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The Good, the Bad, and the Ozone \|Image of the Earth and Moon taken by Galileo spacecraft. A powerful new instrument heading to space this week is expected to send back long-sought answers about greenhouse gases, atmospheric cleansers and pollutants, and the destruction and recovery of the ozone layer. Only a cubic yard in size but laden with technical wizardry, the High-Resolution Dynamic Limb Sounder (HIRDLS) will measure a slew of atmospheric chemicals at a horizontal and vertical precision unprecedented in a multi-year space instrument. Scientists at the National Center for Atmospheric Research (NCAR), University of Colorado, and University of Oxford developed HIRDLS (pronounced "hurdles") with funding from NASA and United Kingdom sources. The U.S. space agency plans to launch the 21-channel radiometer along with three other instruments aboard its Aura satellite from Vandenberg Air Force Base in California. \|Comparison of Mars, Venus and Earth in water and ozone bands, showing their clear presence on Earth uniquely. Credit: NASA Workshop, Pale Blue Dot\| HIRDLS will capture the chemistry and dynamics of four layers of the atmosphere that together span a region 8 to 80 kilometers (5 to 50 miles) above Earth’s surface: the upper troposphere, the tropopause, the stratosphere, and the mesosphere. Using infrared radiation as its yardstick, the radiometer will look through Earth’s atmosphere toward the planet’s limb, or edge. It will find and measure ten different chemical species, characterize airborne particles known as aerosols, and track thin cirrus clouds, all at a vertical resolution of half a kilometer (a third of a mile) and a horizontal resolution of 50 kilometers (30 miles). The signal-to noise ratio is one tenth that of previous detectors. "The angular resolution of the instrument’s mirror position is equivalent to seeing a dime eight miles away," says principal investigator John Gille, of NCAR and the University of Colorado. A few questions HIRDLS data will answer What are the concentrations of the primary greenhouse gases and their height in the atmosphere? The answer should reveal where Earth will warm or cool as the global climate changes. Why does the tropopause exist and what is its role in conveying gases from the troposphere into the stratosphere, especially in the tropics? Convection was once thought to be the vehicle, but scientists now know warm, rising air normally stops at the frigid, dry tropopause. Why is the stratosphere, historically dry, now getting wetter? The answer could shed light on how a changing climate is modifying the atmosphere and how those modifications could in turn feed back into our climate and weather near the ground. \|Earth today in proportions of chemical elements that are biologically significant, as measured by the departing Mars Express spacecraft, which now orbits the fourth planet from the sun Credit: ESA/Mars Express\| How much ozone is sinking from the stratosphere into the upper troposphere? The answer will help scientists separate natural ozone pollution from human-made sources and give new information on how the gas is affecting chemistry closer to the ground. Scientists also expect to see clearly for the first time the dynamic processes that cause water vapor filaments and tendrils to break off and mix with other gases in the troposphere. Good and bad ozone at different altitudes At 50 kilometers (30 miles) above the ground, ozone is good: it blocks dangerous ultraviolet radiation and prevents it from harming life and materials at ground level. At 10 kilometers (6 miles), ozone is a greenhouse gas, which is good because the natural greenhouse effect is necessary to warm the planet, but bad if the warming continues to increase at too rapid a rate. At 5 kilometers (3 miles), ozone is a source of the hydroxyl radical, which cleanses the atmosphere of pollutants. But at ground level, ozone is a primary pollutant in smog, causing respiratory problems and damaging trees and crops. Unless molecular oxygen in the atmosphere is constantly replenished by photosynthesis, it is quickly consumed in chemical reactions, in the atmosphere, on land and in seawater. So the presence of a large amount of oxygen, or its ozone proxy, in an extrasolar planet’s atmosphere would be a sign that it might host an ecosystem like present-day Earth’s. A spectroscope that might detect infrared or visible light looking back on Earth or outwards to other planets might focus mainly on four gases that are found in Earth’s atmosphere and linked to life: - Water vapor A baseline sign, indicating the presence of liquid water, a requirement of known life. - Carbon dioxide Can be created by biological and non-biological processes. Because it is necessary for photosynthesis, it would indicate the possible presence of green plants. - Methane Considered suggestive of life, it also can be made both by biological and non-biological processes. - Molecular oxygen (O2) – or its proxy, ozone (O3). The most reliable indicator of the presence of life, but still not conclusive.
We're excited to add many new Common Core-aligned science and social studies for grades 3, 4, and 5. These lessons align with existing Grade 6-12 science and social studies content for ten full levels of differentiation to meet your students at their individual levels of readiness. Struggles of a New Nation: What should citizens do when they feel their government is not acting in their best interest? In these U.S. history lessons, students explore the reasoning of the Founders of the United States. View lessons >> Electoral College: Should we continue to use the Electoral College as part of the process of electing a President in the United States? These lessons allow students to practice key discipline-specific vocabulary about elections as they build arguments about the value of the Electoral College. View lessons >> Crime Prevention: What are the benefits and possible drawbacks of various approaches to crime prevention? These lessons feature paired texts to provide students an opportunity to make arguments for and against approaches to crime prevention. View lessons >> Value: How do cultures assign value to goods and currencies? In these economics lessons, students learn about the history of currency and the relationship among different types of currency throughout time. View lessons >> Genetics: How has health care changed as a result of genetic research? These life science lessons give students an opportunity to practice key vocabulary about genetics. View lessons >> Structure and Purpose: How do the unique structures of certain types of matter make them useful for specific purposes? Each of these lessons includes both a written and a visual text for students to analyze the structures of different types of material and how they relate to the purpose of that material. View lessons >> Microorganisms: How do microorganisms in our environment impact our lives? In these lessons, students analyze both written and visual texts to understand how even tiny microorganisms can have big impacts in the world. View lessons >> Energy Policy: Which energy policy would make the United States most environmentally friendly? These lessons provide students with an opportunity to cite evidence from texts to craft an argument about which energy policy the United States should pursue. View lessons >> Claire has spent her career managing content creation of every possible sort, from print textbooks to marketing collateral to a travel blog. Having worked with major educational publishers and mobile companies, she brings project management and editorial expertise to her role at ThinkCERCA. Claire has a degree in journalism from Northwestern University and a PMP certificate from the Project Management Institute.
As we approach the 2016 presidential election, the question on everyone’s mind is who the next president will be. Your child may already have comments about some of the people they’ve seen on their television and are asking questions. It’s never too early to get your child invested in politics and to understand what is going on in the world. Along the way, you’ll be asked some common questions about the campaign. It is best to be honest and open with your children about the process. The most common will be what is voting. You can explain to older children that voting is a process where people cast a ballot to decide the next president. With younger children, you can introduce them to voting by having the family sit down and make a decision together with everyone having a say. When children ask if they can vote for the president, you can explain to them that the Constitution and the four amendments that deal with it, declare that U.S. Citizens who are 18 years or older are the only ones allowed to vote. While that means they cannot vote in the election for president, they still can have open discussion about politics. As you talk to your children about voting, make sure they understand the importance of being heard. That when they turn 18, their vote and voice counts. After all, it was largely young voters who decided who won the 2004 presidential election. When the results become neck and neck on items, it could be their vote that ultimately helps to determine a position on a proposition or who holds a particular office. You’ll also need to explain political parties to them. While it sounds exciting, it isn’t the same as a birthday party. Instead, this is a group of people who share interests that are banding together to help make decisions in the world. While there are similarities to their own parties like balloons and dancing, the focus is on making decisions. There are Democrats, Republicans, Progressives, Green Party, Libertarians, and others. As your child learns more about being president, the next logical leap is wanting to be president. You’ll need to teach them what the constitution says about being president. The only way they can run for this office is: - Being a citizen who was born in the United States. - Have lived for the past fourteen years in the United States. - Be age 35 or older. With this in mind, we need to look at the reasons why children should be involved. The first is the most obvious, freedom depends on everyone being part of the political process. When you don’t voice your opinion and allow others to make the decisions that direct your life and your rights, you give up something precious. Many laws are difficult to fight when they are put in place. The constitution is another reason to get active in the voting process. They need to know what it says and to understand that we must protect it. As soon as these rights are removed, we begin to lose pieces of our freedom. Help them to understand what it means and how the document can be amended. Next, teach them about being open minded in the political process. Explain to them that while they might want to be an “elephant” or a “donkey” there is more at stake. They need to go away from the colors, the animals and understand that the decision in a candidate should be based on the values and ideas that the candidate has. Being closed minded in an election and simply voting for the person who is part of your affiliated party is as irresponsible as not voting. Political affiliation is not something we must remain dedicated and loyal to, but our system of beliefs and our values should be. You can explain it like this. Would you like to have someone who wants to come in and rule the school and ban dessert from being served in the cafeteria, just because they were someone you knew? Or would you prefer the person who wants to keep dessert in school to run it, even though they weren’t someone you knew? The goal is to ensure that children understand how important the process is, without sacrificing their belief system in the process. There needs to be integrity, humility and a foundation for having integrity in office. That doesn’t mean they should approach politics with fear and dread, or even pressure. Instead, let them understand that it is something to be excited about and an honor. When they hear something they like, they should talk about it and share it with others. When they are confused about a topic, encourage them to ask more questions. Then make sure you explain the details in as an impartial manner as possible. After all, your children should be free to determine their own political views based on the system of beliefs they have. This is another point you need to stress with your children. Tell them they shouldn’t become parrots in the political system where they have the same views and thoughts on things. Democracy is important to all of us and being closed minded prevents us from making progress in exchange for holding firm to the opinions of others. This means they need to be willing to listen to both sides and then think about what is being said. They need to understand what is true and to understand political bias. Children must look at several sources of information and to gain a deeper understanding of what is being offered to them. Make sure they understand that it is important to ask questions and to understand. That when people disagree with our views they are not bad people, nor are they bad Americans. They just have different views of the world. It is important to encourage an open dialogue with our children and to let them explore politics with us. Just be open, honest, and understanding as they do this. That way, you can help to introduce politics into their lives in a positive manner.
A natural disaster maybe defined as a major adverse occurrence resulting from natural processes of the Earth. The severity of the disasters is measured in lives lost, economic loss, loss to the environment, like in the case of forest fires and the ability of the population for rebuilding or reconstruction. Effects of natural disasters Sometimes the loss of property affects the living spaces of people, their transportation, livelihood, and means to live, which is agriculture, communication, irrigation, power projects in both rural and urban settlements. Sometimes the natural disasters are of such huge scales, that the cost and time involved in reconstructing the infrastructure can affect the economy of the geographical region. Difference between natural and man made disasters Man-made disasters are caused due to human error or negligence. Some man-made disasters are so severe, they also set off natural disasters, like loss of the marine ecosystem, animal life, affecting or polluting water resources, destruction of natural resources. Man Made Disasters Negligence of humans Types of Disaster Oil Spilling, Nuclear bombing and testing, Terrorism, Pollution Tsunami, Floods, Droughts, Wild Fires, Earthquakes, Cyclones etc. Proper intervention, inspection education, ensuring safety measures Regular surveillance, cautionary measures like evacuation, setting up counter-disaster systems, search and rescue, provision of emergency food, shelter, medical assistance etc. Types of natural disasters Natural disasters can be classified under the following categories. Earthquakes are usually brief but maybe repetitive. They are caused by the sudden release of energy in the earth’s crust, creating seismic waves, which can cause a lot of damage both on the surface and under the surface, sometimes causing landslides. When earthquakes occur in the ocean, they cause tsunamis. 2. Avalanches and landslides: Avalanches and landslides occur in high altitudes, avalanches specifically in snowy areas and landslides on mountain and hillsides. They can be triggered by overloading of snow or surface weight, the slope angle, melting snow, rains, or water cascades, and vibrations. Sometimes, they are caused by noise as well, like thunder, or explosions, even shouting or screaming. - Sinkholes are caused by the collapse of large amounts of the earth’s surface into itself, becoming a huge gaping hole in the surface, due to the dissolution of salts, which cause the surface to become weak in places. It is a natural erosion process. It may be caused by torrential rains as well. - Sinkholes in the sea offer scuba divers exciting places to explore. - Sinkholes are also used as garbage dumping grounds, causing severe damage to groundwater. Flooding is the submerging of land not generally submerged, by the overflowing of water. The overflow may occur from a water catchment/reservoir, or from a lake or sea or any other water body. 5. Volcanic eruptions: Volcanic eruptions occur when a volcano erupts and throws out hot materials like molten rocks(lava), rocks, ash, and dust. Because lava flowing from volcanoes is so hot, it destroys as it flows. A tsunami or a tidal wave is caused by a large displacement of water, in the ocean. They are seismic waves and do not resemble any other kind of sea wave or currents or tides, which are caused by wind or the lunar cycles. They reach dangerous heights and destroy the coastlines. Japan is prone to tsunamis. 7. Cyclonic storms: Cyclones are large masses of air, that rotate, spiral around a very strong center with a low atmospheric pressure. It is called a typhoon in Northwest Pacific, a hurricane in Central America. Cyclones can cause severe destruction if they are moving at very high speed, uprooting trees and destroying buildings. They also carry storms and bring in torrential rains, which may cause flooding. Droughts are caused by lack of rainfalls and can cause severe losses to agricultural industry and communities that are dependent on rain and agriculture. Over centuries, droughts have caused several severe famines, causing thousands to die of starvation and suicides. A tornado is a rapidly rotating column of air that is in contact with both the Earth’s surface and a cumulonimbus cloud or in some rare cases cumulus cloud. Tornadoes cause severe damage uprooting as they move along at really high speed. They are also known as twisters. Wildfires or forest fires are uncontrolled fires burning in wildland areas. They can be caused by lightning or volcanic eruptions, or even human carelessness or arson. Wildfires can destroy acres of precious forests which has taken years to grow resulting in loss of both flora and fauna.
Whig Party (United States) The Whig Party was a political party of the United States. It was famous during the years of Jacksonian democracy. It is thought to be important to the Second Party System. Operating from 1833 to 1856, the party was formed opposing the policies of President Andrew Jackson and the Democratic Party. They favored a program of modernization. Their name was chosen to tell people about the American Whigs of 1776, who fought for independence. "Whig" was then a widely recognized label of choice for people who saw themselves as opposing autocratic rule. The Whig Party had national leaders as Daniel Webster, William Henry Harrison, Henry Clay of Kentucky. The Whig Party also had four war heroes among them, such as Generals Zachary Taylor and Winfield Scott. Abraham Lincoln was a Whig leader in frontier Illinois. In its over two decades of existence, the Whig Party saw two of its candidates, Harrison and Taylor, elected president. Both died in office. John Tyler became president after Harrison's death, but was thrown out from the party. Millard Fillmore, who became president after Taylor's death, was the last Whig to hold the nation's highest office. The party was ultimately destroyed by the question of whether to allow the expansion of slavery to the territories. The anti-slavery faction successfully prevented the nomination of its own incumbent President Fillmore in the 1852 presidential election. Instead, the party nominated General Winfield Scott, who was defeated. Its leaders quit politics (as Lincoln did temporarily) or changed parties. The voter base defected to the Republican Party, various coalition parties in some states, and to the Democratic Party. By the 1856 presidential election, the party had lost its ability to maintain a national coalition of effective state parties and endorsed Millard Fillmore, now of the American Party, at its last national convention. References[change \| change source] - Holt (1999), p. 231. - Holt (1999), pp. 27–30. - "Our Campaigns - US President - W Convention Race - Sep 17, 1856". www.ourcampaigns.com.
A critical essay is an academic paper that is written to analyze and understand the particular writing better. It is a subjective kind of writing where the author doesn't share their opinion with readers. The main task here is to support every argument with strong evidence from the written text. Many students are required to make this sort of paper, but most of them have no idea how to write a critical analysis essay properly. In this guide, we are going to share many useful tips on making a successful critical essay. Steps for Making a Good Critical Essay Follow these simple but very effective steps and create a successful critical essay without problems. - Make a summary of the certain text. Read a piece of literature to understand why the writer created it and define the author's viewpoint. - Analyse the text. Try to find what kind of things the author used to persuade the readers to the certain viewpoint: remember you are making the critical analysis, so your own essay should contain this information. - Write a strong thesis for the essay. Start your work with a thesis statement that will define your research and help you to understand what are you going to write about. - Cite your sources properly. When you use citations from the text without references, the teacher can blame you for plagiarism. Remember you should cite all sources correctly in your essay to avoid this problem. How to Structure My Critical Essay Properly? Before you start to write a critical essay, it is important to create a good outline. Follow our sample of the critical essay structure to make your own paper: - A hook - this is an optional step that will help to grab the audience's attention; - Background facts - you should provide your readers with some information about the piece of text you are going to analyze. Provide the audience with all the needed details to make sure they have got an idea about the chosen article or book; - Main information about the text - include here facts about the work's title, author, the purpose of writing the author made in his/her work; - Thesis statement - indicate the author's reaction to the certain work; Interpretation - this is a subjective opinion about the text included in the critical essay. You should base your own opinion only on the sources to reflect your own meaning through facts; - Discuss the organization of the paper in the critical essay; - Discuss the style of the text; - Discuss the chosen topic in your critical essay; - Discuss what this piece of text brings to the certain group of readers; Conclusion - when you have finished writing the body of your critical essay, you should restate a thesis to bring the audience to the main goal of your essay. In the conclusion, you should summarize all the arguments of your critical writing shortly and finish your essay logically. Sometimes finishing a critical essay with a rhetorical question is a great idea. A Good Critical Analysis Essay Example For many students, it is easier to create their own critical essay if they have a successful example. In this guide, we want to share with our readers a great sample of a critical essay. For many homeless people, camping is a way of life. In Scott Bransford's article "Camping for Their Lives" he delivers a refreshed perspective into the lives of today's homeless community. Bransford takes the reader into the lives of tent city residents and the events that had led them to their journey of tent living, and to bring awareness to the issue. The article is persuasive and successful at bringing awareness to its readers because of the real-life examples, tone and word choice, non-bias approach, and well-written refutations. The article begins with Bransford recalling his interview with a couple that has made their home with scraps of wood and a tarp. They live in a city dubbed as the Taco Flat, with a population of 200 people. It's assumed that the reason tent cities are among us is that of the poor economy and that it is only temporary. Tent cities have been around since as early as the 1930s, and they were commonly called Hoovervilles, in reference to the blame on President Herbert Hoover for the Great Depression. Bransford indicates that the cause of tent cities is real estate speculation and a hard social policy. There might be a factory, call center, or construction job available to struggling Americans in a better economic time. Some state official's solution to getting rid of the homeless issue is conducting raids and destroying tent city resident's personal property. Officials on Ontario, California have started formal camps for tent city residents that have many rules, which left residents feeling like prisoners. Portland, Oregon has established Dignity Village, a community where homeless people can feel safe and free, and work to keep their homes and village in good condition. Bransford thinks that other states could take a cue from Dignity Village and work on a similar solution for their states homeless issue. One of the ways that "Camping for Their Lives" is persuasive to its readers is by bringing in the real-life element. Bransford interviews residents of tent cities to get their true story. Marie and Francisco Caro "were tired of sleeping on separate beds in crowded shelters..." The Caro's situation is described as "in crisis for years, building squatter settlements as a "do or die" alternative to the places that rejected them". Frankie Lynch is a major of the Taco Flat and has been "drifting too, unable to find the construction work that use to pay his bills". Not all homeless people are homeless because they've made bad choices, or suffer from a mental illness. Melody Woolsey describes her life at an organized encampment in Ontario, California to Bransford as "it's like a prison". These real-life people and their experiences bring an emotional hook to the readers. Throughout the entire article Bransford's tone is neutral and informative. You don't hear the author's feelings when he's writing. You hear about the issue and the facts that support it. The language attracts a wide audience because it is friendly and easy going. A high-school education would be able to comprehend the article easily, since the word choice fairly simple and to the point. Bransford doesn't appear to the bias to any particular side in the article. You can definitely tell he wants to bring awareness to the homeless problem in our country but doesn't bash anyone specifically to make his article persuasive. No personal opinion is stated, and he doesn't make his article about his stand on the issue of the homeless. Bransford makes sure to lay out the facts and quotes from residents of the tent city community to bring awareness to the issue. Unlike a lot of articles today, there are no fallacies in "Camping for Their Lives". Bransford does an excellent job of keeping information accurate. When reading the article you will notice that no assumptions are made, everything is either fact, commonly known knowledge, or direct quotes from tent city residents and experts on the subject. One refutation that is in the article is "journalism, eager to prove that the country is entering the next Great Depression, blame the emergence of these shantytowns on the economic downturn, calling them products of foreclosures and layoffs". Bransford partially discredits this with "the fact is that these roving, ramshackle neighborhoods were part of the American cityscape before the stock market nosedived, and they are unlikely to disappear when prosperity returns". This is an example of a perfect refutation. The way what Bransford attempts to discredit what journalism is eager to prove is fantastic, because he considers opposing viewpoints, but makes an argument as to why it isn't correct. Bransford's "Camping for Their Lives" is an article that brings awareness to the countries homeless, and how we can move forward with this issue. This article is persuasive because of the real-life elements, neutral and informative tone, easily understood language, unbiased viewpoints, and appropriate refutations. The author is very persuasive in his writing and bringing the issue of the homeless to the greater light. How to Order a Critical Essay Online? We hope that our guide helped you a lot in creating a persuasive and interesting critical essay. But for some readers, it may be still difficult to make a good work. Thanks to modern technologies, you can always order a great critical essay online without problems! All you need to do is to find a reliable writing company and make your order in a few minutes. This is a great way to make a wonderful essay for people with low skills in writing. Ordering a critical essay online is also a great decision if you have not enough time to do it by yourself.
