly by chemical or biological processes (limestones, dolomites, rock salt, chert) are known as chemical sediments. Sedimentologists classify sedimentary rocks according to origin and size of included particles. However, the vast array of conditions by which sediments accumulate has borne a great number of sedimentary classification schemes giving rise to hundreds of sedimentary types, which invariably overlap. To complicate this system, most sedimentary rocks are, at least in part, made of several types of sedimentary rocks. In order to make greater sense of the complexities of sedimentary relationships, classifications and hierarchal organizations were produced to give clarity and uniformity to stratigraphic analysis. Lithostratigraphic units in descending order are the supergroup, group, formation, member, and bed or stratum. The formation is the fundamental unit of stratigraphic geology, just as the cell is fundamental to biology. A formation must be lithologically distinct and large enough in scale as to be mappable. These classifications are defined strictly on the basis of lithology. Boundaries between units, including formations, are placed at the position of distinctive rock change or a distinctive erosional surface. In this manner, the divisions between units have the least possible ambiguity. All rocks, whether metamorphic, igneous, or sedimentary, weather at the surface of the Earth. Metamorphic and igneous rocks are formed at temperatures and pressures that are not seen at the surface so when these rocks are brought to the surface they become unstable. In the absence of air, most minerals in these rocks would remain intact for millions of years; however, because of Earth’s climate, water, and atmosphere, these minerals break down and convert in a predictable sequence. The new minerals that will eventually form sedimentary rocks are stable at lower temperatures and pressures and are very slow to convert. Sometimes difficult to distinguish from sedimentology, stratigraphy is specifically concerned with the layering and orientation of sediments. This outgrowth of sedimentology is based predominantly on the law of superposition, which presumes that in a normal sequence of rock layers not heavily disturbed or overturned since their deposition, the youngest rocks will lie above older rocks. Stratigraphy is primarily concerned with stratigraphic nomenclature, lithostratigraphy, chronostratigraphic and biostratigraphic series, and correlating specific successions between regions. From studying stratigraphic sequence of depositional layers, the geological history of a region or outcrop can be reconstructed. Stratigraphers must account for such factors as the average rate of deposition of the various sediments, their composition, the extent of the strata and any incorporated fossils to construct a proper analysis. These sequences are then correlated to those of similar age in other regions with the ultimate aim of establishing a consistent geochronologic sequence for the entire Earth. In areas where the strata have undergone folding, faulting, and erosion, stratigraphic techniques are used to determine their correct sequence. In order to properly reconstruct a stratigraphic sequence of rock layers, uniformity among the scientists performing fieldwork must exist so that each sequence can be arranged in approximately the same manner. To this end, and to ensure uniform usage of stratigraphic nomenclature and classification within the field, a stratigraphic code compiling the principals and practices of stratigraphy was developed. The latest version of this code, known as the North American Stratigraphic Code, was published in May, 1983 by the North American Commission on Stratigraphic Nomenclature and is widely accepted by North American geologists. Great efforts are made in stratigraphy to reconstruct and interpret ancient environmental conditions through stratigraphic correlation. Stratigraphers use correlation for most practical applications; there is indeed a great monetary benefit from understanding where fossil fuels and other raw materials can be located based on the lithology of sediments. Thus, correlation of sediments becomes vital to any future geologic endeavors as globalization necessitates greater material allocation. The location of fossil fuel reservoirs is intimately tied to the ancient environments in which they were originally deposited. For this reason, reconstruction of ancient environments and paleoclimates has become a foremost concern for many geologists. Most readily available hydrocarbons used in the modern age are extracted from sedimentary rocks, as fossil fuels are, on occasion, the last stop in the decomposition of rocks yielding their primary constituents. Sedimentary rocks are also responsible for aquifers and are host to a wide variety of metallic and nonmetallic ores. Seismic phenomena on the earth have given sedimentologists and stratigraphers the opportunity to see below the surface and unlock architectural mysteries of subterranean bedding. However, scientists need not wait until an earthquake strikes near their research area to extract information about the subsurface. Artificially generated seismic waves are used to obtain information regarding geologic structure, stratigraphic characteristics, and distributions of different rock types. Seismic stratigraphy was created to study the seismic data for these purposes. Sequence stratigraphy is another branch of stratigraphy in which the cycles of worldwide ocean level changes are studied in rocks, preserving these marine transgressions and regressions that are then correlated to other time-equivalent rocks around the world. The principal of sequence stratigraphy is intimately linked to the assumption of cosmopolitan eustatic sea level changes. A sequence is representative of a complete cycle of the rise and fall of base sea level. Sequence stratigraphy is truly a method of interpreting stratigraphic data initially deduced through seismic data, then made applicable to an outcrop or well log data. Well logs are produced from data obtained from measurements of electrical conductivity, transmissibility of sound waves, and emission of nuclear radiation in the rocks adjacent to the well bore. The variations in measurements reflect the gross lithology of the rocks surrounding the bore hole. An instrument known as a sonde that is designed to mea-sure velocity of sound waves, electrical resistivity, and natural or induced gamma radiation emitted by the rock then relays its measurements back to the surface and is recorded onto digital tape. As the sea level swings from highstand to lowstand, a progression of depositional tracts are laid down, being preserved in the rock and recorded in well logs. Typically, sequence stratigraphy focuses on clastic sediments deposited on continental margins because these sedimentary environments are particularly affected by cycles in relative sea level change. The sequence concept was a revolution for stratigraphy and although not all geologists agree that reliable global sea level charts can be assembled from sequence stratigraphic data, most agree that these changes do affect the sediment geometry and rock unit distribution on continental margins or within time-equivalent sedimentary basins. A relatively new branch of stratigraphy, known as magnetostratigraphy, applies concepts of geomagnetism to old rocks, allowing stratigraphers to reconstruct a detailed magnetic polarity time scale for the Earth. The primary application of magnetostratigraphy is as a tool to correlate marine strata. This discipline becomes appreciated when paleontologic or lithologic correlation is difficult using traditional methods. Mostly, the phenomenon of polar reversal acts as a contemporaneous, synchronous event that provides a precise tool for chronostratigraphic correlation. However, magnetostratigraphy is not limited to marine sediments and its techniques have been expanded in recent times to correlation of on-land sections. Therefore, most work in magnetostratigraphy in the future will correlate older on-land strata, thereby extending the data for polarity shifts further back in geologic time. Combining magnetostratigraphy, sequence stratigraphy, and paleoclimatic data, anthropologists can determine the duration in which a fossil or artifact locality was used. The paleomagnetic data from the Peking man site of Zhoukoudian suggests that the deposits of human fossils and artifacts endured from approximately 500 to 230 thousand years ago. The incorporation and catalog of fossil remains has played a key role in most analyses of sedimentary rock younger than the Cambrian explosion of life. Fossils have been a most important means of correlation because, as a result of evolution, rock strata of approximately equal age exhibit similar flora and fauna. Dating and correlation of stratified rocks by means of fossils is known as biostratigraphy. The benefit to rock strata and fossils is mutual; fossils localized in strata can be dated using relative and absolute dating, and in so doing provide a date to the sediment itself. The fundamental unit in biostratigraphy is the biozone. This biostratigraphic unit is a body of rock characterized by its fossil content, making it distinct from adjacent strata. The simplest form of biozone is the taxon range zone where the zone is defined between the first (lowest) and last (highest) occurrence of a single genus, species, or higher taxon. However, biozones can incorporate multiple taxonomic groups to define a range. In anthropology, most fossil specimens found around the world owe much of their importance to the date prescribed to them from stratigraphic paleontology or biostratigraphy. All rocks, whether igneous, metamorphic, or sedimentary hold some clues to their origin and the environment. However, sedimentary rocks, with their structures, textures, fossils, and compositions provide a matchless insight into past environments, climates, ecosystems, orientation of ancient continents, and mountain systems that have long since vanished. The task of deciphering, compiling, understanding, and utilizing the evidence locked in strata is the stratigrapher’s primary charge. - Boggs, S., Jr. (2001). Principles of sedimentology and stratigraphy (3rd ed.). Upper Saddle River, NJ: Prentice Hall. - Nichols, G. (1999). Sedimentology & stratigraphy. Malden, MA: Blackwell Science.
Learn problem solving with online courses and programs What is problem solving? Problem solving is the process of finding effective solutions to challenges, obstacles, or complex situations. It involves identifying the problem, analyzing its root causes, and devising strategies to overcome it. Effective problem solving requires critical thinking, creativity, and a systematic approach to evaluate potential options and make informed decisions. The process may involve gathering information, brainstorming ideas, testing hypotheses, and adapting approaches based on feedback. Problem solving is a fundamental skill in various aspects of life, from personal dilemmas to professional tasks. It enables individuals to tackle problems methodically, adapt to changing circumstances, and find innovative solutions to improve outcomes and achieve desired goals. Browse online problem-solving courses New Problem-solving course curriculum Do you need help tackling tough challenges? Learn the skills necessary to overcome obstacles in an online problem-solving course. A beginner course on problem solving may teach you the basic process for understanding a problem, as well as evaluating and implementing potential solutions. More specialized classes may focus on developing specific skills that can help you address problems like negotiating, effectively communicating with different stakeholders, leading teams, and managing your resources. You may also delve into specific project management methodologies like Agile. Problem-solving skills are transferable and can contribute to success in any environment. In the workplace, problem solvers can stand out among the competition. In personal life, problem-solving skills can help you to resolve conflicts, make better decisions, and improve relationships. edX offers online courses that allow learners to study different topics that can help hone their problem-solving skills or any of a variety of disciplines. Sign up for an accelerated boot camp or enroll in a full degree program and start working toward a bachelor's degree or (for more advanced learners) a master’s degree in a relevant subject. You can also explore executive education programs specifically designed for busy professionals. How problem-solving skills can help your career Job candidates with solid problem-solving skills are adaptable, resourceful, and resilient. Organizations value problem solvers for: Efficiency and productivity. When employees are able to solve problems quickly and efficiently, they can free up their time to focus on other tasks. Risk reduction. By identifying and resolving problems early on, employers can avoid costly mistakes and negative consequences. Resilience. In today's ever-changing world, businesses can benefit from employees who are able to adapt to change and solve problems as they arise. Taking a course on problem solving could better prepare you for any career. Learning how to find solutions can help create better managers, employers, and individual contributors. Explore the suite of online courses made available through edX and expand your transferable problem-solving skills.
Download “Symmetrical Symbolism Self-Portrait” Lesson PDF Class: Mrs. Anderson Gr. 6/7 Date: October 26th, 2017 Topic: Visual Art (Self-Portrait/Symmetry) Subject: Arts Ed 6/7 \|Symmetrical Symbol Self-Portraits\| \|Content: Addressing the conceptual foci of Grade 6 and Grade 7 Arts Education curriculum students will create a symmetrical symbol based self-portrait that addresses concepts of identity and its relation to place. Students will explore concepts surrounding symbol in works of art, and its relation to shape space and form \|Outcomes and Indicators: Create visual art works that express ideas about the importance of place (e.g., relationship to the land, local geology, region, urban/rural landscapes, and environment). d. Reflect on how images, elements of art, and principles of composition can be organized to convey meaning in visual art (e.g., What message or ideas does our art work communicate about our sense of place in Saskatchewan?). f. Recognize that visual art is a means of personal exploration and communication, and appreciate the importance of visual expression. Investigate and use various visual art forms, images, and art-making processes to express ideas about place. a.Select various visual art forms (e.g., comics, photography, sculpture, film) to express ideas about the students’ place (e.g., neighbourhood, the prairie, inner city). Create visual art works that express ideas about identity and how it is influenced (e.g., factors such as pop culture, cultural heritage, peer groups, personal and family interests, gender). e. Reflect, analyze, and make connections between the original topic or inquiry question and subsequent visual art explorations. f. Reflect on how images, elements of art, and principles of composition can be organized to convey meaning and express identity in visual art (e.g., What messages or ideas does our art work convey about identity? Investigate and use various visual art forms, images, and art-making processes to express ideas about identity. a. Select various visual art forms (e.g., drawing, mixed media sculpture) to express ideas about youth and identity. d. Identify and create visual patterns. f. Observe, interpret, and discuss the use of symbols to represent ideas. h. Demonstrate how symbols and other images can be used to convey meaning (e.g., create a visual statement about personal and/or cultural identity). Students will demonstrate an understanding of the ideas of symmetry and symbolism by describing their artwork and how it relates to the words they chose from the identity graphic organizer. Some colour theory, a basic understanding of line, shape and symmetry, some familiarity with indigenous medicine wheel teachings. • Various Drawing Media (markers, pencil crayons, pencil, etc.) • Large white paper • Who are you Prezi • Plug in computer/load Prezi Set: (5-10 minutes) Who are you? Students will have two minutes to go around the room “introducing” themselves to each other in short single sentence facts (i.e. I like dogs, I am brother, I am from Regina). Push the students to keep going for the whole two minutes to stretch their thinking. Students return to their desk and fill out the graphic organizer. What is Identity? Ask students to think about what identity means. Some of what creates your identity is your place in the world. Tell the students that using the identity chart we just developed we are going to create a self-portrait. Development: (30-40 minutes) Show a list of symbols to the students (stop sign, Nike swoosh, youtube, etc.) Introduce the Medicine wheel and the concept of balance and symmetry in a healthy identity. Discuss the idea that a symbol is a simple representation of something bigger. Have the students choose one word from each quadrant and turn it into a simple symbol. Next have the students fold their paper to create a set of four quadrants. Then have them draw a circle in the middle and trace the lines of the quadrants. This will be our self-portrait base. Using the rules of symmetry will create the content of the portrait. The students must put one symbol in each quadrant and it must then be matched to keep the piece symmetrical (what you do to the left you must do to the right, what you do to the top you must do to the bottom). Allow students to work on portraits. Closure: (5-10 minutes) Once students are finished we will share any finished portraits and start to look at the symmetry and symbolism and see if we can guess anything about the artist and the words they chose. \|Classroom Management Strategies Timer to bring students back after introduction activity Guided art creation will help keep students on task and encourage those who might struggle if left to create art on their own As the students are creating Mr. Whitten will circulate through out the class talking to the students about what they’re working on and assessing how well they understand symmetry and the creation of symbols Students who finish early can be invited to start to add colour to their piece
Treatment for Kidney Failure in Children On this page: - What are the kidneys and what do they do? - What is kidney failure and how is it treated in children? - What are the types of dialysis? - What is kidney transplantation? - What are the possible complications for children with a kidney transplant? - What are the complications of kidney failure and how are they treated? - What are the challenges of kidney failure for children and their families? - Who is on the health care team for children with kidney failure? - Eating, Diet, and Nutrition - Clinical Trials What are the kidneys and what do they do? The kidneys are two bean-shaped organs, each about the size of a fist. They are located just below the rib cage, one on each side of the spine. Every day, the two kidneys filter about 120 to 150 quarts of blood to produce about 1 to 2 quarts of urine, composed of wastes and extra fluid. Children produce less urine than adults and the amount produced depends on their age. The kidneys work around the clock; a person does not control what they do. Ureters are the thin tubes of muscle—one on each side of the bladder—that carry urine from each of the kidneys to the bladder. The bladder stores urine until the person finds an appropriate time and place to urinate. Read more about the urinary tract. Kidneys work at the microscopic level. The kidney is not one large filter. Each kidney is made up of about a million filtering units called nephrons. Each nephron filters a small amount of blood. The nephron includes a filter, called the glomerulus, and a tubule. The nephrons work through a two-step process. The glomerulus lets fluid and waste products pass through it; however, it prevents blood cells and large molecules, mostly proteins, from passing. The filtered fluid then passes through the tubule, which sends needed minerals back to the bloodstream and removes wastes. The final product becomes urine. The kidneys also control the level of minerals such as sodium, phosphorus, and potassium in the body, and they produce an important hormone to prevent anemia. Anemia is a condition in which the number of red blood cells is less than normal, resulting in less oxygen carried to the body’s cells. What is kidney failure and how is it treated in children? Kidney failure—described as end-stage kidney disease or ESRD when treated with a kidney transplant or blood-filtering treatments called dialysis—means the kidneys no longer work well enough to do their job. In most cases, kidney failure in children is treated with a kidney transplant. Though some children receive a kidney transplant before their kidneys fail completely, many children begin with dialysis to stay healthy until they can have a transplant. Dialysis is the process of filtering wastes and extra fluid from the body by means other than the kidneys. Sometimes, a transplanted kidney may stop working, and the child may need to return to dialysis. Transplantation may be delayed if a matching kidney is not available or if the child has an infectious disease or an active kidney disease that has progressed rapidly. What are the types of dialysis? Hemodialysis and peritoneal dialysis are the two types of dialysis. Hemodialysis uses a special filter called a dialyzer to remove wastes and extra fluid from the blood. The dialyzer is connected to a hemodialysis machine. Blood is pumped through a tube into the dialyzer to filter out the wastes and extra fluid. The filtered blood then flows through another tube back into the body. The hemodialysis machine monitors the process to keep blood moving at a safe pace. Hemodialysis helps control blood pressure and helps the body maintain the proper balance of important minerals, such as potassium, sodium, calcium, and bicarbonate. Hemodialysis usually takes place in a dialysis center three times a week; however, a health care provider may recommend more frequent dialysis for smaller children. Each treatment usually lasts from 3 to 5 hours. During treatment, the child can do homework, read, write, sleep, talk, or watch TV. Some dialysis centers teach parents or guardians how to perform their child’s hemodialysis at home. Having treatments at home allows for longer or more frequent dialysis, which comes closer to replacing the steady work healthy kidneys do. - Daily home hemodialysis is done 5 to 7 days per week for 2 to 3 hours at a time. - Another option is to perform hemodialysis at home 3 to 6 nights a week while the child sleeps. - Though home hemodialysis allows more flexibility in scheduling and may have better results, learning how to perform the procedure often takes 3 to 8 weeks. For hemodialysis, a surgeon creates an access to the bloodstream, called a vascular access, several months before the first treatment. A surgeon may create a vascular access at an outpatient center, or the child may need to stay overnight in the hospital. When receiving hemodialysis treatments, a child may have problems with the vascular access, such as - poor blood flow - blockage from a blood clot These problems can keep treatments from working, and the child may need to undergo more than one surgery for the access to work properly. Rapid changes in the body’s fluid and mineral balance during treatment may cause other problems with hemodialysis treatments. Muscle cramps and hypotension—a sudden drop in blood pressure—are two common side effects. Hypotension can make a child feel weak, dizzy, or nauseous. A health care provider can treat these problems with adjustments to the dialysis solution prescription and the speed at which blood flows through the dialyzer. Most children need a few months to adjust to hemodialysis. A health care provider can often quickly and easily treat side effects, so a parent or guardian should always report side effects to a member of the health care team. A parent or guardian can help a child prevent many side effects by making sure the child maintains a proper diet, limits liquid intake, and takes all medications as directed. Read about how the right food choices can help a person on hemodialysis. Peritoneal dialysis uses the lining of the abdominal cavity—the space in the body that holds organs such as the stomach, intestines, and liver—to filter the blood. The lining is called the peritoneum. A kind of salty water called dialysis solution is emptied from a plastic bag through a catheter—a thin, flexible tube—into the abdominal cavity. While it is inside, the dialysis solution soaks up wastes and extra fluid from the body. After a few hours, the used dialysis solution is drained into another bag, removing the wastes and extra fluid from the body. The abdomen is filled with fluid all day and all night, so the filtering process never stops. The process of draining and refilling, called an exchange, takes about 30 minutes. Before peritoneal dialysis begins, a surgeon places a catheter into the child’s abdomen. The catheter insertion may be done as an outpatient procedure, or the child may need to stay overnight in the hospital. The catheter tends to work better if the insertion site, also known as the exit site, has adequate time to heal—usually 10 to 20 days. The catheter may have one or two cuffs that the abdominal tissue grows around to secure it in place. Two types of peritoneal dialysis are available for children: - Continuous ambulatory peritoneal dialysis (CAPD). CAPD requires no machine and can be done in any clean, well-lit place. With CAPD, the blood is always being filtered. The dialysis solution stays in the abdomen for 4 to 6 hours or more between exchanges, called dwell time. Most children change the dialysis solution at least four times a day and sleep with solution in their abdominal cavity at night. With CAPD, it is not necessary to wake up and perform dialysis tasks during the night. - Continuous cycling peritoneal dialysis (CCPD). CCPD uses a machine called a cycler to fill and empty the abdomen three to five times during the night while a child sleeps. In the morning, the abdomen is filled with dialysis solution for a dwell time that lasts the entire day. Sometimes, an additional exchange can be done in the middle of the afternoon without the cycler to increase the amount of waste removed and to reduce the amount of fluid left behind in the body. Both types of peritoneal dialysis are usually performed at home, after a short training period. Parents or guardians and the child work with a dialysis nurse for 1 to 2 weeks learning how to do manual exchanges for CAPD without allowing bacteria to enter the catheter. Those doing CCPD learn how to prepare the cycler, connect the bags of dialysis solution, and place the drain tube. Young children will need help with the exchanges or setting up the cycler. Older children can do it themselves. The most common problem with peritoneal dialysis is development of peritonitis, a serious infection of the peritoneum. This infection can occur if the exit site becomes infected or if contamination occurs as the catheter is connected to, or disconnected from, the bags of dialysis solution. Peritonitis is treated with bacteria-fighting medications called antibiotics. To prevent peritonitis, those performing peritoneal dialysis tasks should wear a surgical mask, follow procedures exactly, and learn to recognize the early signs of peritonitis, including - nausea or vomiting - redness or pain around the catheter insertion site - unusual color or cloudiness in used dialysis solution - a catheter cuff that has been pushed out of the body These signs should be reported to the child’s health care provider immediately, so treatment can begin promptly. What is kidney transplantation? Kidney transplantation is surgery to place a healthy kidney from someone who has just died or a living donor, usually a family member, into a person’s body to take over the job of the failing kidney. Once kidneys fail because of chronic kidney disease (CKD), function cannot be restored, so transplantation is the closest thing to a cure. Children with a transplant will need to take medications every day to prevent their body from rejecting the new kidney and get regular checkups to make sure the new kidney is accepted and functioning properly. To receive a donor kidney, a child first undergoes a thorough medical evaluation at a transplant center. Deceased Donor Kidneys If the medical evaluation shows that the child does not have a condition that would prevent a successful transplant, the transplant coordinator places the child on a waiting list. Transplant coordinators register those needing a deceased donor organ with the United Network for Organ Sharing (UNOS), which maintains a centralized computer network linking all regional organ procurement organizations (OPOs) and transplant centers. A child can be registered with multiple transplant centers; most centers require a separate medical evaluation. The length of time a child has to wait for a transplant depends on many things; however, it is determined primarily by how good the match is between the child and the donor. A child’s place on the list depends on the following: - tissue typing—a blood test that checks six antigens, or proteins, that make each person different. Tissue typing lets the transplant surgeon know how many antigens the donor shares with the recipient. - blood type. - length of time on the waiting list. - age of child waiting. - blood antibody levels, which show how active the immune system is at the current time, a factor than can increase the risk of rejection. The immune system normally protects people from infection by identifying and destroying bacteria, viruses, and other potentially harmful foreign substances. When a kidney becomes available, the OPO reports to UNOS, and a central computer generates a ranked list of compatible recipients. The transplant center keeps each child’s updated contact and health status information, so the child can be found immediately when a kidney becomes available. Living Donor Kidneys About half of the kidneys transplanted into children are from living donors, often a parent, family member, or family friend.1 Potential donors need to be tested for matching factors and to make sure that donating a kidney will not endanger their health. A kidney from a living donor often has advantages over a kidney from a deceased donor because - a kidney from a parent is more likely to be a better tissue match than a kidney from someone who is not related to the child - living donation allows for greater preparation; for example, the operation can be scheduled in advance - the kidney does not have to be transported from one site to another, so it may be in better condition Preemptive transplantation is when a child receives a donated kidney before dialysis is needed. Some studies indicate that preemptive transplantation reduces the chances of the body rejecting the new kidney and improves the chances of the new kidney functioning for a long time. Other studies show little or no advantage to preemptive transplants, although some families may feel that avoiding dialysis is itself an advantage. What are the possible complications for children with a kidney transplant? Children with a kidney transplant are at risk for complications such as organ rejection, infection, and certain types of cancer. They may also need treatment to increase their growth rate. The body’s immune system can attack transplanted organs. This reaction is known as rejection. Children with a kidney transplant need to take immunosuppressive medications to prevent the body from making antibodies and rejecting the kidney. Many children have a hard time following the treatment regimen. Health care providers use the term nonadherence to describe the failure or refusal to take prescribed medications or follow a health care provider’s directions. Adherence can be improved with a combination of health education, motivational techniques, and behavioral skill methods. Strategies need to be tailored to each child and the child’s family. The health care provider should - teach the child about the condition and treatment regimen - talk with the child to learn about the child’s wishes, beliefs, and feelings to find ways to improve motivation - suggest methods for remembering to take medications, such as a calendar, a pillbox, or text message reminders Immunosuppressive medications can leave children vulnerable to infections and can also prevent the body from responding to vaccines. While children should get the standard vaccines as well as vaccines against influenza and pneumonia prior to transplantation, they may need to wait several months after the transplant before they get any additional vaccines. Children who take immunosuppressive medications should not receive vaccines containing live viruses, such as the - oral polio vaccine - measles, mumps, and rubella (MMR) vaccine - varicella or chicken pox vaccine Preventing infections is important for keeping children healthy after the transplant. To help prevent infections, parents or guardians should have their children - avoid contact with people who are ill - wash their hands often - avoid raw or undercooked meats - wear gloves when gardening or working outdoors - avoid caring for pets - report any signs or symptoms to the health care team right away Over a long period of time, children taking immunosuppressive medications may develop some forms of cancer. Cancer most often develops in the skin or lymph cells, part of the body’s immune system. The incidence of cancer in pediatric transplant recipients is lower than in adults, with the risk being about 17 percent within 25 years of receiving the transplant.2 Depending on their age at the time of the transplant, how well the transplanted kidney is working, and medication dosing, children may have an increase in growth after receiving a transplant, though they are typically shorter than average height. Children younger than 4 years old have the best growth rate after transplantation.2 However, high doses of immunosuppressive medications can slow a child’s growth and development after a transplant. Decreasing immunosuppressive medication dosing and giving the child growth hormone can improve growth rate. What are the complications of kidney failure and how are they treated? Children with kidney failure may also need treatment for complications such as anemia, bone problems and growth failure, and infection. These complications are caused by the inability of the damaged kidneys to make red blood cells, balance nutrients needed for strong bones and growth, or filter wastes and extra fluid from the blood. Damaged kidneys do not make enough of a hormone called erythropoietin (EPO), which stimulates the bone marrow to produce red blood cells. Anemia is common in children with kidney disease and causes them to tire easily and look pale. Anemia may also contribute to heart problems. A synthetic form of EPO injected under the skin one or more times a week can treat anemia caused by damaged kidneys. Bone Problems and Growth Failure The kidneys help bones stay healthy by balancing phosphorus and calcium levels in the blood. When the kidneys stop working, phosphorus levels in the blood can rise and interfere with bone formation and normal growth. When phosphorus levels become too high, a health care provider may prescribe medications to decrease blood phosphorus levels and increase blood calcium levels. A health care provider may recommend dietary changes and food supplements or growth hormone injections to treat growth failure in children. The wastes and toxins that build up in the bloodstream of children with kidney disease can weaken the immune system, making children vulnerable to certain infections and diseases. Vaccinations can help prevent certain infections, which is particularly important for children with a weakened immune system. Children with kidney failure should receive the standard vaccinations recommended for all children, as well as vaccinations to prevent influenza and pneumonia. What are the challenges of kidney failure for children and their families? The challenges of kidney failure for children include physical effects from the loss of kidney function and emotional effects due to their illness. Physical effects of kidney failure can include - extreme fatigue - weak bones - nerve damage - sleep problems - growth failure The buildup of wastes in the body can slow down nerve and brain function, resulting in trouble concentrating and slow language and motor skill development, often causing children to fall behind in school. Emotional effects of kidney failure can include depression and feelings of isolation, which is especially a problem for children, who place great importance on making friends and fitting in. Children with kidney failure may need individualized plans to help them become active, productive, well-adjusted adults. The challenges for families caring for a child with kidney failure can include understanding treatment options, scheduling and performing dialysis, and learning how to keep the child as healthy as possible. Family members should feel comfortable talking to any member of their child’s health care team about their concerns and questions. Working closely with the health care team can make life easier for children with kidney failure and for their families. Who is on the health care team for children with kidney failure? The following skilled professionals may be on a child’s health care team: - dialysis nurse - transplant coordinator - transplant surgeon - social worker - mental health professional - financial counselor Parents or guardians, however, are the most important members of a child’s team. They may need to speak for the child or ask questions when instructions are not clear. Knowing the roles of the different team members can help parents or guardians ask the right questions and best contribute to the child’s care. A pediatrician is a doctor who treats children. A child’s pediatrician is likely to be the first to recognize a kidney problem—either during a routine physical exam or during a sick visit. Depending on how well the kidneys are working, the pediatrician may decide to monitor the child or refer the child to a specialist. The pediatrician should talk with any specialists who become involved. A consultation with a specialist should occur soon after CKD is diagnosed, even if dialysis and transplantation are still a long way off. A nephrologist is a doctor who treats kidney diseases and kidney failure. A child should see a pediatric nephrologist if possible because they are specially trained to take care of kidney problems in children. In many parts of the country, pediatric nephrologists are in short supply, so the child may need to travel. If traveling is not possible, some nephrologists who treat adults can also treat children in consultation with a pediatric nephrologist. The nephrologist may prescribe treatments to slow disease progression and will determine when referral to a dialysis clinic or transplant center is appropriate. If the child needs dialysis, a nurse with special training will make sure all procedures are followed carefully: - For peritoneal dialysis, the dialysis nurse will train the parents or guardians so they feel comfortable performing exchanges at home. - For hemodialysis in a clinic, the dialysis nurse will make sure all needles are placed correctly and watch for any problems. - The dialysis nurse can discuss the advantages and disadvantages of the different types of dialysis and explain how well the treatments are working. When preparing for a transplant, children and their families work with a coordinator at a transplant center, who serves as their main contact. The coordinator - schedules any required exams and procedures - ensures the child’s medical information is complete - places the child on the UNOS national waiting list - makes sure every member of the child’s health care team has all of the necessary information and paperwork The transplant surgeon performs the kidney transplant and monitors a child’s health before the surgery. Children waiting for a transplant need to stay as healthy as possible. After the surgery, the transplant surgeon will make sure the new kidney is working well. Every dialysis clinic and transplant center has a social worker who can help families locate services such as transportation and family counseling. The social worker can provide information about - finding support groups in the community - helping a child with a chronic illness rejoin school activities - reducing the stress of caring for a child with a chronic illness The social worker can also help families submit applications for Medicare and Medicaid. Medicare is a program that helps people older than 65 and people with disabilities, including people of any age with kidney failure, pay for medical care. Medicaid is a health care program for certain low-income individuals and families who fit into an eligibility group that is recognized by federal and state law. Mental Health Professional A mental health professional, such as a psychologist, can help children with CKD find useful ways to deal with the emotional turmoil caused by having a chronic illness. Some child psychologists specialize in helping children with disabilities and medical problems rejoin school activities. They may be able to suggest ideas that reinforce adherence with taking medication and following the health care provider’s instructions. Family members may also find that counseling helps them handle the conflicts and stresses they face. Many couples report increased tension in their marriage when their child has a serious illness such as CKD. Siblings may resent the amount of attention given to their sibling with CKD and feel guilty about having bad thoughts about their sibling. A financial counselor can help families meet the financial obligations that chronic illness creates. Medical bills can strain family finances; in some cases, a parent or guardian may need to stop working to care for a child full time. Read more about Financial Help for Treatment of Kidney Failure. Proper nutrition is extremely important for children with CKD. Every dialysis clinic has a dietitian to help people understand how the food they eat affects their health. The dietitian - helps develop meal plans to fit a child’s restricted diet - provides information about possible nutritional deficiencies caused by kidney disease - recommends special dietary supplements or formulas to improve the child’s nutrition - provides recipes and recommends cookbooks appropriate for people with kidney disease Following the restrictions of a kidney disease diet might be hard at first; however, making tasty and satisfying meals is possible with just a little creativity. Eating, Diet, and Nutrition Learning about nutrition for children with CKD is vital because their diet can affect how well their kidneys work. Parents or guardians should always consult with their child’s health care team before making any dietary changes. Staying healthy with CKD requires paying close attention to the following elements of a diet: - Protein. Children with CKD should eat enough protein for growth while limiting high protein intake. Too much protein can put an extra burden on the kidneys and cause kidney function to decline faster. Protein needs increase when a child is on dialysis because the dialysis process removes protein from the child’s blood. The health care team recommends the amount of protein needed for the child. Foods with protein include - red meats - cottage cheese - Sodium. The amount of sodium children need depends on the stage of their kidney disease, their age, and sometimes other factors. The health care team may recommend limiting or adding sodium and salt to the diet. Foods high in sodium include - canned foods - some frozen foods - most processed foods - some snack foods, such as chips and crackers - Potassium. Potassium levels need to stay in the normal range for children with CKD, because too little or too much potassium can cause heart and muscle problems. Children may need to stay away from some fruits and vegetables or reduce the number of servings and portion sizes to make sure they do not take in too much potassium. The health care team recommends the amount of potassium a child needs. Low-potassium fruits and vegetables include - boiled cauliflower - mustard greens - uncooked broccoli High-potassium fruits and vegetables include - sweet potatoes - cooked spinach - cooked broccoli - Phosphorus. Children with CKD need to control the level of phosphorus in their blood because too much phosphorus pulls calcium from the bones, making them weaker and more likely to break. Too much phosphorus also can cause itchy skin and red eyes. As CKD progresses, a child may need to take a phosphate binder with meals to lower the concentration of phosphorus in the blood. Phosphorus is found in high-protein foods. Foods with low levels of phosphorus include - liquid nondairy creamer - green beans - unprocessed meats from a butcher - lemon-lime soda - root beer - powdered iced tea and lemonade mixes - rice and corn cereals - egg white - Fluids. Early in CKD, a child’s damaged kidneys may produce either too much or too little urine, which can lead to swelling or dehydration. As CKD progresses, children may need to limit fluid intake. The health care provider will tell the child and parents or guardians the goal for fluid intake. National Kidney Foundation Nemours KidsHealth Website United Network for Organ Sharing Organ Transplants: What Every Kid Needs to Know (PDF, 1.67 MB) U.S. Department of Health and Human Services, Centers for Medicare & Medicaid Services U.S. Social Security Administration Benefits for Children with Disabilities (PDF, 413 KB) The National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK) and other components of the National Institutes of Health (NIH) conduct and support research into many diseases and conditions. What are clinical trials and what role do children play in research? Clinical trials are research studies involving people of all ages. Clinical trials look at new ways to prevent, detect, or treat disease. Researchers also use clinical trials to look at other aspects of care, such as improving quality of life. Research involving children helps scientists - identify care that is best for a child - find the best dose of medicines - find treatments for conditions that only affect children - treat conditions that behave differently in children - understand how treatment affects a growing child’s body What clinical trials are open? Clinical trials that are currently open and are recruiting can be viewed at www.ClinicalTrials.gov. This content is provided as a service of the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK), part of the National Institutes of Health. The NIDDK translates and disseminates research findings to increase knowledge and understanding about health and disease among patients, health professionals, and the public. Content produced by the NIDDK is carefully reviewed by NIDDK scientists and other experts. The NIDDK would like to thank: Barbara Fivush, M.D., and Kathy Jabs, M.D., of the American Society of Pediatric Nephrology (ASPN); Steve Alexander, M.D.; John Brandt, M.D.; Manju Chandra, M.D.; Ira Davis, M.D.; Joseph Flynn, M.D.; Ann Guillott, M.D.; Deborah Kees-Folts, M.D.; Tej Mattoo, M.D.; Alicia Neu, M.D.; William Primack, M.D.; and Steve Wassner, M.D., all members of the ASPN’s Clinical Affairs Committee; Frederick Kaskel, M.D., Ph.D., ASPN; Sharon Andreoli, M.D., ASPN
Excel VBA Declare Array Declaration of array in VBA is very similar to that of variables it is done by the same dim statement or static public or private statement, the only difference in declaring an array and declaring a variable is that while declaring an array we have to provide a size of an array which is upper bound of the array and the lower bound of the array. In VBA Code, we can declare a single variable array which can hold the number of variables instead of declaring single variables. This can help to reduce the number of line in the code. The array is a kind of variable which can hold more than one value, unlike regular variables which can hold only one value at a time. The array is an advanced version of declaring variables in VBA. For an example imagine a situation where you want to assign 5 students names to variables and in general practice, we declare five variables for all the five variables we assign individual student name one by one, below is the example code of the same. Sub Array_Example() Dim Student1 As String Dim Student2 As String Dim Student3 As String Dim Student4 As String Dim Student5 As String End Sub Instead of declaring so many variables how about the idea of declaring a single variable array which can hold all the student names. Yes, this is possible by declaring the array in VBA. To declare we need not do any special VBA coding rather we need to follow simple concepts. First, start the subprocedure. Sub Array_Example() End Sub Now, as usual, declare a variable as a string. Sub Array_Example() Dim Student As String End Sub Once the variable is declared now make sure how many values it should hold. In this case, I want to store five students’ names, so now we need to fix the array size i.e. 1 to 5. Supply the same thing to variable in brackets. Sub Array_Example() Dim Student(1 To 5) As String End Sub Now for this single variable, we can store 5 student names. Sub Array_Example() Dim Student(1 To 5) As String Student(1) = "John" Student(2) = "Peter" Student(3) = "Ricky" Student(4) = "Michael" Student(5) = "Anderson" End Sub Look how many lines we have reduced by declaring the variable as an array. This is one way of doing we can still shorten this code by enclosing this inside the loops in VBA. Now for an example, the same five names I have in worksheet cells.3 Now I want to show these numbers in the message box in VBA, ok let’s declare one more variable for loops as Integer data type. Sub Array_Example() Dim Student(1 To 5) As String Dim K As Integer End Sub As usual, I have retained the array variable as 1 to 5 size. Now open FOR NEXT loop in VBA and since we have five names enter the limit as 1 to 5. Sub Array_Example() Dim Student(1 To 5) As String Dim K As Integer For K = 1 To 5 Next K End Sub To assign values to array variable we need not follow the previous way of showing Student(1), Student(2) like this for numbers position supply loops variable “k”. Sub Array_Example() Dim Student(1 To 5) As String Dim K As Integer For K = 1 To 5 Student(K) = Next K End Sub For this array variable we need the values from the worksheet, so using CELLS property get the values from the worksheet. Sub Array_Example() Dim Student(1 To 5) As String Dim K As Integer For K = 1 To 5 Student(K) = Cells(K, 1).Value Next K End Sub Now through message box show the value of the array variable. Sub Array_Example() Dim Student(1 To 5) As String Dim K As Integer For K = 1 To 5 Student(K) = Cells(K, 1).Value MsgBox Student(K) Next K End Sub Now run the code, in the message box, we will see the first name. Again press Ok to see the second name. Like this by pressing Ok, we can see all the five names. Example #2 – Two Dimensional Arrays We have seen above how the array works, now we will see to dimensional arrays. Two-dimensional arrays concentrate on both rows and columns. In the above example, we have determined the array’s size as 1 to 5, this either concentrates on rows or columns. By using two-dimensional arrays we can concentrate on both rows and columns. For this, we need to enclose two loops. First, define the variable then late we will decide about the size of the array. Sub Two_Array_Example() Dim Student As String End Sub First, decide row size then decide the column length. Sub Two_Array_Example() Dim Student(1 To 5, 1 To 3) As String End Sub For this, I have structured the data for student name, marks and grade status. Now come back to the coding window. Declare two more variables for a loop. Sub Two_Array_Example() Dim Student(1 To 5, 1 To 3) As String Dim K As Integer, J As Integer End Sub Now enclose the loop as shown below. Sub Two_Array_Example() Dim Student(1 To 5, 1 To 3) As String Dim k As Integer, J As Integer For k = 1 To 5 For J = 1 To 3 Worksheets("Student List").Select Student(k, J) = Cells(k, J).Value Worksheets("Copy Sheet").Select Cells(k, J).Value = Student(k, J) Next J Next k End Sub What this will do is it will copy the data from the “Student List” sheet and paste in “Copy Sheet”. Things to Remember - The array is a vast concept, this is just an introductory part. - You need advanced coding skills to understand the array declaration. - The more you use arrays in your code the more you will get used to it. This has been a guide to VBA Declare Array. Here we learn how to declare one dimensional and two-dimensional arrays in vba along with examples and downloadable excel template. Below are some useful excel articles related to VBA –
Parkinson’s progression is usually quite gradual as it is a progressive illness, with symptoms slowly growing worse over time. Many people with Parkinson’s believe they had the condition for some time – often two to three years – before they sought a formal diagnosis. Often it is only when symptoms become obvious or start to interfere with daily life that people visit the doctor. Symptoms and responses to treatment vary from person to person, so it is not possible to accurately predict how Parkinson’s will progress. For some people it may take many years for the condition to develop, for others it may take less time. A number of rating scales are used to measure progression in Parkinson’s, for example the Hoehn and Yahr scale which categorises the severity of motor symptoms based on how they affect an individual’s mobility. Often more than one scale is used to give a broader picture. Motor (movement) scales are the best-known and most widely used, but non-motor symptom scales are equally important. See also, Rating scales. Content last reviewed: February 2018 Articles from Parkinson's Life online magazine - Parkinson’s disease stages
Origami is the Japanese craft of making objects by folding pieces of paper. If you are new to origami and wish to try something easy, you can look to create a "Shinkansen." This is commonly known as "The Bullet Train." Not only is this a rather easy train to make, it links well to the Japanese culture that origami was founded in. Lay a square piece of paper out on your work area. Fold the piece of paper horizontally in half and then open up the piece of paper. Create a fold around 2 inches from the top of the piece of paper. Repeat this process on the bottom. Fold the piece of paper in half the opposite way from which you originally folded it. Create a fold from the left side of the paper to the top to create a triangle shape on the left side of the paper. Flip the paper over and repeat this process on the right side. This will create a pocket in the paper. Fold the paper into the pocket. This will create a slope for the front of the train. Fold a small corner on the bottom of the paper near the slope. Flip the paper over and repeat this. Grab a pen and draw and line vertically down the top of the slop. Create a right-angle and then draw a line from that point to an area lower on the slope. This will create a window for the front of the train. Draw three or four square boxes along the rest of the piece of paper. This will be the passenger window. Repeat this on the other side of the train.