Shaka, founder of the Zulu Kingdom of southern Africa, is murdered by his two half-brothers, Dingane and Mhlangana, after Shaka’s mental illness threatened to destroy the Zulu tribe. When Shaka became chief of the Zulus in 1816, the tribe numbered fewer than 1,500 and was among the smaller of the hundreds of other tribes in southern Africa. However, Shaka proved a brilliant military organizer, forming well-commanded regiments and arming his warriors with assegais, a new type of long-bladed, short spear that was easy to wield and deadly. The Zulus rapidly conquered neighboring tribes, incorporating the survivors into their ranks. By 1823, Shaka was in control of all of present-day Natal. The Zulu conquests greatly destabilized the region and resulted in a great wave of migrations by uprooted tribes. In 1827, Shaka’s mother, Nandi, died, and the Zulu leader lost his mind. In his grief, Shaka had hundreds of Zulus killed, and he outlawed the planting of crops and the use of milk for a year. All women found pregnant were murdered along with their husbands. He sent his army on an extensive military operation, and when they returned exhausted he immediately ordered them out again. It was the last straw for the lesser Zulu chiefs: On September 22, 1828, his half-brothers murdered Shaka. Dingane, one of the brothers, then became king of the Zulus.
\|Friday the 13th, Programmers Day\| A chain letter is a kind of a message which urges the recipient to forward it to as many contacts as possible, usually with some kind of mystic explanation. Of course, this is only a superstition, and you don't believe in it, but all your friends do. You know that today there will be one of these letters going around, and you want to know how many times you'll receive it — of course, not that you'll be sending it yourself! You are given an array of strings f with n elements which describes the contacts between you and n - 1 of your friends: j-th character of i-th string (f[i][j]) is "1" if people i and j will send messages to each other, and "0" otherwise. Person 1 starts sending the letter to all his contacts; every person who receives the letter for the first time sends it to all his contacts. You are person n, and you don't forward the letter when you receive it. Calculate the number of copies of this letter you'll receive. The first line of the input contains an integer n (2 ≤ n ≤ 50) — the number of people involved. Next n following lines contain elements of f, strings of length n. Each character in f is either "0" or "1". It's guaranteed that two following equations hold: f[i][j] = f[j][i], f[i][i] = 0, for all i, j (1 ≤ i, j ≤ n). Output a single integer — the number of copies of the letter you will receive eventually. In the first case, everybody sends letters to everyone, so you get copies from all three of your friends. In the second case, you don't know any of these people, so they don't bother you with their superstitious stuff. In the third case, two of your friends send you copies of the letter but the third friend doesn't know them so he is unaffected.
Common water pollutants Written by William Fryer - MA Oxon There are many types of pollutants that may jeopardize the quality of water. One common pollutant is detergents and fertilisers. These wastes normally contain nitrates and phosphate nutrients. If these nutrients are in excess, they may have effects such as uncontrolled algae growth in water. If detergents are disposed off in water ways, they will have some negative effects. For instance, they will destroy external mucus layers of fish that protect them from parasites. Detergents lower the surface tension of the water. This makes it easy for chemicals to be absorbed by fish and other aquatic life. Fertilisers also release ammonia into the water leading to contamination. Automotive products and pesticides are also common water pollutants. The common automotive products include motor oil and grease. The toxins from the automotive products and pesticides make water unsuitable for consumption. Research indicates that around five quarts of motor oil can contaminate over 250,000 gallons of water. Pesticides that are used in controlling pests are not easily biodegradable. If they are present in water, they pose a threat to human health and also the environment. The other main water pollutant is soil sediments. Through soil erosion, a lot of sediments can accumulate in water bodies. In fact, sediments are considered to be the leading source of water pollution. For them to be removed from drinking water, it has to undergo the distillation process. If water with sediments is consumed, it could have some negative health problems. For instance, the particles may accumulate in the appendix leading to health complications. Besides the soil sediments, cigarette butts are also common pollutants. Studies show that around 4.5 trillion non-biodegradable cigarette butts are littered per year. Most of these are washed away and finally end up in water bodies. They are made up of cellulose acetate. This is a form of plastic that takes very long to decompose. Some water pollutants such as microbes are not easy to see. If water is contaminated with human and animal waste, it could contain such bacteria. Such bacteria include Fecal Coliform and E Coli. If these microbes are present in drinking water, they will have some health effects. Some common effects include diarrhoea, nausea, cramps and headaches. Cryptosporidium is also a common parasite that enters water through the sewage and animal wastes. This microbe is tolerant to disinfectants such as chlorine. It leads to diseases such as cryptosporidiosis, which is a mild gastrointestinal disease. For water to be safe for consumption, it requires ample purification. We are lucky that most of us have running water from the tap and so the best option to ensure good quality water is to purchase a water distiller.
All the living organisms exhibit a special characteristic feature of moving the whole part or a part of the body from one place to another. What is Locomotion? The act of exhibiting various motions such as running, walking, jumping, crawling, swimming, etc by the body is known as locomotion or locomotory movements. Movement is one among the characteristic feature of all the living organisms. Locomotion helps us to move from place to other. In general, animals exhibit the locomotory movements for the sake of food and shelter. Explore more: Types Of Body Movement The locomotion also helps us to run through various conditions of our environment and helps the animals to move far from their predators. The movement of the head, limbs, trunk, appendages, etc helps in changing the posture of a human body and thus maintain equilibrium condition against gravity. Consider for example- Swallowing the food implies the movement of eyeballs and external ear so that you get the information from the outside of environs. Likewise, the movements in the heart help in the circulation of blood throughout the human body. In human beings, the locomotion and movements of the body are performed by special kind of muscles which are muscular and non-muscular in nature. The locomotory movement in humans involves the interaction and movements of the tissues and joints such as cartilage, bone, muscles, ligaments, and tendons, etc. Many multicellular animals consist of muscle fibres for the purpose of movements of the limbs, locomotion and also the movement of the internal organs of the body. The higher animals such as humans, there are two main systems through which the locomotion and the movements occur. The two systems are the muscular system and skeletal system. These muscles help in the movement of the appendages and the limbs. Also Read: Difference Between Locomotion and Movement Types of Muscles in the Human Body There are three types of muscles in the human body based on the contractibility, elasticity, excitability, and extensibility. They are as explained below- The are also called voluntary muscles and are under control of the human body. These are usually present in the different parts of the body such as the body wall, legs, neck, face, etc. They are also found attached to bones through the tendons. These tendons help in different movements of the body parts and skeleton. These muscle fibres, when seen under the microscope, are in the form of stripes, which are also called striated muscles. These skeletal muscles are mainly responsible for the movement and locomotion in the human body. Explore More: Skeletal Muscles Smooth muscles are also called involuntary muscles and do not come directly under control of the human body. These are usually supplied by the autonomic nervous system. These smooth muscles consist of the slender type of tapering fibres in non-striated form. These muscles are mainly found in the walls of the internal organs of the human body such as reproductive tract, alimentary canal, blood vessels, etc. These muscles usually assist the body in the movements through the tubular form of internal organs. The cardiac muscles consist of muscle fibres which are in short and striated form. The cardiac muscles are in the form of the branch and are found in the heart of the body. These muscles are also called involuntary muscles. Also Read: Muscular System Skeletal System in Human Body The skeletal system is the framework of the body that has the bones and is called the skeleton. The skeletal system provides a definite strength and shape to the human body. The soft inner organs present within the body such as the lungs and heart are also protected by this skeletal system. The main work of the skeletal system is to help the body in the locomotion and movement. The different kinds of skeletons are the skull, sense-capsules, facial region, shoulder girdle, pelvic girdle, bones of the forelimbs, etc. The bones are known to be held by the strong tissues called the ligaments. Also Refer: Skeletal muscle Functions of Skeletal System in Locomotion and Movement The skeletal system plays a vital role in the locomotion and movement of body parts in the human body. The movement and locomotion depend upon the association of the skeletal muscles present within this skeletal system. The skeletal system has some of the rigid forms of connective tissues called the Bones. The various functions of the skeletal system which help in the locomotion and movement of parts of the human body are given below- - The skeletal system provides posture and shape to the entire human body - These muscles provide a framework for the whole body - It provides a rigid surface to attach the muscles to the tendons - It imparts a kind of protection to the inner organs that are delicate such as the spinal cord, Human brain, and the lungs - It mainly assists the body in the locomotory movements from one place to another - The skeletal system helps in the movement of the sternum and the ribs, thus helping in the process of breathing. Also Read: Types Of Body Movement Learn more in detail about the Locomotion, movements, locomotory organs of different animals or any other related topics @ Byju’s Biology
Precipitation and storms occur, when warm and cold air masses meet. What are the forces that cause weather? Weather is influenced by many factor from the water cycle and air masses. Overtime, mid-latitude cyclonic storms and global wind patterns move them. Which weather event is MOST LIKELY to occur were the two air masses meet ? S6E4b) differences in moisture, air pressure, and temperature impact . Equatorial air masses develop near the Equator, and are warm. Air masses are classified on weather maps using two or three letters. A front describes the boundary between two air masses containing. In this lesson, you will learn about the different types of air masses found on Earth and. The warm air rises from the lower atmosphere causing an updraft, which. The multicell line storm is stronger than the two previously mentioned types of. Six basic types of air masses affect the weather of the British Isles. The nature of air masses is determined by three factors : the source region,. P) air masses that develop over Siberia and northern. Which two air masses have the greatest influence on weather east of the Rocky Mountains? Cold fronts often produce severe weather including thunderstorms and tornadoes. Summarize the three stages of an air – mass thunderstorm. List three factors that combine to direct horizontal airflow ( wind). Two of the most important ingredients for thunderstorm formation are instability. Thunderstorms are relatively small storms that develop mainly in the tropics and. These conditions include the temperature, air pressure, win and moisture. Explain how air masses and weather fronts together form mid-latitude cyclones. That air rises, forming clouds, rain, and sometimes thunderstorms. Coriolis Effect curves the boundary where the two fronts meet towards the pole. There are several factors that influence the final shape and tilt of the.
Corn genetics - so many baby corns! As a preview to the future unit on plant reproduction, note that corn make two distint types of flowers - one male (seen by the tassels) and one female (seen by the silks). An ear of corn is actually a collection of over a hundred offspring, neatly packaged onto a cob, able to be stored long term, perfect for studying genetics. Each corn kernel (seed) has a dormant embryo and an enhanced nutritive layer known as the endosperm, which will support the growing embryo until it germinates and can begin providing for itself via photosynthesis. (Seeds can also store fats/oils and proteins - think about the many different types of food products that come from these.) A few notes about corn phenotypes... In the simplest terms, color in the corn kernel (specifically in the endosperm layer) is purple (dominant allele, P) in the wild type. Yellow corn is a mutant, albeit a more familiar form to most of us. Similarly, the shape of the kernel is familiar to us as a smooth rounded shape in sweet corn. But this is what is found in fresh corn. If it is dried the water in the sugar solution will evaporate and leave a small residue of sugar and a "shrunken" appearance. "Field corn," which is the predominant type of corn that you see growing along the highways, is not sweet, but starchy (containing at least one dominant Su allele). So when it dries, the (larger volume of) insoluble starch remains and the kernel is smooth. This field corn is destined to be consumed largely as animal feed, but also as raw material for biofuels, including fermentation processing. So, the corn that comes to mind for most of us - sweet corn - is a mutant two ways - homozygous recessive for both color (pp) and shape (susu)! - Collect data from the corn ears in class for each of these four categories: purple starchy, purple sugary, yellow starchy, yellow sugary. - Pay attention to the effect of shriveling on the yellow color! - You may need to create a category for uncertainties. - Refer to the dihybrid cross Punnett Square on pea seed color and shape on the main genetics page. - Once you have collect data, use the slides below to help work through the application of a standard statistical test for distribution, chi-square test. REPORT CONCLUSION ONLY. Include: - LIST OF STEPS TO TAKE TO MAKE DATA TABLE COMPLETE - ANALYSIS OF DATA AND CONCLUSION TO BE DRAWN FROM THEM (FOLLOW THROUGH CHI-SQUARED TEST BELOW IF YOU ARE INTERESTED) - EVALUATION OF THE EXPERIMENTAL DESIGN, DATA COLLECTED, INCLUDING MULTIPLE TYPES OF EXPERIMENTAL ERROR - SUGGESTIONS FOR IMPROVEMENTS OF ALL TYPES (NOT JUST FOR HUMAN ERRORS)
Imagine life without electricity or running water, and you'll understand what nearly befell our planet two years ago. Scientists say that on July 23, 2012, the sun belched its biggest solar flare in more than 150 years and barely missed us, CBS News reports. A week earlier and the storm would have struck Earth on its orbit with "catastrophic" effects, NASA says, blacking out radios, damaging satellite communications and GPS, and "disabling everything that plugs into a wall socket." Such a flare wouldn't hurt human life directly, and the Southern and Northern Lights would be gorgeous, but the blast's mix of X-rays, extreme UV radiation, energetic particles, and massive clouds of magnetized plasma would cause an estimated $2 trillion in damage. It would also leave "large parts of society" crippled for months or years while workers replaced major transformers and substations, ExtremeTech reports. The sun, on an 11-year solar-storm cycle, has nearly done this before: A massive storm called the "Carrington Event" struck Earth in 1859 but couldn't inflict much electrical damage in the age of steam engines (telegraph lines did spark and set fire), and a pretty powerful storm caused blackouts across Quebec in 1989. One physicist says there's a 12% chance of a big solar blast hitting us over the next decade, which he calls a "sobering figure." Another is quoted in the Guardian saying how lucky we are that the blast wasn't in sync with our orbit: "Earth and its inhabitants were incredibly fortunate that the 2012 eruption happened when it did," he says. "We'd still be picking up the pieces." (Read about the sun's newly discovered "long-lost brother.")
The Prophetic Tradition in Islam and its Role in Constructing a Religious IdentityMustafa Macit Karagözoğlu Introduction: Two Major Sources of Islam: The Qur’an and The Sunnah As is well known, Islam derives its principles from two main sources -its holy book, the Qur’an and the traditions of the Prophet Muhammad (pbuh). In the Muslim faith, the Qur’an is the actual word of God revealed to his messenger through Gabriel the angel. On the other hand, the prophetic tradition, or Sunnah as originally called in Arabic, is described as the sayings, deeds, and consent of the Prophet. The main difference between the two sources is that the former consists of God’s own words from the beginning to the end, whereas the latter includes the words and actions of the Prophet who, in the last analysis, is a human being like the other followers of Islam. However, since the Prophet’s actions were under God’s control and were thus preserved from all error, the Sunnah is also considered a binding authority for all Muslims. The Prophet’s primary function was to explain the meaning of Qur’anic verses and to set a concrete example for Muslims to put into practice Islamic teachings in their lives, which is indicated by a number of Qur’anic verses themselves, such as: “We sent down to you the Advice (i.e. the Qur’an) so that you may explain to the people what has been sent down to them and, so that they may ponder” (Nahl: 16/44). This is why obedience to the Messenger is mentioned together with obedience to Allah: “Say, ‘Obey Allah and the Messenger but if they turn their backs Allah loves not the disbelievers’ ” (Ali Imran 3/32). “And obey Allah and the Messenger so that you may be blessed” (Ali Imran 3/132). The Prophet’s commands and prohibitions are also frequently presented as binding norms upon the adherents of the new religion: “Whatever the Messenger gives you, take it, and whatever he forbids you, refrain from it” (Hashr 59/7). The Sunnah of the Prophet does not only explain the existing verses, but it also has the authority to establish new rules and regulations. Since Qur’anic verses can be applied to a limited number of instances, the Sunnah has emerged as the second fundamental source which addresses a wide range of issues, from religious rituals and social life to criminal law and financial transactions in Islam. Since the very beginning, the Sunnah has survived in two forms principally. The first is the transmission of this tradition by repeated practices through the generations. This type of transmission is usually referred to as the “living tradition”, because it requires neither the writing nor the memorization of the prophetic norm, rather its implementation as observed in the previous generation. For instance, it was the Prophet who taught the first generation of Islam (the Companions, sahâba) how to perform prayers or how to make the pilgrimage. Those who followed them, the second generation (the Successors, tâbiîn) made the pilgrimage in the same manner as their predecessors, and so on. This is how the practice of visiting the Holy Land has remained the same among Muslims for centuries. The second type of transmission of the Sunnah has taken place in written form. The Companions recorded the Prophet’s sayings by either memorizing or writing them on materials available during that era. The more systematic and comprehensive work was however, accomplished by the following generation. In an effort to collect all the transmitted material available, the Successors brought together a great deal of prophetic knowledge that would otherwise have disappeared. The collection of written documents was naturally followed by their classification, which paved the way for the emergence of monumental hadith collections - Hadith refers to the written documents of Sunnah, although it is sometimes used synonymously with the Sunnah. Thus, the ninth century saw the emergence of major hadith collections, which would later gain somewhat canonical status. Among these collections are the well-known al-Jamiu’s-Sahih of Bukhari and that of Muslim. These two not only contain the reliable pieces of prophetic knowledge, but also represent the most authoritative works after the Qur’an in the eyes of Muslim community. The Role of the Prophetic Tradition in Constructing a Religious Identity With their acknowledged status among the majority of Muslims, hadith collections made a considerable contribution to the formation of Islamic thought and norms that shape people’s practices. In addition to their other functions, hadiths have provided Muslims with common moral and legal principles shared in different parts of the world. Following these principles has become a means of strengthening their devotion and reaffirming their affiliation with the Islamic community. Hadith collections include many rulings and examples that provide the faithful with the guidelines to maintaining a Muslim identity. The most significant traditions are, perhaps, the ones that identify the personal qualities of a true believer: “A true Muslim is someone from whose actions and words other people are safe. A believer is someone with whom other people’s lives and property are secured” (Tirmidhi, “Faith”, 12), and “Part of the perfection of one’s Islam is his leaving that which does not concern him” (Tirmidhi, “Piety”, 11). These traditions not only indicate the requirements of a Muslim persona, but are also a reminder that retaining a religious identity requires maintaining a good harmony with the religious community. It is also remarkable that actions related to faith as presented in prophetic traditions are almost always portrayed to be dependent on an individual’s honest and sincere attitude towards the society: “Whoever cheats us is not one of us.” (Muslim, “Faith”, 164), “Whoever failed to have compassion for our little ones and reverence for our elders and to command what is right and prohibit what is wrong is not one of us” (Tirmidhi, “Virtue”, 15), “You cannot enter heaven until you believe, and you will not truly believe until you truly love one another” (Muslim, “Faith”, 93), “None of you can truly believe until you wish for your brother what you wish for yourself” (Bukhari, “Faith”, 7). “The believer socializes with people. There is no good in the one who does not make friends and is not the subject of friendship. (Ahmed b. Hanbal, Musnad, II, 400). Examples such as these imply certain patterns of “Islamic” behavior, even though some of these patterns can be claimed to be universal rather than peculiar to any specific religion. Moral advices enumerated in the traditions also include details about social life such as the hadith that says: “O Muslim women! A neighbour should not look down upon the present of her neighbour even it were the hooves of a sheep” (Bukhari, “Good Manners”, 30), as well as more general principles like “There are two characteristics that a believer does not have: meanness and bad morals.” (Tirmidhi, “Virtue”, 41). Again we notice the mention of an individual’s intrinsic qualities mentioned together with his/her interaction with their social environment. What is most striking in the above-mentioned traditions is that they went so far as to threaten those who do not act upon them with exclusion from the religious community, such as the hadith: “Who shows no respect to our elderly is not one of us”. The majority of hadith commentators however, tend to not take these kind of expressions in their literal sense, but instead treat them as stern warnings. For them, the traditions do not address the question of “how to be a Muslim?”, but “how to be a better Muslim.” So, although the faith of a believer who does not behave according to these traditions is not automatically at stake, they still deserves to receive a bitter warning so as to draw closer to religious moral principles. While related hadiths cover moral and practical aspects of Muslim identity, as seen above, they rarely attempt to define faith and infidelity on theoretical level. In other words, traditions do not articulate a complete theory of religion or faith, but focus on its individual and social manifestations. This is because faith is a subject that has usually been studied within the literature of Islamic law and doctrine, where further questions regarding the nature of faith are discussed in detail. To sum up, there is no question that affiliation with a religion is produced, among other things, by authoritative texts and their implementation in social life. Prophetic traditions in Islam occupy a unique position by both establishing moral and legal principles for the individual, and by putting them into the broader context of the community, frequently referring to one’s relationship with his/her social environment. Moreover, since the formation of religious identities is also a product of social processes, the hadith plays a significant role in these processes. Modern Times: Continuity and Change If the Sunnah played an important role in the formation of Muslim identity in the past, one can wonder whether this is still the case in modern times. I argue that this is largely true, for several reasons. Firstly, although there were some movements in Southern India that reject the authority of the Sunnah, they were unable to gain support from scholarly communities or from the masses. Moreover, these movements gave rise to a number of rebuttals that reiterated the significance of the Sunnah in Islam. Even a quick survey of book titles produced in the 1970’s and 80’s reveal that Muslim scholars became intensely involved in refuting claims within the Muslim world against the traditional perception of the Sunnah. These works came to be known as “the literature of hujjiyat al-sunna: books on the authority of sunnah”, because they are based on confirming its authority. Secondly, from a political perspective, the Muslim world witnessed both the rise and the weakening of the nation state in the 20th century. Even though national identities initially appeared to challenge religious ones, it soon became apparent that nation states were not completely devoid of religious implications. In the Turkish case, for instance, the secular founders of the Republic had a major hadith collection officially translated, in addition to a voluminous Qur’an commentary penned. As for the weakening of nation states, the process of globalization accompanied by the rapid increase in the speed and quality of communications has reduced the importance of political boundaries, and rediscovered the common cultural heritage that religious communities share. Having retained its deep influence on Muslims even under nationalist policies, the hadith has continued to serve a constructive function for the Muslim persona in new communication forms. Hence, a person living in Northern Africa today can be easily inspired by the online lectures of a Yemeni hadith scholar. Furthermore, numerous satellite channels, going beyond political boundaries, offer hadith talks and discussions, and therefore set an intellectual agenda for their viewers. Finally, although the prophetic tradition in Islam has maintained its central position during the social and political changes of the past two centuries, its interpretation has been considerably changed. An elaborate study may reach interesting conclusions, comparing the ways in which hadiths were treated in the past and now. Identifying the changing patterns will help us to realize the present role of the prophetic knowledge in constructing religious identities.