Due to their inherent intelligence, parrots have demonstrated the wonderful ability to “learn our language”. Much of this learning is done thru their intense observation of our interactions with other humans and household pets as well as our responses to certain situations such as a ringing phone or doorbell. Their ability to use complex and meaningful communication is one of the most enchanting aspects of these wonderful beings. Teaching your bird to talk and sing can be accomplished by consistently applying language appropriate to what is going on in the house. Interaction, persistence, patience and most importantly, a good relationship with your bird, are key to teaching your bird to talk. A few more important points regarding speech training are: - Speak clearly and repeat phrases. - Conduct training in a quiet place free from competing distractions. - Birds are naturally most vocal in the early morning and at sunset. They are more likely to learn if training is conducted at these times. - Limit training sessions to 15-20 minutes twice a day. - Start at as early an age as possible. Some species such as the African Grey are able to learn new words and phrases throughout their life but, for many species, the learning period effectively shuts down within the first few years of life. - Birds have an appreciation for the dramatic. If you use emotion and enthusiasm in your speech it will catch their attention even more. - Use praise and positive reinforcement liberally to acknowledge their attempts to communicate. The best reward for a parrot is always attention! If you want your bird to learn to use language in a meaningful manner, it is important to speak in context to your bird. For example: - Use names to consistently identify individuals and pets. - Explain and talk about routine actions as they occur (i.e., feeding, cage cleaning, showers, scratches, bed time, etc). - Birds learn best from observation of your interactions with other humans and animals. The model/rival technique has been employed by Dr. Irene Pepperberg in her interactions with Alex and other birds in her lab. Using this technique another human or bird "models" correct or incorrect responses to your questions and also serves as a rival for your attention during training. Check out this video of a PBS segment with Alan Alda and Dr. Pepperberg demonstrating the model/rival method: There are also many helpful products on the market to facilitate speech training. If your bird doesn't learn to talk, don't stop trying to communicate. Not all birds will learn to talk but they still may be very capable of understanding some of our words as well as interpreting our tone and body language. Additionally, if we are astute students of their vocalizations and body language we may just notice that they are trying to communicate with us in other ways. Comments powered by CComment
Many clinical trials use a placebo comparison to evaluate the effect of a new drug or therapy. Some people get the active intervention and some get an inactive "fake" treatment that looks the same as the real thing. Volunteers know when they enroll in a study that there is potential to get placebo. But they, and often also the researchers, don't know who gets drug and who gets placebo until the trial is over. (This is a "double-blind" study.) Here we discuss how and why researchers use placebos to test new therapies. What is a placebo? A placebo looks and feels like a medical treatment, but delivers no active therapy. Pills, shots and infusions can all be placebos. With careful planning, surgeries can have placebo lookalikes too. When studying deep brain stimulation (DBS), for example, researchers may implant the device in all participants but turn it on only in some. (After the trial ends, they turn everyone's DBS on.) With other therapies, such as non-invasive brain stimulation or even acupuncture, researchers may "go through the motions" but not perform the standard procedure. This is sometimes referred to a "sham" procedure. What is the placebo effect? The placebo effect is when a person experiences benefit from a placebo, which has no active medical treatment. Thinking you'll feel better or taking an action (such as participating in research) may change brain chemistry or work in other ways to improve symptoms and quality of life. Your body can respond to the expectation of a benefit in ways that make you feel better. Is the placebo effect a good thing? As researcher David Eidelberg, MD, says, "Some patients may think anything that makes them better is a good thing, but the placebo effect is unpredictable and unsustainable. It's not a practical treatment strategy." A placebo effect could cause a person to focus on one benefit while neglecting other problems. Say that placebo significantly improves tremor but balance is noticeably impaired. Not treating balance with a proven therapy could be detrimental. The unpredictability of the placebo effect also complicates research, says Eidelberg. Some people have a bigger placebo response than others, and the strength of the effect differs depending on the therapy (higher for surgery and more expensive medications, for example). And a placebo effect can occur not only in people taking placebo, but also in those taking a new therapy. Can a placebo make you feel worse? The placebo effect is typically a good response -- less tremor or stiffness, better sleep or improved mood. But sometimes a person gets worse when taking a placebo. Researchers call this a nocebo effect. When someone believes they will have a side effect such as nausea or pain, they experience that symptom. What about placebo and Parkinson's? Studies have shown people with Parkinson's experience a significant placebo effect. Exactly how placebos work and why they may have a potentially larger impact in Parkinson's isn't clear. But it likely has to do with dopamine, the brain chemical that decreases in Parkinson's. Brain imaging studies show that placebos stimulate the release of dopamine, which plays a role in the brain's reward system. Why are placebos important in research? Researchers need to know that benefits from a new therapy are from the intervention itself and not just from the idea of taking a new treatment. Using placebos lets scientists account for the placebo effect. If the intervention group does significantly better than the placebo group, researchers can be sure the treatment provides benefits. When placebos aren't used, it's impossible to know how much benefit is from the drug itself versus the act of participating in the study. What if I get a placebo in a clinical trial? Some people volunteer for clinical trials in hopes of receiving a new drug. But as part of a trial, you are not able to choose whether you receive the therapy or a placebo. Trial protocols assign participants to groups through randomization, a process that ensures the people in the therapy and placebo groups are similar in age, disease symptoms and other characteristics. (This strengthens the comparison between groups.) The people who take placebo help researchers ensure any effects, either good or bad, are from the new therapy and not another factor. Placebo-controlled trials offer the highest level of scientific evidence for (or against) a therapy. If you're considering a clinical trial, ask the study team what your chances are of getting a placebo. In many studies, more people get the investigational treatment than the placebo. Also, some studies (especially those testing new surgical procedures) may offer the intervention to all participants after a certain time point or milestone.
We’ve learned that two distinct species cannot produce viable hybrid offspring, BUT… A researcher from Florida Atlantic University has documented that two genetically distinct species of guenon monkeys in Gombe National Park in Tanzania, Africa, have been successfully mating and producing hybrid offspring for hundreds or thousands of years! How did she learn this? From their poop! Earlier Knowledge: Previous studies showed that guenon monkeys’ widely varying physical traits keep them from interbreeding because of mate choice. In other words, a male monkey won’t be attracted to/mate with a female unless her face matches his. Therefore, blue monkeys and red-tailed monkeys (two different species) wouldn’t be expected to mate. The two species currently live in close proximity to each other in narrow riverine forests along Lake Tanganyika in Gombe National Park, and Kate Detwiler has been studying them for years. The Breakthrough: Kate Detwiler, author and an assistant professor in the Department of Anthropology in FAU’s Dorothy F. Schmidt College of Arts and Letters, challenges this claim that red-tailed and blue monkeys don’t mate. She studies the extent and pattern of gene flow from “red tailed” (Cercopithecus ascanius) monkeys to “blue” monkeys (Cercopithecus mitis) due to hybridization. Detwiler observes and studies the two monkey species in Gombe National Park, and recognizes hybrids by combined markings of the two parent species. She estimates 15% of the population are hybrids! The Evidence: Detwiler uses mitochondrion DNA extracted from the monkey species to show movement of genetic material from one guenon species to another. More specifically, she examined fecal samples and found that all of the monkeys (hybrids, blues, and red-tails) have red-tailed mitochondrial DNA traced back to female red-tailed monkeys. Using mitochondrial DNA was the best option because it is more abundant than nuclear DNA and only comes from the mother. In her study, her control group was a group of blue monkeys outside the park; when she extracted DNA from these monkeys, she found that they only had blue monkey DNA. Upon studying the hybrid monkeys, Detwiler found no consequences of cross breeding. Detwiler’s Theory: The key finding made from Kate Detwiler’s study is that blue monkeys in Gombe National Park emerged out of the hybrid population. She speculates that red-tailed monkeys got to Gombe Natoinal Park first and thrived. Male blue monkeys had to leave their original homes outside the park and then mated with red-tailed females. How was the hybrid population sustained? Detwiler believes that the monkeys have learned socially that if you grow up in a hybrid group it is okay to mate with any other monkey. So What? “The Gombe hybrid population is extremely valuable because it can be used as a model system to better understand what hybridization looks like and how genetic material moves between species,” said Detwiler. This is especially important because hybridization often occurs in response to environmental changes, and climate change is happening now! Who knows what hybrids we will see in the future? Check out the full article here to read more about this fascinating study!
If you are looking for fun and informal educational activities for kids, here are five ideas that you can do today with just a few simple household items! - Building bricks like Legos or Mega Bloks We play this game all the time at our house. Take a piece of paper and fold it in half. Draw one horizontal line on each side of the paper. In between, on the crease, place a math symbol like addition, subtraction or multiplication. (i.e. +, -, x, etc.). Alternatively, use this printable I created. Grab a pair of dice. You can always repurpose some from a board game. Have your child roll the die to get numbers that they put on either side of the symbol. For example, roll the die. You get a 2. Roll the die again. You get a 4. Then add 2 + 4 = 6! You can scale the dice game for different ages/skill levels. Use a pair of dice to make it harder! Collect unusual recycled materials from your everyday life. Think paper towel rolls, caps from yogurt, empty fruit containers — with parents and kids home 24/7, we sure do have a lot of these things going into the trash! Place the collection in a box. After you have a full box, give the box of recyclables to your kids along with some tape, glue, markers, etc. to build something fun. See what they can come up with to create! Cut strips of paper into little squares. Write one word on each piece – the terms can be anything! Alternatively, use this printable I put together by cutting out the words! Put all the words in a bag or hat and have kids choose 10 words without looking. Then, challenge them to write a story (or act out a play) based on all of the words they chose! Encourage them to make pictures or use silly props. Pretty much every family has Legos or some similar building blocks at home. Each day, give kids a fun challenge of something to build. You can use this printable I set up as a starting point. Each day, give them their daily Lego challenge with fun goals like making a unique animal or designing a playground! Another challenge to have the kids read a book. After they finish, they can build something based on what they read, like a scene from the book or a concept from the story. They can then give a presentation on their book and design. All of these challenges help kids be creative, hone some STEM-based skills, practice literacy and writing, and even work on public speaking! They also help parents who are looking to keep the kids engaged while stuck inside. Need more educational ideas? Read this post here! And, if you’re looking for toys and activity kids with lots of educational play value, check out this post! What are some of your educational tips and tricks? Share them with me below!
What is Root rot? Root rot is a disease that affects many types of plants, including cannabis. It can be caused by different agents like Fusarium, Pythium or Rhizoctonia, which is a genus of fungi named by Augustin Pyramus de Candolle to describe a group of organisms in the order Cantharellales which don’t produce spores but hyphae and sclerotia. Rhizoctonia means “root killer”. These organisms are able to survive in the topsoil (and also in plant debris) for long periods of time, causing damage to many types of plants, of course also to marijuana plants. Thus, they don’t need host plants to survive, and can attack plants in their surroundings as long as temperature and humidity conditions inside the grow tent – or outdoors – are suitable for their propagation. Development of root rot A number of factors can cause the development of this disease: temperatures ranging between 15 and 24ºC (being spring and autumn seasons the most suitable seasons), a soil too wet or too hot, without sufficient drainage or an excessive use of nutrients for cannabis rich in nitrogen also favor its appearance. Fusarium can attack our plants if the temperature of the growing media (20-34ºC) or the nutrient solution (more than 24ºC) are too high, especially if we are using soil with high content of potassium and low content of nitrogen. Bare in mind that Fusarium spores can remain in dead plant matter for 6 years, so removing any plant debris from the growing space is crucial. Pythium produces spores that also remain in dead plant material for long periods of time until they find a live host plant. Once they reach the roots of the plant the spores germinate and form the mycelium, which will soon cause root and stem rot. Rhizoctonia are saprotrophic fungi that can infect a vast number of plant species. Among many others, this group of fungi can cause different diseases on plenty of plants, like root rot, damping off, black scurf, brown patch,… Symptoms and damages caused by root rot At first,the growth of the upper part of the plant is notably slowed. The leaves turn yellow and develop chlorosis to finally die. The overall state of the plant is rapidly deteriorated, from the initial wilt to the development of brown spots on the leaves and stems (even the buds or fruits) which will soon die. Under the soil surface, it’s possible to observe necrosis of the root hairs, which gradually stop absorbing water and nutrients (which causes the aforementioned symptoms of chlorosis). The roots develop brown tones with necrotic tips. The stem base can also show dark or brown staining. Basically, what we see is a general wilting of the plant, especially during the hottest hours of the day. We will also see that the plant does not recover from that wilting, no matter how much we water it; in this case, many growers could think that the plant needs more water, which far from solving the problem further aggravates it. Plants usually die a week after the first symptoms are shown. Curing – or even just trying to manage – an infection of any of these fungi is almost impossible. Keeping this in mind, the only thing we can do is to prevent its appearance in our crops: How? Follow these easy steps to highly reduce the chances of infection: - Use a Substrate suitable for cannabis with good drainage and which doesn’t retain too much moisture. - Don’t water too much and avoid to swamp the substrate. - Don’t water with hot water or during the hottest hours of the day. - Don’t over-fertilize the substrate (especially with nitrogen). - Whether you use seeds or cuttings, remember that proper hygiene is crucial. Disinfect your utensils and tools before use. - Use beneficial fungi and Microbial life for the roots – Trichoderma – which will protect the root system of your plants. - Always discard the substrate attacked by fungi. - Keep your grow space clean and free from plant debris. - Avoid high soil temperatures. - Grow in raised beds and disinfect the pots thoroughly, especially if you are using clones or plants with wounded stems.
If your child fails to develop strong attention skills, she will have problems with everything from math to social relationships. Your child now has the ability to focus her attention more accurately and will be less influenced by distractions going on around her, which is important because this will enable her to engage in and complete more challenging tasks later on. Left brain activities to do with your child to develop attention skills: 1. This is the first and most important activity to do. Change your child’s diet by reducing sugar, increasing raw vegetables and fruit, using fewer processed foods, and increasing the amount of water your child drinks. A simple change of the diet makes a tremendous difference in your child’s attention span. 2. Take five to 10 minutes each day to listen to music such as Mozart and Putumayo’s World Sing Along. Talk about one instrument in the music (for example, piano or drums); this will require your child to pay attention and listen for the instrument. You may ask, “Did you hear the drums play fast or slowly?” 3. Play a game once a week of stacking blocks, then build in another day the following week, and continue till you are doing building projects a bunch of times a week. You would start this game by gathering six blocks, stack them any way you like, and then have your child copy you. This will require focus and attention to stack the blocks like yours. Attention is a very sophisticated skill; the average attention span for your child is five to 15 minutes. This seems like a short time by adult standards; however, it is a perfect amount of time for your child to focus on one concept or activity without distraction or loss of concentration. Five minutes is long enough to listen to a story, and 15 minutes is long enough to do an art activity, such as cooking something together. Typically the more hands-on an activity is the longer your child will pay attention. Take a moment and reflect on an activity you have observed your child engaging in, something simple like coloring in a coloring book. Was he able to stay focused and color the entire picture without stopping for a period of time? Or did he constantly stop after each stroke of a color placed on the paper? When your child has to use too much energy to stay focused on his work, then this is a learning block for him. You may say to yourself, “It is just a coloring page, he can sit without moving around when he watches TV.” TV and videos require little energy for your child because he finds these to be interesting but largely undemanding. A coloring page requires effort as your child has to think and focus on staying near the lines, using different colors, and trying to color in one direction. A short attention span will cause task avoidance, meaning that your child will not want to do it no matter how interesting you think it is. We discussed earlier that your child has about a five to 15 minute attention span; however, one must understand that this does not hold true for all four year olds, because every child develops differently. When this is the case, parents play a key role in helping their children develop their attention skills. Instead of getting frustrated or labeling your child as having an “attention problem,” there are strategies parents should do to increase attention span. Avoid flooding your child with a lot of options, as this will create distractions and disrupt your child from paying attention. Following strategies like those on the next page gives a child brain balance and thus supports the development of his attention span, which will serve him throughout his life in all areas of development and interaction. Strategies to increase your child’s attention skills: 1. Help your child pay longer attention to an activity using toys he likes. If he likes his figurines or stuffed animals, line them up in a row, and ask him to point out certain details in the stuffed animal or figurine (e.g. size, shape, and color). 2. Use daily routines to build attention span. When going to the grocery store talk about the process as you are driving. “We will drive to the store, get a shopping cart, go over to the fresh fruit area, and pick out strawberries. After we have our fruit, we will go to check out, pay, load the car, and then drive back home.” Have your child repeat the process back to you to see how well he was paying attention. 3. Help your child slow down. At this age he wants to move around quickly from one activity to another and sometimes without completing what he was working on in the first place. Do a game of Slow Motion. Ask your child to slowly walk to an object on the floor, pick it up, and bring it to you. Ask your child to count the steps as he goes along; this will increase the complexity of the task.
Henderson InAn Introduction to Haiku: Renga in the period of cloistered rule[ edit ] Further information: There were two opposite trends: Emperor Go-Daigo was himself defeated by Ashikaga Takauji in This creative ambrosia, combined with an exotic history embedded in the courts and hillsides of Japan, has made haiku globally popular for the past century. It is a grand epic deeply rooted in Buddhist ethics and filled with sorrow for those who perished, colorful descriptions of its varied characters, and stirring battle scenes. Henderson translated every hokku and haiku into a rhymed tercet a-b-awhereas the Japanese originals never used rhyme. Murasaki Shikibu wrote over 3, tanka for her Tale of Genji in the form of waka her characters wrote in the story. Hokku of a renga later developed into haiku poetry. All the great haiku masters created paintings called haiga or calligraphy in connection with their poems, and the words and images were intended to be enjoyed together, enhancing each other, and each adding its own dimension to the reader's and viewer's understanding. K and discretionary e. In GujaratiJhinabhai Desai 'Sneharashmi' popularized haiku and remained a popular haiku writer. He also translated some from Japanese. Uta-awaseceremonial waka recitation contests, developed in the middle of the Heian period. It is worthy of being attributed to an emperor and today is used in court ritual. Sometimes it is hard to differentiate senryu with haiku because senryu can also be a commentary on nature or season. The idea of including old as well as new poems was another important innovation, one which was widely adopted in later works, both in prose and verse. The style of haiku was perfectly compatible with the language because a single character could say many things. Together they are often known as the Japanese archipelago. These, when chanted, were referred to as shigin — a practice which continues today. Among young Americans in the s and s, haiku became the poetry form to master, forming a cultural bridge to post-war Japan. Following his dictate, the Japanese abandoned renga and only after English writers took up the form in the s did interest in renga occur. Buson began his career as a painter but went on to become a master of renku, too. Kanshi in the Heian period[ edit ] Further information: The hokku, which set the tone of a renga, had to mention in its three lines such subjects as the season, time of day, and the dominant features of the landscape, making it almost an independent poem. The Nara period is characterized by the appearance of a nascent literature as well as the development of Buddhist-inspired art and architecture. Not whole poetic pieces but a part of classics were quoted and recited by individuals usually followed by a chorus. During the Edo period — haiku and senryu were combined with painting and calligraphy. American Jews, at the apex of the greatest fortune and philosemitic tolerance their long diaspora has ever bestowed on their kind, are busy supporting all the ideologies and policies that demolish their safe harbor and build up their Muslim, Black and Third World enemies. Japanese expansionism and militarization along with the totalitarianism and ultranationalism reshaped the country. It was the renowned seventeenth century poet Matsuo Basho who perfected a new condensed poetic form of 17 syllables known as haiku Dhugal J. The Khmer Rouge murdered at least 2 million Cambodians between and His works have stimulated the writing of haiku in English. The three lines form was maintained in haiku, but the strictness of 17 syllables could not always be retained. Others like Sugawara no Michizane had grown up in Japan but understood Chinese well. Unlike Yasuda, however, he recognized that 17 syllables in English are generally longer than the 17 on of a traditional Japanese haiku. Later Imperial waka anthologies[ edit ] The Kamakura period influence continued after the end of the actual period: Snyder, a serious student of Basho and Issa, steered haiku to the mystical, spiritual, pinpoint Zen-like observation that Shiki had removed. The best haiku are open ended. The Zen school of Buddhism was introduced from China in the Kamakura period — and became popular among the samurai class. Until the s, haiku was virtually unknown in the United States. These poets wrote down their impressions of travel and expressed their emotion for lovers or children. This association of one poem to the next marks this anthology as the ancestor of the renga and haikai traditions.In Japanese, haiku are traditionally printed in a single vertical line while haiku in English often appear in three lines to parallel the three phrases of Japanese haiku. Previously called hokku, haiku was given its current name by the Japanese writer Masaoka Shiki at the end of the 19th century. Haiku, unrhymed poetic form consisting of 17 syllables arranged in three lines of 5, 7, and 5 syllables respectively. The haiku first emerged in Japanese literature during the 17th century, as a terse reaction to elaborate poetic traditions, though it did not become known by the name haiku until the 19th century. Download-Theses Mercredi 10 juin Of all poetic forms, haiku stands as one of the most elegant and immediate – a rare combination that creates an aura of mystery and artistry. This creative ambrosia, combined with an exotic history embedded in the courts and hillsides of Japan, has made haiku globally popular for the past century. The Japanese word for Japan is 日本, which is pronounced Nihon or Nippon and literally means "the origin of the sun". The character nichi (日) means "sun" or "day"; hon (本) means "base" or "origin". The compound therefore means "origin of the sun" and is the source of the popular Western epithet "Land of the Rising Sun". The earliest record of the name Nihon appears in the Chinese. Port Manteaux churns out silly new words when you feed it an idea or two. Enter a word (or two) above and you'll get back a bunch of portmanteaux created by jamming together words that are conceptually related to your inputs. For example, enter "giraffe" and you'll get .Download
Chapter 3 - Take away and cut in pieces Addition and multiplication are well behaved operations. They both give back the same kind of numbers you put in. Not the same numbers but the same kind of numbers. So far we have been working with whole numbers, from zero up (AKA positive numbers). So If have 10 coins, add 2 more coins, and get... 12 coins. And all numbers in that calculation are whole numbers. Multiplication works the same way: if you put 10 potatoes in the ground, and each potato grows to become 5 potatoes, you will have 50 potatoes by the end of the season. Fine. Two whole numbers go in, one whole number comes out. That's nice. Subtraction and division are not like that. They are weird. When you try to subtract a large number from a small one you might get in trouble because the result cannot be any positive whole number. Being very concrete: I cannot give you 10 sheep, if I only have 4, right? Or can I? I would have to make a debt of 6 sheep... Debts are negative numbers. Extending numbers to include also negative numbers brings about more problems, such as: how would addition (and multiplication) work with a mix of positive and negative numbers? So sometimes when I subtract a positive whole number from another positive whole number, I might get something else as a result: a negative whole number. Fine. Say that we can live with that, and we even manage to fix addition and multiplication to work with this larger family of numbers. We still have to cope with another kind of weirdness, that of division. Division is even more weird than subtraction: you come in with two whole numbers (for now, let's stick to positive whole numbers), and you get sometimes one, sometimes two results. Say you want to divide your 6 candies among 2 friends, then each gets 3 candies, easy. But if you stat from 7 candies, then what? Each friend still gets 3, but you are left with 1. So the result of 7 divided by 2 is really two things: 3 AND 1 leftover. That surely is the weirdest operation we have encountered so far. But, OK. We can try to make things more regular by deciding that a division ALWAYS returns two results: the actual result of the division and a leftover (in math they are called quotient and remainder). So now we have an operation that takes two positive whole numbers and gives back two whole numbers. However, we could also take another road and insist that division returns a single number as result. If we do that, then what number would be the result of 7 divided by 2? It cannot be a whole number, because 3 is too little and 4 is too much, to be the results. So we have to invent yet another family of numbers, the broken numbers, that live in between regular, whole numbers. (spoiler! the result of this division is 3.5, but in this book we don't know yet what 3.5 means...) Broken numbers are weird in their own way, and we will have to find a way to place them on an abacus, to make sense of what they ARE. Then we have to redefine all our operations, so that they can work with whole (positive and negative) and broken numbers as well. In math these families of numbers have fancy, historical names: natural numbers (zero and the positive, whole numbers), integers (naturals and negative numbers), and real numbers() (integers and broken numbers). To find our way in and work with these two strange operations, subtraction and division, we will take advantage of multiple ways to write the same thing, and when possible go back to the idea of normal form and transformations (as we did in chapter 1). In the process we will also invent ways to visualize, represent and reason about whole numbers, negative and even broken numbers. () Note: this is a simplification. Integer and broken numbers correspond in fact to rational numbers in math. But real numbers are a larger family, that contains also all rationals, and since reals are more FAMOUS, I will just talk about broken numbers as real numbers, which is correct, but not the complete story. Subtraction and negative numbers Subtraction is more or less just the opposite of addition. When we think of numbers in unary, subtracting is very simple: just remove as many Is from your number as needed. For example: IIIII - II = III II = III, which means that subtracting two from five, you are left with three. Sheep-wise, that is: From your school math you might remember that a subtraction where a small number is subtracted from a large one, gives a negative number as a result: so we have to discuss negative numbers, in order to properly define the subtraction operation. (In math terminology, positive and negative whole numbers are called integer numbers) The simplest way to introduce negative numbers might be to add a sign to a number and extend the rules for adding and multiplying to work for numbers with a sign. The sign could be + for the numbers we have used so far (AKA the naturals) and - for the new, negative numbers; zero stays the same. Historically however, negative numbers where invented for commerce. So let me consider a simple barter scenario: I need to remember if you owe me sheep! And perhaps I can owe you some sheep at a different point in time. To cope with this scenario, I can keep 2 boxes of tokens: one for the sheep that I have, and owe for those I owe somebody else. Nowadays in commerce the box with owed sheep (AKA the debts) is usually associated with the color red, as in the sentence "my balance is in the red". Using the two boxes positive whole numbers can be written as: n0 where n is a positive number or zero. For example the sentences "I have 1 sheep", "I have 2 sheep", and "I have 1972 sheep" can be represented by 10, 20, 19720, because these are all positive, whole numbers. A sentence like "I own 3 sheep to you" could look like this: 03, and it also means that I need to have 3 more sheep before I can consider myself even. So if I had three sheep to add to 03, I would have zero sheep, right?! But that means that: 30 + 03 → 00 and it looks like adding a red number (AKA negative number) to a positive is the same as doing a subtraction. Here we more or less wrote that 3 + (-3) = 0, and that is the same as writing 3 - 3 = 0. OK, so when I do an addition of positive and negative numbers, I can actually end up performing a subtraction... that is not too weird. After all in the commerce metaphor what I'm doing is balancing the books. And that leaves me with a revelation: a subtraction is really an addition where the second number has been turned into a negative number. OK, but I wanted to use unary to work with the subtraction operation. So let's see how the same 3-3 subtraction looks with unary numbers in the two boxes: III - III Remember that we don't really have a way to write "zero" in unary, so I left the boxes with zero empty. Now I can use the fact that subtraction is addition with the second number turned negative: III - III → III + III And since adding in unary is just "putting everything together", the result has to be: IIIIII A nice and balanced result... only I wanted it to be zero (because I kind of KNOW that 3-3 is zero) But, wait a second! This unary, two-boxed number is ACTUALLY zero. Or better: the result is a number that is not in its normal form, and when I will correct it and fit it into a decent normal form, it will effectively be zero. So let's define the normal form for the two-boxed numbers: clearly a number cannot have Is in both boxes. If it does, then it can be transformed, simplified, to have Is only in one, the black or the red. Given this intuition I can try to formulate a rule to FIX a number that is not in normal form: until no Is are left on one of the two boxes" Cool, let's immediately try this procedure on our wannabe zero: IIIIII → and since I cannot continue the process anymore, I can stop. The result is indeed zero. So just to be sure that this approach makes sense, let me try with the subtraction II-IIIII. First I will change the operation from subtraction to addition (by changing the second number to negative), then I will do the addition box-by-box (that is: the black numbers add together, and the red numbers add together), and finally, I will transform my number to normal form. Let's go: II - IIIII → II + IIIII → Bingo! The result is -3 (because after all we were calculating 2-5). Note: we could also have used Peano numbers here (see chapter 2). However, usually Peano numbers are not used to work also with negative numbers, but it is possible to invent an extension of Peano's notation so we can have positive and negative Peano numbers. Positive and negative Peano numbers Moral of the story so far: to define how the subtraction works, we had to invent negative numbers, extending a single number to be a pair of numbers, a black and a red one. Since positive and negative numbers cancel each other out, we realized that adding a positive and a negative number has the same meaning that subtracting the second number from the first. Knowing that, we could redefine addition, and as a bonus we got a definition of subtraction that works with any combination of positive and negative numbers. Finally, we found out that every positive number has a negative counterpart, called its "opposite", and that adding together two opposite numbers gives zero. And zero does not have an opposite. From subtraction to division One way to look at a division is to see it as many subtractions, repeated. Take for example: 8:2, which we can read as "eight divided by two", or "I have eight sheep, and I want to give them to two friends, so each gets the same number of sheep". So to calculate the result, I could do like this: start with my sheep and try to give one sheep to each friend; then I can repeat the process until there are zero sheep, or until there are less sheep than friends, in which case I will have some leftover sheep. Here I would start with: my sheep = 10 and friend1 sheep = 0 and friend2 sheep = 0 I give one sheep to each friend, and I get: my sheep = 8 and friend1 sheep = 1 and friend2 sheep = 1 my sheep = 6 and friend1 sheep = 2 and friend2 sheep = 2 my sheep = 4 and friend1 sheep = 3 and friend2 sheep = 3 my sheep = 2 and friend1 sheep = 4 and friend2 sheep = 4 my sheep = 0 and I have to stop, because I cannot "give one sheep to each friend" anymore. The result is that both my friends get 4 sheep each and there are no sheep left: so 8:2 = 4 and no reminder (which is the math name for leftover sheep). This procedure to calculate divisions by means of repeated subtractions was first presented by Euclid , an mathematician from ancient Greece, in his mathematical text Elements. Then take a look at the reminders of these divisions: 1:3, 2:3, 3:3, 4:3, 5:3, 6:3 and 7:3. What happend there? And what about 0:3? And 3:0? I think the method for dividing is clear, but of course it is too long (or too slow if you like), hence, as often with math we have to trade clarity for ease of use (or for speed of calculation). But what can we do about it? Repeated subtraction is just what it is... how can it be expressed in a different way? Well, we could try to see if there is any way to connect division to some other operation, that we already know. After all subtraction is the opposite of addition, multiplication is repeated addition, and division is repeated subtraction. It makes sense to think that division might be the opposite of multiplication. (spoiler! And it is true too.) \|add\|\|- repeat →\|\|multiply\| \|↕ opposite\|\|opposite? ⇣\| \|subtract\|\|- repeat →\|\|divide\| For example, we could see that if 64 = 24, then 24:6 = 4 and 24:4 = 6, so the idea of multiplication and division being somehow opposite seems to hold. (to be precise, in math they talk about an operation being the inverse of another) Yet another way to see division is as a way to rewrite a number as DEPENDENT on another, a transformation that preserves the meaning of a number, but it rewrites it to look more like another. For example in the playground above, you have that 13 is also 3 4 + 1, so 13 rewritten as a number multiple of 4 is 3, with a leftover of 1. The meaning of this is "thirteen is the same as three times four, and then you have to add one". IIII IIIII IIIII III → IIII IIII I Interesting... it is like trying to rearrange a number, to FIT it into a template: rewrite n as q * m + r, where all numbers are whole, and I only know n and m; also r should be less than m. This "fitting a template" looks like we are trying to find a linear combination, but BACKWARDS! Like when I have a number in base 10 and I would like to find its digits in base 2 (as we did in chapter 2). And in fact n = q * m + r tells me that I want my number n rewritten to be a linear combination of two other numbers, q and r, with the weight being the number m. A question that we keep asking in this book is: are there many ways to write something? (AKA different look but same meaning?) Here I want to see if the are many ways to write my number n, as a linear combination, with respect to the number m? Well surely there are many ways to write 13 in this format q * 4 + r: 13 = 0 * 4 + 13 13 = 1 * 4 + 9 13 = 2 * 4 + 5 13 = 3 * 4 + 1 13 = 4 * 4 + (-3) 13 = (-1) * 4 + 17 ... and each one of these (potentially infinite) ways to write 13 as a multiple of 4 is correct, and it represents a way to fit the template. For example 13 = 2 * 4 + 5 is: IIII IIIII IIIII III → IIII IIIII So division is a way of rewriting a number to fit a template defined by another number. But if we see division as form of rewriting, we can ask: what is the normal form here? That is: what is the correct way to write a number in this notation? In our example that would be like asking: which way of rewriting 13 is the best, most clear and simple? Perhaps we could start from the most OBVIOUS way to write 13 as a multiple of 4: 13 = 0 * 4 + 13 OK, that is VERY obvious, and it would work for any number n, because n = 0 * m + n is always true. Could I transform q and r, while keeping the expression true? Well... I could take 4 away from 13, and add it as 1 in q: 13 = 0 * 4 + 13 → (0+1) * 4 + (13-4) → 1 * 4 + 9 And I can continue doing that: 13 = 1 * 4 + 9 → (1+1) * 4 + (9-4) → 13 = 2 * 4 + 5 (2+1) * 4 + (5-4) → 13 = 3 * 4 + 1 (3+1) * 4 + (1-4) → 13 = 4 * 4 + (-3) Oops! That was one step too many. I think I should stop at 13 = 3 * 4 + 1. This process looks A LOT like the procedure for division: take a number (here 13) and remove the divisor (here 4) as many time as you can. Stop when the reminder becomes less than the divisor, otherwise you will get a negative reminder. So we have rediscovered the same procedure, starting from a completely different point of view about the division operation. Cool. And the normal form here would be that when I write n = q * m + r, q is the LARGEST number possible, and r the SMALLEST possible, but not a negative number. Moreover, I can always transform my linear combination in this way: n = q * m + r → n = (q+1) * m + (r-m) and if the first is a linear combination of q, r and m that is equal to n, then so will the second one be. So we actually have two ways of looking at division: as the opposite of the multiplication, and as a number rewritten as dependent on another. Putting these two views together suggests an alternative, faster way to calculate divisions: by multiplying m by larger and larger numbers, and stop before I exceed n. That number would be my estimate of q. Here I might try with 14, 24 = 8, 34 = 12 and 44 = 16. But 16 is too much, then I will choose 12, which gives me q = 3. Now that I know q, I can easily find r, because r = 13 - 34 = 1 or in the general case: r = n - 3m This explains why they teach us the multiplication tables in school math: it is because we need them not only for multiplying but also perform fast division between whole numbers (by trying to find the right number for q and then work out r). When you divide two numbers written in unary (tally notation, see chapter 1) the results have a surprising aesthetic quality. Take a number and divide it by all numbers smaller than itself. For example: take 6, and divide it by all numbers smaller than 6: 6:4 = 1 with a reminder of 2, 6:5 = 1 with a reminder of 1 OK, so sometimes we have leftovers and sometimes a good, crisp division. However, there are some numbers that have some leftover when you divide them for EVERY number before them: these numbers ARE NOT divisible by any number smaller than themselves. You might remember them from school math: they are called prime numbers. Prime and composite numbers Can you see what is going on with the prime? Look at all the numbers smaller than your prime... A prime number is defined as a natural number that cannot be formed by multiplying two smaller natural numbers (source wikipedia). Did you notice anything when looking at prime numbers in unary, and how they behave when divided by other numbers? Hint: look at the reminder of the divisions... and how many times do you get a zero... Every time a pattern of dots has a shorter line of dots at its base, that number does not divide your current input number. Try also with 12: a very DIVISIBLE number. It can be divided by 2,3,4,6, and 12. Numbers with decimals Divisions are boring and more difficult than, say, multiplications. Also have seen that not all divisions give just a one-number answer: sometimes you get a result and then some leftover (AKA a quotient and a reminder). For example 22:7 (which is sometimes used as an approximation of π), results in 3 and then 1 leftover, because: 22 = 37+1. But... we know another way to write 22:7 and it involves using DECIMALS; 22:7 should actually be 3.142857 142857 ... etc, forever. The problem is that so far we have not defined these kinds of numbers with decimals. We don't even have a name for them, but if the other numbers are called whole, these could be called broken numbers. Let's try to see what it means for a number to be broken, before we start thinking of ways to write it down properly (let's look at the semantics before we look at the syntax). A broken number can be in between two whole numbers: for example, if the result of 5:2 was a single number (instead of a quotient and a reminder), it would be a number that is larger than two and smaller than three at the same time. Unary or Peano numbers will not cut it here... There is no way I can use one of those to represent whatever number 5:2 is. But I could go back to the abacus (that we used it in chapter 1); however, also the abacus can only represent whole numbers, and if we add the idea of a sign, we could perhaps express natural numbers on an abacus... but broken numbers? I can start by considering numbers that are between zero and one, for example 1:2 or 1:3. At this point I cannot really write them as numbers, but I could try to rephrase the question "what is one divide by two?" into something more understandable. A trick that springs to mind is to make the question more general, think larger, since the problem seems to be that 1 is too small for this division. So I could ask instead "what is ... divided by two?": - "what is two divided by two?" → 1 - "what is three divided by two?" → 1 and 1 leftover - "what is ten divided by two?" → 5 - 1 is two times larger than the number I'm looking for; - ... this is a bit confusing: the only thing that this question tells me is that 3 = 12+1, not very useful here; - this is more useful: it tells me that 5 is ten times larger than the number I'm looking for. Cool. Following this idea, a right-shift of one spike corresponds to dividing by ten. I could try with my result from before, 5, that was ten time too large. I could place five beads on the right-most spike of the abacus, and then perform a right-shift. That would mean divide 5 by ten on my abacus. The problem is that I would get zero... because I will run out of spikes on the right. Which makes sense, since the abacus only works with whole numbers. Then write 5 on the abacus and multiply it by ten, and then by ten again: which means write 50 and then 500 and see how they look. When I right-shift too much, the least-significant digits of my numbers (AKA the beads to the far right) are lost by the abacus... so how can we fix this? We can EXPAND the abacus, add more spikes to the right. But wait a second: how can an abacus with more spikes be the solution here? It will just be able to represent LARGER WHOLE NUMBERS, not broken numbers. Well, what about remembering where the unit spike is BEFORE I expand the abacus?! Wait... what? Let me explain in another way: my abacus is not enough, so I can add a second abacus to the RIGHT of my usual abacus. And I connect them by deciding on a rule that says: "when a number is right-shifted too much in the first abacus (the left one), move the beads that would have fallen off the abacus on the left-most spike of the second abacus". That should do it. If I paint a decimal point (or comma if you prefer) in between the two abaci, I have a NEW way to write numbers, that can represent whole AND broken numbers! Then write 5 on the abacus and DIVIDE it by ten, and then by ten again. That was cool. We have effectively expanded the notation base 10 to include also broken numbers. So now I know what 5 divided 10 looks like: it is 5.0 right-shifted of one spike, which gives me: 0.5, or 0.5. Great. Then I can finally write that 1:2 is 0.5! In chapter 2 we established that a number in based 10, that looks like abcd really means (as a value of) a specific number n, that we can calculate with a weighted sum of powers of ten: a * 103 + b * 102 + c * 101 + d * 100 = n Now, playing a bit with the properties of the power operation I can convince myself that 1:10 is really the same as 10-1, and 1:100 is 10-2. Anyway, the interesting thing here is that if I can write negative powers of ten, then I can redefine base 10 in very ELEGANT way. A number with digits like this abc.de will represent the broken number: a * 102 + b * 101 + c * 100 + d * 10-1 + e * 10-2 so that d represents how many TENTHS of 1 there are in my number, and e represents how many HUNDREDTHS there are in my number. All this is fine, but we have forgotten about 1:3. What broken number is that? I can try with some approximations: 1:3 = 0 and a reminder of 1 10:3 = 3 and a reminder of 1 100:3 = 33 and a reminder of 1 ... Differently from 1:2 that eventually gives 0.5, this one seems to go on for ever with the same reminder for every attempt I make with ten times larger numbers. It seems that this number, the result of 1:3, looks something like: 0.333 ... and more threes FOREVER. Which is OK if I accept that I might have to use a very very large abacus to represent this number. Using my newly defined expanded abacus I can now ask this question: how can I continue a division between two whole numbers, and get a number with decimals (AKA broken number)? The prolem is that so far the division procedure that we have is still the one from Euclid and that gives a quotient and a reminder, both whole numbers... To define a new, longer style of division I can go back to the (surprisingly powerful) idea of spike swapping on an abacus. So far we know that: - multiply by 10 is a shift to the left of all beads on each spike, - divide by 10 is a shift to the right of all beads on each spike For this let's look at 10:4. The best I can do with whole numbers is 2 with a leftover of 2, because ten rewritten as a multiple of four gives 10 = 2 * 4 + 2. However, I could shift my number on the abacus, and ask instead: "what is 100:4" ? If that was not enough, I can keep shifting left (AKA multiply more times by ten) my original number 10, until I can see how to divide it by 4. Shifting to the left on the abacus gives me more space to calculate whole number division, and when I find an whole number result I can then shift it back (to the right) on my EXPANDED abacus, and read the broken number result! Using the box notation for the expanded abacus, this idea looks like this: 100.00:4 = 025.00 -shiftRight→ Surely the solution to 100:4 IS NOT the same as the solution to 10:4, but the two solutions are RELATED! In fact the solution to 100:4 has to be ten time larger than that to 10:4. So: 100:4 = (10:4) * 10, but 100:4 has a whole number solution, it is 25. And this means that: 10:4 = 25:10, which means "the result of 10:4 is ten times smaller than 25". Interesting: again we find that in math we need to use multiple ways to write the same thing, to help us find a solution. Here we are using the fact that some multiplications and divisions are just a left or right shift on the abacus (those where you multiply or divide by ten), so we don't really have to do any calculations... just move the decimal point left or right. And by the way, we are using the idea of changing syntax but not semantics also with the number being divided: in fact, any number n is also (n10):10 and (n100):100, ect. So finally: 10:4 = 2.5, done! Then using the same idea, find our what 3:4 looks like as a broken number. HINT: think of thirty, instead of three, divided by four; or even three-hundred if needed. Moral of the story so far: subtraction is the opposite of addition, and we can define negative numbers (extending unary numbers), so that a subtraction become a variation of an addition. Then we realize that if multiplication is a repetition of addition, then we can look at division as a repetition of subtraction. And division turns out to be the opposite of multiplication. But as in the case of subtraction, also division forces us to extend our number system: what happens when a division does not have a crisp result, but instead we are left with a reminder? And also what is the number that corresponds to divisions like 1:2? We kind of assumed so far that every operation would give a single result, but division seems different. To make things right we find a way to represent more than whole numbers on an abacus: we invent broken numbers. So we can write 1:2 = 0.5, where 0.5 is a number that we can visualize on a special abacus (an expanded abacus) that has a dot to separate the whole part of a number from its decimals, the broken part. The trick to be able to calculate divisions like 1:2 is again rewriting numbers in multiple ways, or in this specific case place numbers on our expanded abacus and use the properties of spike shifting. All together now Finally, we have not really discussed what happens when numbers can be positive and negative, as well as whole or broken. Instead of thinking about all the possible combinations of these features, in math usually the idea is to look at the most general case and use that one to redefine all others. In our case that means that I can simply consider the most complex case, and find a way to represent and work with that one. So let me look at have a negative, broken number, like -12.3. Since it is negative, I should use the black and red boxes: 012.3 Fine, but we don't know yet how to put a broken number in the red box. So I could use the idea of the expanded abacus, for each box! 0012.30 OK, that looks good... complicated perhaps, but good. But.. wait a second! What about the black box? Surely that should also be a broken number, in the general case. So: 000.00012.30 Wow. So that is one way to write down -12.3, using the black and red boxes and expanded abacus. Addition and subtraction can be then defined on this notation, like we did in the beginning of this chapter: just do additions with the usual rules, in the black and red box separately, eventually fixing the abacus notation so it is still in its own normal form. And to subtract just use this equivalence a-b = a+(-b). Multiplication and division are a bit more difficult to redefine for these number notation, but it is doable... Multiply and divide with broken numbers Finally, also whole numbers can be written in that notation, because every whole number is also a broken number, with zero in its decimal part! For example 5 becomes: 005.00000.00 So we could in fact clean up this notation a bit, and decide that when some boxes are zero, they can avoid writing them (remember that in math we want to have EFFICIENT ways to write and work with numbers)... So 5 and -12.3 could be written like: 50 012.3 ... nicer and more compact too. (1) Positive and negative numbers. Convert all numbers in the following expressions in unary notation, the calculate the results of the expression, still using only unary numbers. Only at the end, convert results from unary to ordinary, base 10 number. To write unary numbers use the black and red boxes notation, where -3 looks like 03. - 10 - 4 = ? - 1 - 4 = ? - 4 + (-10) = ? - 3 * (-4) = ? HINT: here use the fact that "a number times three" is "the number added to itself three times" (2) Fitting the template. Calculate the following whole number divisions, by rewrite the dividend as a multiple of the divisor. Try working step-by-step starting from n = 0 * m + n. - Example 6:3 = _?_ * 3 + _??_ 6 → _0_ * 3 + _6_ and 6 → _1_ * 3 + _3_ and also 6 → _2_ * 3 + _0_ and ... stop! So "6 divided in 3 is 2 and 0 reminder". - 7:3 = _?_ * 3 + _??_ - 8:3 = _?_ * 3 + _??_ - 9:3 = _?_ * 3 + _??_ - 180:40 = _?_ * 40 + _??_ - 18:4 = _?_ * 4 + _??_
– Vallø Borgring”, a unique circular Viking Age fortress in Denmark is still an unsolved chapter in the Viking history. Archaeologists have for many years excavated at the site trying to get a better understanding of what exactly took place at Borgring. We know that the fortress was deliberately set on fire by someone on the outside, but who did it, is still unclear. Using metal detectors, a group of amateur archaeologists have now discovered a 1,000-year-old Viking toolbox that can cast more light on this ancient Viking mystery. The ancient box was found near to the fortress’ east gate. It was hidden under a lump of soil. “We could see that there was something in the layers [of soil] around the east gate. If it had been a big signal from the upper layers then it could’ve been a regular plough, but it came from the more ‘exciting’ layers. So we dug it up and asked the local hospital for permission to borrow their CT-scanner,” archaeologist Nanna Holm said. First scans have revealed the ancient tools were made of iron, a metal that was very important to the Vikings. Archeologists estimate that people have been using iron for more than 5,000 years, but finding ancient Viking iron tools does not happen often. The box contained 14 Viking tools and some of them stood out clearly on the CT-scan like for example, the spoon drills and the drawplate, but others were in too poor condition or contained too little iron to appear on screen. Vikings used a drawplate to produce thin wire bracelets and spoon drills were used to drill holes in wood. “My first thought is that this looks like something belonging to a carpenter,” Holm said. “Vallø Borgring” fortress is large at 475ft (145 meters) from side to side and has four gates. The eastern gate is of special interests. Previous examinations of show the eastern gate is heavily charred and badly destroyed. Archaeologists think that powerful and significant Danish forces attacked the fortress and set the gate on fire. Perhaps these were enemies of legendary King Harald ‘Bluetooth’ , the king of Denmark responsible for making Christianity the country’s official religion. According to scientists who examined the artifact, the toolbox is the first direct indication that people have lived in the fortress and the eastern gate was inhabited after the fire. One possibility is that the moat and the east gate were constructed during the latter half of the 10th century. This is also around the time it burnt–albeit the fire was not strong enough to cause a collapse. “Right now we’re trying to figure out if [the gate house] was used for housing or as a workshop after the fortress was built. It looks like the fire was brought under control before it spread, and afterwards they laid two layers of clay inside the gate. In each layer we find a fireplace, and we found the toolbox in the youngest layer,” Holm said. Researchers now hope an x-ray examination of the objects in the toolbox will give more answers and move us closer to solve the mystery of the ancient Vallø Borgring.