Diamonds are minerals that are valued for their durability, beauty, and rarity. They form deep in the earth under conditions of extreme heat and pressure, and are brought to the surface of the earth by the forces of volcanism and weathering. Generally, diamonds - and the rocks they’re found in - are very old. Studying diamonds, therefore, can help scientists reconstruct the processes that were central to the formation of the earth itself. The physical properties of a diamond are determined more by the crystal structure of the diamond than by its composition - consider that diamond and graphite, despite their vastly different physical properties, are both composed of pure carbon. Every mineral is characterized a particular type of crystalline structure that is largely responsible for its physical properties. Assign directly to your students using the code or link above, without having them log in. Simply tell your students to go to www.pbsstudents.org and enter the Assignment Code, or click on the Assignment URL to share the assignment as a link.
Literature Circles is a text discussion strategy that supports student-led facilitation and discussion in small groups. By creating roles within each literature circle group and specific tasks for the group to accomplish during their literature circle time, teachers can modify the work to make it more student-centered. Students have the opportunity to engage in and lead deep conversations on the text they are reading during a literature circle. Engage students in the concept of a Literature Circle by explaining the purpose, the reason, and the procedures that make up this activity. Consult the Literature Circle Roles Powerpoint resource below for guidance. Determine the roles for students within the literature circle group and then explain the different roles and their importance to the students. Use this resource to get started with developing literature circle roles or consult the Literature Circle Role cards resource below to determine and develop roles. Optional: Consider developing literature circle roles with students by having students brainstorm roles on an anchor chart and then narrowing down that list as a class. Model a literature circle discussion with a few students using a sample text, Then be sure to debrief the modeled discussion and the roles played by participants in the Literature Circle. Introduce clear objectives to the Literature Circle and consider displaying them on an anchor chart. To learn more about Anchor Charts, consult the "Anchor Chart" strategy. For example, some objectives could be that students should: respond to questions and discussion with relevant and focused comments. respond to a question with textual evidence identify and analyze literary elements in text. ask relevant questions to clarify understanding. Before engaging in a literature circle, have students meet in their groups to assign literature circle roles. Each student in the group should have one role, so be sure to develop groups so that there is a clear role for each student in the group. Once students know what their role in the group will be, give them time to write out their thoughts and prepare for their role (i.e., if a student is assigned to be in the role of discussion director, they should write out questions they want to ask the group in advance of the group's meeting). Give students an alloted period of time in their literature circles. Consider giving each student a certain amount of time in their role before moving on to the next person in the group to share out on his or her role. After engaging in the literature circle, run a debrief so that students get a chance to share their Literary Circle discussions and learnings with the rest of the class. Approach Literature Circles with the understanding that it's a process and not a one-time activity. Be patient with students are they begin to grasp this task, and repeat the process several times so students internalize it. Be sure to switch students' roles at each literature circle so that all students have a chance to be responsible for each role. Flipgrid is a video discussion platform great for generating class discussion around topics, videos, or links posted to the class grid. Students can video record their responses to share with the teacher or class. Set up Flipgrid and students can record the video of their Literature Circles and upload them for the whole class to see. Or, students can engage in a virtual literature circle where they each post their comments and feedback on flipgrid. Padlet is a digital corkboard type tool that students can use to gather information or reflections. Teachers can easily access each students' Padlet with a shared link. Set up a padlet for each group and have a column for each group member to share their thoughts electronically. The padlets can be saved and shared with the class. Explore the Preparing For Our Literary Discussion lesson by 7th Grade ELA teacher teacher Julia Withers included in the resources below to see how students can be prepared in advance of Literature Circles. Explore the First Day of Lit Circles! lesson by 6th Grade ELA teacher Simone Larson included in the resources below to see how the Literature Circles can be introduced to a classroom with diverse learners. Explore the Using Diamante Poems as Formative Assessment in Literature Circles lesson by 12th Grade teacher Glenda Funk included in the resources below to see how assessments can incorporated into Literature Circles.
Hearing loss can been found in over: In addition, over 80% of musicians, when tested just after a performance will have a temporary music-induced hearing loss. The Intensity Of Music The two major characteristics of sound are intensity and frequency. Intensity, generally perceived as loudness, is measured in decibels (dB), on a logarithmic scale. This means that 90 dB is 10 times more intense than 80 db; 100 dB is 100 times more intense than 80 dB. The sound intensity doubles with every increase of 3 dB. Small increases in decibel level can involve a large increase in actual sound intensity. Frequency, generally perceived as pitch, is measured in cycles per second or Hertz (Hz). The normal human ear can detect frequencies in the range of 16 Hz to 20,000 Hz. The normal speech range is 250-4000 Hz. Eight hours of exposure to music (or any sound) that reaches a decibel level of 85 can cause permanent damage to the hair cells in the inner ear. For each doubling of sound (3dB) damage is done in half the amount of time. Strategies to Reduce Music Exposure As a musician or fan of live music, there are a number of preventive measures you can take to protect your hearing. - Make sure to take a few breaks. Giving your ears the opportunity to rest for at least 15 minutes in a quiet environment is critical to their well being. - Have regular check-ups with an Audiologist at Accent. - Wear earplugs to reduce overall noise level exposure. There are earplugs specifically designed for musicians. Musician’s earplugs are designed to replicate the natural response of sound. As a result, the sounds that you hear are the same quality as the original – only quieter. But because direct pressure to the ears is reduced, the level of damage is reduced. These are custom products made to fit a specific individual, so ear impressions are required.
In the field of child development psychology, the theories of Jean Piaget, Lev Vygotsky and Jerome Bruner differ in focus. Piaget focuses on active learning, while Vygotsky focuses on social interaction and Bruner focuses on environment. Nevertheless, each agrees that cognitive development is strongly tied to the process of constructing knowledge in a social context.Continue Reading Piaget's theory states that children's cognitive development goes through four stages of cognition as they actively synthesize new information with current knowledge. Reaching equilibrium between new and current knowledge is key, requiring the child to actively assimilate or accommodate all that is learned. For Vygotsky, thinking and language are key as the child develops through social interactions such as conversing and playing. Still, Bruner holds that environment is key because learning happens through the manipulation of objects. The distinct theories of Piaget, Vygotsky and Bruner have great influence and are taken into consideration on topics regarding childhood education policies and child rearing practices. Despite their differences, they each demonstrate that children learn socially, culturally and environmentally. Furthermore, they all agree that a child's understanding of the world outside of itself differs significantly at each age of development, and that children's thought processes are psychologically different from those of an adult.Learn more about Psychology
The Martian polar caps are almost entirelywater ice, Caltech research shows For future Martian astronauts, finding a plentiful water supply may be as simple as grabbing an ice pick and getting to work. California Institute of Technology planetary scientists studying new satellite imagery think that the Martian polar ice caps are made almost entirely of water ice—with just a smattering of frozen carbon dioxide, or "dry ice," at the surface. Reporting in the February 14 issue of the journal Science, Caltech planetary science professor Andy Ingersoll and his graduate student, Shane Byrne, present evidence that the decades-old model of the polar caps being made of dry ice is in error. The model dates back to 1966, when the first Mars spacecraft determined that the Martian atmosphere was largely carbon dioxide. Scientists at the time argued that the ice caps themselves were solid dry ice and that the caps regulate the atmospheric pressure by evaporation and condensation. Later observations by the Viking spacecraft showed that the north polar cap contained water ice underneath its dry ice covering, but experts continued to believe that the south polar cap was made of dry ice. However, recent high-resolution and thermal images from the Mars Global Surveyor and Mars Odyssey, respectively, show that the old model could not be accurate. The high-resolution images show flat-floored, circular pits eight meters deep and 200 to 1,000 meters in diameter at the south polar cap, and an outward growth rate of about one to three meters per year. Further, new infrared measurements from the newly arrived Mars Odyssey show that the lower material heats up, as water ice is expected to do in the Martian summer, and that the polar cap is too warm to be dry ice. Based on this evidence, Byrne (the lead author) and Ingersoll conclude that the pitted layer is dry ice, but the material below, which makes up the floors of the pits and the bulk of the polar cap, is water ice. This shows that the south polar cap is actually similar to the north pole, which was determined, on the basis of Viking data, to lose its one-meter covering of dry ice each summer, exposing the water ice underneath. The new results show that the difference between the two poles is that the south pole dry-ice cover is slightly thicker—about eight meters—and does not disappear entirely during the summertime. Although the results show that future astronauts may not be obliged to haul their own water to the Red Planet, the news is paradoxically negative for the visionary plans often voiced for "terraforming" Mars in the distant future, Ingersoll says. "Mars has all these flood and river channels, so one theory is that the planet was once warm and wet," Ingersoll says, explaining that a large amount of carbon dioxide in the atmosphere is thought to be the logical way to have a "greenhouse effect" that captures enough solar energy for liquid water to exist. "If you wanted to make Mars warm and wet again, you'd need carbon dioxide, but there isn't nearly enough if the polar caps are made of water," Ingersoll adds. "Of course, terraforming Mars is wild stuff and is way in the future; but even then, there's the question of whether you'd have more than a tiny fraction of the carbon dioxide you'd need." This is because the total mass of dry ice is only a few percent of the atmosphere's mass and thus is a poor regulator of atmospheric pressure, since it gets "used up" during warmer climates. For example, when Mars's spin axis is tipped closer to its orbit plane, which is analogous to a warm interglacial period on Earth, the dry ice evaporates entirely, but the atmospheric pressure remains almost unchanged. The findings present a new scientific mystery to those who thought they had a good idea of how the atmospheres of the inner planets compared to each other. Planetary scientists have assumed that Earth, Venus, and Mars are similar in the total carbon dioxide content, with Earth having most of its carbon dioxide locked up in marine carbonates and Venus's carbon dioxide being in the atmosphere and causing the runaway greenhouse effect. By contrast, the eight-meter layer on the south polar ice cap on Mars means the planet has only a small fraction of the carbon dioxide found on Earth and Venus. The new findings further pose the question of how Mars could have been warm and wet to begin with. Working backward, one would assume that there was once a sufficient amount of carbon dioxide in the atmosphere to trap enough solar energy to warm the planet, but there's simply not enough carbon dioxide for this to clearly have been the case. "There could be other explanations," Byrne says. "It could be that Mars was a cold, wet planet; or it could be that the subterranean plumbing would allow for liquid water to be sealed off underneath the surface." In one such scenario, perhaps the water flowed underneath a layer of ice and formed the channels and other erosion features. Then, perhaps, the ice sublimated away, to be eventually redeposited at the poles. At any rate, Ingersoll and Byrne say that finding the missing carbon dioxide, or accounting for its absence, is now a major goal of Mars research. Contact: Robert Tindol (626) 395-3631
Does your doctor or health professional “make a big deal” about your A1C level? Wondering what the glucose to A1C amount is? Glycohemoglobin (HgbA1C or A1C) is a test designed to measure the amount of glucose bound to hemoglobin in the blood. People who have diabetes may have more glycohemoglobin than average. Most clinical diabetes groups prefer the use of the term A1C when describing this test. A1C is useful for measuring the level of long-term glucose control. A red blood cell in the body has an average life of 3-4 months and the amount of glucose it has been exposed to during its life can be measured and reported. This information can be used to diagnose and/or treat diabetes. If you have diabetes, your A1C level should be below 6.5%. This will reduce your chances of suffering the complications of diabetes. “A1C is useful for measuring the level of long-term glucose control.” Monitoring your carbohydrate intake is essential to lowering blood glucose levels and therefore A1C levels. The foods you eat can have a direct impact on your blood glucose. Carbohydrate examples include potatoes, rice, bread, fruit, milk,and other starchy foods. When too many carbs are eaten, the blood sugar may rise too high. Frequent blood sugar spikes will be reflected as a high A1C level. Monitoring the intake of carbs will help lower blood sugar levels and therefore be reflected as a lower A1C level. Be careful of “hidden” sources of carbohydrate. These include breading on meat, sauces, and low fat dressings. Label reading is important when grocery shopping. Check the total carbohydrates on the label in order to stay in your ideal carbohydrate range. Try to focus on measuring carbs and eating non-starchy vegetables, lean meats and unsaturated fats. Eating 3 medium size meals each day and 1-2 snacks will also help stabilize blood sugar. Be sure to ask your health care provider for individualized advice regarding any changes you would like to make in your eating habits. Planning ahead will increase your chances of success regarding your diet. Exercise helps to lower your blood glucose levels by allowing your body to use its own insulin more effectively. This will, in turn, help lower HgbA1C levels. Exercise also tones and builds muscle which is more metabolically active than fat. Ask your health care professional for advice on how to start a safe exercise program. Medications can play a very important role in lowering HgbA1C. Be sure to follow your health care provider’s advice regarding diabetes medicines. For those who are newly diagnosed with diabetes, it can be very helpful to keep a diary of foods eaten, medications taken and timing. This information can be very useful to your physician. Some of the ways medicines can lower HgbA1C include: - cause the liver to reduce its output of glucose - adding insulin when the body is not producing a sufficient quantity - reducing insulin resistance by making the body more sensitive to it’s own insulin - cause the body to increase production of insulin Keep in mind that illness or infection can also affect A1C. Be sure to make a note of any illnesses you may have had so you can offer your health care provider this information at your next visit. Here is a chart that correlates glucose to A1c: A1C Level Ave. Glucose Level 6% 125 mg/dl 7% 154 mg/dl 8% 182 mg/dl 9% 212 mg/dl 10% 240 mg/dl 11% 269 mg/dl 12% 299 mg/dl
Problem: Deduce the cross-sectional profile of a heated conductive bar based on its temperature. Heat flows through thermally conductive materials by a process generally known as 'gradient transport'. Gradient heat transport depends on three quantities: the conductivity of the material, the cross-sectional area of the material, and the spatial gradient of temperature. The larger the conductivity, gradient,and/or cross-section, the faster the heat flows. In this experiment, the flow of heat through a collection of conductive bars which vary in cross-section is simulated. The simulation is performed as a one-dimensional, time-dependent process--along the x-axis. Heat flow in the y-direction is assumed to be negligible, and variations in the cross-sections of the bars are taken into account by characterizing the conductivity C(x)of each bar a function of position. As the simulation begins, heat flows into the bar and changes the bar's temperature distribution. From that distribution, the task is to deduce the bar's cross-section. Heat is applied to the bar at x=0 in one of three ways: as constant temperature, as constant heat flux, or as sinusoidal temperature. Heat is managed at the far end of the bar x=L in one of two ways: no heat loss, as constant temperature. Expressed as boundary conditions for temperature as a function of position and time: T(0,t)=100, dT(0,t)/dx=D, T(0,t)=A+Bcos(t), dT(L,t)/dx=0, T(L,t)=0. There are two modes for running the experiment: 1) one in which temperature is recorded from movable temperature probes, and 2) one in which the temperature profile along the length of the bar is displayed. In both of these modes, boundary conditions and bar cross-sections are chosen randomly. There is a third mode for the simulation: a practice mode in which the user can choose his own bar cross-sections and boundary conditions. In this case the simulation generates temperature profiles. Try your luck at deducing the randomly-chosen bar in each of the first two modes. Click on 'done' when you're finished, and record the values of 'parameter'--the answer key. (Of course, try the practice mode first to get a sense for the experiment.)Start the conduction experiment.
NCERT Solutions Class 12th Biology: Chapter 14 – Ecosystem National Council of Educational Research and Training (NCERT) Book Solutions for class XII Chapter: Chapter 14 – Ecosystem Class XII Biology Chapter 14 Ecosystem NCERT Solution is given below. Question 1: Fill in the blanks. (a) Plants are called as_________ because they fix carbon dioxide. (b) In an ecosystem dominated by trees, the pyramid (of numbers) is _________ type. (c) In aquatic ecosystems, the limiting factor for the productivity is _________. (d) Common detritivores in our ecosystem are_________. (e) The major reservoir of carbon on earth is_________. Question 2: Which one of the following has the largest population in a food chain? (b) Primary consumers (c) Secondary consumers Answer (d) Decomposers Decomposers include micro-organisms such as bacteria and fungi. They form the largest population in a food chain and obtain nutrients by breaking down the remains of dead plants and animals. Question 3: The second trophic level in a lake is- Answer (b) Zooplankton Zooplankton are primary consumers in aquatic food chains that feed upon phytoplankton. Therefore, they are present at the second trophic level in a lake. Question 4: Secondary producers are (d) None of the above Answer (d) None of the above Plants are the only producers. Thus, they are called primary producers. There are no other producers in a food chain. Question 5: What is the percentage of photosynthetically active radiation (PAR), in the incident solar radiation. (b) 50 % Answer (b) 50% Out of total incident solar radiation, about fifty percent of it forms photosynthetically active radiation or PAR. Question 6: Distinguish between (a) Grazing food chain and detritus food chain (b) Production and decomposition (c) Upright and inverted pyramid (d) Food chain and Food web (e) Litter and detritus (f) Primary and secondary productivity Question 7: Describe the components of an ecosystem. Answer An ecosystem is defined as an interacting unit that includes both the biological community as well as the non-living components of an area. The living and the non- living components of an ecosystem interact amongst themselves and function as a unit, which gets evident during the processes of nutrient cycling, energy flow, decomposition, and productivity. There are many ecosystems such as ponds, forests, grasslands, etc. The two components of an ecosystem are: (a) Biotic component: It is the living component of an ecosystem that includes biotic factors such as producers, consumers, decomposers, etc. Producers include plants and algae. They contain chlorophyll pigment, which helps them carry out the process of photosynthesis in the presence of light. Thus, they are also called converters or transducers. Consumers or heterotrophs are organisms that are directly (primary consumers) or indirectly (secondary and tertiary consumers) dependent on producers for their food. Decomposers include micro-organisms such as bacteria and fungi. They form the largest population in a food chain and obtain nutrients by breaking down the remains of dead plants and animals. (b) Abiotic component: They are the non-living component of an ecosystem such as light, temperature, water, soil, air, inorganic nutrients, etc. Question 8: Define ecological pyramids and describe with examples, pyramids of number and Answer An ecological pyramid is a graphical representation of various ecological parameters such as the number of individuals present at each trophic level, the amount of energy, or the biomass present at each trophic level. Ecological pyramids represent producers at the base, while the apex represents the top level consumers present in the ecosystem. There are three types of pyramids: (a) Pyramid of numbers (b) Pyramid of energy (c) Pyramid of biomass Pyramid of numbers:It is a graphical representation of the number of individuals present at each trophic level in a food chain of an ecosystem. The pyramid of numbers can be upright or inverted depending on the number of producers. For example, in a grassland ecosystem, the pyramid of numbers is upright. In this type of a food chain, the number of producers (plants) is followed by the number of herbivores (mice), which in turn is followed by the number of secondary consumers (snakes) and tertiary carnivores (eagles). Hence, the number of individuals at the producer level will be the maximum, while the number of individuals present at top carnivores will be least. On the other hand, in a parasitic food chain, the pyramid of numbers is inverted. In this type of a food chain, a single tree (producer) provides food to several fruit eating birds, which in turn support several insect species. Pyramid of biomass A pyramid of biomass is a graphical representation of the total amount of living matter present at each trophic level of an ecosystem. It can be upright or inverted. It is upright in grasslands and forest ecosystems as the amount of biomass present at the producer level is higher than at the top carnivore level. The pyramid of biomass is inverted in a pond ecosystem as the biomass of fishes far exceeds the biomass of zooplankton (upon which they feed). Question 9: What is primary productivity? Give brief description of factors that affect primary Answer It is defined as the amount of organic matter or biomass produced by producers per unit area over a period of time. Primary productivity of an ecosystem depends on the variety of environmental factors such as light, temperature, water, precipitation, etc. It also depends on the availability of nutrients and the availability of plants to carry out photosynthesis. Question 10: Define decomposition and describe the processes and products of decomposition. Answer Decomposition is the process that involves the breakdown of complex organic matter or biomass from the body of dead plants and animals with the help of decomposers into inorganic raw materials such as carbon dioxide, water, and other nutrients. The various processes involved in decomposition are as follows: (1) Fragmentation: It is the first step in the process of decomposition. It involves the breakdown of detritus into smaller pieces by the action of detritivores such as earthworms. (2) Leaching: It is a process where the water soluble nutrients go down into the soil layers and get locked as unavailable salts. (3) Catabolism: It is a process in which bacteria and fungi degrade detritus through various enzymes into smaller pieces. (4) Humification: The next step is humification which leads to the formation of a dark- coloured colloidal substance called humus, which acts as reservoir of nutrients for plants. (5) Mineralization: The humus is further degraded by the action of microbes, which finally leads to the release of inorganic nutrients into the soil. This process of releasing inorganic nutrients from the humus is known as mineralization. Decomposition produces a dark coloured, nutrient-rich substance called humus. Humus finally degrades and releases inorganic raw materials such as CO2, water, and other nutrient in the soil. Question 11: Give an account of energy flow in an ecosystem. Answer Energy enters an ecosystem from the Sun. Solar radiations pass through the atmosphere and are absorbed by the Earth’s surface. These radiations help plants in carrying out the process of photosynthesis. Also, they help maintain the Earth’s temperature for the survival of living organisms. Some solar radiations are reflected by the Earth’s surface. Only 2-10 percent of solar energy is captured by green plants (producers) during photosynthesis to be converted into food. The rate at which the biomass is produced by plants during photosynthesis is termed as ‘gross primary productivity’. When these green plants are consumed by herbivores, only 10% of the stored energy from producers is transferred to herbivores. The remaining 90 % of this energy is used by plants for various processes such as respiration, growth, and reproduction. Similarly, only 10% of the energy of herbivores is ransferred to carnivores. This is known as ten percent law of energy flow. Question 12: Write important features of a sedimentary cycle in an ecosystem. Answer Sedimentary cycles have their reservoirs in the Earth’s crust or rocks. Nutrient elements are found in the sediments of the Earth. Elements such as sulphur, phosphorus, potassium, and calcium have sedimentary cycles. Sedimentary cycles are very slow. They take a long time to complete their circulation and are considered as less perfect cycles. This is because during recycling, nutrient elements may get locked in the reservoir pool, thereby taking a very long time to come out and continue circulation. Thus, it usually goes out of circulation for a long time. Question 13: Outline salient features of carbon cycling in an ecosystem The carbon cycle is an important gaseous cycle which has its reservoir pool in the atmosphere. All living organisms contain carbon as a major body constituent. Carbon is a fundamental element found in all living forms. All biomolecules such as carbohydrates, lipids, and proteins required for life processes are made of carbon. Carbon is incorporated into living forms through a fundamental process called ‘photosynthesis’. Photosynthesis uses sunlight and atmospheric carbon dioxide to produce a carbon compound called ‘glucose’. This glucose molecule is utilized by other living organisms. Thus, atmospheric carbon is incorporated in living forms. Now, it is necessary to recycle this absorbed carbon dioxide back into the atmosphere to complete the cycle. There are various processes by which carbon is recycled back into the atmosphere in the form of carbon dioxide gas. The process of respiration breaks down glucose molecules to produce carbon dioxide gas. The process of decomposition also releases carbon dioxide from dead bodies of plants and animals into the atmosphere. Combustion of fuels, industrialization, deforestation, volcanic eruptions, and forest fires act as other major sources of carbon dioxide. \|« Previous\|\|Next »\|
For many of us, moving to a new house means recruiting a couple good friends to help pack and haul boxes. After a day or two of work, everyone shares a pizza while resting tired muscles at the new home. But 3000 years ago, enjoying a post-move meal may have required a little more planning. Early settlers of remote tropical islands in the Pacific had to bring along all resources needed for survival, including food, from their original homes overseas. The Lapita people were early settlers of islands in the Pacific, called Remote Oceania (pictured below). When these people, whose culture and biology links to Southeast Asian islands, first decided to sail to the island Vanuatu, they brought domestic plants and animals—or what you might call a ‘transported landscape’—that allowed them to settle this previously uninhabited, less biodiverse (and less resource-available) area. However, the extent to which these settlers and their domestic animals relied on the transported landscape at Vanuatu during the initial settlement period, as opposed to relying on the native flora and fauna, remains uncertain. To better understand the diet and lives of the Lapita people on Vanuatu, archaeologist authors of a study in PLOS ONE analyzed the stable carbon, nitrogen, and sulfur isotopes from the bones of ~ 50 adults excavated from the Lapita cemetery on Efate Island, Vanuatu. Why look at isotopes in human remains? Depending on what we eat, we consume varying amounts of different elements, and these are ultimately deposited in our bones in ratios that can provide a sort of “dietary signature”; in this way, the authors can investigate the types of plants, animals, and fish that these early people ate. For instance, plants incorporate nitrogen into their tissue as part of their life cycle, and as animals eat plants and other animals, nitrogen isotopes accumulate. The presence of these different ratios of elements may indicate whether a human or animal ate plants, animals, or both. Carbon ratios for instance differ between land and water organisms, and sulfur ratios also vary depending on whether they derive from water or land, where water organisms generally have higher sulfur values in comparison to land organisms. Scientists used the information gained about the isotopes and compared it to a comprehensive analysis of stable isotopes from the settlers’ potential food sources, including modern and ancient plants and animals. They found that early Lapita inhabitants of Vanuatu may have foraged for food rather than relying on horticulture during the early stages of colonization. They likely grew and consumed food from the ‘transported landscape’ in the new soil, but appear to have relied more heavily on a mixture of reef fish, marine turtles, fruit bats, and domestic land animals. The authors indicate that the dietary analysis may also provide insight into the culture of these settlers. For one, males displayed significantly higher nitrogen levels compared to females, which indicates greater access to meat. This difference in food distribution may support the premise that Lapita societies were ranked in some way, or may suggest dietary differences associated with labor specialization. Additionally, the scientists analyzed the isotopes in ancient pig and chicken bones and found that carbon levels in the settlers’ domestic animals imply a diet of primarily plants; however, their nitrogen levels indicate that they may have roamed outside of kept pastures, eating foods such as insects or human fecal matter. This may have allowed the Lapita to allocate limited food resources to humans, rather than domestic animals. Thousands of years later, the adage, “you are what you eat” or rather, “you were what you ate” still applies. As the Lapita people have shown us, whether we forage for food, grow all our vegetables, or order takeout more than we would like to admit, our bones may reveal clues about our individual lives and collective societies long after we are gone. Citation: Kinaston R, Buckley H, Valentin F, Bedford S, Spriggs M, et al. (2014) Lapita Diet in Remote Oceania: New Stable Isotope Evidence from the 3000-Year-Old Teouma Site, Efate Island, Vanuatu. PLoS ONE 9(3): e90376. doi:10.1371/journal.pone.0090376 Image 1: Efate, Vanuatu by Phillip Capper Image 2: Figure 1
Most kids are enchanted by animals. They love learning about their behaviors, discovering where they live and grow, and finding the similarities and differences between them. Two books, published by Arbordale Publishing this past year, make a welcome addition to any primary grade classroom How do young animals know what to do and how to do it? It’s all about instincts and learned behaviors. THEY JUST KNOW by Robin Yardi, illustrated by Laurie Allen Klein, is the perfect book to initiate a conversation with young readers on this topic. From Kirkus Reviews: Drawing a line between human and animal behaviors, this debut from Yardi teaches children about instinctual behaviors. Alternating double-page spreads first show… animals “learning” how to do something and then the reality: spring peeper tadpoles don’t get lessons in leaping at school, and no one has to teach them their iconic song. A turn of the page reveals: “Mother peepers lay a lot of lovely eggs and hop away. Little tadpoles just know what to do, all on their own.” This charming book, fancifully illustrated with humorous anthropomorphized scenes juxtaposed beside realistic scenes of animals in their natural habitats, will act as a springboard to start the conversation. Want to learn more? Check back later this week for a 2-part interview with author, Robin Yardi. A wonderful place to begin a primary grade classroom’s study of the similarities and differences between two specific animal classifications is the book AMPHIBIANS AND REPTILES: A Compare and Contrast Book by Katharine Hall. Stunning photographs make it easy for children to gain knowledge about these two, often confused, animal classifications. Information is broken down into manageable chunks and a helpful educational section called “For Creative Minds” can be found at the back of the book. (It can also be accessed HERE.) Interested in taking things a step further? Look for additional CCSS-aligned resources in Melissa Stewart’s and Nancy Chesley’s new teacher resource book Perfect Pairs: Using Fiction and Nonfiction Picture Books to Teach Life Science, K-2 (Stenhouse, 2014).
Did you know: The Revenue Act of 1862 was passed as an emergency and temporary war-time tax. It copied a relatively new British system of income taxation, instead of trade and property taxation. The first income tax was passed in 1862: - The initial rate was 3% on income over $800, which exempted most wage-earners. - In 1862 the rate was 3% on income between $600 and $10,000, and 5% on income over $10,000. - In 1864 the rate was 5% on income between $600 and $5,000; 7.5% on income $5,000–10,000; and 10% on income $10,000 and above.
Sunday Schoolhouse Series Activity - Unit A2 Lesson 5: Daniel in the Lion's Den (Daniel 6:1 - 28) As part of this lesson the children will make lion heads: For this project you will need a paper plate for each child, orange/yellow tissue paper, small pieces of pink tissue paper, six brown or black pipe cleaners per child, masking tape, three buttons per child and markers. The paper plates will be the head of the lion. Glue on the buttons as eyes and a nose. From the bottom of the nose draw two opposing semi-circles to form the jowls. Glue a small piece of pink tissue paper below the nose where the jowls start to make a tongue. Poke the six brown pipe cleaners, three on each side of the lions face, through the plate far enough to tape the ends down on the back of the paper plate. The pipe cleaners may need to be bent somewhat so they do not stick straight out.
- Submitted by: snowyjoe - Views: 1941 - Category: Other - Date Submitted: 10/23/2011 05:00 PM - Pages: 6 Aspects of Child Development hild and young person development 1.2 Describe with examples how different aspects of development can affect one another Under the headings below – explain how a child may be affected by delayed or advanced development in each area, including how this delay or advancement may impact on other areas of development – give examples. Obesity among children will disrupt children’s physical development and have an impact on their social and emotion wellbeing. The fact they are overweight may mean they struggle when doing sports activities at school, which could result in the child being teased by their classmates, leaving them feeling self conscious and embarrassed. Also getting changed in front of their friends can be an embarrassing experience with the child being called names and ridiculed because of their size. Over time they may not want to do PE, affecting their health even more, preferring to stay at home rather than be ridiculed, resulting in absences and falling behind in other studies. Obesity can also disrupt the onset of puberty in boys, as hormones get affected and slow the male development. This could lead to teasing and bullying by other boys resulting in low self esteem and as they withdraw into themselves and away from peer groups they can become isolated and depressed. Girls often reach puberty quicker than boys. This can often be a stressful time as girl’s bodies start to develop, that is hips widen, breasts develop, periods begin. If a girl experiences puberty before her friends, say at 9 years old, it may make her very self conscious. Friends might tease her about putting on weight which could in turn lead to dieting and creating the image of herself as fat affecting her social development. Sometimes eating disorders occur as the child tries to make herself socially acceptable and slim. As the breasts develop it may mean that the girl is teased about having to wear a bra, by friends who haven’t...
If you like us, please share us on social media. The latest UCD Hyperlibrary newsletter is now complete, check it out. Chemical Concepts Demonstrated How it was demonstrated: \|Dependence of Pressure on Number of Moles\|\|25 ml of H2 is injected into the apparatus. What happens to the the height of the column if an additional 25 ml is added? And another?\| \|Dalton's Law of Partial Pressures\|\|25 mL of H2 is injected into the apparatus. What happens to the height of the column if 25mL of O2 is injected and mixed with the H2? Compare the mixture's height to the height of 50 mL of H2.\| \|Boyle's Law\|\|25 mL of H2 gas is added to the 500mL and 2-L universal gas law apparatus. How do the different apparatus' compare?\| \|Dependence of Pressure on Temperature (Amonton's Law)\|\|At a constant volume and number of moles, the apparatus is heated. What happens to the height of the column as the temperature increases?\| The pressure of a gas will increase as the number of moles of gas increases. The increase in the number of gas molecules within the container increases the frequency of collisions between the molecules and the walls of the container and will therefore increase the pressure. The total pressure of a mixture of gases is the sum of the pressures of the individual components in the mixture. The pressure of the hydrogen and oxygen mixture will be equal to the sum of the pressure of the hydrogen gas alone plus the pressure of the oxygen gas alone. Pressure increases as the volume of the container decreases. The 500 ml apparatus will have a higher pressure than the 2 L apparatus because of the difference in their volumes. A smaller volume allows the molecules to collide more frequently with each other and the walls of the container. Note that the product of the pressure times the volume of the apparatus is constant. Pressure increases as temperature increases. This is due to the increase in the kinetic energy of the gas molecules within the apparatus. The faster the molecules are moving, the more force they exert on the wall of the container and again increase the pressure. An NSF funded Project
The liquid limit is one of 5 limits developed by A. Atterberg, a swedish scientist. The liquid limit is one of the most commonly performed of the Atterberg Limits along with the plastic limit. These 2 tests are used internationally to classify soil The liquid limit is defined as the moisture content at which soil begins to behave as a liquid material and begins to flow. The liquid limit is determined in the lab as the moisture content at which the two sides of a groove formed in soil come together and touch for a distance of 2 inch after 25 blows. Since it is very difficult to get this to occur exactly, we will run the test repeatedly until the groove closes 1/2 inch with over 25 blows and under 25 blows. We can plot these results as blow count versus moisture content and interpolate the moisture content at 25 blows from this graph. Soil sample Metal Mixing Bowl and Small Spatula Liquid Limit Device Water 1. Obtain equipment outlined for the Liquid Limit test. 2. Weigh 3 metal moisture content containers and record the weights. Keep track of the containers and their weights. 3. Using the soil provided or your own sample of dry material, pulverize about a handful of it using the small soil pulverizer. The pulverizer breaks the material up into particle sizes that will pass the #40 sieve in accordance with the ASTM standard for this test. Any material not passing through the pulverizer can be discarded. Put the soil (keeping a couple of tablespoons of dry soil aside) into a metal mixing bowl and add enough water so that the sample has a creamy texture like smooth peanut butter. 4. Put the soil (keeping a couple of tablespoons of dry soil aside) into the mixing bowl and add enough water so that the sample has a creamy texture like smooth peanut butter. 5. Adjust the drop height of the liquid limit device to 1cm using the block end of the grooving tool. Measure from the block to where the bowl hits the 6. Place the wet soil sample in the liquid limit device as shown below. This should be done by first turning the crank so that the bowl is resting on the base. The soil should fill the bowl similarly to the way water would fill the bowl. The sample should be smoothed and curved somewhat towards the bottom of the bowl. The depth of the soil sample should be no deeper than the triangular extrusion on the end of the grooving tool. 7. When the soil sample as adequately placed in the bowl, use the grooving tool to cut a groove through the sample as shown below. The bottom of the brass cup should be seen. 8. At this point, turn the crank at a rate of 2 turn per second until the groove closes 1/2 inch, as shown below and keep track of the blow count. Record the blows on the data sheet and obtain a sample for a moisture content. 9. Repeat the test. If the blow count from the first try was greater than 25 blows, add some water and repeat. If less than 25 blow were obtained, add dry soil, mix extremely well, and repeat until a data point above and a data point below 25 blows is obtained.
Chandra, Hubble expanding human knowledge While six human space travelers crank away at their research in the low-Earth-orbit laboratory spaces of the International Space Station, a pair of aging robotic “great observatories” designed to examine the Universe from beyond the obscuring screen of Earth's atmosphere continue to fine-tune mankind's understanding of the cosmos. The Chandra X-ray Observatory has reaped an unprecedented harvest of potential black holes in the nearby Andromeda Galaxy, and at the same time has added to the database scientists are using to work out how stellar mass black holes produce the high-energy light that signals their presence. Meanwhile, the Hubble Space Telescope is shaking up theories of how planets form around stars with observations of a protoplanetary disk around the red dwarf star TW Hydrae. Over the past 13 years, astronomers using the Chandra to look for the X-ray signatures of stellar mass black holes, formed when massive stars collapse into themselves, have found 35 of them in Andromeda. The galaxy is the closest to our Milky Way, but has a different central bulge that holds room for more of the stellar mass black holes, including seven within 1,000 light years of Andromeda's center (illustrated by the dotted circle in this composite X-ray image of Andromeda and its potential stellar mass black holes). “When it comes to finding black holes in the central region of a galaxy, it is indeed the case where bigger is better,” say Stephen Murray of Johns Hopkins University and the Harvard-Smithsonian Center for Astrophysics (CfA). “In the case of Andromeda, we have a bigger bulge and a bigger supermassive black hole than in the Milky Way, so we expect more smaller black holes are made there as well.” Not that all of those black holes are visible, since most don't have the companion X-ray sources visible in the 150 Chandra observations that went into the 13-year search, according to Robin Barnard of CfA. “While we are excited to find so many black holes in Andromeda, we think it's just the tip of the iceberg,” Barnard says. Data from Chandra and other X-ray space telescopes, such as the European Space Agency's XMM-Newton X-ray Observatory, help researchers at, Johns Hopkins and the University of Rochester simulate the process that produces the bright X-rays associated with stellar mass black holes. According to a paper published in The Astrophysical Journal, black holes generate X-rays when gas falling toward a black hole spirals like water going down a drain and heats up as it is compressed. Simulations run on the Ranger supercomputer at the Texas Advanced Computing Center validated equations describing the process, including the motion of the gas and its effect on associated magnetic fields as it spins almost as fast as the speed of light. The work modeled both “soft” X-rays, generated by gas heated to 20 million deg. F, and “hard” X-rays emitted when gas is heated 10 to hundreds of times hotter. At the other end of the temperature spectrum, the Hubble has generated evidence that there may be an infant planet forming in the disk of dust and gas around TW Hydrae, at a distance twice as far from that star as Pluto is from the Sun. The system is only 176 light years from Earth and, at only 5-10 million years old, “in the final throes of planet formation before its disk dissipates,” says Alycia Weinberger of the Carnegie Institution, who led the team that discovered the evidence. The team believes a planet may be accreting in a partial gap in the star's disk material that was spotted about 80 astronomical units out from the star using Hubble observations across the spectrum from visible to near infrared. The discovery may change theory about how planets form, since the planet—if there is one in the gap—is so distant from its star. “It is surprising to find a planet only 5 to 10 percent of Jupiter's mass forming so far out, since planets should form faster closer in,” Weinberger says. “In all planet formation scenarios, it's difficult to make a low-mass planet far away from a low-mass star.” The Hubble was launched in 1990, and Chandra in 1999. That both continue to return important discoveries is evidence that the money invested in exoatmospheric observatories is the gift that keeps on giving. That should be encouraging for astronomers awaiting the 2018 launch of the James Webb Space Telescope to the Earth-Sun L2 Lagrangian point, where a sunshield the size of a tennis court will chill its detectors to the point that they can see deeper into the red-shifted early Universe than ever before.
This example shows a typical hydraulic cylinder actuator used to operate friction clutches, brakes and other devices installed on rotating shafts. The key element of the actuator is a piston that moves back and forth under pressure provided through the central drill in the shaft and through channels in the clutch. In the example, the actuator-controlled object is simulated with preloaded spring, which tends to push the piston against the clutch wall. The following figure shows the schematic diagram of the rotating hydraulic actuator: - Internal piston radius - External piston radius , - Arm lengths of the lever As pressure is applied to the fluid passage in the shaft, static pressure, together with pressure developed in rotating chamber, builds up until it overcomes the preload force and shifts the piston forward. In the example, the hydraulic system is fed by a pump with delivery of 4.5 lpm. The relief valve is set to 20 bar. The motion control is performed with the 3-way directional valve, which initially connects the clutch chamber with the tank. As control signal is applied, the passage to the tank is closed and the chamber is connected with the pump. Two actuator cycles are simulated in the example. The first stroke is performed with shaft rotating at angular velocity of 120 rad/s. The angular velocity during the second stroke is 275 rad/s.
Capacitors are passive devices that are used in almost all electrical circuits for rectification, coupling and tuning. Also known as condensers, a capacitor is simply two electrical conductors separated by an insulating layer called a dielectric. The conductors are usually thin layers of aluminum foil, while the dielectric can be made up of many materials including paper, mylar, polypropylene, ceramic, mica, and even air. Electrolytic capacitors have a dielectric of aluminum oxide which is formed through the application of voltage after the capacitor is assembled. Characteristics of different capacitors are determined by not only the material used for the conductors and dielectric, but also by the thickness and physical spacing of the components. Capacitor - Orange Drop, 1600V, Polypropylene Radial lead, polypropylene film capacitor. ± 10% tolerance. Features a long history of proven reliability, a low dissipation factor, excellent stability, and a virtually linear temperature coefficient. Starting at $1.49
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. Click herefor a complete list of Reading Like a Historian lessons, and click here for a complete list of materials available in Spanish.