Multiplication for kids should be easy to give them the chance to love solving the mathematical problems and make it challenging for them to always try a little bit harder. There are different methods used to teach multiplication for kids and in this educational video, teaching them to multiply through using the number lines is all what we are going to share. The number line method used with multiplication combines addition and counting in the process to make it much easier for the kid to bring the final answer out. There are different steps which parents homeschooling their kids should teach the kids when it comes to multiplication and number lines. First of all, the kids should check the mathematical equation they should solve and then translate it into an addition math problem and second, the kids should use this addition equation they have written down to count on the number line they have already drawn from the beginning.
Discover if your ancestors died while serving with the British Army in India during the Sepoy Rebellion. Uncover how and where your ancestor was killed in the subcontintent. The records include valuable information for your family history including your relative’s rank, regiment and battalion. Each record includes a transcript of the original source. The amount of information listed varies, but the Indian Mutiny Deaths 1857-1859 records usually include a combination of the following information about your ancestor: There are 2,392 fatalities recorded on the British Casualties, Indian Mutiny 1857-1859 register. The record set includes those British subjects or servicemen who died during the conflict. It is drawn from various sources including individual graves, memorials, plaques, medal rolls and other relevant sources. It does not necessarily include everybody, only those that have been found in the various sources available. The Indian Mutiny is also known as the Indian Rebellion of 1857, the Sepoy Mutiny or the Uprising of 1857. The mutiny began in the northern Indian city of Meerut, May 1857, with a rebellion of Sepoys (Hindu or Muslim soldiers) in the service of the British East India Company’s army against British authorities. The rebellion was focused around northern and central India. Ultimately the mutiny was a failure and peace was declared on 8 July 1858.
Also, an introduction to the basic financial statements, the income statement, the balance sheet and the cash flow statement, provides context to the accounting equation retained earnings is explained in simple, straight-forward terms, which will help the student with closing journal entries when presented in a subsequent course. Accounting test question with answers on accounting equation and debit and credit _____ (page 1. The accounting equation every transaction that happens within a business has an effect on its financial position the accounting equation is what keeps all of the transactions in balance and helps users of the information make sense of what areas each transaction affects. Bba i ita u 14 accounting equation 1 accounting equation bba i introduction to accounting unit 1 1 2 accounting equation meaning of an accounting equation an accounting equation is a mathematical expression which shows that the assets and liabilities of a firm are. The accounting equation is a mathematical expression that shows the relationship among the different elements of accounting, ie assets, liabilities, and capital (or equity. Introduction to accounting and the accounting equation in accounting there are plenty of formulas, theories, and equations, but by far the most important is the following: assets = liabilities + equity. Introduction to financial accounting university of pennsylvania about this course: master the technical skills needed to analyze financial statements and disclosures for use in financial analysis, and learn how accounting standards and managerial incentives affect the financial reporting process. Introduction to financial accounting [explanations] learning objectives: expanded accounting equation double entry system of accounting account and its format. An introduction to formal record keeping and the steps involved in the accounting process includes transaction analysis, chart of account, general journal, posting process, journalizing, and preparing financial statements. The accounting equation may be re-arranged as follows: assets - liabilities = equity we may test the accounting equation by incorporating the effects of several transactions to see whether it still balances as theorized in the accountancy literature. Any increase in the assets will be matched by an equal increase in equity and vice versa causing the accounting equation to balance after the transactions are incorporated example 1 abc ltd issues share capital for $2,500 in cash. The statement of stockholder's equity summarizies changes in equity during a periodthe balance sheet uses the expanded accounting equation to list assets, liabilities, and equity in a report format. Chapter 1 is an introduction to the field of accounting it breaks down what accounting is and how it applies to us both in our business and personal finances here, we will begin to look at the accounting equation: assets = liabilities + owner's equity, and how what we do on a daily basis affects that equation. The two sides of the accounting equation must always be equal because the rights, to all the assets of a business are owned by someone the creditors have a claim against the assets of a business until the liabilities have been paid. This quiz is to help you understand and enchance your learning of chapter 1 introduction to accounting the accounting equation is discuss a. Introduction the accounting equation compares the resources owned by an organisation to the way those resources were acquired if an organisation wants to buy stock and vehicles, it will need money to do so. Accounting equation describes that the total value of assets of a business is always equal to its liabilities plus owner's equity this equation is the foundation of modern double entry system of accounting being used by small proprietors to large multinational corporations. Introduction to bookkeeping and accounting 32 the effect of profit on the accounting equation in section 2 we looked at the three elements of the accounting equation - assets, liabilities and capital - and how these three elements are presented in the balance sheet. As the accounting equation indicates, equity is the difference between the assets of the company, and the company's debts equity accounts are directly affected by revenue and expenses, and the standard equity accounts have credit balances. Data here is presented in the form of a statement while in the next it is presented in the form of a mathematical equation problem 2 following are the accounting transactions relating to mr p's business. The accounting equation is the formula used to capture the effect of the relationship of financial activities within a business debitoor is a comprehensive accounting system catering to small business and freelancers alike. An accounting principle that requires accounting procedures that recognize expenses as soon as possible, but delay the recognition of revenues until they are ensured consistency principle an accounting principle that requires that once an accounting method has been adopted, it should be followed from period to period in the future unless a.
3rd grade geometry Looking for a worksheet to help practice basic geometry? This printable works with identifying different types of angles. Do you know your quadrilaterals? Learn how to identify five different types of quadrilaterals and put your new knowledge to use with a few practice problems. Searching for a worksheet to help you child with spatial awareness? This printable shape quiz works with basic geometric shapes. Help your third-grader learn about right angle geometry with this simple geometry worksheet. Help your child practice identifying equilateral triangles on this geometry worksheet. From angles and congruent shapes to calculating perimeter, this quiz covers variety of topics in third grade geometry. Filled with questions on lines and polygons, this practice quiz makes a great review sheet or study guide for an upcoming test. Covering the concepts of symmetry and congruence in geometry, this worksheet is perfect for third graders who need a quick review. Learn some basic geometry with this worksheet all about the angle. This worksheet will introduce your child to the three types of triangles: the equilateral triangle, the isosceles triangle and the scalene triangle. Help your child learn how to identify an isosceles triangle with this geometry worksheet Help your third-grader learn to recognize quadrilaterals with this geometry worksheet. On this geometry worksheet, your third-grader will look at the different triangles and label them as equilateral, isosceles or scalene Get to know the geometry of the line with this worksheet, which also goes over parallel and perpendicular lines. With this worksheet, your third-grader will get practice reflecting, rotating, and transforming shapes. Get your child acquainted with the concept of perimeter with this geometry worksheet Give your child some practice identifying lines, line segments, and rays with this geometry worksheet. Help your third-grader learn the different units of weight with this worksheet. With this worksheet, your third-grader will become more comfortable identifying the different units of measurement for liquid volume. Hunting for a worksheet to help your kid with geometry? This printable will help him find the perimeter of objects. Which solid figure describes a baseball? A sphere! Kids completing this third grade math worksheet match common objects to solid geometric figures. In this 3rd grade geometry worksheet, your child will practice identifying this five-sided polygon as he colors in all the pentagons on the page. In this 3rd grade math worksheet, your child will practice geometry and addition as she calculates the perimeter of each house to find the largest one. In this 3rd grade geometry worksheet, your child will complete each polygon using a ruler, then identify what type of polygon it is. Is your third-grader ready to start learning about volume? Introduce her to the concept with this clear and easily understood worksheet. In this 3rd grade geometry worksheet, your child will practice identifying hexagons as he colors in all the hexagons on the page. In this 3rd grade geometry worksheet, your child will practice identifying octagons as he colors in all the octagons on the page. Challenge your child to figure out if each shape has been reflected, rotated or translated on this geometry worksheet. In this third grade geometry worksheet, your child will practice identifying right, acute, and obtuse angles. Help "Bucks" Baxter estimate how much money he has by rounding everything to the nearest thousand.
- Can you guess why there is no distinct format specifier for ‘double’ in the scanfformat string, although it is one of the four basic data types? (Remember we use %lffor printing the double value in %dis for integers). - Why is some of the precedence of operators in C wrong? For example, equality operators ( !=, etc) have higher precedence than logical operators ( - In the original C library, <math.h>has all operations done in double precision, i.e., long float or double (and not single precision, i.e., float). Why? - Why is the output file of the C compiler called - In older versions of C, there was no ‘double’ — it was just ‘long float’ type — and that is the reason why it has the format specifier ‘ %d‘ was already in use to indicate signed decimal values). Later, double type was added to indicate that the floating point type might be of ‘double precision’ (IEEE format, 64-bit value). So a format specifier for long float and double was kept the same. - The confusion in the precedence of the logical and equality operators is the source of numerous bugs in C. For example, in (a && b == c && d), ==has higher precedence than &&. So it is interpreted as, (a && (b == c) && d), which is not intuitive. There is a historical background for this wrong operator precedence. Here is the explanation given by Dennis Ritchie: “Early C had no separate operators for \|\|. Instead it used the notion (inherited from B and BCPL) of ‘truth-value context': where a Boolean value was expected, after ‘ if‘ and ‘ while‘ and so forth; the \|operators were interpreted as \|\|are now; in ordinary expressions, the bit-wise interpretations were used. It worked out pretty well, but was hard to explain. (There was the notion of ‘top-level operators’ in a truth-value context.) “The precedence of \|were as they are now. Primarily at the urging of Alan Snyder, the \|\|operators were added. This successfully separated the concepts of bit-wise operations and short-circuit Boolean evaluation. However, I had cold feet about the precedence problems. For example, there were lots of programs with things like: if (a==b & c==d)… “In retrospect it would have been better to go ahead and change the precedence of &to higher than ==, but it seemed safer just to split &past an existing operator.” - Since C was originally designed for writing UNIX (system programming), the nature of its application reduced the necessity for floating point operations. Moreover, in the hardware of the original and initial implementations of C (PDP-11) floating point arithmetic was done in double precision (long float or double type) only. Writing library functions seemed to be easy if only one type was handled. For these reasons, the library functions involving mathematics ( <math.h>) were done for double types, and all the floating point calculations were promoted and were done in double precision only. For the same reason, when we use a floating point literal, such as 10.0, it is treated as double precision and not single precision. a.outstands for ‘assembler.output’ file. The original UNIX was written using an assembler for the PDP-7 machine. The output of the assembler was a fixed file name, which was a.outto indicate that it was the output file from the assembler. No assembly needs to be done in modern compilers; instead, linking and loading of object files is done. However, this tradition continues and the output of ccis by default With this month, JoP is successfully entering its third year. Thanks for all your continuous feedback and support! Keep filling my mailbox as usual and I’ll be more than happy to help you. Wishing you a happy new year!! - Dennis M. Ritchie, “Operator precedence”, net.lang.c, 1982
Whether you're seeing a dip in your child's math scores or are simply looking for a way to punch-up your child's learning, homemade math games for 8-year-olds can provide both education and entertainment. Tackle grade-level mathematics subject matter in numeracy, operations and other areas with a few make-your-own activities that are both budget-friendly and rich in academic value. Adding 12 and 10 to get 22 might seem simple to you, but your 8-year-old is just figuring out how to do two-digit operations. Add a math element to the traditional bingo game by throwing in an addition or subtraction element. Divide a cardboard square -- the front of a cereal box cut in half will make two boards -- into a five-by-five grid. Write down two-digit numbers in the grid squares. Make a separate square grid on a piece of card stock paper, writing numbers that add up to, or subtract down to, the board numbers on each one. For example, if one of the numbers on your cardboard square is 22, you will need a 10 and a 12 or two 11's. Throw the numbers into a bag and pick two at a time. Have your child and his friends add the numbers up and find the product on the board. They can mark the numbers with a penny, pebble or similarly-sized object. When a player gets five in a row, he can raise his hand or say, "I have five" to show that he has won. Spice up geometry learning by creating a race to the tessellation. Cut 10 squares from two different colors of card stock paper, with five in one color and five in another. Turn each square on an end to make a diamond shape, and cut it in half to get two triangles. Repeat this process with two other colors of paper. Give your child one set and a friend or sibling another. Explain that a tessellation is a design that features repeating shapes that fit tightly together without overlapping. Yell, "Ready, set, go!" and have the kids race to make their own tessellations. The first person to finish must raise his hand to win. You can also try this game with one child racing a stop watch instead of a peer. Fraction Pie Pieces Simply saying "two-thirds" or "three-fourths" to an 8-year-old won't help her to truly understand the concept of fractions. Instead of telling, show your child what fractions are and how to compare them through a few simple games. Create your own piece of the pie -- or pizza -- game by dividing a beach ball-sized circle into 10 equal slices. Repeat this step, making a few different pizzas or pies for multiple players. Give each child -- use two or more players, depending on how many fraction pizzas you make -- her own pie. Call out a fraction, such as one-tenth, and instruct the kids to create the correct representation on their "plates." The first one to get it right wins. Help your young student to learn his multiplication tables with a game of multiplication bingo. By third grade, children should have the skills to multiply whole numbers that equal up to 100, and you can emphasize this ability with a mental math game. Divide square pieces of cardboard into five-by-five grids. Add product numbers to the squares based on the multiplication tables that the child is learning. For example, you could do a row of fives that features 10, 15, 25, 30 and 35. Write the equations that go with the product answers on index cards, and cut a few other cards into square or circular markers. Call out the equations and have the child -- or children -- mark the answers. When they get a row across, diagonally or down, they can call "bingo." - Digital Vision./Digital Vision/Getty Images
Using Tangent Lines to Approximate Function Values "Approximation" is what we do when we can't or don't want to find an exact value. We're going to approximate actual function values using tangent lines. We pointed out earlier that if we zoom in far enough on a continuous function, it looks like a line. For example, take the function f(x) = x2 and zoom in around x = 1. If we zoom in enough near x = 1, the function f looks like a line. If we graph the function and its tangent line at 1, we'll see that as we zoom in around x = 1, the function f looks like its tangent line. If we zoom back out a little bit, the function doesn't look quite so much like a line. However, the function and its tangent line are still "close together." This means, for example, that the y-value on the tangent line at x = 1.1 is "close" to the y-value on the function f(x) = x2 when x = 1.1. We found earlier that the tangent line to f(x) = x2 at 1 has the equation: y = 2x – 1. If we don't feel like calculating the actual value f(1.1), we can instead plug 1.1 into the tangent line equation and see what comes out: 2(1.1) – 1 = 2.2 – 1 = 1.2. This is a good approximation of f(1.1): If we then go and calculate the exact value of the function, we find f(1.1) = 1.21. This means our approximation was only 0.01 off. Why bother? Approximation is supposed to make life easier, so why should we go to all that work of finding the equation of a line and finding the y-value of the line when x = 1.1 instead of calculating f(1.1) and being done with it? In that example, we could calculate f(1.1) exactly, but we can't do that for every function. Try doing this with a function like ex or ln(x). Without a calculator, evaluating those functions for most values of x will get pretty hairy.
ECE 264: Data Structures and Algorithms I An introduction to fundamental data structures and algorithms, with an emphasis on practical implementation issues and good programming methodology. Topics include lists, stacks, queues, trees, hash tables and sorting algorithms. Also an introduction to analysis of algorithms with big-O notation. Assignments include programming projects and problem sets. - Introduction and course overview. - Mathematical tools for the analysis of algorithms. - Overview of C++ and object oriented programming concepts. - Lists, stacks, and queues. - Sorting: simple quadratic sorts (bubble sort, selection sort, and insertion sort); linearithmic searches (mergesort and quicksort); radix sort; indirect sort; selection algorithms. - Trees: general trees and terminology; binary trees; binary search trees; balanced binary search trees. - Hash tables. - In depth understanding of fundamental data structures and algorithms. - Understanding of the analysis of the running times of algorithms. - Ability to efficiently implement data structures and algorithms from scratch. - Ability to apply data structures and algorithms to solve complex problems. Individual programming assignments to ensure that students can implement fundamental data structures and algorithms from scratch to solve complex problems; problem sets to test in depth knowledge involving subtleties of the covered topics.
Date of this Version General Agriculture, B-5 Public Policy, Issued April 1980 The metric and U.S. customary systems of measure differ in terminology for fluid volume, mass, temperature, pressure, power and energy. The relationships between the metric and U.S. customary system for these units are described and illustrated graphically in the following text. Fluid Volume- Fluid volumes are usually measured in milliliters or liters. Small quantities of liquid products are expressed as milliliters or as cubic centimeters. Gasoline, milk and other similar sized volumes are measured in liters. Mass - Mass is the amount of matter in an object and is normally referred to as weight. The common metric units of mass are milligram, gram, kilogram and tonne (1,000 kilograms). Medicine, vitamins and other small objects are measured in milligrams. Several food products are measured in grams. Heavier objects, including larger food quantities and humans, have masses expressed in kilograms. A truck load of material and other large quantities of matter are measured in tonnes. Mass and volume are related in the metric system. A milliliter of water at 4°C (39.2°F) and at sea level is equal to a cubic centimeter of water and has a mass of one gram. A liter of water equal to 1,000 cubic centimeters has a mass of one kilogram, and a cubic meter of water has a mass of one tonne. Temperature - Temperature in the metric system is measured in degrees Celsius (formerly called centigrade). Water freezes at 0°C (32°F) and boils at 100°C (212°F). Normal body temperature is 37°C (98.6 °F). A temperature of -5 °F is equal to -20.5 °C. Pressure - Pressure, which is force per unit area, is measured in pascals. One pascal is a very small pressure, so kilopascal is the preferred unit for most commercial and industrial applications. Standard atmospheric pressure of 14.7 pounds per square inch is equal to 101 kilopascals. Power- The unit of power in the metric system is the watt. Conventionally, we use entirely different units for power in mechanical, thermal and electrical systems. In the metric system, however, all power is measured in watts. A tractor rated at 100 horsepower in the U.S. customary system will have a rating of 74.6 kilowatts in the metric system. Energy, Quantity of Heat - All forms of energy in the metric system are ex-pressed as joules. The nutrition calorie, which equals one kilocalorie, is replaced by the kilojoule, with one kilocalorie being equal to approximately four kilojoules. Larger heat quantities such as furnaces and air conditioners are measured in megajoules (1,000 kilo joules). Kilowatt-hour, a commonly used measure of energy, is replaced with the megajoule. One kilowatt-hour equals 3.6 megajoules.