Advice for parents and carers after remote assessment for earache Ear infections are extremely common in children They are caused by either an infection of the middle ear that causes inflammation and a build-up of fluid (otitis media) or by an infection of the skin of the ear canal (otitis externa). Otitis externa is also known as ‘swimmers ear’ because it occurs more commonly when water enters the ear canal. Although most children with otitis media and otitis externa need no specific treatment, they will need to seen by a healthcare professional if they have pus coming out of their ear, in order to decide if treatment is required. Symptoms of otitis media: In most cases, the symptoms of otitis media develop quickly and get better by themselves in a few days.In some cases, pus may run out of the ear, this is the fluid that had built up behind the ear drum causing a small hole in the eardrum; this tends to heal up by itself. Symptoms of otitis externa: If your child has any of the following: Develops double vision or blurred vision Go to the nearest Hospital Emergency (A&E) Department or phone 999 Severe headache persisting despite regular painkillers (ibuprofen and paracetamol) or worse on lying down / in morning Please ring your GP surgery or contact NHS 111 - dial 111 or for children aged 5 years and above visit 111.nhs.uk If none of the above features are present Continue providing your child’s care at home. If you are still concerned about your child, contact NHS 111 – dial 111 or for children aged 5 years and above visit 111.nhs.uk Most children with earache do no require treatment with antibiotics. Antibiotics rarely speed up recovery and often cause side effects such as rash and diarrhoea. They will also promote the development of antibiotic resistant bacteria in your child. Antibiotics are usually only considered if your child: In addition, if your child has any features of severe infection (amber or red features above), they will need to be urgently assessed by a healthcare professional You can help relieve symptoms by: It is not possible to prevent ear infections; however, you can do things that may reduce your child’s chances of developing the condition. This guidance is written by healthcare professionals from across Hampshire, Dorset and the Isle of Wight.
Ornithopters are like birds having wings; earliest design for airplanes come from this concepts. This usually mimics the flapping motion of wings. Leonardo da Vinci’s ornithopter consisted of foot pedals and levers which help to get off the ground into the air having a pair of mechanical wings. ornithopters during its initial phase had never flew. A glider is a fixed-wing aircraft that normally does not have an engine to give thrust when it flies in the air. It is supported in flight through the dynamic reaction of the air against its wings. Sir George Cayley designed the first successful glider to carry a human being. It had a layout of modern aircraft having a kite-shaped wing towards the front and at back an adjustable tailplane which considered to be horizontal stabilizers and vertical fin. The center of gravity was adjusted by a movable weight. Successful repeated flight with gliders was also made by Otto Lilienthal. Percy Pilcher built a hang glider. The first successful motor-operated airplane was invented, built, and flown by wright brothers. This aircraft was mechanically controlled. It was a fixed-wing controlled and powered flight. The Control mechanism of aircraft consisted of a three-axis control system which made pilot to shear the aircraft efficiently and maintain its equilibrium. The methods and control system developed is still in use with all fixed wing aircrafts. Biplanes are the airplanes that had two wings one above the other. Earlier successful airplanes both powered and unpowered were gliders. Biplane wing structure has a larger structural advantage than monoplanes, having a lighter wing structure, low wing loading, and a smaller span for a given wing area. However it produces more drag than a monoplane because of interface of airflow between the two wings and bracing of wing structures. Douglas DC-3 was the most successful airliner in the initial stages of air transportation. It had a multiple spar wing and all-metal constructions making it very safe. It was reliable and inexpensive to operate. The airplane had a very good stability and was easy to handle with excellent single-engine performance. The Boeing-737 and Airbus A320 are the most popular commercial passenger airplanes at present. Future aircraft are based on the concept of all electric aircrafts, flying cars, environment friendly aircrafts which has reduced carbondioxide emmissions, drones , supersonic aircraft and autonomous aircrafts. Airplanes are also developed of engines with reduced fuel consumptions, drag, runway length and aircraft noise. New innovative materials like Silicon Carbide fiber, Reinforced Sic Ceramic Matrix Composites are being developed for aircraft engines and related systems. These are ideal for high-performance machinery, like the aircraft engines which are operated for long times.
The design and development of Moodle is guided by a "social constructionist pedagogy". This page attempts to unpack this concept in terms of four main, related concepts: constructivism, constructionism, social constructivism, and connected and separate. From a constructivist point of view, people actively construct new knowledge as they interact with their environments. Everything you read, see, hear, feel, and touch is tested against your prior knowledge and if it is viable within your mental world, may form new knowledge you carry with you. Knowledge is strengthened if you can use it successfully in your wider environment. You are not just a memory bank passively absorbing information, nor can knowledge be "transmitted" to you just by reading something or listening to someone. This is not to say you can't learn anything from reading a web page or watching a lecture, obviously you can, it's just pointing out that there is more interpretation going on than a transfer of information from one brain to another. Constructionism asserts that learning is particularly effective when constructing something for others to experience. This can be anything from a spoken sentence or an internet posting, to more complex artifacts like a painting, a house or a software package. For example, you might read this page several times and still forget it by tomorrow - but if you were to try and explain these ideas to someone else in your own words, or produce a slideshow that explained these concepts, then it's very likely you'd have a better understanding that is more integrated into your own ideas. This is why people take notes during lectures (even if they never read the notes again). Social constructivism extends constructivism into social settings, wherein groups construct knowledge for one another, collaboratively creating a small culture of shared artifacts with shared meanings. When one is immersed within a culture like this, one is learning all the time about how to be a part of that culture, on many levels. A very simple example is an object like a cup. The object can be used for many things, but its shape does suggest some "knowledge" about carrying liquids. A more complex example is an online course - not only do the "shapes" of the software tools indicate certain things about the way online courses should work, but the activities and texts produced within the group as a whole will help shape how each person behaves within that group. Connected and separate This idea looks deeper into the motivations of individuals within a discussion: - Separate behaviour is when someone tries to remain 'objective' and 'factual', and tends to defend their own ideas using logic to find holes in their opponent's ideas. - Connected behaviour is a more empathic approach that accepts subjectivity, trying to listen and ask questions in an effort to understand the other point of view. - Constructed behaviour is when a person is sensitive to both of these approaches and is able to choose either of them as appropriate to the current situation. In general, a healthy amount of connected behaviour within a learning community is a very powerful stimulant for learning, not only bringing people closer together but promoting deeper reflection and re-examination of their existing beliefs. Consideration of these issues can help to focus on the experiences that would be best for learning from the learner's point of view, rather than just publishing and assessing the information you think they need to know. It can also help you realise how each participant in a course can be a teacher as well as a learner. Your job as a 'teacher' can change from being 'the source of knowledge' to being an influencer and role model of class culture, connecting with students in a personal way that addresses their own learning needs, and moderating discussions and activities in a way that collectively leads students towards the learning goals of the class. Moodle doesn't FORCE this style of behaviour, but this is what the designers believe that it is best at supporting. In future, as the technical infrastructure of Moodle stabilises, further improvements in pedagogical support will be a major direction for Moodle development.
SEA LIFE Sea Savers: Preventing Plastic Pollution Help your class become SEA LIFE Sea Savers Humans produce around 300 million tonnes of plastic waste each year putting our oceans and sea creatures at risk. Through the activities in this session, pupils will be able to recognise the effect of plastic pollution on sea life, understand some of the causes of plastic pollution in the ocean, and identify what they can do to help prevent it. Key Learning Outcomes - List key facts about the issue of plastic pollution in the ocean - Discuss how plastic pollution has occurred, and what affect this might have on sea life - Suggest positive actions to help prevent plastic pollution now and in the future We challenge you! SEA LIFE are challenging your class to be #SEALIFEseasavers, and use their creative skills to help spread awareness of plastic pollution and what we can do to prevent it. Plus, they could win a class school trip and a 12 month adoption pack for a sea creature you’ll meet at your local SEA LIFE by getting involved! Create a piece, or pieces, of sea life-themed art from plastic items that would usually be thrown away. From a fish made from bottle caps to penguins formed from milk cartons, we want to see your class’s creativity to help spread awareness of plastic pollution. HOW TO ENTER This competition has now closed. Our winners have been announced!! Please check back in future for new class challenges! 2022 competition Terms and Conditions.
The creation of a 3D scene needs at least three key components: Models, materials and lights. In this part, the first of these is covered, that being modeling. Modeling is simply the art and science of creating a surface that either mimics the shape of a real-world object or expresses your imagination of abstract objects. Depending on the type of object you are trying to model, there are different types of modeling modes. Since modes are not specific to modeling they are covered in different parts of the manual. Switching between modes while modeling is common. Some tools may be available in more than one mode while others may be unique to a particular mode. Edit Mode is the main mode where modeling takes place. Edit Mode is used to edit the following types of objects: You can only modify the mesh of the objects you are editing. To modify other objects you can leave Edit Mode, select another object and enter Edit Mode, or use Multi-Object Editing.
When staff want to add materials to learning resources, whether they are resources they’re intending to use in class, or material to supplement learning that they want to put into My Dundee, they are used to checking the materials to ensure their accuracy. However, a big concern of staff at present, is ensuring they have the relevant permissions to use them. For many educators, this is a minefield, and may even deter them from finding valuable resources. Over the course of next week, we will look at how you can search for resources, images, audio, video, research data, or even complete learning resources that others have created. We’ll focus on how you can ensure the material you can finding has the permissions that allow to use it in your teaching. We’ll then look at how you might use these to engage your students. Finally, we’ll look at how you could share the materials you have created with others – even those outside Dundee. What is Copyright? This is what Wikipedia says about copyright: “Copyright is a legal right created by the law of a country that grants the creator of an original work exclusive rights for its use and distribution. This is usually only for a limited time. The exclusive rights are not absolute but limited by limitations and exceptions to copyright law, including fair use. A major limitation on copyright is that copyright protects only the original expression of ideas, and not the underlying ideas themselves Copyright is a form of intellectual property, applicable to certain forms of creative work. Some, but not all jurisdictions require “fixing” copyrighted works in a tangible form. It is often shared among multiple authors, each of whom holds a set of rights to use or license the work, and who are commonly referred to as rights holders These rights frequently include reproduction, control over derivative works, distribution, public performance, and “moral rights” such as attribution (Copyright, 2017) To reproduce a copyrighted image, piece of music, animation, video, etc. you may have to pay to reuse it for your own purposes or get permission from the creator of the original work to use it. In other cases, permission for sharing may have been granted by the original creator – it is these resources that are developed with the intention of being shareable that we are concentrating on next week. “BATTLE OF COPYRIGHT” flickr photo by Christopher Dombres shared into the public domain using (CC0) - Copyright. (2017, April 20). In Wikipedia, The Free Encyclopedia. Retrieved 14:38, April 21, 2017, from https://en.wikipedia.org/w/index.php?title=Copyright&oldid=776377185
Biomedical waste refers to any waste containing materials with potentially infectious substances such as blood. When the environment is a concern, the main issue is scalpel blades, glass pipettes, needles and other waste materials that can cause injury. It is vital for anyone looking at biomedical science jobs, to know how the work they will be handling will impact the environment, so they take the necessary measures. The impact on wildlife Biomedical waste that ends up in lakes, rivers and parks and other places where birds can access them can cause detrimental injuries to wildlife. Naturally, wildlife is inquisitive about pharmaceutical waste products and will be drawn to them. It is said that the scent and the colour attract wildlife to pharmaceuticals. Colourful pills and sweet smelling liquid medicine is bound to grab their attention. But the ingestion of medication results in injuries and sometimes death. One way to avoid harm to the environment is to find a disposal company. For instance, hiring EWM Dumpsters will ensure that the proper disposal of such biomedical wastes is performed professionally Pathogens can survive for a long time on needles and blades. If an animal comes into contact with a blade or needle that’s infected, interacting with it will cause infection and injury. The impact on groundwater A lot of effort and money has been used to build landfills that protect the earth around them. These landfills are built with a special lining that is close to the soil and groundwater to make sure that groundwater is protected from contamination. However, biomedical waste that is not disposed of correctly compromises landfill designs no matter how good they are. Syringes, blades and other sharp objects rip the lining bleaching the landfill protection. Contaminants are then carried by rainwater into the landfill, and they seep out to the exterior soil taking their toxins to the groundwater. These toxins can also find their way into safe drinking water. Once contamination occurs, it is difficult, more expensive, and time-consuming to rectify. The best option is to dispose of pharmaceuticals properly rather than go to the trouble of correcting a problem that could have been prevented. Pollution caused by biomedical waste Doctors are sometimes required to use radioactive tools to make an accurate diagnosis. When disposed of improperly, the radioactive devices pollute the environment and make their way into landfills and other areas. The particles emitted by these tools are dangerous to people and wild animals. Constant exposure to such tools will cause serious diseases. Incineration is often used to destroy some of the biomedical waste. While this works in most cases, when ignition that is not done properly, it causes pollutants to move through the air. Air pollution is worse than land pollution because the contaminants can be carried far and wide by the wind. This affects a lot more people and faster, which is disastrous to health. The carbon dioxide and poisonous toxins released into the atmosphere contribute to climate change. The World Health Organization (WHO) says that all biomedical waste material must be segregated immediately they are generated, be treated appropriately and disposed off safely. Following these guidelines strictly will reduce the harmful environmental impact biomedical waste brings. Every pharmaceutical should select a waste management option that is environmentally friendly to ensure the safety of people involved, wildlife, and the environment.
Periodontal (gum) disease is an infection caused by bacterial plaque, a thin, sticky layer of microorganisms (called a biofilm) that collects at the gum line in the absence of effective daily oral hygiene. Left for long periods of time, plaque will cause inflammation that can gradually separate the gums from the teeth — forming little spaces that are referred to as “periodontal pockets.” The pockets offer a sheltered environment for the disease-causing (pathogenic) bacteria to reproduce. If the infection remains untreated, it can spread from the gum tissues into the bone that supports the teeth. Should this happen, your teeth may loosen and eventually be lost. When treating gum disease, it is often best to begin with a non-surgical approach consisting of one or more of the following: - Scaling and Root Planing. An important goal in the treatment of gum disease is to rid the teeth and gums of pathogenic bacteria and the toxins they produce, which may become incorporated into the root surface of the teeth. This is done with a deep-cleaning procedure called scaling and root planing (or root debridement). Scaling involves removing plaque and hard deposits (calculus or tartar) from the surface of the teeth, both above and below the gum line. Root planing is the smoothing of the tooth-root surfaces, making them more difficult for bacteria to adhere to. - Antibiotics/Antimicrobials. As gum disease progresses, periodontal pockets and bone loss can result in the formation of tiny, hard to reach areas that are difficult to clean with handheld instruments. Sometimes it's best to try to disinfect these relatively inaccessible places with a prescription antimicrobial rinse (usually containing chlorhexidine), or even a topical antibiotic (such as tetracycline or doxycyline) applied directly to the affected areas. These are used only on a short-term basis, because it isn't desirable to suppress beneficial types of oral bacteria. - Bite Adjustment. If some of your teeth are loose, they may need to be protected from the stresses of biting and chewing — particularly if you have teeth-grinding or clenching habits. For example, it is possible to carefully reshape minute amounts of tooth surface enamel to change the way upper and lower teeth contact each other, thus lessening the force and reducing their mobility. It's also possible to join your teeth together with a small metal or plastic brace so that they can support each other, and/or to provide you with a bite guard to wear when you are most likely to grind or clench you teeth. - Oral Hygiene. Since dental plaque is the main cause of periodontal disease, it's essential to remove it on a daily basis. That means you will play a large role in keeping your mouth disease-free. You will be instructed in the most effective brushing and flossing techniques, and given recommendations for products that you should use at home. Then you'll be encouraged to keep up the routine daily. Becoming an active participant in your own care is the best way to ensure your periodontal treatment succeeds. And while you're focusing on your oral health, remember that giving up smoking helps not just your mouth, but your whole body. Often, nonsurgical treatment is enough to control a periodontal infection, restore oral tissues to good health, and tighten loose teeth. At that point, keeping up your oral hygiene routine at home and having regular checkups and cleanings at the dental office will give you the best chance to remain disease-free. Understanding Gum (Periodontal) Disease Have your gums ever bled when you brushed or flossed? This most commonly overlooked simple sign may be the start of a silent progressive disease leading to tooth loss. Learn what you can do to prevent this problem and keep your teeth for life... Read Article Treating Difficult Areas Of Periodontal Disease Local antimicrobial or antibiotic therapy is sometimes used to treat difficult areas of periodontal (gum) disease. However, it is important to realize that while periodontal disease is a bacterially induced and sustained disease, mechanical cleaning to reduce bacteria is the best and most often used treatment... Read Article
Spurred by a major global concern regarding antimicrobial resistance, there is a huge demand to reduce or eliminate antibiotics usage in animal production and to find some antibiotic alternatives. And this is putting a real pressure on the sector. But countries around the world are stepping up their game. From antibiotics to antibiotic alternatives It was by accident that microbiologist and physician Alexander Fleming discovered the antibiotic ‘penicillin’ in 1928. Although it was only introduced for therapy until 1941, it totally revolutionized human medicine in the 20th century and was used widespread across the world, with a peak in the mid-1950s. It was the start of the “antibiotic era”. Shortly after its introduction for use in humans, penicillin was used in animals for the treatment of various bacterial diseases. Around the same time, it was also discovered that antibiotics had a growth promoter effect, when animals showed improved growth rates when fed dried mycelia of Streptomyces aureofaciens containing chlortetracycline residues. The term antibiotic growth promoter (AGP) was born. AGP’s mode of action The reason why antibiotics have an effect on growth rates in animals is a range of interactions they have with the host. In the literature, 3 major mechanisms have been proposed to explain the growth promoting effects of AGP’s: - Regulation of microflora - Reduction of growth-depressing metabolites produced by microbes - More recently local and general anti-inflammatory effect The physiological consequences of these mechanisms are: - Inhibition of endemic subclinical infection - Reduction of microbial use of nutrients - Enhancement of uptake and use of nutrients, because the intestinal wall in AGP-fed animals is thinner. All of this leads to improved growth and feed efficiency, some of the key parameters for a profitable farm. No wonder, the use of AGP’s took flight ever since and became a global practice. A tremendous need for antibiotic alternatives AGP’s are added to feed in low, subtherapeutic amounts. And these low amounts, over a long period of time, is a risk factor for resistance, transfer of antimicrobial resistant (AMR) genes, and selection for already existing resistance. The result is that microorganism no longer responds to a drug to which it was originally sensitive and patients have a risk to die from an infection, caused by resistant bacteria. The resistant AMR genes can reach the human population by a variety of routes, such as foodstuffs. If no action is taken – warns the UN Ad hoc Interagency Coordinating Group on Antimicrobial Resistance drug-resistant diseases could cause 10 million deaths globally each year by 2050. The One Health approach Although the formation of resistance genes occurs naturally, the misuse of antibiotics in humans and animals is accelerating the process. To control the selection and dissemination of resistant bacteria from animals, the amount of antibiotics has to be reduced considerably. Antibiotic resistance should be ideally managed from a “One Health” perspective, a concept defined by the WHO and others. One Health is a collaborative, multisectoral, and transdisciplinary approach – working at the local, regional, national, and global levels – with the goal of achieving optimal health outcomes recognizing the interconnection between people, animals, plants, and their shared environment. More countries to phase-out AGP’s Over the years, many regions in the world have put this One Health concept and the phase-out of AGP’s high on their agenda. The European Union (EU) enforced a total ban on the use of antibiotics as growth promoters in animal feed as of January 1, 2006 already. In the US, the reduction of antibiotics is highly driven by the consumers and market and an increasing volume of broiler meat is even raised with ‘no antibiotics ever’, a concept embraced by large poultry integrators like Tyson Foods and Perdue Foods. Besides Europe, more countries have taken action and have enforced a formal AGP ban such as New Zealand (1999), Chile (2006), Bangladesh (2010) and South Korea (2011). In South America, steps are made as well. Colistin was banned in Brazil in November 2016 and there is a growing development of antibiotic free production. What is to come? In animal production, the prolonged use of antimicrobial growth promoters (AGPs) at subtherapeutic levels in large groups of livestock is known to encourage resistance emergence. Whether pushed by consumers or enforced top-down by policy makers, the need to reduce antibiotics is a common goal for all countries around the world and will benefit both animal health as human health. We are ready to enter the post-AGP era and this can only be successful with the right approach and effective solutions. In part 2 of this article we look at which AGP alternatives are available today.