Movement Patterns at Joints Click images to enlarge. - Flexion – bending. This occurs when the angle between the articulating bones is decreased. For example, by bending the knee and bringing the heel of the foot to the bottom. The angle between the tibia and the femur (at the back of the knee) has decreased, therefore, flexion has taken place at the knee joint. A muscle that causes flexion is known as a ‘flexor’. In the above example, the hamstrings were the flexor muscles. - Extension – straightening. This occurs when the angle between the articulating bones is increased. For example, when straightening the leg, the angle between the femur and the tibia (at the back of the knee) increases, therefore, extension has taken place. Extreme extension can take place, and this usually occurs at an angle greater than 180°. This is known as hyper extension. A muscle that causes extension is known as an ‘extensor’. In the above example, the quadriceps group act as the extensor muscles. - Abduction occurs when a body part is moved away from the midline of the body or other body part. Examples include placing the arms by the sides of the body and then raising them laterally (up to the side). In this case abduction at the shoulder joint has taken place. Spreading the fingers and lifting up a leg to the side are also examples of abduction. An easy way of remembering this is ‘abduct’ – to take away. - Adduction is the opposite of abduction and occurs with movement towards the midline of the body or body part. For example, by lowering the arms back down to the sides of the body, movement towards the midline of the body has taken place, and therefore adduction has occurred. An easy way of remembering this is ‘add’ – for example, ‘adding’ the arm to the side of the body. - Circumduction occurs when a circle is drawn by a body part, and the bone makes the shape of a cone as it moves around. It is a combination of flexion, extension, abduction and adduction. It can only truly occur at ball and socket joints at the hip and shoulder. - Rotation occurs when the bone turns about its long axis within the joint. Rotation towards the body is known as internal or medial rotation, and rotation away from the body is called external or lateral rotation. - Pronation occurs at the elbow and involves internal (medial) rotation between the radius and humerus, as well as the crossing of the radius and the ulna. It normally occurs when the palm of the hand is moved from facing upwards to facing downwards. - Supination is the opposite of pronation and once again takes place at the elbow joint. This movement is external (lateral) rotation between the radius and the humerus, and occurs when the radius and ulna are parallel. When the palm of the hand is turned so that it faces upwards, supination has taken place. - Plantarflexion takes place at the ankle joint, and occurs when the toes are pointed forward. - Dorsiflexion also occurs at the ankle and occurs when the foot is raised upwards towards the tibia (shin). - Inversion occurs when the sole of the foot is turned inward towards the midline of the body. - Eversion occurs when the sole of the foot is turned outwards. - Elevation occurs when a body part is moved upwards. For example, shrugging the shoulders. - Depression occurs when a body part is moved downwards. An example would be lowering the shoulders back down. - Horizontal flexion occurs when the arm is pulled across the chest when it is parallel to the floor. - Horizontal extension occurs when the arm is returned from the above position out to the side. - Lateral flexion occurs when the spine is flexed (i.e. angle is decreased) to the side. For example, during side bends or tilting the head to the side. At all synovial joints, bones are secured to each other by ligaments. These are made out of strong and very tough fibrous tissue (collagen) that is slightly elastic, but does not allow much movement. Ligaments join bone to bone. They do not cause movement; that is caused by muscle action on the bones. Sometimes, as is the case with the knee joint, ligaments limit movement in certain directions, helping to maintain stability. Tendons attach muscle to bone. These are strong flexible cords which transmit the pull of the muscle to the bone to create movement. They are also made from collagen. Tendons are strong but inelastic – they do not stretch. Cartilage is a type of tissue which is present in all joints. There are two main types of cartilage: - Hyaline (articular) cartilage – this is found at the end of the long bones inside the joints. It is smooth, tough and hard-wearing, protecting the ends of the bones from rubbing against each other when they move. Synovial fluid provides nutrients to this cartilage. - White fibro-cartilage – this is found in the spine between the vertebrae, where it acts as a shock absorber. It is also found in more complex joints. In the knee, this cartilage forms crescent shaped pieces of cartilage, known as menisci, which are found between the two bones. They are very strong and act like shock absorbers between the bones. Exercise and the joints - Hyaline cartilage thickens protecting the bones from wear and tear. - Tendons thicken and can withstand greater muscular force. - Ligaments stretch slightly enabling a greater range of movement at the joint.
Specific conditions are often required for disturbances. With natural disturbances such as fire and flooding, conditions are influenced mainly by climate, weather, and location. Fire disturbances will only occur in areas where there is low precipitation, some form of ignition (typically lightning), and enough flammable biomass to allow spread. Conditions often occur as part of a cycle and disturbances may be periodic. Other disturbances, such as those caused by humans and invasive species, can occur anywhere and are not necessarily cyclic. Often, when a disturbance occurs naturally, it provides conditions that favor the success of different species over pre-disturbance organisms. This can be attributed to physical changes in the abiotic conditions of an ecosystem in combination with reduced levels of competition. Because of this, a disturbance can change an ecosystem for significantly longer than the period over which the immediate effects persist. However, in the absence of further disturbance, many ecosystems will trend back toward pre-disturbance conditions. Such alteration, accompanied by changes in the abundance of different species over time, is called ecological succession. Succession often leads to conditions that will once again predispose an ecosystem to disturbance. Pine forests in the western North America provide a good example of such a cycle involving insect outbreaks. The mountain pine beetle (Dendroctonus ponderosae) play an important role in limiting pine trees like lodgepole pine in forests of western North America. In 2004 the beetles affected more than 90,000 square kilometres. The beetles exist in endemic and epidemic phases. During epidemic phases swarms of beetles kill large numbers of old pines. This mortality creates openings in the forest for new vegetation. Spruce, fir, and younger pines, which are unaffected by the beetles, thrive in canopy openings. Eventually pines grow into the canopy and replace those lost. Younger pines are often able to ward off beetle attacks but, as they grow older, pines become less vigorous and more susceptible to infestation. This cycle of death and re-growth creates a temporal mosaic of pines in the forest. Similar cycles occur in association with other disturbances such as fire and windthrow. A disturbance changes forests significantly. Afterwards, the forest floor is often littered with dead material. This decaying matter and abundant sunlight promote an abundance of new growth. In the case of forest fires a portion of the nutrients previously held in plant biomass is returned quickly to the soil as biomass burns. Many plants and animals benefit from the conditions created by disturbances. Some species are particularly suited for exploiting recently disturbed sites. Vegetation with the potential for rapid growth can quickly take advantage of the lack of competition. In the northeastern United States, shade-intolerant trees like pin cherry and aspen quickly fill in forest gaps created by fire or windthrow (or human disturbance). Silver maple and eastern sycamore are similarly well adapted to floodplains. They are highly tolerant of standing water and will frequently dominate floodplains where other species are periodically wiped out. Another species which is well adapted to a particular disturbance is the Jack Pine in boreal forests exposed to crown fires. They, as well as some other pine species, have specialized serotinous cones that only open and disperse seeds with sufficient heat generated by fire. As a result, this species often dominates in areas where competition has been reduced by fire. Species that are well adapted for exploiting disturbance sites are referred to as pioneers or early successional species. These shade-intolerant species are able to photosynthesize at high rates and as a result grow quickly. Their fast growth is usually balanced by short life spans. Furthermore, although these species often dominate immediately following a disturbance, they are unable to compete with shade-tolerant species later on and replaced by these species through succession. While plants must deal directly with disturbances, animals are not as heavily affected by them. Most animals can successfully evade fires, and many thrive afterwards on abundant new growth on the forest floor. New conditions support a wider variety of plants, often rich in nutrients compared to pre-disturbance vegetation. The plants in turn support a variety of wildlife, temporarily increasing biological diversity in the forest. Biological diversity is dependent on natural disturbance. The success of a wide range of species from all taxonomic groups is closely tied to natural disturbance events such as fire, flooding, and windstorm. As an example, many shade-intolerant plant species rely on disturbances for successful establishment and to limit competition. Without this perpetual thinning, diversity of forest flora can decline, affecting animals dependent on those plants as well. A good example of this role of disturbance is in ponderosa pine (Pinus ponderosa) forests in the western United States, where surface fires frequently thin existing vegetation allowing for new growth. If fire is suppressed, douglas-fir (Pesudotsuga menziesii), a shade tolerant species, eventually replaces the pines. Douglas-firs, having dense crowns, severely limit the amount of sunlight reaching the forest floor. Without sufficient light new growth is severely limited. As the diversity of surface plants decreases, animal species that rely on them diminish as well. Fire, in this case, is important not only to the species directly affected but also to many other organisms whose survival depends on those key plants.
The western long-beaked echidna, believed to have become extinct in Australia thousands of years ago, may still be alive and kicking in parts of the country today. Like the platypus, echidnas are monotremes - a small and primitive order of mammals that lay eggs rather than give birth to live young. And, like the platypus, the long-beaked echidna is very odd in appearance: beach-ball sized, and covered in coarse blackish-brown hair and spines. It has a long, tubular snout, and a female lays a single leathery egg directly into their pouch where it hatches in about 10 days. Until now, the long-beaked echidna has been believed to be restricted to a small and declining population on the Indonesian portion of New Guinea. "The discovery of the western long-beaked echidna in Australia is astonishing," says Professor Tim Flannery of Macquarie University. Fossil remains from the Pleistocene epoch, along with ancient Aboriginal rock art, show that it did occur in Australia tens of thousands of years ago. However, no modern record from Australia was known to exist until now, when scientists discovered aspecimen at the Natural History Museum in London - collected in northwestern Australia in 1901. "Sometimes while working in museums, I find specimens that turn out to be previously undocumented species," says Kristofer Helgen of the Smithsonian Institution. "But in many ways, finding a specimen like this, of such an iconic animal, with such clear documentation from such an unexpected place, is even more exciting." The re-examined specimen in London reveals that the species was reproducing in Australia at least until the early 20th century. "The next step will be an expedition to search for this animal. We'll need to look carefully in the right habitats to determine where it held on, and for how long, and if any are still out there. We believe there may be memories of this animal among Aboriginal communities, and we'd like to learn as much about that as we can," says Helgen. "We hold out hope that somewhere in Australia, long-beaked echidnas still lay their eggs."
Printable Color Brochure (Download this document as a PDF, print double-sided, and fold in half for a brochure you can share with others.) What is 2e? Twice exceptional, or “2e,” children are intellectually gifted and also have learning differences or disabilities. Twice exceptional children are doubly different from the norm. - They have the social, emotional, intellectual, and physical intensity of giftedness, plus the challenge of their learning difference or disability. - The duality of being 2e is not just difficult for others (the child is smart but struggling), but also for the child (If I'm so smart, why is this so hard?). - 2e kids are more likely to be misdiagnosed and have dual or multiple diagnoses. - Like all gifted kids, 2e kids are many ages at once. A child can be 7 chronologically and 14 intellectually, while writing like a 6-year-old and struggling with meltdowns like a 3-year-old. - Children at the far end of the IQ spectrum have the potential to take a number of life and career paths or to break new ground because of their innate abilities, but learning differences may severely limit their potential if not remediated, scaffolded and supported. Twice-exceptional kids may have any disability, including dyslexia, ADHD, autism spectrum disorder, sensory processing disorder, dysgraphia, dyscalculia, and visual and auditory processing disorders. But being twice exceptional also has joys and advantages. These unique children see the world differently than others. They may be exceptionally creative and divergent in their thinking, offer new ways to approach problems and solve challenges, have rich sensory perceptions that lead them to the pinnacles of achievement or artistry, or to form deep and complex interpersonal bonds as rewarding as they are intense. What’s it like to be 2e? Being twice exceptional is just like being anything else: You feel like yourself. At the same time, twice-exceptional children struggle with the dual challenge of already knowing much of what adults are trying to teach them, while having to struggle to do what other kids do with ease, either because of asynchrony—being “many ages at once”—or because of their learning difference or disability. - By definition, the more gifted a child is, the more different she is from the norm. High-IQ kids are often more acutely aware of their differences. - Those who are 2e, or just gifted, may suffer from “imposter syndrome,” the feeling that they will soon be “found out” as an impostor. - Twice exceptionality causes a child not to perform to full intellectual ability. In fact, the more profoundly gifted a 2e child is, the poorer he is likely to perform in the classroom. A 2e child who does well academically may be putting in twice the effort to reach that point. All of these challenges put 2e kids at very high risk for anxiety and depression, even at very young ages. Asynchrony is part of giftedness, but also may be a symptom of a learning difference or disability, even if the child is performing at or above grade level. This can make it very difficult to diagnose such challenges, and some healthcare providers may be reluctant to do so if the child is performing at age-grade level. But these kids need to be allowed to perform at intellectual age level. Holding them back causes both short and long-term harm, and bars them from the benefits and joys of learning to perform to their potential. Further challenges in diagnosing disabilities come from the fact that some common characteristics of highly, exceptionally, and profoundly gifted children overlap with symptoms of certain learning differences, especially ADHD and autism spectrum disorder. In teasing out the causes of particular behaviors, and thus correctly diagnosing or ruling out learning differences, the use of very thorough diagnostic checklists can be helpful, particularly when compared against a list of common characteristics of giftedness. Achievement and IQ testing provide, at best, a minimum estimate of a child’s abilities. The IQ of a child who scores near the ceiling of a testing instrument is likely higher than the test can measure. Alternately, learning differences may greatly depress the child’s scores, causing a profoundly gifted child to test just above the norm. Some gifted assessment providers have expertise in interpreting test scores to flag possible disabilities based on details like subtest score spreads and individual questions missed. The approach for remediation for a twice exceptional child differs from that of a typical child. - Teasing out which asynchronies are a result of giftedness and which are a result of a disability or learning difference for which the child is compensating can be challenging. - Remediation or therapy needs to aim at the child’s intellectual level of competence, because that’s who the core child is. Imagine asking a teenager to use only one-syllable words for his hearing therapy or an adult-level reader with poor motor skills to practice writing using elementary-level words. For vision therapy, research indicates vision performance can be brought up much higher than chronological age. Other challenges, even in the same child, should be viewed through the lens of asynchrony. A 2e dyslexic child may need heavy support to come up to age-grade level, or she may have stealth dyslexia, in which the child has compensated with her intelligence to be at or above grade level, but is still performing below her intellectual level. Some physical handwriting challenges may be re mediated sufficiently to bring a child to or beyond age-level, but the child may - never have mechanical writing skills that truly match his intellectual level. - A maxim for children with disabilities, least restrictive environment, applies to 2e children as well—particularly as concerns their intellectual level. Remediation that focuses exclusively on the disability, without enabling the child to work at the level of her intellectual age, will be harmful. In that setting, a child will never have the satisfaction of accomplishing a challenging intellectual task, or learn a solid work ethic. Let them soar, but scaffold weaknesses The universal goal to support 2e children is to meet their intellectual needs above chronological age level, while scaffolding their weaknesses. This may require radical accommodations in educational, healthcare, and even day-to-day social, family, and functional settings. The range of possible accommodations is broad, and must be tailored to the individual child. They may include: - Encouraging keyboarding, storytelling and verbal responses, drawing, and other alternative forms of communication to handwriting. - Allowing for movement while the child is learning. Minor support may include fidgets or chewing gum, while major interventions may include standing desks, stretchy bands on chair legs, or frequent jumping breaks. Conversely, some children benefit from a pressure vest or a weighted lap blanket. - Placing a child in an intellectual-level class, but exempting him from part of the output requirements, with alternate provisions for demonstrating knowledge, such as regular conversational check-ins, additional weighting to in-class participation, etc. - Dramatically reducing repetition, such as exempting a child from homework when she has demonstrated once having mastered a concept. - Providing large-text or spoken-word versions of higher-level reading materials and texts or providing comparable materials in video formats. - Having an aide facilitate social interaction while an ASD child attends out-of-grade-level classes. - Using computer-based, distance-learning options, including talent searches. - Customizing a twice-exceptional child’s education entirely, either in situ or in a homeschool setting. - These accommodations can and should also be adapted to family use. Allow a child to email a thank-you note or to do it by phone. Permit such educational screen time as documentaries or computer-based learning and creating until a child is satiated, rather than according to a limit geared for typical children. Time snacks of crunchy foods like carrots at schoolwork time, instead of separately; or allow a sensory-defensive child to eat in another room during meals, and have quality family togetherness at a different time. Different, but familiar Twice exceptional kids can be remarkably different from other kids, and helping them may require extreme measures. But they are still kids. They deserve the same chance to learn, challenge themselves, and excel as other children do. Help 2e children find true intellectual peers. Enable and celebrate their strengths. Scaffold their weaknesses. They will soar. To see the rest of our specialty brochures, click here!
A student is bullied when he or she is exposed repeatedly and over time to intentional negative actions on the part of one or more students, and whose ability to participate in and benefit from the school’s educational programs or activities is adversely affected. Bullying causes harm from repeated negative conduct in a relationship with an imbalance of power. Bullying refers to conduct that: - Adversely affects a student's ability to participate in or benefit from the school's educational programs or activities; - Is a result of repeated negative actions (intentional, aggressive behavior) by one or more other students over time; and - Occurs in a relationship in which there is an imbalance of power. A student is harassed when he or she perceives or actually experiences discomfort with identity issues in regard to race, color, national origin, gender, disability, sexual orientation, religion, or other identifying characteristics, and whose ability to participate in and benefit from the school's educational programs or activities is adversely affected. Harassment causes harm from discriminatory conduct that is pervasive or severe.
Skip to main content Login to unlock Email share The hydrogen bonds between water molecules are the reason behind two of water's unique properties: cohesion and adhesion. Water is often known as the universal solvent, which means that many substances dissolve in it. Substances that can dissolve in water are hydrophilic. This means that they are as strong or stronger than water's cohesive forces. Salt and sugar are both polar, like water, so they dissolve very well in it. Substances that do not dissolve in water are hydrophobic like saying "oil and water don't mix." Basically people oil is non-poler so a polar substance like water can't mix. Properties of Water! Cohesion is when water sticks to itself very easily. Surface Tension is caused by this because water is most likely by itself . When there is more water being left alone by itself the surface tension becomes stronger. In the ocean the water is vast, and there is more water than the water touching the surface so the tension is strong. Doing a bellyflop would hurt because instead of diving down straight your body is all over the place. Adhesion means that water sticks very well to other things. Adhesion spreads out in a thin film on certain surfaces like glass. If water didn't have Adhesion and I pour the water to the ground it would not soak into the ground and spread. It'll look more like jelly. Without Adhesive there would be no such thing as plants and us. Capillary Action is caused because of Adhesion. When the water is in contact with the roots of a plant it gets collected through the roots and goes upwards.~ When water comes into contact with these surfaces, the adhesive forces are stronger than the cohesive forces. Instead of sticking together in a ball, it spreads out. Water's boiling point is a property that occurs when water has reached its maximum heat state (100 Degees Celcius)that it turns to into gas vapor if it gets any hotter. Cooking noodles would be an example of heating water because of course it would make the noodles softer to eat. As the water boils you would start to see steam which is the gas because the water came to its boiling point. Ice melts at 0 degrees celcius. Anything below that is it's freezing point. If I heat the piece of ice slowly it turns into liquid water at 0 degrees celcius. The reason you see ice cubes floating around in warmer water or other liquids is that the heat must be transported from the warmer liquid to the ice for it to melt and in the real world this takes time.