Hydrocephalus is a medical disorder, which means an excessive amount of cerebrospinal fluid (CSF) in the hollows of the brain. It was first recognized in ancient Egyptian literature approximately 5000 years ago. The term originates from two Greek words “hydro” and “cephalus”, which mean water and head. In the past, scientists used to call it “water on the brain”. Hakim and Adams were the first, who gave a description of hydrocephalus in 1965 (Bakar & Bakar, 2011). Hydrocephalus is not a sole disease. In other words, this means that it develops from the issues with normal CSF running within the skull and spinal cord (Bakar & Bakar, 2011). The surplus of fluid can lead to high pressure in the brain. It can also ruin the brain that may result into different types of disabilities such as low intelligence, movement and other complications. Hydrocephalus is considered to be the most frequent neurological condition existing in medical science. The data manifest that the number of people suffering from hydrocephalus range from 500000 to 1.5 million (including children and adults). Taking into consideration the data from the National Institute of Health, hydrocephalus hits one person in every 500 to 1000 births. These numbers make hydrocephalus even more widespread than Down’s syndrome or deafness. It is the most common reason for children’s brain surgery in the USA (Bakar & Bakar, 2011). Hydrocephalus has various grounds. In most cases, it is an inherited disease; however, it can arise in older children or even grown-ups. In general, hydrocephalus occurs at any medical circumstances that impede the usual flow of CSF. The surplus of fluid makes the usual hollows in the skull larger. In newborn, the first evidence of hydrocephalus is an abrupt amplification or too fast expansion of the head. This occurs due to the fact that the skull of a baby can easily grow in size. Talking about older children, one can state that their skulls cannot be expanded. That is why they tend to have different symptoms such as vision changes, vomiting and problems with balance. The actual causes of hydrocephalus are still not clear to scientists; however, experts made conclusion about some of them: - Complexities, which have a connection with the premature birth, for instance, intraventricular hemorrhage; - Several diseases including meningitis and different head injuries; According to its origin, one can distinguish the two types of hydrocephalus: congenital and acquired. If take congenital hydrocephalus into consideration, it arises at the moment of birth and is considered as the result of elaborate interplay of genetic and environmental facets. However, genetic does not mean inherited. It often happens that no one can diagnose the true cause of the disease. In some cases, hydrocephalus can be diagnosed even before the birth, namely, by means of ultrasound. Nevertheless, this type of hydrocephalus is hard to recognize and diagnose promptly. For instance, a person can have hydrocephalus since birth and being diagnosed only in maturity. In this case, it is applies to compensated hydrocephalus. On the contrary, acquired hydrocephalus deepens after birth, usually as the consequence of neurological circumstances. It can have an effect on people of all age categories and may be the result of brain tumor, intraventricular hemorrhage, head trauma or even infection of the CNS (Pople, 2002). The main reasons for congenital hydrocephalus include neural tube defects (myelomeningocele), aqueductal obstruction (stenosis), Dandy-Walker syndrome, arachnoid cysts, and Arnold-Chiari malformation. Aqueductal obstruction appears when the long, thin passage between the third and fourth ventricles is blocked, mostly due to infection, tumor or hemorrhage. Arachnoid cysts appear at any place inside the brain. In children, they are situated at the back side of the brain, close to the third ventricle. In the case of Dandy-Walker syndrome, the fourth ventricle is megascopic due to the fact that its passages are slightly or fully closed. As a result, part of the cerebellum does not develop. Arnold-Chiari malformation occurs in the bottom of the brain, where the brain and spinal cord are connected (Pople, 2002). On the contrary, acquired hydrocephalus can be caused by intraventricular hemorrhage, meningitis, head injury, brain tumors and ventriculitis. Congenital and acquired hydrocephalus can be characterized as communicating and non-communicating. When after leaving the ventricles there is a blockage in the flow of CSF, communicating hydrocephalus occurs. It is so named because the CSF can flow amidst the ventricles that are open. Non-communicating hydrocephalus is also called obstructive. It usually appears when there is a blockage in the flow of CSF together with a few slim ways joining the ventricles (Kirkpatrick, Engleman, & Minns, 1989). The symptoms of hydrocephalus depend on the age of patient and the stadium of the disease. The most common symptoms involve mental deterioration, double vision and derangement. The main complexity is that the symptoms of hydrocephalus are hard to distinguish from the symptoms of other medical conditions. That is why it is highly recommended to consult a doctor in order to avoid serious medical complications (Kirkpatrick, Engleman, & Minns, 1989). The symptoms of hydrocephalus vary in accordance with the age and patient’s tolerance to CSF. For instance, tolerance to the CSF pressure on newborn is different from that on adult. Newborns usually suffer from the fast growth of the head. Their fontanel is usually stretched and salient, and scalp becomes narrow and shining, making the veins visible. Other symptoms are as follows: The symptoms of hydrocephalus in adults are different due to the fact that their brain cannot grow in order to cope with the accumulation of CSF. These symptoms involve the following ones: - Double vision; - Poor coordination; - Urinary incontinence. In the early stages, the disease causes the urinary urgency, and only after a while it leads to incontinence (D'abreau, 2004). There are two options for hydrocephalus that must be treated: shunt placement and third ventriculostomy. The procedure called shunt placement means the surgical disposition of a hydrocephalus shunt system. With the help of this system, the circulation of CSF deflects from a place inside the central nervous system (CNS) to another location within the body where it can be taken up as a component of the circulatory process (Bakar & Bakar, 2011). Hydrocephalus shunt is known to be a pliable but solid silastic (sort of a silicone rubber) pipe. The hydrocephalus shunt system is made up of a valve, catheter and shunt. One edge of the catheter is situated in the central nervous system. In most cases, it is inside the skull but may be in a cyst or even the spinal cord, as well (D'abreau, 2004). Other edge of the catheter is situated in the stomach, although it can also take place in other parts of the organism such as a hollow in the lungs or a chamber of the heart. Despite the fact that hydrocephalus shunt is an efficient device, it also has some drawbacks. There can be some complexities of shunt concerning the treatment of hydrocephalus. These are the most common difficulties: infections, occlusion, mechanical failure or the necessity to extend or restore the catheter. In order to avoid such complications, it is advisable to regularly monitor the hydrocephalus shunt system. In cases of complications, the shunt system is required a special type of alteration. Some types of complications can result into other problems concerning under-draining and over-draining. Under-draining appears as a result of the slow removal of CSF. Over-draining happens when the CSF is allowed to drain faster than it is provided (Bakar & Bakar, 2011). In addition to the usual symptoms of hydrocephalus, infections can also cause fever, inflammation of the neck and shoulder muscles and even redness and tenderness. It is vital to seek for medical observation when some of these symptoms arise. The second variant to treat hydrocephalus is the third ventriculostomy. It is considered to be an alternative way of treatment. By means of neuroendoscope, doctors are able to visualize the ventricular surface. Neuroendoscope is a little camera, which is designed for the observation of small surgical places that are difficult to access. All in all, hydrocephalus is a lifelong medical condition, which affects people of all age categories. It has a lot of unpredictable consequences on the human organism. That is why if leave it without treatment, the symptoms will become worse, and, as result, it can lead to serious brain damage or even death.
What is the SPEECHIE project? SPEECHIE is a research project funded by the Malta Council for Science and Technology (MCST) FUSION programme aiming to develop a device/toy for 3-to-5-year-old children that will facilitate and enhance speech and language therapy within and beyond the clinical setting. A Speech and Language toy? Children develop critical skills through playing. The toy will stimulate children to engage in various play scenarios and consequently practice on the goals assigned by Speech and Language Pathologists. Bilingualism is a person’s ability to communicate with ease in two languages. In countries that have two main languages, children concede vocabulary skills in both languages. It is normal that children acquire a dominant language because it depends on how much they are exposure to any language. It is also a fact that the bilingual child’s vocabulary production in each language separately cannot be compared to that of monolingual children (Thordardottir, 2005). Although bilingualism does not cause Language Impairment, such disorders can be complicated when children have bilingual or multilingual exposure, which is a common occurrence worldwide. Although bilingualism does not cause Language Impairment, such disorders can be complicated when children have bilingual or multilingual exposure, which is a common occurrence worldwide. Thordardottir, E. T. (2005) Early lexical and syntactic development in Quebec French and English: implications of cross-linguistic and bilingual assessment. International Journal of language and Communication Disorders 40 (3), 243-278. SPEECHIE: Helping children speak loud and clear. The SPEECHIE Project is focused on developing an assistive toy that can help children aged 3-5 communicate better in a bilingual context. Learn more about SPEECHIE project device: Flyer
The Article 1 from the Universal Declaration of Human Rights says “All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in the spirit of brotherhood.” All human rights are inherent to all human beings, regardless their nationality, place of residence, sex, national or ethnic origin, color, religion, language or any other status. We are equally entitled to our human rights without discrimination. Our rights are interrelated, interdependent, indivisible.The protection of fundamental human rights was the basis in the establishment of the United States over 200 years ago. The Universal Declaration of Human Rights was created to make people respect human rights. - prevent aggression - protect the peace - promote the rule of law - strive against crime and corruption - consolidate democracies - preclude humanitarian crises
Significant Cognitive Disabilities In an effort to promote “access” to the general curriculum for students with SCD, describe the two standards-setting processes that must take place. The two standards-setting processes that must take place in order for the students with significant cognitive disabilities (SCD) to gain full and equal access to the general curriculum are identification of the appropriate standards and definition of the outcomes of instruction(Agran, Mithaug, Martin & Wehmeyer, 2002). Identification of appropriate standards is important to the task of promoting access to general curriculum for students with SCD because it ensures that the relevant aspects of education are noted and focused upon. Rather than assuming all the standards of the general curriculum when dealing with students with SCD, it is important for the stakeholders to identify the exact factors that can be used to measure the achievements of the students equally for equal levels. Defining the outcomes of instruction is equal to defining the parameters of assessment. This means that if the outcomes of instruction are defined universally for both the nondisabled students and those with SCD with respect to the general curriculum then there will be a definitive assessment system that will give the accurate and compatible results for both categories of students (Agran et el., 2002). School-wide Positive Behavior Supports (PBS) and Universal Design (UD) are two measures that support the inclusion of students with SCD in accessing the general curriculum. (a) Define PBS and explain how it positively impacts behavior and learning for all students. (b) Define UD and explain how it impacts greater access to the general curriculum for students with SCD. - PBS is a system of behavioral support that works through prevention and intervention to ensure that the students are learning adequately and behaving appropriately. School Wide Positive Behavioral Support entails three tiers of action where teachers are prompted to focus on the overall school, some of the students and then a few students (Agran et el., 2002). The core aspects in this approach are prevention and intervention and thus there is a lot to be done. By focusing on the student body as a whole, this proactive approach allows the students to be educated on what is expected of them. In addition, the focus on specific students for intervention enables the students to reform and thus behave properly. PBS generally works with the academic support systems through mentorship, class management and positive reinforcement as well as high expectations. This is how this approach manages to improve behavior and learning in the school for all students. - Universal Design for learning allows for the formulation of specific frameworks that allow for flexibility in the instruction models such that instructors are able to meet the needs of their students (Agran et el., 2002). The UD impacts the students’ access to the general curriculum by reducing the barriers and accommodating the special needs of the students with SCD. In addition, all this is accomplished without lowering the expectations of these students thus making their access to the general curriculum complete and fair. In terms of early literacy for students with SCD, name and describe two barriers at home and two barriers at school that most children in this category experience (total of 4). With regards to early literacy for students with SCD, the two barriers at home are low expectations and lack of information while at school they include low expectations and improper assessment practices. - Parents often lack information on how to handle their children with SCD. In most instances, the parents develop very low expectations and seem to give up on the abilities of their child (Agran et el., 2002). They thus do not encourage them to learn as they would with a nondisabled child. The lack of encouragement equals a lack of motivation and thus the child is unlikely to gain interest in learning. - Given that they do not know what to do, these parents neglect the literacy of their children in the hope that once they are old enough to go to school they will be helped by the specialists. - At school, having low expectations implies that the students with SCD aren’t challenged enough to learn like their nondisabled counterparts. This limits their abilities in that they do not get enough motivation to work harder and learn more. - Inappropriate assessment prevents the teachers from knowing the needs of the students in terms of what they already know and how much more they need to learn. This impedes their literacy development from a tender age. Client says about us Thanks a lot, guys! Every time I order a paper, you manage to provide me with what I need and always on time. Working with you was one of the best experiences I have had in my college years. It was so cool to receive such a high mark on my essay. I will always be grateful to you for the help you gave me. I honestly don't think I could have made it without your help. All I can say is that I am very impressed. My writer completed an order on time and followed every single instruction I gave! You have done a great job guys, many thanks! There is an awesome staff at your custom essay writing company. I feel confident that any time I need a paper to be written, you are able to accommodate me and I will get a great result for my money. You are true professionals who know how to run their business very well! A huge thank you to 123HelpMe.org and the writer who finished my paper so quickly! My college professor didn’t ask for any corrections and I was really happy with the mark I got. So I think your writing service is very good. I was able to keep in touch with my writer while my paper was being written. I think the paper and the reference pages are great. I’m completely satisfied! List and describe four ways that teachers can make literacy accessible and provide more opportunities for children with SCD. The four ways through which teachers can make literacy accessible and provide more opportunities for children with SCD include having high expectations, incorporating conversational skills into the academic program, formulating relevant IEP and accurate assessment processes. - High expectations raise the bar and challenge the students to learn more. The teachers are also challenged to teach more and thus the effect is higher literacy levels and more learning opportunities for the students (Agran et el., 2002). - Incorporating a functional skill into the general academic learning will ensure that the students learn how to listen and speak properly within a familiar classroom environment. - IEP ensures that the student is taught what they need to learn at the time. This means that if it is relevant, the student is likely to learn more. - Assessment is crucial in knowing how effective the teaching strategies have been and how much more needs to be done. By assessing the student through the right parameters, the teacher is more likely to understand what they must do to improve the child’s opportunities to learn. Check out the website on writing with symbols @ www.widgit.com and describe three aspects of this feature that may assist children with SCD in communication and early literacy. Generally, being able to read is a basic skill that most people take for granted. The world is full of text in terms of warnings, instructions an even information. This leaves out the people who have a difficulty with reading and recognizing text such that they can only be communicated to through symbols (Agran et el., 2002). The symbols used are often colorful such that the students with SCD can easily find them interesting. This aspect helps in attracting their attention to the message being conveyed in the symbols. They are also often clear, such that the message isn’t confusing. When these symbols are used together with their corresponding texts, they help the student to associate the text with its meaning as shown in the symbol. This means that other than being an alternative to texts, these symbols help in understanding the texts for better literacy among students with SCD. The appropriate ‘wait-time’ is vital in gendering a response from a child with SCD. Often times the student may know the answer, but takes a bit longer to comprehend the question, and additional time to communicate a response. Review the research on ‘time-delay procedures’ from Collins & Griffen (1996). (a) Give an overall description and results of the study by Collins & Griffen. (b) Define zero-delay variation in the systematic prompting system. - The study by Collins and Griffen (1996) was aimed at investigating the effectiveness of time delay in teaching instructions for product warning labels and the generalized responses from the students. In the study, the participants were four elementary school students with moderate mental retardation. They were given individualized instructions using the constant time delay procedure and multiple exemplars and the results showed mastery after 8 to 16 sessions. In addition, the students had moderate to high results in their maintenance and generalization in the post intervention phase of the study thus implying that constant time delay is beneficial to the teaching of students with SCD (Collins & Griffen, 1996). Students may be unable to respond immediately even when they recognize the stimulus but prompting them after a short time period is beneficial as it improves their ability to respond. When the prompting is eventually stopped, they are still able to recognize the words thus maintenance and generalization are also achieved. - A zero second delay variation implies not waiting at all before prompting the student. This means that the instructor responds immediately after asking the student the question. This method is often used in simultaneous prompting as it provides for probe sessions prior to the instructional sessions where the student is asked the same question and not given a prompt to ascertain whether they can respond correctly or incorrectly (Collins & Griffen, 1996). A zero second delay ensures that the child isn’t given the opportunity to give a wrong response, and thus they eventually learn the correct response.
Here you can see videos from two ten-year-old participants from our first study exploring throwing and catching performance in children. These eye tracking videos help demonstrate the differences between what skilled and non-skilled participants do when performing tasks such as throwing and catching. Notice how the skilled participant (top video) focuses their gaze (indicated by the red circle) at the wall before throwing, and then tracks the ball as it bounces before catching it. This steady fixation on the target before completing a task is what is known as Quiet Eye. The second video is of a child diagnosed with DCD. In this case you can see that what they are looking at is unrelated to the information they need to complete the task. They don’t have a steady fixation to where they want to throw and they are unable to pick the ball up as it bounces. This has two implications: The initial throw is not accurate (they don’t look where they want to throw); and they are not close to catching the ball (they do not track the ball early and predict where it will end up, allowing their limbs to move in a way to intercept it).
To use mobiles to help the children understand the Trinity The children will identify the Trinity as the Father, Son, and Holy Spirit. Prepare the rectangles ahead of time by punching holes in them as follows: the large rectangle should have three holes punched at equally spaced intervals across the top and bottom of the 12? width of the rectangle; the small rectangles should have one hole punched at the top center of the 3 ?? width of the rectangle. Encourage the children to use large, simple symbols in each small rectangle instead of a lot of different objects. One symbol in each small rectangle will be easier to associate with the particular person of the Trinity. If there are children in your group with special needs (physical, visual, hearing, language, or behavioral disabilities), adapt the activity accordingly.
The lung is often compared to a sponge that's filled with tiny bubbles or holes. The bubbles, surrounded by blood vessels, give the lungs a large surface to exchange oxygen and carbon dioxide. The airways and air sacs present in the anatomy of the lung are normally elastic, meaning they try to spring back to their original shape after being stretched or filled with air. In chronic obstructive pulmonary disease, much of the elastic quality is gone, and the airways collapse, obstructing airflow out of the lungs. The lungs provide a very large surface area (the size of a football field) for the exchange of oxygen and carbon dioxide between the body and the environment. A slice of normal lung looks like a pink sponge filled with tiny bubbles or holes. Around each bubble is a fine network of tiny blood vessels. These bubbles, surrounded by blood vessels, give the lungs a large surface to exchange oxygen (into the blood where it is carried throughout the body) and carbon dioxide (out of the blood). This process is called gas exchange. Healthy lungs do this very well. You breathe in air through your nose and mouth. The air travels down through your windpipe (trachea) and then through large and small tubes in your lungs called bronchial (BRON-kee-ul) tubes. The larger ones are bronchi (BRONK-eye), and the smaller tubes are bronchioles (BRON-kee-oles). Sometimes the word "airways" is used to refer to the various tubes or passages that air must travel through from the nose and mouth into the lungs. The airways in your lungs look something like an inverted tree with many branches. At the ends of the small bronchial tubes, there are groups of tiny air sacs called alveoli (al-VEE-uhl-EYE). The air sacs have very thin walls, and small blood vessels called capillaries run in the walls. Oxygen passes from the air sacs into the blood in these small blood vessels. At the same time, carbon dioxide passes from the blood into the air sacs. Carbon dioxide, a normal byproduct of the body's metabolism, must be removed.
This 21 February 2019 video says about itself: Moros intrepidus: North America’s Tiny Tyrannosaur “Diminutive, fleet-footed tyrannosauroid narrows the 70-million-year gap in the North American fossil record” From North Carolina State University in the USA: February 21, 2019 A newly discovered, diminutive — by T. rex standards — relative of the tyrant king of dinosaurs reveals crucial new information about when and how T. rex came to rule the North American roost. Meet Moros intrepidus, a small tyrannosaur who lived about 96 million years ago in the lush, deltaic environment of what is now Utah during the Cretaceous period. The tyrannosaur, whose name means “harbinger of doom,” is the oldest Cretaceous tyrannosaur species yet discovered in North America, narrowing a 70-million-year gap in the fossil record of tyrant dinosaurs on the continent. “With a lethal combination of bone-crunching bite forces, stereoscopic vision, rapid growth rates, and colossal size, tyrant dinosaurs reigned uncontested for 15 million years leading up to the end-Cretaceous extinction — but it wasn’t always that way,” says Lindsay Zanno, paleontologist at North Carolina State University, head of paleontology at the North Carolina Museum of Sciences and lead author of a paper describing the research. “Early in their evolution, tyrannosaurs hunted in the shadows of archaic lineages such as allosaurs that were already established at the top of the food chain.” Medium-sized, primitive tyrannosaurs have been found in North America dating from the Jurassic (around 150 million years ago). By the Cretaceous — around 81 million years ago — North American tyrannosaurs had become the enormous, iconic apex predators we know and love. The fossil record between these time periods has been a blank slate, preventing scientists from piecing together the story behind the ascent of tyrannosaurs in North America. “When and how quickly tyrannosaurs went from wallflower to prom king has been vexing paleontologists for a long time,” says Zanno. “The only way to attack this problem was to get out there and find more data on these rare animals.” That’s exactly what Zanno and her team did. A decade spent hunting for dinosaur remains within rocks deposited at the dawn of the Late Cretaceous finally yielded teeth and a hind limb from the new tyrannosaur. In fact, the lower leg bones of Moros were discovered in the same area where Zanno had previously found Siats meekerorum, a giant meat-eating carcharodontosaur that lived during the same period. Moros is tiny by comparison — standing only three or four feet tall at the hip, about the size of a modern mule deer. Zanno estimates that the Moros was over seven years old when it died, and that it was nearly full-grown. But don’t let the size fool you. “Moros was lightweight and exceptionally fast,” Zanno says. “These adaptations, together with advanced sensory capabilities, are the mark of a formidable predator. It could easily have run down prey, while avoiding confrontation with the top predators of the day. “Although the earliest Cretaceous tyrannosaurs were small, their predatory specializations meant that they were primed to take advantage of new opportunities when warming temperatures, rising sea-level and shrinking ranges restructured ecosystems at the beginning of the Late Cretaceous,” Zanno says. “We now know it took them less than 15 million years to rise to power.” The bones of Moros also revealed the origin of T. rex’s lineage on the North American continent. When the scientists placed Moros within the family tree of tyrannosaurs they discovered that its closest relatives were from Asia. “T. rex and its famous contemporaries such as Triceratops may be among our most beloved cultural icons, but we owe their existence to their intrepid ancestors who migrated here from Asia at least 30 million years prior,” Zanno says. “Moros signals the establishment of the iconic Late Cretaceous ecosystems of North America.” The research appears in Communications Biology, and was supported in part by Canyonlands Natural History Association. Lecturer Terry Gates, postdoctoral research scholar Aurore Canoville and graduate student Haviv Avrahami from NC State, as well as the Field Museum’s Peter Makovicky and Ryan Tucker from Stellenbosch University, contributed to the work.
lewis dot structure for chlorine atom cl youtube rh youtube com dot cross diagram chlorine electron dot diagram for chlorine moleculeDot diagram chlorine 1 Posted on May, 17 2019 by Michael Burnstagged with : Dot diagram chlorine - lewis structures or electron dot diagrams for atoms ions ionic pounds and covalent pounds tutorial with worked ex les for chemistry students engage introduce students to lewis dot structures tell students that one popular method of representing atoms is through lewis dot diagrams in a dot diagram only the symbol for the element and the electrons in its outermost energy level valence electrons are shown most covalent molecules you will e across are formed by binations of atoms of non metallic elements on the right hand side of the periodic table eg from group 4 carbon and silicon from group 5 nitrogen and phosphorus and from the group 7 halogens fluorine chlorine bromine and iodine why do some atoms join together to form molecules but others do not why is the co 2 molecule linear whereas h 2 o is bent how can we tell how does hemoglobin carry oxygen through our bloodstream revision notes on. the theory of ionic bonding which type of elements form ionic pounds explaining the physical properties of ionic pounds how to construct and draw dot cross diagram of ionic pounds how to work out the empirical formula of ionic pounds help when revising for aqa a level gcse chemistry edexcel a revision questions for atomic structure ionic bonding covalent bonding giant molecules and metallic bonding to non metal atoms the electrons from one atom are shown as dots and the electrons from the other atom are shown as crosses for ex le when sodium reacts with chlorine electrons transfer the octet rule states that elements gain or lose electrons to attain an electron configuration of the nearest noble gas here is an explanation of how that works and why elements follow the octet rule Two depictions of a calcium atom and two chlorine atoms above energy level models of the atoms below lewis dot structures of the atoms in which only.
Basically it's because the output of MD5 contains less information than the input. This is what distinguishes a hash algorithm from an encryption algorithm. Here's a simple example: imagine an algorithm to compute the hash of a 10-digit number. The algorithm is "return the last 2 digits." If I take the hash of 8023798734, I get 34, but if all you had is the 34, you would have no way to tell what the original number is because the hashing algorithm discarded 8 digits worth of information. It's similar with MD5, except that the hash is computed via a complex procedure instead of just chopping off part of the data. EDIT: in response to the edit in the question, that's actually an interesting question. For one thing, the probability of a collision (finding two inputs that produce the same output) is basically 1 divided by the number of possible hash outputs. Collisions are an undesirable feature of hashes in the sense that you want to make them as unlikely as possible, so one way to get a better hash algorithm is to use a hash with a longer output. In the digits example above, taking the last 4 digits instead of the last 2 digits reduces the probability of a collision to 1 in 10000 instead of 1 in 100, so it's more likely that all the 10-digit numbers in whatever set you have will have different hash values. There's also the issue of cryptographic security. When you want to use a hash to make sure that some data is not tampered with, it's desirable that whoever's doing the tampering can't predict what inputs will produce a given output. If they could, they would be able to alter the input data in such a way that the output (the hash) remains the same. Going back to the digits example again, let's say I'm going to email you the number 1879483129 and it is critically important that this number gets to you unaltered. I might call you up and tell you the hash of the number, which would be 29, and that way if something happened to the data in transit, you'd know. (Well not in this case because this is a useless hash algorithm, but you get the gist ;-) However, since the "last 2 digits" algorithm is not cryptographically secure, a nefarious hacker could change the number en route to, say, 5555555529 and you wouldn't know the difference. It's recently been shown that MD5 is not cryptographically secure, or at least not as much as we might like. That means that it is possible to find different inputs which correspond to any given output. It's still a fine algorithm for protecting against random bit flips and the like, but if there's a chance someone might want to intentionally corrupt your data, you should really use something more secure, like SHA-256.
Suppose a robot has a computer. Then that computer will have a series of instructions which it will obey. Ultimately those instructions are a series of electronic signals which computers but not humans, understand. Instead we can describe what the program should do in a language more like English. For instance, suppose we want the robot to continually explore its environment without bumping into obstacles, where it has sensors for detecting if there is an obstacle on the left or the right. This could be achieved by the robot repeatedly obeying the following: - Read Information From Sensors - IF neither sensor sees an obstacle Go Forward - IF left sensor only sees an obstacle Turn to the Right - IF right sensor only sees an obstacle Turn to the Left - IF both sensors see an obstacle Go Back This leads us to the first exercise for the week. Here there is a robot in an environment with sensors which detect objects or walls on the left and the right. Your task is to determine what the motor speeds should be to Go Forward, Turn to the Right, etc…. © University of Reading
2 Our method of using right triangles only works for acute angles Our method of using right triangles only works for acute angles. Now we will see how we can find the trig function values of any angle. To do this we'll place angles on a rectangular coordinate system with the initial side on the positive x-axis.HINT: Since it is 360° all the way around a circle, half way around (a straight line) is 180° =135°reference angleIf is 135°, we can find the angle formed by the negative x-axis and the terminal side of the angle. This is an acute angle and is called the reference angle.What is the measure of this reference angle?180°- 135° = 45°Let's make a right triangle by drawing a line perpendicular to the x-axis joining the terminal side of the angle and the x-axis. 3 Let's label the sides of the triangle according to a 45-45-90 triangle Let's label the sides of the triangle according to a triangle. (The sides might be multiples of these lengths but looking as a ratio that won't matter so will work)This is a Quadrant II angle. When you label the sides if you include any signs on them thinking of x & y in that quadrant, it will keep the signs straight on the trig functions. x values are negative in quadrant II so put a negative on the 1 =135°145°-1Now we are ready to find the 6 trig functions of 135°The values of the trig functions of angles and their reference angles are the same except possibly they may differ by a negative sign. Putting the negative on the 1 will take care of this problem. 4 Notice the -1 instead of 1 since the terminal side of the angle is in quadrant II where x values are negative. =135°145°-1We are going to use this method to find angles that are non acute, finding an acute reference angle, making a triangle and seeing which quadrant we are in to help with the signs. 5 Let's use this idea to find the 6 trig functions for 210° Let denote a nonacute angle that lies in a quadrant. The acute angle formed by the terminal side of and either the positive x-axis or the negative x-axis is called the reference angle for .Let's use this idea to find the 6 trig functions for 210°First draw a picture and label (We know that 210° will be in Quadrant III)Now drop a perpendicular line from the terminal side of the angle to the x-axis=210°The reference angle will be the angle formed by the terminal side of the angle and the x-axis. Can you figure out it's measure?30°-12210°-180°=30°Label the sides of the triangle and include any negative signs depending on if x or y values are negative in the quadrant.The reference angle is the amount past 180° of 6 You will never put a negative on the hypotenuse You will never put a negative on the hypotenuse. Sides of triangles are not negative but we put the negative sign there to get the signs correct on the trig functions.210°30°-12You should be thinking csc is the reciprocal of sin and sin is opposite over hypotenuse so csc is hypotenuse over opposite. 7 Using this same triangle idea, if we are given a point on the terminal side of a triangle we can figure out the 6 trig functions of the angle.Given that the point (5, -12) is on the terminal side of an angle , find the exact value of each of the 6 trig functions.First draw a picture5Now drop a perpendicular line from the terminal side to the x-axis-1213(5, -12)Label the sides of the triangle including any negatives. You know the two legs because they are the x and y values of the pointUse the Pythagorean theorem to find the hypotenuse 8 Given that the point (5, -12) is on the terminal side of an angle , find the exact value of each of the 6 trig functions.5We'll call the reference angle . The trig functions of are the same as except they possibly have a negative sign. Labeling the sides of triangles with negatives takes care of this problem.-1213(5, -12) 9 All trig functions positive In quadrant I both the x and y values are positive so all trig functions will be positive+Let's look at the signs of sine, cosine and tangent in the other quadrants. Reciprocal functions will have the same sign as the original since "flipping" a fraction over doesn't change its sign.+sin is + cos is - tan is -_+In quadrant II x is negative and y is positive.We can see from this that any value that requires the adjacent side will then have a negative sign on it. 10 _ _ + _ In quadrant III, x is negative and y is negative. Hypotenuse is always positive so if we have either adjacent or opposite with hypotenuse we'll get a negative. If we have both opposite and adjacent the negatives will cancel__sin is - cos is - tan is +_+In quadrant IV, x is positive and y is negative .So any functions using opposite will be negative.sin is - cos is + tan is - 11 All trig functions positive To help remember these sign we look at what trig functions are positive in each quadrant.sin is + cos is - tan is -All trig functions positiveSATCsin is - cos is - tan is +sin is - cos is + tan is -Here is a mnemonic to help you remember. (start in Quad I and go counterclockwise)StudentsAllTakeCalculus 12 What about quadrantal angles? We can take a point on the terminal side of quadrantal angles and use the x and y values as adjacent and opposite respectively. We use the x or y value that is not zero as the hypotenuse as well.We can take a point on the terminal side of quadrantal angles and use the x and y values as adjacent and opposite respectively. We use the x or y value that is not zero as the hypotenuse as well (but never with a negative).Try this with 90°(0, 1)dividing by 0 is undefined so the tangent of 90° is undefined 13 Remember x is adjacent, y is opposite and hypotenuse here is 1 Let's find the trig functions of (-1, 0)Remember x is adjacent, y is opposite and hypotenuse here is 1 14 Coterminal angles are angles that have the same terminal side. 62°, 422° and -298° are all coterminal because graphed, they'd all look the same and have the same terminal side.Since the terminal side is the same, all of the trig functions would be the same so it's easiest to convert to the smallest positive coterminal angle and compute trig functions.62°-298°422° 15 AcknowledgementI wish to thank Shawna Haider from Salt Lake Community College, Utah USA for her hard work in creating this PowerPoint.Shawna has kindly given permission for this resource to be downloaded from and for it to be modified to suit the Western Australian Mathematics Curriculum.Stephen CorcoranHead of MathematicsSt Stephen’s School – Carramar
Reading A-Z resources organized into weekly content-based units and differentiated instruction options. Informational (nonfiction), 972 words, Level R (Grade 3), Lexile 970L Foods Around the World is about the fascinating variety of foods enjoyed by cultures around the globe. The book introduces an array of ethnic foods and provides examples of fun recipes for students to try. Maps and pictures support the text as readers travel on a culinary trip around the world in search of the delicious (to some) and the disgusting (to others). Guided Reading Lesson Use of vocabulary lessons requires a subscription to VocabularyA-Z.com. Use the reading strategy of making connections to prior knowledge to understand nonfiction text Fact or Opinion : Correctly distinguish fact and opinion Grammar and Mechanics Commas : Recognize and use commas in a list Compound Words : Identify compound words Think, Collaborate, Discuss Promote higher-order thinking for small groups or whole class You may unsubscribe at any time.
Miniaturized satellites, known as nanosatellites or CubeSats, are small platforms that enable the next generation of scientists and engineers to complete all phases of a complete space mission during their school career. Good things really do come in small packages. When we think of space satellites that assist with communications, weather monitoring and GPS here on Earth, we likely picture them as being quite large—many are as big as a school bus and weigh several tons. Yet there’s a class of smaller satellites that’s growing in popularity. These miniaturized satellites, known as nanosatellites or CubeSats, can fit in the palm of your hand and are providing new opportunities for space science. “CubeSats are part of a growing technology that’s transforming space exploration,” said David Pierce, senior program executive for suborbital research at NASA Headquarters in Washington. “CubeSats are small platforms that enable the next generation of scientists and engineers to complete all phases of a complete space mission during their school career. While CubeSats have historically been used as teaching tools and technology demonstrations, today’s CubeSats have the potential to conduct important space science investigations as well.” CubeSats are built to standard specifications of 1 unit (U), which is equal to 10x10x10 centimeters (about 4x4x4 inches). CubeSats can be 1U, 2U, 3U or 6U in size, weighing about 3 pounds per U. They often are launched into orbit as auxiliary payloads aboard rockets, significantly reducing costs. Because of the smaller payload and lower price tag, CubeSat technology allows for experimentation. “There’s an opportunity to embrace some risk,” said Janice Buckner, program executive of NASA’s Small Innovative Missions for Planetary Exploration (SIMPLEx) program. “These mini experiments complement NASA’s larger assets.” Another advantage of the “smaller is bigger” concept is it’s more inclusive. The low cost and relatively short delivery time from concept to launch – typically 2-3 years – allows students and a growing community of citizen scientists and engineers to contribute to NASA’s space exploration goals, part of the White House’s Maker Initiative. By providing hands-on opportunities for students and teachers, NASA helps attract and retain students in science, technology, engineering and math disciplines, strengthening NASA’s and the nation’s future workforce. This inclusiveness also applies to geography. In 2014 NASA announced the expansion of its CubeSat Launch Initiative, with the goal of launching 50 small satellites from 50 states within five years. To date NASA has selected CubeSats from 30 states, 17 of which have already been launched. Two more — Alaska and Maryland — are slated to go to space later this year, including the first ever CubeSat launched by an elementary school. In April 2015 the SIMPLEx program requested proposals for interplanetary CubeSat investigations, with a panel of NASA and other scientists and engineers reviewing 22 submissions. Two were chosen—one led by a postdoctoral research scientist and the other a university professor. NASA Headquarters, Planetary Science Division, also selected three technology developments for possible future planetary missions: one to expand NASA’s ability to analyze Mars’ atmosphere, one to investigate the hydrogen cycle at the moon and one to view a small near-Earth asteroid. Each selected team will receive one year of funding to bring their respective technologies to a higher level of readiness. To be considered for flight, teams must demonstrate progress in a future mission proposal competition. The CubeSat investigations selected for a planetary science mission opportunity are: - Lunar Polar Hydrogen Mapper (LunaH-Map), a 6U-class CubeSat that will enter a polar orbit around the moon with a low altitude (3-7 miles) centered on the lunar south pole. LunaH-Map carries two neutron spectrometers that will produce maps of near-surface hydrogen. LunaH-Map will map hydrogen within craters and other permanently shadowed regions throughout the south pole. Postdoc Craig Hardgrove from Arizona State University (ASU), Tempe, Arizona, is the principal investigator. ASU will manage the project. - CubeSat Particle Aggregation and Collision Experiment (Q-PACE) is a 2U-class, thermos-sized, CubeSat that will explore the fundamental properties of low-velocity particle collision in a microgravity environment, in an effort to better understand the mechanics of early planet development. Josh Colwell from the University of Central Florida (UCF), Orlando, Florida, is the principal investigator, and UCF will manage the project. The proposals selected for further technology development are: - The Mars Micro Orbiter (MMO) mission, which uses a 6U-class Cubesat to measure the Martian atmosphere in visible and infrared wavelengths from Mars orbit. Michael Malin of Malin Space Science Systems, San Diego, California, is the principal investigator. - Hydrogen Albedo Lunar Orbiter (HALO) is a propulsion-driven 6U-class CubeSat that will answer critical questions about the lunar hydrogen cycle and the origin of water on the lunar surface by examining the reflected hydrogen in the moon’s solar wind. The principal investigator is Michael Collier of NASA’s Goddard Space Flight Center, Greenbelt, Maryland. - Diminutive Asteroid Visitor using Ion Drive (DAVID) is a 6U-class CubeSat mission that will investigate an asteroid much smaller than any studied by previous spacecraft missions and will be the first NASA mission to investigate an Earth-crossing asteroid. Geoffrey Landis of NASA’s Glenn Research Center, Cleveland, Ohio, is the principal investigator. “These selections will enable the next generation of planetary scientists and engineers to use revolutionary new mission concepts that have the potential to return extraordinary science,” said Buckner. “CubeSats are going to impact the future of planetary exploration.”