Here are the most spectacular butterfly facts for kids including butterfly habitat, diet, and reproduction. Fundamentally speaking, a butterfly is a day-flying insect belongs to the Lepidoptera order. There are four parts of the butterfly’s lifecycle namely; egg, larva, pupa and adult. Nearly all species are diurnal. They have brilliantly colored wings. Butterflies consist of skippers, the true butterflies, and moth-butterflies. The rest of the families lying within Lepidoptera are termed as moths. The earliest butterfly fossils date back to the Eocene era, between 40 – 50 million years ago. These types of insects show polymorphism, mimicry and aposematism. There are some species that travel great distances. Monarch butterfly is one of them. Few species are thought to have been evolved symbiotic and sponging relationships. There are some that are considered as pests since they tend to damage domestic crops and trees in their larva stage. On the contrary, some species become the reason for plants pollination as they eat harmful insects. These butterflies are referred to as Harvesters. Culturally, butterfly has gathered a huge attention in the field of visual and literary arts. Fascinating Butterfly Facts For Kids There is a false stipulation regarding the butterflies lifespan in that the insect has a shorter lifespan. Conversely, they are capable to survive from a week to almost a year. Most species exhibit long larval life phases while others can remain inactive in their pupal or egg phases and thus live on winters. They may have one or more than one broods each year. The number of generations each year differs from mild to the tropical regions with the later displaying a trend towards multivoltinism. There is a hard-ridged external layer known as chorion which shields the butterflies’ eggs. This is creased with a slim wax-coating that stops the egg from drying out before the larva has had time to fully mature. There are numerous small funnel-shaped openings at one end known as micropyles; the rationale of these cracks is to enable sperm to come in and fertilize the egg. There is a significant size difference in the moth eggs and butterfly eggs, with the shared characteristics of spherical or ovate. These eggs are well set to a leaf together with unusual glue which toughens quickly. It shrinks with the toughness and thereby deforming the egg’s shape. You can easily see this glue orbiting the base of each egg developing meniscus. However, the nature of this glue is not known and is a proper subject for research. Pupa produces the same glue to shield the setae of the cremaster. It becomes too difficult to separate this glue since it’s really hard. Eggs are just about perpetually laid on plants. Each butterfly species has its own hostplant range. While few species are limited to specific plants, others rely on series of plant species, frequently including members of a shared family. In general, the egg phase lasts for couple of weeks but eggs laid near winter, undergo a resting phase and hatching is mostly takes place in spring. These species are generally northern species for example, Mourning Cloak, Large Tortoiseshell, and Small Tortoiseshell butterflies. Caterpillars \| Butterfly Facts For Kids Caterpillars and butterfly larvae spend most of their time devouring food. Nearly all caterpillars are considered to be herbivores, with few species such as Liphyra brassolis and Spalgis epius rely on insets for their daily consumption. Few larvae, particularly those befalling under Lycaenidae develop mutul associations with ants. The communication takes place through vibrations that are emitted with the help of substrate and using chemical signals. The ants, up to some extent, protect these larvae and indeed they collect honeydew secretions. Caterpillars develop through a succession of phases known as instars. The larvae go through the process called apolysis near the end of each instar, in which a hard external layer (cuticle) made of a mixture of chitin and concentrated proteins, is discharged from the softer epidermis underneath, and the epidermis begins to develop a new citicle underneath. Butterfly and caterpillars share few common characteristics and traits in that both have three pairs of true legs from the thoracic sections and up to 6 pairs of prologs appearing from the abdominal parts. There are rings with tiny hooks on the prologs known as crochets that assist them grip the substrate. Few caterpillar species are capable to magnify parts of their head to appear snake-like. Several have bogus eye-spots to improve this effect. There are some species that have special structures known as osmeteria which are everted to give rise to smelly chemicals. Host plants are actually poisonous and caterpillars are capable to sequester these substances and hang on to their adult stage. Wing Development \| Butterfly Facts At the larvae stage, wings are not noticeable but when larvae are scrutinized, small developing wing disks can be visible on the second and third segments of thoracic, instead of spiracles that are obvious on abdominal segments. Wing disks form in association with a trachea that sprints in the line of the wing’s base, and are orbited by a slim peripodial membrane. These wing disks are too small until the last larval instar, when they enhance significantly in size, are marched into by branching trachea from the wing base that pave the way for the wing vein formation, and begin to form patterns linked to the numerous landmarks of the wing. After the larva is completely matured, hormones begin to emerge. Prothoraicicotropic hormone (PTTH). At this point, larvae do not feed rather it moves around in pursuit of an appropriate pupation site, often the underside of a leaf. The larva then alters into pupa by attaching itself to a substrate and moulting for the first time. The pupa cannot move, although some species are capable to move the abdominal segments or give rise to the sounds to shock potential predators. Butterfly Facts \| Morphology Butterflies are portrayed by their scale-covered wings. It’s the minute scales that generates the coloration of butterfly wings. These scales are colored with melanis that produce them blacks and browns; the blue, reds, greens and iridescence are generally created not by pigments but the microstructure of the scales. Mature butterflies comprise of four wings: a forewing and the hindwing on both sides of the body. The body is classified into three sentions: thorax, the head, and the abdomen. They have two compound eyes, proboscis, and antennae. What Do Butterflies Eat \| Butterfly Facts about its Diet These insects predominantly feed on flowers nectar. Some species also draw nourishment from pollen, rotting fruit, dung, tree sap, decaying flesh, and dissolved materials in wet sand and dirt. Butterflies play pivotal environmental role in that they act as pollinators of plants although in general they do not take too much pollen load as bees. Butterflies are known to move pollen over vast distances. When matured, these insects make use of liquids which are swallowed through proboscis. They taste water from soggy blotches for hydration and feed on nectar from flowers, from which they attain sugars for energy and sodium and other minerals important for reproduction. Butterflies require a great quantity of sodium than the amount provided by the nectar and are appealed to sodium in salt; they seldom land on people, fascinated by the salt in human sweat. There are some species that rely on rotting fruit and carcasses to acquire minerals and nutrients. In several species, the mud-puddling behavior limited to the males, research have shown that the nutrients gathered may be offered as a nuptial gift together with the spermatophore, whilst mating. With the help of their antennae, they sense the air for wind and scents. The antennae come in a variety of colors and shapes; the hesperids have a sharped hook or angle to the antennae, while many other families display knobbed antennae. The antennae are thoroughly shielded with the sensory organs known as sensillae. As compared to humans, these insects have 200 time’s greater sense of taste. It’s the chemoreceptors (on the feet) that are used to identify whether the egg-laying insect’s offspring will be able to feed on a leaf before eggs are laid on it. Several species employ chemical signals (pheromones) and concentrated scent scales and other structures are formed in few butterflies. Butterflies have a better visionary sense in that many species are susceptible to the ultraviolet spectrum. Color vision may be prevalent but has been displayed in only a few species. Some species are strong migratory insects in that they are skilled enough to cover wide distances. Monarch butterfly is one of these. The butterfly migration takes place during daytime since they use to adjust themselves. They also distinguish polarized light and use it for direction when the sun is out of sight. Several species sustain territories and aggressively pursue other species or individuals that may wander away into them. Some butterflies will stretch out on selected perches. Butterfly Flight \| Butterfly Facts For Kids Butterfly employs diversity of aerodynamic mechanisms to produce force. Like other insect members, the lift produced by these species is more than what can be accounted for by steady-state, non-transitory aerodynamics. The different aerodynamic mechanisms include vortices at the wing edge, wake capture, clap-and-fling, Weis-Fogh and rotational mechanisms. They are also capable to alter from one mode to the other. Most species are known to cover great distances. One of the most well-known species is called Monarch butterfly from Mexico to Southern Canada and northern America, a distance of about 4,000 – 4,800 km (2,500 – 3,000 miles). Other species include Danaine butterfly and Painted Lady. Amazing migrations is particularly observed during the monsoon season in peninsular India. They navigate with the help of time compensated sun compasses. They can observe polarized light and so adjust even in cloudy conditions. The studies revealed that nearly all migratory butterflies are those that are endemic to semi-arid regions where short breeding seasons are common.
IELTS Writing Task 1: Question Today’s example of a process diagram is just for fun. It’s unlikely that you would be asked to describe a process this difficult in the real test! The illustration below shows the process of tying a bow tie. Write a report explaining to a university lecturer how to tie his bow tie. Write at least 150 words. IELTS Writing Task 1: Model Answer The diagram illustrates how to knot a bow tie in eight stages. To begin with, the tie should be placed around the neck, with one end slightly longer than the other. Then place the longer end over the other and pass it upwards and behind the point where the two ends cross. Next, take the other end of the tie and bend it twice to form an ‘S’ shape. Bring the longer end down and in front, so that it holds the ‘S’ curve in place. Now comes the trickiest part of the process. Take the long end of the tie and form a similar ‘S’ shape before passing it through the narrow gap behind the other end. This creates a knot and the bow should now be held securely in place. Finally, adjust both sides of the bow to make it symmetrical and prepare to be the envy of your friends. (152 words, IELTS 9.0) Why does this Task 1 answer get an IELTS Band 9 score? Task achievement: The model answer fully satisfies all requirements of the task by describing each stage in the process. Coherence and cohesion: The model answer uses a range of sequencing expressions to describe the order in which the actions should be carried out. The answer is divided into several paragraphs for ease of understanding, with the inclusion of a general sentence – Now comes the trickiest part of the process – to aid coherence. Lexical resource: A range of appropriate vocabulary is introduced, including action verbs such as knot, bend, pass and adjust. Grammatical range and accuracy: The correct forms – imperatives, modals – are used to give instructions. Sentence patterns vary and are always grammatically accurate. As I mentioned in my introduction above, this IELTS Writing Task 1 question is not entirely serious. It would be quite shocking to have to describe a process like this one in the real exam. It does illustrate a serious point though. Almost every diagram in IELTS Writing Task 1 contains some vocabulary in the form of labels. The vocabulary is there to help you, not to make the task more complex. So be grateful for all those labels! Would you like me to check your IELTS writing answers and give you expert feedback based on the official scoring criteria? My online IELTS Writing Practice Test will show you how to improve by a whole band score in just two days. Read more.
The US Fish & Wildlife Service recently determined that the Pacific Walrus is threatened enough to warrant protection under the Endangered Species Act. A backlog of vulnerable species is delaying the walrus' addition to the list, however, as there are more threatened animals in need of the law. Climate change is believed to be causing the walruses their recent strife, as they depend on drifting sea ice to rear their young. The Pacific Walrus, along with other animals considered in need of the Endangered Species Act, will have its status reviewed annually to raise the importance of the conservation efforts, if necessary. The Marine Mammal Protection Act currently offers the walruses some protection, as hunting, moving, and selling of walrus or walrus parts is illegal. The walrus is a member of the pinniped family, being closely related to seals and sea lions. Pacific Walruses can weigh up to 4,400 pounds and are known for collecting into tremendous groups, numbering in the tens of thousands. They are easy to distinguish by their large tusks and "whiskers," which are filled with nerves, making them useful for tactile detection. These "whiskers" (officially called vibrissae) may be especially useful in collecting their favorite food, clams, although their method varies from Lewis Carroll's "The Walrus and the Carpenter." Aside from the recent climate changes, walruses numbers have been decreasing for centuries. Arctic hunters have treasured their meat and blubber for food and their ivory tusks for decoration. Walrus harvesting is now regulated throughout its habitat, restricted to only a few thousand a year, but tribal people are oftentimes still able to hunt for sustenance. It has been proposed that the current levels of harvesting are unsustainable, especially in combination with climate change.
Most parents understand the importance of reading with children when they are young.But how can you make sure your child truly understands what they are reading? They may be able to read all of the words out loud but they may struggle with actually understanding what is happening in the story or being conveyed in an informational text. For children to develop true reading comprehension skills, they need to practice these skills over and over again with support. In honor of Read Across America Week, we reached out to University of Michigan Professor and Parent Toolkit expert Nell Duke to learn more about what parents can do to support their children’s reading comprehension skills. Read a Range of Texts While you may be used to reading fiction and fairytales with your children, Duke explains that it is important to read a variety of different types of texts with them. Nonfiction books, or books about real life, are also important to building your child’s comprehension skills. Books about space, history or dinosaurs can expose children to a lot of new information while also capturing their imaginations. But don’t just stop at nonfiction or factual based books. Try introducing your children to poetry, newspapers or even activities that require them to follow along with directions, like cooking books. Anytime your child has to read instructions and follow them in order to create something, they are strengthening their comprehension skills. Try a book on origami for kids who are into arts and crafts instead of cooking. Reading isn’t the only way to strengthen your child’s comprehension skills. Try telling stories to your child about your past or events that are coming up. Stories that start with, “Let me tell you a story from when I was your age…” are a great way at building comprehension. When you start telling a story about your youth, you don’t usually include every single detail for your audience, which leaves aspects of the story unsaid. It will be up to your children to fill in the blanks in their head. Filling in those details is called inferring. It’s a process that develops over time and can build simply by listening to stories that you share with your children. Keep Reading with Kids Duke says parents should continue to read with children throughout elementary school. You may think it’s better to let kids read alone once they have learned to read. But research has shown that what children can read on their own is actually below what they can understand when they are read to. Reading out loud exposes children to more complicated words and vocabulary as well as different literary and informational structures. According to Duke, the average child’s independent reading level does not catch up to their comprehension level until about middle school. Read Deeply in One Area If your child doesn’t like to read a variety of topics, don’t worry! Mastering one subject area could be beneficial for your child. A recent study of school children compared kids that had read 6 books on 6 different topics to children that read 6 books about the same topic. The children that read books about the same topic had developed stronger vocabulary and comprehension skills. Duke believes that it is important for parents to support their children’s interests and provide a variety of different texts on those topics. While you might be sick of reading about frogs for what feels like the hundredth time, different books offer an opportunity to talk to your child about the similarities and differences between the information in the books. It also offers the opportunity to compare different versions of the same story, like Cinderella, or different texts that offer divergent explanations for why historical events happened, like the extinction of the dinosaurs. Even if your child has already read a book, it is worth reading it again. The second or third time through a book, children will pick up subtleties that they may have missed the first time around. A great time to reread a book is after watching a movie based on the same story. Reading through the book again allows your child to determine some of the similarities and differences between the film and the story. Read Books Related to Upcoming Events Try to read books that are related to upcoming events or holiday celebrations. If your family is planning on taking a trip in the near future, read through a travel book related to the destination or a story that may be related to a famous historical location you will pass along the way. Duke believes that it is always important to connect books to things that are going on in kids’ lives. The book will not only help get kids excited about their upcoming adventure, but will also help to build their vocabulary. When you return from the trip, reread the same book and talk with your child about how it relates to their experience. Children learn and master more vocabulary from rereading books than from reading a new book each time. As you are reading aloud with your child, talk to him about what you are reading. Ask questions that take more than one word to answer. This will begin a longer discussion and make your child explain his ideas. Instead of, “What was the name of his friend?” or “What color was his shirt?” ask “Why was that character feeling that way?” Not only does this build understanding of the book, it will also build vocabulary skills. Focusing on reading comprehension is important for parents and anyone that reads with children. Most state tests measure reading comprehension, testing a child’s ability to make meaning out of what they are reading. Clues to whether your child’s comprehension skills are growing include whether or not they enjoy reading, they talk about what they are reading, and they start to make connections from one book to another.
Cheese is undeniably a favorite food around the world, and it appears that it was also vital for ancient humans. On a coast in Croatia, scientists have discovered animal-shaped pots belonging to humans that lived 7,200 years ago. Those pots, writes the study published in Plos One, contained traces of the oldest Cheese in the Mediterranean area. The article was published on 5 September, and the team leader Ph.D. Sarah B. McClure (Penn State associate professor of anthropology), revealed the results of analysis on those pots. Traces of cheese showed that these pots were mainly used for this type of food, meaning that it was vital for the humans’ survival. Previous studies in that area and analysis of pottery found that the people that lived there stored milk for at least 7,700 years, but this finding shows that Neolithic people knew how to make cheese from milk, explained McClure: “This pushes back cheese-making by 4,000 years.” Making cheese was important because it was highly nutritional. And if the lactose-intolerant people couldn’t drink the milk, soft cheese and yogurt made dairy easier to be digested, added McClure: “Despite the prevalence of lactose-intolerance among ancient farmers, milk could be consumed by young children, while fermentation and cheese production allowed adults to digest dairy products and benefit from their significant nutritional advantages.” The team found many details from investigating the four types of pots used to store and make cheese. They scanned for carbon isotopes on the inside of these pots and discovered fats derived from cheese trapped in the inner surface of the rhyta, curvy, footed bowls (- that looked like animals or humans): “We set out to look for food residues, thinking that we would find milk given other research in the region. But we were surprised to find evidence of cheese, as well as milk in specialized vessels.” Further studies on the bowls found that these people ate “a firm cheese, likely like a farmer’s cheese or feta.” The team explains in the paper that cheese opened up opportunities for the Neolithic people to migrate into Europe: “We suggest that milk and cheese production among Europe’s early farmers reduced infant mortality and helped stimulate demographic shifts that propelled farming communities to expand to northern latitudes.” Rex Austinwas born and raised in Thunder Bay Ontario on the shores of Lake Superior. Apart from running his own podcast (Ice Fishing And Other “Cool” Things), he spends his time canoeing and backpacking in Northern Ontario.. As a journalist Rex has published stories for Global News (Thunder Bay) we well as Buzz Feed and Joystiq. As a contributor to Great Lakes Ledger, Rex most covers science and health stories. Contact Rexhere
Chikungunya virus is transmitted to people through the bite of a mosquito infected. The most typical symptoms of infection include joint pain and fever. Other signs could consist of muscle pain, headache, joint swelling, or the appearance of a rash. The outbreaks have been reported in Africa, the Americas, Asia, Europe, the Caribbean, Indian, and Pacific Oceans. There is a possibility that the virus will spread to areas not affected by infected travelers. There is no vaccine or treatment for the Chikungunya-like virus. Travelers can safeguard themselves by avoiding bites from mosquitoes. If you are traveling to countries with Chikungunya virus repellents, wear long-sleeved shirts and pants, remain in rooms equipped with air conditioning, or have screens on windows and doors. Chikungunya virus is part of the family of Togaviridae, also known as genus Alphavirus. Alphavirus infections may result in neuroinvasive or arthralgic diseases. Other important medically relevant alphaviruses throughout the Americas include the eastern equine encephalitis virus (neuroinvasive) and the Mayaro virus (arthralgic). Chikungunya virus is a one-stranded positive-sense RNA genome. Its particles form wrapped in icosahedral capsids, which are 60-70 millimeters. Origin of Chikungunya Virus Chikungunya outbreaks first became known throughout Africa, Asia, Europe, and islands located in islands in the Indian and Pacific oceans. The first instance of Chikungunya occurring in the Americas was in 2013 on islands located in the Caribbean. Since then, over 1.7 million cases suspected of Chikungunya have been reported throughout The Caribbean islands, Latin American countries, and the United States. Canada, along with Mexico, also have confirmed cases of infection. If you wish to check Chikungunya virus in the United States - Before 2006, the chikungunya virus was not often detected within U.S. travelers. - Between 2006 and 2013, studies revealed an average of 28 individuals each calendar year within the United States with positive tests for the recent chikungunya virus (range 5-65 people per year). They were all travelers who were returned to the United States from affected areas in Asia, Africa, or the Indian Ocean. - In the last quarter of 2013, the first local transmission of the chikungunya virus within the Americas was detected within Caribbean states and territories. Local information indicates that mosquitoes living in the region have been affected by the virus and have spread it to others. - Since 2014, chikungunya disease cases have been discovered in U.S. travelers returning from affected regions within the Americas. Local transmission was detected throughout Florida, Texas, Puerto Rico, and the U.S. Virgin Islands. - Chikungunya virus disease was declared an officially recognized condition in the year 2015. The cases have been submitted to CDC by local and state health departments using the standard case definitions. Should you be concerned? Most people fully recover, and symptoms disappear within three to 10 days. Some people experience joint pain that can persist for months or years. The risk of death due to Chikungunya-related complications is exceptionally uncommon; however, this virus can trigger severe issues, mainly for older adults with other chronic diseases. Patients who have had a previous infection are susceptible to being protected against the possibility of acquiring another infection. If you’re going to an area with known Chikungunya outbreaks, you should be aware of the precautions. Since Chikungunya can’t be transmissible from one person to another, preventive measures focus on preventing mosquitoes from being infected. Make use of insect repellents that contain picaridin or DEET, wear long sleeves and pants and keep your feet inside or in protected areas whenever possible. If you’re an older person or suffer from conditions like heart disease or diabetes are at a higher chance of developing severe illness. Beware of traveling to areas where there are continuous chikungunya outbreaks. When to consult a Doctor? Visit your physician if you believe that you or a member of your family might have Chikungunya. It’s vital if you’ve recently traveled to a region where there’s an active outbreak. The doctor may recommend tests on your blood to determine if you have Chikungunya and other related illnesses. If you’re suffering from Chikungunya, staying away from new mosquito bites can help stop the spread of the virus. Symptoms of Chikungunya - The majority of people infected by chikungunya viruses will experience various symptoms. - Symptoms typically begin 3-7 days after a mosquito bite you. - The most commonly reported symptoms are joint pain. The severity of joint pain is same like that of Rheumatoid Arthritis. - Other signs could include muscle pain, headache, joint swelling, and rash. - Death from Chikungunya is rare. - The majority of patients feel better after one week. However, joint pain may be debilitating and severe and last for months. - The people at risk of more severe diseases are infants affected at birth, elderly individuals (>=65 years), and those suffering from medical conditions like diabetes, high blood pressure, or heart disease. - Once infected, the person is more likely to be safe against future infections. Diagnosis of Chikungunya Visit your physician when you’ve visited the area where Chikungunya has been present, and you have the symptoms mentioned above. Inform your doctor about the time and where you went. Your doctor may request blood tests to check for Chikungunya or other viruses similar to Dengue or Zika. Treatment of Chikungunya No vaccine can prevent the disease or treat Chikungunya. The symptoms to treat: - Take a good night’s rest. - Drink fluids to prevent dehydration. - Use medicines such as Acetaminophen (Tylenol(r)) and paracetamol for reducing discomfort and fever. - Avoid taking aspirin or any other non-steroidal anti-inflammatory drugs (NSAIDS) up to the point that dengue is eliminated to lower the chance for bleeding. - If you’re taking medication for a medical issue, speak to your healthcare professional before using any additional drugs. - If you’re suffering from Chikungunya, be sure to avoid mosquito bites for the first week following the illness. - Within the first day of the illness, Chikungunya disease is found in the blood. The virus is transmitted from an affected person to the mosquito by bites. - An infected mosquito could then transmit the virus to people around them. Transmission of Chikungunya Chikungunya virus is transmitted to humans by biting a mosquito infected, mostly Aedes aegypti and Aedes albopictus. The human body is the primary host of the virus during times of epidemic. Mosquitoes contract the virus by feeding on an individual already suffering from the virus. Chikungunya virus transmission via blood virus is possible. Cases have been reported among the laboratory personnel who handle blood contaminated with the virus and a healthcare professional who draws blood from an infected patient. In utero transmissions that are rare have been reported, mainly in the first trimester. The transmission of the virus during pregnancy was also observed in cases where the mother was ill at the time of the birth. Chikungunya virus has not been detected in breast milk, and there has been no evidence yet of infants getting chikungunya virus through breastfeeding. Since breastfeeding’s benefits may exceed the risk for chikungunya virus infection among infants breastfeeding and mothers, it is recommended to breastfeed, even those suffering from chikungunya virus or residing in an area of ongoing virus transmission. The possibility of someone transmitting the Chikungunya virus through bites of a mosquito or via blood is most significant when the person is infected within the first week after an illness. Beware of getting sick from Chikungunya by stopping insect bites. Prevention of Chikungunya Virus Bites of a mosquito infected can spread the chikungunya virus—the mosquito bites during the day and at night. There isn’t a vaccine to protect against chikungunya viruses. The best method to avoid Chikungunya is to shield yourself from bites by mosquitoes. Apply insect repellent, wear long-sleeved pants and shirts as well as treat your gear and clothing and make sure you keep mosquitoes out of your home and garden. Lower Your Risk for Mosquito Bites - If you’re heading to an area with an outbreak, there are a few steps to reduce the chance of getting at risk of being bitten by mosquitoes. - Long sleeves are a must. Wear pants and long sleeves. - You can stay in areas that are screened in or inside where there’s air cooling. - If you’re in a location that doesn’t have cooling or a screen on the windows, be sure that there’s a mosquito screen over your mattress. - If you are outside in the sun with no sleeves, you should wear the repellent for mosquitoes that contains DEET. If you must apply sunscreen, put it on first. - Do not flush out any water standing in containers for flowers in your hotel or homeroom. - If you’ve experienced Chikungunya previously, it’s unlikely that you’ll be bitten the next time around.
Search Within Results Common Core: Standard Common Core: ELA Common Core: Math Topic: Common Core Learning Standards No Results Found Your search did not match any content. Some suggestions: - Double check your spelling. - Try searching for an item that is less specific. You can always narrow your search results later. - Try searching with fewer keywords.
Most of the time, this worksheet is done by children and students at school. They will get a word search game in a language class or, if they are part of the religious community, they do this in Sunday School. They are also free to do the worksheet at home guided by their parents. They can do it on their desks or in the living room while waiting for the Christmas cookies. Of course, the adults; can be the teacher or parents. Why adults? Because they already know the use of worksheets in learning activities from their observations on the students in the entire activity. From there, the adults can design the prompts for their activity where they can improve their knowledge about Christmas and reading skills. Adults already know the grading and the kinds of prizes will be given to the children who have done it well. Therefore, worksheets should be effective to align with the teacher’s or parents’ objectives. Adults must pay attention to the content as well. It must be informative enough and students will get the advantages from the worksheets. They will, of course, learn a lot of things from worksheet activity because each activity has its specific theme like Christmas. For example, the worksheet can be about the tradition of Christmas in the world. In the worksheet, they have to fill in or find the words related to Christmas and tradition, such as Christmas carols, Christmas foods, and figures of Christmas. Thus, they will learn about the outside world, creativity from drawing and writing, and even critical thinking from reading new discoveries. Yes, they do, especially those who want to take a language proficiency examination. Learning new vocabulary also allows students to learn a new culture. For instance, in America, Christmas is celebrated in winter. That's why we see a lot of Snowman, Gingerbread man, snowflakes, and Santa Claus as the Christmas figures. Moreover, it helps students to think logically and have the ability to persuade others in a more rich choice of words. It will be easier to move on to the other subjects such as grammar, writing, reading, and speaking. They take the class for their language proficiency, don’t they? And would it be fun to learn a new culture, history, and different aspects of words?
The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features a set of primary documents designed for groups of students with a range of reading skills. This curriculum teaches students how to investigate historical questions by employing reading strategies such as sourcing, contextualizing, corroborating, and close reading. Instead of memorizing historical facts, students evaluate the trustworthiness of multiple perspectives on historical issues and learn to make historical claims backed by documentary evidence. To learn more about how to use Reading Like a Historian lessons, watch these videos about how teachers use these materials in their classrooms.
Why learn about the religious and reform movements of the mid-19th century? The mid-nineteenth century was a period of immense economic, political, demographic, social, and territorial change in the United States which radically altered how Americans thought about themselves, their communities, and the rapidly expanding nation. It was a period of great optimism, with the possibilities of self-governance infusing everything from religion to politics. Yet it was also a period of great conflict, as the benefits of industrialization and democratization split along increasingly uneven lines of gender, race, and class. Westward expansion distanced urban dwellers from frontier settlers more than ever before, both physically and socially, even as the technological innovations of industrialization—like the telegraph and railroads—offered exciting new ways to maintain communication. The spread of democracy opened voting to nearly all White men, but urbanization and a dramatic influx of European immigration increased social tensions and class divides. Americans looked at these changes with a mixture of enthusiasm and suspicion, wondering how the fabric of the new nation would hold up to emerging social challenges. Increasingly, many people turned to the increasingly popular spiritual revival and social reform movements to help understand and manage the various transformations. Reacting to the rational secularism of the eighteenth-century Enlightenment, the religious revivals of the Second Great Awakening reignited Protestant spirituality and developed a uniquely American brand of Christianity. The revivals incorporated worshippers into an expansive religious community that crisscrossed all regions of the United States and armed them with a potent evangelical mission. Many emerged from these religious revivals with a conviction that human society could be transformed into a more “heavenly” ideal. These revivalists connected their spiritual networks to rapidly developing social reform networks that sought to alleviate social ills and eradicate moral vice. Tackling numerous issues, including alcoholism, slavery, and the inequality of women, reformers worked tirelessly to remake the world around them. While not all these initiatives were successful, the zeal for reform and the spiritual rejuvenation that inspired it were key facets of antebellum life and society.
Cisticolas (pronounced sis-TIC-olas) are a genus of very small insectivorous birds formerly classified in the Old World warbler family Sylviidae, but now usually considered to be in the separate family Cisticolidae, along with other southern warbler genera. They are believed to be quite closely related to the swallows and martins, the bulbuls and the white-eyes. The genus contains about 45 species, of which only two are not found in Africa: one in Madagascar and the other from Asia to Australasia. Their generic name, Cisticola, means inhabitant (-cola) of a woven basket (cista-), referring to the finely woven nest of the Zitting Cisticola, the most widespread species. They are also sometimes called fantail-warblers due to their habit of conspicuously flicking their tails, or tailor-birds because of their nests. Range and habitat Cisticolas are widespread through the Old World's tropical and sub-tropical regions. Africa, which is home to almost all species, is the most likely ancestral home of the group. Cisticolas are usually non-migratory with most species attached to and often distinguishable by their habitats. A variety of open habitats are occupied. These include wetlands, moist or drier grasslands, open or rocky mountain slopes, and human-modified habitats such as road verges, cultivation, weedy areas or pasture. The species preferring wetlands can be found at the edges of mangrove, or in papyrus, common reed, or typha swamps. Cisticolas are generally quite common within what remains of their preferred habitats. The Zitting Cisticola (or Fan-tailed Warbler) is widespread throughout the tropics and even breeds in southern Europe. It has occurred on a few occasions as a vagrant to England. Appearance and habits Because of their small size (about 10 cm) and brown plumage, they are more easily heard than seen. The similar plumage of many species can make them hard to identify, particularly in winter when they seldom emerge from their grasses. Many African species, in particular, are difficult to distinguish other than by their calls. Thirteen species are named for their calls, from "Singing" and "Chirping" to "Bubbling" and "Siffling". Male cisticolas are polygamous. The female builds a discreet nest deep in the grasses, often binding living leaves into the soft fabric of felted plant down, cobweb, and grass: a cup shape for the Zitting Cisticola with a canopy of tied-together leaves or grasses overhead for camouflage, a full dome for the Golden-headed Cisticola. The average clutch is about 4 eggs, which take about 2 weeks to hatch. The Parasitic Weaver is a specialist parasite of cisticolas and prinias. In summer, male cisticolas of smaller species make spectacular display flights while larger species perch in prominent places to sing lustily. Despite his size and well-camouflaged, brown-streaked plumage, the male Golden-headed Cisticola of Australia and southern Asia produces a small, brilliant splash of golden-yellow colour in the dappled sunlight of a reed bed. - Barlow, Wacher and Disley, Birds of The Gambia ISBN 1-873403-32-1 - Mullarney, Svensson, Zetterstrom and Grant, Collins Bird Guide ISBN 0-00-219728-6 - Nguembock B.; Fjeldsa J.; Tillier A.; Pasquet E. (2007): A phylogeny for the Cisticolidae (Aves: Passeriformes) based on nuclear and mitochondrial DNA sequence data, and a re-interpretation of a unique nest-building specialization. Molecular Phylogenetics and Evolution 42: 272-286. Copyright: Wikipedia. This article is licensed under the GNU Free Documentation License. It uses material from Please Note: The articles or images on this page are the sole property of the authors or photographers. Please contact them directly with respect to any copyright or licensing questions. Thank you.
We teach our students the basics of Airport Engineering including design principles for airside and landside facilities. The most important airside facility is the runway and there are several factors affecting the determination of runway configuration and orientation. Even for single runways, these factors are critical in order to ensure safe and efficient operations. Factors affecting runway configuration and orientation include: 1) Wind – the direction and magnitude of the wind is critical for aircraft as headwinds help generate the lift required for taking-off and cushioning landings. Headwinds will tend to shorten runway length requirements due to this assistance with lift while tailwinds will tend to increase runway length requirements. Cross winds are undesirable as they may cause aircraft to roll or stall. A useful tool for establishing wind behavior (e.g., directions and speeds) is a wind rose, which requires many years of data on wind speeds along different directions to establish the best orientation for a runway. The wind rose pretty much looks like a spider graph overlaid unto a compass, illustrating along which directions the winds are strongest. Wind roses may also be constructed according to the times of the year to account for seasonality in the information. 2) Neighboring airports and airways – one can just imagine the nightmarish situations faced daily by air traffic controllers in New York where there are several major airports not just in that city but in nearby metropolitan areas as well such as New Jersey, Philadelphia and Washington, D.C. where hundreds of flights converge in what is very limited airspace. Thus, air traffic controllers would have to be mindful of the shared air space among planes operating out of the different airports in providing guidance to pilots taking off or maneuvering for a landing. 3) Obstructions – these refer to possible obstructions around the airport and particularly along the flight paths of aircraft and imaginary surfaces are drawn with respect to the proposed runway configuration to determine the height restrictions for structures and other features around the airport. These imaginary surfaces include the projection of aircraft approaches from either end of a runway (or runways) that logically should be free from any obstructions. Cities are required to strictly enforce land use regulations around an airport to ensure safety. 4) Topography – the presence of mountains or bodies of water will influence how an airport will be laid out including considerations for future development or expansion. In many cases, mountains will influence other factors such as wind and obstructions. In certain areas, airports are built over plateaus, thereby restricting development options from the start. Examples of these in the Philippines are Baguio’s and Cagayan De Oro’s airports that are also affected by fog, adding to the challenges (and hazards) faced by pilots. 5) Restricted areas – there are certain “no fly” zones in cities such as the airspace directly above sensitive areas or buildings like military camps or the official residences of heads of state/government (e.g., Malacanang, the White House, etc.) are enforced as a matter of security. 6) Bird hazards – there have been an increasing incidence of bird strikes reported in the local news with many attributed to the increase in numbers of migratory birds. These pose hazards to aircraft (even the large jetliners) as the birds can get sucked by their engines resulting to damage to the propellers or fan jets. As such, many airports employ staff to ward off birds or use devices to disperse them. These efforts, however, are limited to the airport grounds. Beyond the airport, birds, particularly those in protected areas may still pose dangers to aircraft should the areas be along the aircraft flight paths. 7) Control tower visibility – air traffic control provides guidance for aircraft operations whether they be on the ground or in the air. While there are modern, hi-tech instruments available in most large or major airports, safety and guidance is greatly enhanced with the tower visibility to pilots (and vice versa). 8) Jet blast and wing tip vortices – aircraft take-offs and landings are regulated not just in terms of who has priority over the other (e.g., landing aircraft typically have the “right of way” over those waiting to take off) but also to give some headway in order to allow for the dissipation of turbulence generated by aircraft operations. This may be especially important in cases where there are multiple runways including intersecting configurations where aircraft may cross flight paths. 9) Runway length – the required length of runway may be dependent on the types or models of aircraft that intend to use it. Larger aircraft will require longer runways with the Boeing 747s requiring about 2 kilometers for take-offs under various conditions. Smaller aircraft, of course, will require shorter runways and typical airstrips for 2-seater or 4-seater aircraft can be less than a kilometer long. 10) Environmental factors – aircraft operations inevitably lead to pollution including the emissions and noise they generate. As such, land uses around airports should be planned accordingly in order to reduce issues pertaining to noise and air quality. Unfortunately, land use regulation in Philippine cities are not strictly enforced and so there will always be developments that are incompatible with airports with ironies when communities developed after the airport complain of noise and air pollution.
Anglo-Saxons, Gaels and Scandinavians: the peopling of Scotland The map depicts the area of northern Britain that is now Scotland. In the early middle ages, this area was inhabited by peoples of a number of different backgrounds - Gaels, Britons, Picts and Anglo-Saxons. A fifth group, Scandinavians, would become a presence in the far north from the eighth century. (Map courtesy of Dr Eoghan Ahern) Northern Britain in the seventh century In the early middle ages, the area of northern Britain that is now Scotland was inhabited by peoples of a number of different backgrounds – Gaels, Britons, Picts and Anglo-Saxons. A fifth group, Scandinavians, would become a presence in the far north from the eighth century. The map in the main source shows that Northern Britain in the seventh century was home to several different groups. In the west was the Gaelic-speaking kingdom of Dál Riata, encompassing Argyll, the Inner Hebrides and Antrim in the north of Ireland. East and north of Dál Riata were the Picts. To the south-west were the Britons of Dumbarton. The Picts and Britons spoke Pictish and Cumbric, respectively – languages that had evolved from the Brittonic language spoken in Britain since the Iron Age (the closest modern-day relative of these Brittonic languages is Welsh). Finally, to the south-east was the Anglo-Saxon kingdom of Bernicia, which straddles the modern-day Scottish border. Old English, the antecedent of modern English, was spoken here. Here we discuss peoples as defined principally by the language they spoke; i.e. the Picts were those who spoke Pictish. But we must bear in mind that the language of a population can change quite easily. For instance, somebody whose grandparents spoke one language might themselves speak an entirely different one, because of invasion or political or cultural changes. Therefore, we must be careful not to make any assumptions about the ‘ethnic’ makeup of a population based on the language they spoke. The Anglo-Saxons migrated to Britain from the continent in the fifth century (see: The Anglo-Saxon invasion and the beginnings of the 'English'). The northernmost Anglo-Saxon kingdom was Bernicia—this kingdom crossed over into what is now southern Scotland. Anglo-Saxon sources, such as Bede’s Ecclesiastical History of the English People, written in 731, emphasise the Anglo-Saxon origins of Bernicia. Certainly, the ruling elite of Bede’s day were culturally Anglo-Saxon. Archaeological and place-name evidence suggests, however, that a significant part of the population were Britons. Even the name ‘Bernicia’ is Brittonic in origin. These cultural links did not stop the Bernician kings from expanding west into Brittonic territory during the seventh century, when the kingdom was at the height of its power. Migration from Ireland For many years, it was accepted that Gaelic-speaking western Scotland came into being when invaders arrived from Ireland and drove out the locals. This was based on later medieval traditions that ascribed the founding of Dál Riata to the semi-mythical ‘Sons of Eirc’, from whom all the kings of Dál Riata were descended. Modern historians are very sceptical of these kinds of medieval ‘origin stories’—which were often written centuries after the events they portray. If we cannot trust our medieval written sources, we might turn instead to archaeology, as we would expect an invasion to leave some mark on the archaeological record. However, archaeology shows that there was continuity in this region right up until the Viking Age, which suggests that there was no invasion from Ireland. According to linguistic historians, it may well be the case that Gaelic was always spoken in western Scotland. The mountain ranges of central Scotland are a significant natural frontier: it is quite likely that Gaelic developed on one side of that frontier and Pictish on the other. There is no reason, then, to think that invaders from Ireland pushed the original inhabitants from Argyll and surrounding areas. While there may not have been a significant large-scale Gaelic migration into Argyll in the early medieval period, there was certainly much movement of individuals—both between the two islands, and between Dál Riata and other regions of northern Britain. This was an era of significant cultural exchange. In the sixth and seventh centuries, many Irish people would leave their homeland in the name of Christianity—they sought to live as ‘exiles’ in foreign regions, spreading the word of God and founding monasteries. A good example of this kind of immigrant to Scotland is Columba. A native of Donegal in the north of Ireland, Columba travelled to Scotland in the 560s. He obtained from the Dalriadan king a small Hebridean island on which to found a monastery. This island monastery, called Í (now Iona), would become a centre of learning that produced the earliest literature from Scotland (written in Latin). Columba also travelled to the eastern parts of Scotland, where he is credited with converting the Picts to Christianity. Columba is the most famous example, but there were many other Christian missionaries from Ireland and from other regions. Sometime in the sixth century, for instance, a Briton called Ninian travelled north to evangelize to the southern Picts. The coming of the Vikings In the late eighth century, the Christian peoples of Britain and Ireland reacted with shock to a series of violent attacks across the two islands—the Vikings had arrived! These attacks are recorded in the Irish and Anglo-Saxon chronicles—documents, typically kept in a monastery, that recorded the important events for every year. In the 790s, the chronicles record attacks on monasteries in Northumbria and the east coast of Ireland. However, we must bear in mind that the chroniclers had their own biases: these Irish and Anglo-Saxon monks were not particularly interested in events outside of monastic communities like their own, or in events far away from them in northern Britain. There may have been many Viking attacks in the far north, or attacks on non-ecclesiastical centres, that we simply do not hear about in the sources. Where did these invaders come from? The Vikings who first attacked Lindisfarne and other monastic settlements in the late eighth century were identified in the chronicles as coming from Hörðaland in western Norway. This makes sense, geographically, as the western Norwegian coast is relatively close to the Northern Isles. This area of Norway is also where archaeologists have uncovered the most goods from Britain. At some point, Scandinavian attacks turned into Scandinavian settlement. In northern Britain, this was concentrated in the Northern Isles, the Outer Isles and parts of the northern mainland (Caithness and Sutherland). It is not clear when exactly the first Scandinavians began to settle down in the far north. It was certainly a gradual process. Archaeological evidence would seem to indicate that Scandinavian settlement only became widespread in the second half of the ninth century—this is when we find burials in a pagan, Scandinavian style. These settlers were different, then, to the Danish armies who invaded the south of Britain in the ninth century (see Making peace: Scandinavian migrants and King Alfred's 'fyrd'), though they would have spoken more or less the same language. For the far north, unfortunately, we do not have the written sources that are available for the Danes in England. The exact extent and chronology of the settlement of the far north is still debated by historians. The Scandinavianisation of the far north By about 1200 CE, most of the far north and north-west had become entirely ‘Scandinavianised’. The local population spoke Norse, and Norse place-names had replaced those which had existed before the arrival of the Vikings. But how exactly did this Scandinavianisation come about? This is a very difficult question, as we have no written sources from the far north from before the twelfth and thirteenth centuries. Historians are still debating this question and have come up with two competing explanations for the causes of the Scandinavianisation process: 1) That the invaders completely replaced the existing population. The original inhabitants were either killed or driven out. 2) That much of existing population remained. As was the case with Normans in 1066, only locals at the elite level were replaced. Those who had previously been Pictish, or Gaelic, now adapted to new identity – that of the new ruling class. They learned the new language and adopted the cultural traditions of the invading group. Although this is still a contested issue among historians, a number of points are worth noting here. Firstly, it is probable that a single model does not apply across the whole of northern Scotland. There was undoubtedly regional variation. Secondly, there are many centuries during which these regions are invisible to us in the historical record—processes of replacement or cultural adoption may have taken place over a very long period. Christianisation of the Scandinavian settlers Impact of migrations The influence of these migrations can be seen very clearly in the place-names of Scotland. In the far north, for instance, Scandinavian place-names are extremely common. In Shetland and Orkney, we still find many place-names ending in –setter or –ster, derived from the old Norse word 'setr', meaning ‘dwelling’. In the south and west, on the other hand, place-names derived from Gaelic are common. Travelling through Argyll today you will come across many place-names that begin 'Kil–' (from Gaelic cill, ‘church’). The Gaels of Dál Riata have also indirectly lent the country its name. The inhabitants of Dál Riata were called Scotti in Latin, a name previously applied by Roman writers to the inhabitants of Ireland. It is from this name that the modern name Scotland is derived. In the later middle ages, the Gaelic, Pictish and British kingdoms would merge into the kingdom of Alba, a Gaelic-speaking realm, which covered much of the same territory as modern-day Scotland. Later still, the Northern Isles and the Hebrides would be incorporated into this kingdom. The country that emerged—Scotland—had been formed by many centuries of population movement, both large-scale migrations and the movement of individuals.
How RU Travelling? is a primary school activity held for one week to: - Promote healthy behaviours including active travel to school, Crunch&Sip® break at school, vegetable consumption, and replacing screen time with physical activity. - Support teachers providing health information to families. The How RU Travelling? activity was developed for Stage 3 (Years 5 and 6) students, and offers a range of resources. Watch the video below to see how the activity works. Classroom activities and resources Did you know children who watch TV for more than two hours every day are more likely to have an unhealthy diet, less likely to eat fruit and less likely to be physically active? Check out these fact sheets on how to replace screen time and get active each day. Active travel can also have considerable health benefits for children and parents, as well as additional social and environmental benefits for communities. Active travel means walking, cycling, skateboarding or any similar transport where energy is used to travel. Using public transport usually requires walking to and from destinations (e.g. bus stops) and is therefore also considered as active travel. To learn more about active travel and for tips on how to encourage it visit, the children’s active travel page on the NSW Health website. Join our mailing list Join our mailing list to receive updates about the resource.
Ethical standards for publication exist to ensure high-quality scientific publications, public trust in scientific findings, and that people receive credit for their ideas. It is important to avoid: - Data fabrication and falsification: Data fabrication means that the researcher did not actually perform the study but instead made up data. Data falsification means that the researcher did the experiment, but then changed some of the data. Both of these practices make people distrust scientists. If the public is mistrustful of science, then it will be less willing to provide funding support. Taking the ideas and work of others without giving them credit is unfair and dishonest. Copying even from one sentence from someone else’s manuscript, or even one of your own that has previously been published, without proper citation is considered plagiarism—use your own words instead. - Multiple submissions: It is unethical to submit the same manuscript to more than one journal at the same time. Doing this wastes the time of editors and peer reviewers, and can damage the reputation of journals if published in more than one. - Redundant publications (or ‘salami’ publications): This means publishing many very similar manuscripts based on the same experiment. It can make readers less likely to pay attention to your manuscripts. - Improper author contribution or attribution: All of the listed authors must have made a significant scientific contribution to the research in the manuscript and have approved all its claims. Do not forget to list everyone who made a significant scientific contribution, including students and laboratory technicians.

Subsets and Splits

No community queries yet

The top public SQL queries from the community will appear here once available.