Some of the terms doctors will use when they talk about genetics are baffling. Here is an A to Z of Genetics for the most common terms you will hear A person inherits two copies of almost every gene: one from each parent. The DNA sequence of the different copies of the gene may be slightly different. Each one is called an allele. So alleles are different versions of the same gene. For example, there is a gene for blood type and there are three different versions of this gene called A, B and O, these are the different alleles of that gene. We will each inherit two of these in different combinations from our parents. Amino acids are the individual chemical building blocks of proteins. There are 20 different amino-acids that can be put together in different combinations to make proteins. The sequence of amino acids is determined by the genetic code. This is a procedure carried out in pregnancy to test the developing baby for a genetic condition. It can usually be performed from about 15 weeks of pregnancy. Under ultrasound guidance, a fine needle is passed through the mother’s abdomen into the womb and a small sample of the amniotic fluid from around the developing baby is collected. This contains cells from the baby which can be grown in the laboratory and tested for chromosome abnormalities and specific other genetic conditions that have already been identified in the family If a condition is described as autosomal, this means the altered gene causing the condition is located on one of the autosomal chromosomes (autosomes), chromosomes 1 to 22. Autosomal dominant inheritance A type of inheritance where just one altered copy of a gene is sufficient to cause the genetic disorder. Somebody with a condition which is inherited in this way has a 50% chance of passing the disorder on to each child they have regardless of whether the child is a girl or a boy. Autosomal recessive inheritance A type of inheritance where both copies of a gene must be altered for the genetic disorder to occur. Someone with a recessive condition will have inherited two altered copies of the gene, one from each of their parents. People who have only one copy of an altered recessive gene are usually healthy with no symptoms of the condition. They are often described as ‘carriers’. Any chromosome, apart from the sex chromosomes (X and Y). We have 22 pairs of autosomes and these are the same in males and females. A unit in the chemical structure of DNA. There are 4 different bases in DNA called adenine (A), thymine (T), guanine )G) and cytosine (C). The sequence or order of these bases in the DNA, for example CGA, is the genetic code. Someone who has one altered copy of a gene that could cause a specific genetic condition. In autosomal recessive conditions, carriers have one working copy of the gene and one altered copy. Carriers usually do not show any symptoms of the condition. We are all carriers of around 5-7 recessive genetic conditions. The basic structural and functional unit of our bodies. As humans, we are made of approximately 50 trillion cells! There are different types of cell, for example, hair cells, skin cells and muscle cells. The majority of cells each contain a complete copy of our DNA. Chorionic Villus Sample (CVS) Test This is a procedure carried out in pregnancy to test the developing baby for a genetic condition. It can usually be performed from 11 to 13 weeks of pregnancy. A fine needle is used to take a tiny sample of tissue from the placenta. This process is guided by an ultrasound scan. The needle is usually passed through the mother’s abdomen, or occasionally her vagina. The cells from the placenta have the same genetic make-up as the baby and can be tested for chromosome abnormalities and specific other genetic conditions that have already been identified in the family. A long threadlike strand of DNA that carries a set of hundreds of genes (see diagram on right) We have 46 chromosomes arranged in 23 pairs. A condition or characteristic that is present from birth. Cytokines can increase or decrease the activity of certain genes. Our immune system is made up of cells with the ability to make and release lots of different cytokines. These can travel via blood vessels to stimulate a response from other groups of cells in the body. De novo mutation – also called a ‘sporadic mutation’ a “new” alteration to a gene that is seen for the first time in the family. These new mutations are not inherited from a parent, but someone who has it can then pass it down to their children and so on. Conditions caused by sporadic mutations are due to an alteration to a gene that occurs out of the blue in either the egg or sperm near the time of conception, or just afterwards. A cell in which all the chromosomes are present in pairs. The majority of cells in the human body are diploid, having 23 pairs of chromosomes, a total number of 46 chromosomes. Mature sperm and egg cells are different, they have a single set of chromosomes with one from each pair, a total of 23 chromosomes. This is known as haploid. Deoxyribonucleic acid (DNA) The molecule inside a cell that carries genetic information and is passed from one generation to the next. It contains the genetic code and is famous for its double helix structure. DNA is found in almost all cells. A version of a gene which always shows even if you only have one copy of the allele. For example, with eye colour the allele for brown eyes is dominant, you only need one copy of this allele to have brown eyes. It dominates over other alleles such as an allele for blue eyes. A specialist protein that speeds up a biological reaction. For example, enzymes in your stomach speed up the breakdown of food as part of digestion. Each enzyme has a very specific structure and a small change in the genetic instruction that encodes an enzyme can alter the function of the enzyme resulting in a genetic condition. This is the part of our entire genetic make-up (genome) that contains the instructions to make proteins. It comprises only about 1 – 2% of the genome. Any genetic changes found in these protein coding sections of our genome are thought to be more likely to cause genetic disorders. The degree to which someone is affected by one of their genes. For example. two children might have the same altered gene but how much they’re affected could vary widely. Gamete – A sperm or an egg cell. The fundamental unit of heredity consisting of a segment of DNA which carries an instruction for how the body develops and functions. We get our genes from our parents and we all have a differentcombination of genes making us individual and unique. Treatment of a genetic condition by putting a new working copy of the gene into the affected cell. The extra gene makes up for the gene that is not working properly. This is the entirity of someone’s genetic make-up. It is all of their DNA, along all chromosomes including all genes and all the genetic material in-between genes. The specific genetic information carried by someone’s genes. It is distinguished from someone’s physical appearance or symptoms, which is referred to as the phenotype. We can’t see the genotype but it determines specific characteristics, like the colour of our eyes. A cell that has a single set of unpaired chromosomes. Mature sperm and egg cells are haploid, each carrying only 23 single chromosomes. Possessing two different alleles of a particular gene. For example, with the gene for eye colour, someone who is heterozygous might have one allele for brown eyes and one for blue eyes. Possessing two identical alleles of a particular gene. For example, with the gene for eye colour, someone who is homozygous might have two alleles for blue eyes. Human Genome Project A major research project started in 1990 and completed in 2003, to work out the order of all the 3 billion letters (bases) that make up the entirity of the genetic information in humans (the human genome). DNA samples from a small group of people was used to get a sort of average DNA sequence. This has enabled many more genes to be identified and their precise locations on the chromosomes to be mapped. Identifying genes and where they are located is the first step in being able to develop treatments and, eventually, cures for genetic disorders. This is the rate new cases for a condition occur within a given population. The passing down of genetic information from parents to children. Karyotyping is a test used to check for chromosome abnormalities. It tells you your karyotype which describes the number of chromosomes someone has, whether they are genetically male (XY) or female (XX) and whether their chromosomes have any abnormalities that may cause health problems, such as a small piece of a chromosome missing or extra. A karyotype is also a diagram of somebody’s chromosomes, like the one above. The precise location on a chromosome where a gene is found. The Austrian monk Gregor Mendel discovered the basic underlying principles of genetic inheritance after conducting experiments cultivating garden peas. Mendelian refers to his laws of heredity and these remain the basis of genetics today. Mendelian genetic disorders are genetic conditions caused by alterations in a single gene and can be inherited in recessive, dominant or X-linked patterns. These are tiny structures found within cells. They produce the chemical energy needed to power the cell. Mitochondria contain a small amount of their own DNA, called mitochondrial DNA (mtDNA). Mitochondria contain their own DNA and genes. Genetic misprints in mitochondrial genes are responsible for several genetic conditions, for example Leber hereditary optic neuropathy. Generally, mitochondria and therefore mitochondrial genes are inherited only from the mother. A permanent alteration to a gene where part of the DNA within the gene is different from it’s usual state. There are lots of different ways a gene can be altered, for example there may be a small extra or missing part of the gene. Mutations can cause genetic disorders or can be just part of normal variation. The control centre of a cell. Chromosomes and therefore DNA are found within the nucleus. The likelihood that a gene alteration which is associated with a genetic condition will actually result in someone developing symptoms of the disorder. For example, 80% of people with a Van der Woude syndrome gene alteration have signs and symptoms of the condition and 20% do not, despite having the same gene alteration. The penetrance of the gene alteration is therefore 80%. This describes your physical appearance, behaviour and how well your body functions including any symptoms you have. It is the outcome of your genetic make-upp (genotype) interacting with environmental influences. One of the basic chemicals of life, proteins are large molecules composed of building blocks called amino-acids . Our genes encode proteins and it is the proteins themselves that make up the structure and carry out the functions of a cell. This type of allele is only expressed when there are two of them present. Human X and Y chromosomes Photo: Indigo® Instruments There are two types of sex chromosomes called X and Y. Generally we all have one pair of sex chromosomes and they determine our genetic sex. Males have one X and one Y chromosome and females have two X chromosomes. DNA sequencing is a technique used in a laboratory to determine the order of bases or ‘letters’ that make up a segment of DNA. The DNA base sequence is the genetic code which carries the information acell needs to assemble proteins. Cells in the body that are capable of renewing themselves and becoming any number of different cell types. Blood stem cells, for example, are made in the bone marrow. Bone marrow, and the stem cells within it, can be transplanted from a healthy donor into a patient who can’t make their own white blood cells to fight infection,. The stem cells can then become white blood cells, which work to fight off infection. A group of signs and symptoms that tend to occur together. For example, an unusual-shaped head, slanting eyes, a single crease on the palm, and delayed learning and social skills are all symptoms of Down syndrome. Our chromosomes usually come in pairs, one from each parent. Sometimes a mistake happens by chance around the time of conception resulting in an embryo with three copies of a particular chromosome. This situation is known as trisomy, there are three copies of a chromosome rather than the usual two. Down syndrome, for example, is due to trisomy of chromosome 21. Everyone has at-least one X chromosome. If you have two you are female. If you have one X chromosome and one Y chromosome, you are male. X-linked recessive inheritance A type of inheritance where an altered or “faulty” copy of a gene on the X chromosome causes a genetic condition in males. As males have just one X chromosome they only have one copy of each of the genes on this chromosome. If one of these genes has an alteration preventing if from working properly, they will usually develop full symptoms of the condition. Females can be carriers of X-linked recessive genetic conditions with one altered copy of the gene on one of their two X chromosomes. The other X chromosome with a working copy of the gene is usually able to compensate for the altered copy. Carrier females do not usually develop symptoms of the condition but occasionally mild symptoms can occur. The blood disorder, haemophilia is inherited in this way. Talking Glossary of Genetic Terms from the US National Human Genome Research Institute Merriam-Webster’s Medical Dictionary by Merriam-Webster Inc on Medline Plus
Passivity still seems to be the norm for most college courses: students passively try to learn information from teachers who unwittingly cultivate a passive attitude in their learners. As the subject matter experts, many faculty are reluctant to give up some control. We know the material, there’s a lot to cover, and let’s face it, going the lecture route is often just plain easier for everyone. We “get through” the material, and students aren’t pressed to do anything more than sit back and take notes. Teacher and student thus become complicit in creating a passive learning environment. Technology becomes an accomplice in the crime of passivity. When teachers think about technology, the goal is often to have students interact with instructor-created multimedia. Learners will watch a screencast or complete an online quiz. Sometimes the learner will interact with technology by doing a simulation or completing homework online. The assignments themselves are distinctly teacher-directed. All of this direction by the teacher equates to students learning to drive by sitting in the passenger seat. What if we let students drive? Putting students in control may seem a bit frightening. The students will not be nearly as smooth in their driving as we are. We will not be able to reach the brake if things go badly. But learning to drive requires time behind the wheel, and learning course material requires that students become co-creators of knowledge rather than recipients of information. Surprisingly, the solution to the problem of passivity might be the same accomplice that contributed to that passivity: technology. By putting technology in the hands of students, we put the learner behind the wheel. Instead of the teacher being the only one who works with technology to create learning objects, students become creators of learning objects. In a recent undergraduate neurobiology course that I taught with a colleague, students had two ‘driving’ projects: one involving iMovie and one involving Garage Band. A number of audio and video editing tools exist, but these were the applications supported by our campus in our multimedia commons area. For one project, we assigned each group of four-five students a chapter in the textbook that they needed to teach the class. Students in groups had to create a three-four minute iMovie video that introduced their assigned chapter. The rest of the class watched the video project prior to class and during class the groups presented the information in the chapter. Most groups included active learning exercises during class time to complement the introductory movie. By creating a video and then teaching a 50-minute class students, created their own flipped learning environment. Students responded positively and took ownership of the project which mirrored what researchers have dubbed “The IKEA Effect” in which people attach greater value to something they have had a hand in creating (Mochon & Norton, 2012). In another project, students had to read a popular book related to neurobiology. They chose titles like Blink, The Man Who Mistook His Wife for a Hat, and The Brain That Changes Itself. Rather than assign them to then write a paper about the book, which seemed too formulaic and not much fun, we instructed students to create a three-minute podcast for their classmates. Students used sound effects, mock interviews, and music to create an engaging podcast. Because the podcast was limited to three minutes, each student had to convey the gist of the book in a short period of time. We used Yammer—a social media site that allows institutions to create closed groups specific to their institution—to facilitate commentary between students. In addition, students had to comment on five other podcasts. Grades for both projects were rubric-based. Because the course was an upper-level course for majors, my team-teacher and I kept the rubric relatively open-ended so we could focus on the creative aspects rather than on the grade. We relied on student comments in Yammer to help guide our assessment of the podcasts, and a nice feature of Yammer was that we could sort by comment to see if a particular student was excessively critical across the board. The assignments constituted approximately 30% of the total course grade. An auxiliary benefit to allowing our students to drive is that they become more adept at another form of communication. The technical consultant who visited the class pointed out to students that the projects will give them an edge in the job market. Digital storytelling is a form of communication and employers value technical literacy as well as oral and written communication skills. When learners use technology on their own, they learn about content and about how learning occurs. The teacher will still create multimedia objects for students to use, but I suspect that the students will become more savvy consumers of the multimedia. With practice, the learner will begin to see how to more effectively engage with the media and might even become, dare I say, less passive. Mochon, Daniel, & Norton, Michael I. (2012). The IKEA effect: when labor leads to love. Journal of Consumer Psychology, 22(3), 453-460. doi: 10.1016/j.jcps.2011.08.002 Dr. Ike Shibley is an associate professor of chemistry at Penn State Berks. He also serves as the conference advisor for The Teaching Professor Technology Conference. © Magna Publications. All Rights Reserved.
Dr. V.K. Maheshwari, Former Principal K.L.D.A.V (P.G) College, Roorkee, India Teaching is an integral part of the process of education. It is a system of actions intended to induce learning. Its special function is to impart knowledge, develop understanding and skill. In teaching an interaction occurs between the teacher and the students., by which the students are diverted towards the goal. Thus the sole element of teaching is the mutual relationship or the interaction between the teacher and the students which advances the students towards the goal. Teaching can be considered as the art of assisting another to learn by providing the information and appropriate situations, conditions or activities .It is an intimate contact between a more mature personality and a less mature one which is designed to further the education of later. The process by which one person helps other in the achievement of knowledge, skill and aptitudes. ANATOMY /STRUCTURE OF TEACHING: Teaching consists of three variables , which operate in the phases of teaching and determines the nature and format of learning conditions or situations. These are classified as under: 1. Teacher as an independent variable. The teacher plans the role of independent variables. Students are dependent on him in the teaching process. The teacher does the planning, organizing, leading and controlling of teaching for bringing about behavioural changes in the students. He is free to perform various activities for providing learning experiences to students. 2. Students as dependent variable.The student is required to act according to the planning and organization of the teacher. Teaching activities of the teacher influence the learning of the students. 3. Content and methodology of presentation as intervening variables:The intervening variables lead to interaction between the teachers and the students. The content determines the mode of presentation-telling, showing and doing etc. PHASES OF TEACHING Teaching is a complex task. For performing this task, a systematic planning is needed. Teaching is to be considered in terms of various steps and the different steps constituting the process are called the phases of teaching. The teaching can be divided into three phases: PRE – ACTIVE PHASE OF TEACHING In the pre-active phase of teaching, the planning of teaching is carried over. This phase includes all those activities which a teacher performs before class-room teaching or before entering the class- room. Pre-teaching consists essentially of the planning of a lesson. The planning of lesson needs to be seen in broader terms, not merely the designing of a lesson plan. Planning includes identifying the objectives to be achieved in terms of students learning, the strategies and methods to be adopted, use of teaching aids and so on. It is the planning phase of instructional act. The foundation of this phase is set through the establishment of some kind of goals or objectives, and discovering ways and means to achieve those objectives. Planning is done for taking decision about the following aspects- 1) Selection of the content to be taught 2) organization of the content 3) Justification of the principles and maxims of teaching to be used 4) Selection of the appropriate of methods of teaching 5) Decision about the preparation and usage of evaluation tools. Suggested activities in the Pre-active phase of teaching- 1. Determining goals / objectives: First of all, the teacher determines the teaching objectives which are then defined in terms of expected behavioral changes. Thus, he ascertains the teaching objectives and what changes he expects in the students by achieving those objectives. These objectives are determined according to the psychology of the pupils and needs of the school and society , In the form of entering behaviours of the pupils and in the form of terminal behaviours of the students. 2. Selection of the content to be taught: After fixing the teaching objectives, the teacher makes decisions about that content which is to be presented before the pupils and as a result he wants to bring the changes in their behaviours. This decision is taken by the teacher by considering o the following points- • Level need and importance of the curriculum proposed by the teacher for the students. • The expected terminal behaviour of the students • Level and mode of motivation be used for the students • Selection of appropriate instrument and methods the teacher should use to evaluate the knowledge related to the contant. 3. Sequencing the elements of content for presentation: After making selections regarding the contents to be presented to the students, the teacher arranges the elements of content in a logical and psychological manner, so that this arrangement of content may assist in transfer of learning. 4. Selection about the instructional methodology : After sequencing the contents, the teacher makes decisions regarding the proper methods and strategies by keeping in view the contents , entering behaviour and the level of the students. 5. How and when of teaching strategies: Decision-making regarding the teaching methods and strategies for presenting the sequenced contents to the students is not sufficient. So the teacher should also decide how and when he will make use of the previously selected method and strategy during the class-room teaching. INTERACTIVE PHASE OF TEACHING The second phase includes the execution of the plan, where learning experiences are provided to students through suitable modes. As instruction is the complex process by which learners are provided with a deliberately designed environment to interact with, keeping in focus pre-specified objective of bringing about specific desirable changes. Whether instruction goes in a classroom, laboratory, outdoors or library, this environment is specifically designed by a teacher so that students interact with certain specific environmental stimuli, like natural components (outdoor), information from books, certain equipment (laboratory) etc. Learning is directed in pre-determined directions to achieie certain pre-specific goals. This does not, however, mean that, in the pre-determined environment no learning other than what a teacher has decided upon as instructiohal objectives does not take place. The variety of experiences that students go through with a teacher, among them- selves provide learning opportunities. All those activities which are performed by a teacher after entering in a class are clubbed (to combine together) under inter-active phase of teaching. Generally these activities are concerned with the presentation and delivery of the content in a class. The teacher provides pupil verbal stimulation of various kinds, makes explanations, ask questions, listen to the student’s response and provide guidance. The following activities are suggested for the inclusion in the inter-active phase of teaching- 1. Sizing up of the class: As the teacher enters the classroom, first of all he perceives the size of the class. He throws his eyes on all the pupils of the class in a few moments. He comes to know the pupils who can help him in his teaching and the pupils who can create a problem for him as a result of this perception. In the same way, the studrnts can feel the personality of the teacher . Hence, at this stage, the teacher should look like a teacher. He should exhibit of course in a veiled manner all those characteristic which are supposed to be present in a good teacher. In nut-shell the teacher should appears as an efficient and impressive personality. 2. Knowing the learners: After having a feeling of class-size, the teacher makes efforts to know how much the new comers or pupils have previous knowledge. He tries to know the abilities , Interests and attitudes and academic background of learners. The teacher starts teaching activities after diagnosing, by questioning regarding action and reaction: two types of activities are involved here in the teaching- Both these activities are known as verbal interaction. Both these activities occur between the teacher and the students. In other words, when a teacher performs some activities, the student reacts or when students perform some activities, the teacher reacts .This way the inter-action in the teaching take place. The teachers performs the following activities in order to analyze the nature of verbal and non-verbal inter-action of teaching activities- a. Selection and presentation of stimuli. b. Feedback and reinforcement. c. Deployment of strategies. a. Selection and presentation of stimuli: The motive or new knowledge is a process of teaching. It can be verbal or non-verbal. The teacher should be aware of the motive which would prove effective and which would not be so for a particular teaching situation. The teacher should select the appropriate stimulus as soon as the situation arises and an effort should be made to control the undesired activities to create the situation and for desired activities. After selecting the stimuli, the teacher should present them before the students. The teacher should present that form of the stimulus which can motivate the students for learning. During such presentation of stimuli, the teacher should keep in mind the form context and order of the stimuli. b. Feedback and reinforcement: Feedback or reinforcement is that condition which increases the possibility for accepting a particular response in future. In other words those conditions which increase the possibility of occurrence of a particular response are termed as feedback or reinforcement. These conditions may be of two types which are as follows- • Positive reinforcement: These are the conditions which increase the possibility of recurrence of desired behavior or response. • Negative response: These are the conditions in which the possibility of recurrence of the undesired behavior or response is decreased, such as punishment or reprimanding etc. Reinforcement is used for three purposes. These are – • For strengthening the response. • For changing the response, and • Modifying or correcting the response. c. Deployment of strategies: The teaching activities are directly related to the learning conditions. Therefore, at the time of interaction the teacher produces such activities and conditions by the reinforcement strategies which effect the activities of the pupils. The development of the teaching strategies turns the pupil-teacher interaction impressive. From the very moment, the teacher starts the teaching task and till the movement, the teacher starts the teaching task and till the movement that task goes on, the verbal and non-verbal behaviours of the pupils are controlled by the reinforcement strategies and cooperates in presenting the contents in an impressive way. In the deployment of the teaching strategies, three areas should be considered. These are – • Presentation of subject-matter, • Levels of learning. • Level or context of learners, their background, needs, motivation, attitudes, cooperation and opposition. In the interactive stage, these activities are carried on not only by the teacher, but also carried on by the students. The students also feel about the teacher and diagnose his personality as a teacher. In order to be impressed themselves and to improve the teaching, they deploy the various strategies by selecting the different stimuli. Operations at the interactive phase We can present the activities of the interaction through the following chart- This second phase of teaching is concerned with the implementation and carrying out what has been planned or decided at the planning stage.It is the stage for actual teaching. Major operations in the phase are- Interaction process demands an appropriate perception on the part of teacher as well as the studennts. When a teacher enters the class, his first activity is concerned with a parceptionof classroom climate. He tries to weigh himself ,his abilitiesfor teaching against the class group.Similarly students also tries to have perception of the abilities, behaviour and personality characteristics of the teacher. A teacher tries to access the achievement level of his students with regards to their abilities, interest and aptitude. The teacher can asks several questions to know how far students know about the topic. 3) Reaction Process- Under this stage teacher observes the students that how they response to the teacher’s questions. The student has to learn the proper way of reacting and responding to the various stimuli and teaching techniques presented to it. This phase is responsible for establishing appropriate verbal and non verbal class room interaction between teacher and pupils. POST-ACTIVE PHASE OF TEACHING: Post-teaching phase, , is the one that involves teacher’s activities such as analysing evaluation results to determine students’ learning, especially their problems in understanding specific areas, to reflect on the teaching by self, and to decide on the necessary changes to be brought in the system in the next instructional period. The Post-active Phase this phase concerns with the evaluation activities. This can be done in number of ways including tests or quizzes or by observing student’s reaction of questions, comments ,structures and instructured situations. In this phase, as the teaching task sums up, the teacher asks the questions from the pupils, verbally or in written form, to measure the behaviours of the pupils so that their achievements may be evaluated correctly. Therefore, evaluation aspect includes all those activities which can evaluate the achievements of the pupils and attainment of the objectives. Without evaluation teaching is an incomplete process. It is related with both teaching and learning. The following activities are suggested in the post-active of teaching- 1. Defining the exact dimensions of the changes caused by teaching. 2. Selecting appropriate testing devices and techniques. 3. Changing the strategies in terms of evidences gathered. Defining the exact dimensions of the changes caused by teaching: At the end of the teaching,the teacher defines the exact dimensions of changes in the behaviours as a result of teaching, this is termed as criterion behaviour. For this the teacher compares the actual behavioural changes in the students with their expected behavioural changes. If he observes the desired behavioural changes in the maximum numbers of pupils, he concludes that his teaching strategies and tactics worked effectively with the help of which teaching objectives have been achieved. Selecting appropriate testing devices and techniques: The teacher selects those testing devices and techniques to compare the actual behavioural changes with the desired behavioural change which are reliable and valid and which can evaluate the cognitive and non-cognitive aspects of the pupils. Therefore, criterion tests are more preferred than the performance tests. Changing the strategies in terms of evidences gathered: While, by using the reliable and valid testing devices, the teacher gets the knowledge regarding the performances of pupils and attainment of objectives on one hand, and on the other hand he also gets clarity regarding his instruction, teaching strategies and tactics. He also comes to know about the required modification in the teaching strategies and situations along with the drawbacks of his teaching in order to achieve the teaching objectives. In this way, through evaluation, the teaching activities are diagnosed and these can be made effective by necessary modifications and changes in them. Teaching is a complex activity. It is a process in which students are provided with a controlled environment for interaction with the purpose to. promote a definite learning in them. The environment provided to students is constituted by the content, the teacher who organizes and provides specific learning experiences, different ways and means of providing learning experiences and the school setting. All these components, called instructional components, interact in an interdependent and coordinated manner, in order to bring about the pre-specified desirable changes in the students. It is this interaction between human and non-human components that makes the process of teaching-learning a highly complex activity. Teaching is viewed as a comprehensive process, and there has been a tremendous change in the way of understanding teaching and a teacher’s roles. Teaching is conceptualized as an active interactive process that goes on between the consciously designed environment and the student, (where teachers may or may not be present), with a definite purpose. It includes all the activities organized by a teacher to bring about learning, be it inside or outside a classroom, with or without the presence of the teacher.
Biogas is the gaseous product of anaerobic digestion, a biological process in which microorganisms break down biodegradable material in the absence of oxygen. Biogas is comprised primarily of methane (50%–70%) and carbon dioxide (30%–50%), with trace amounts of other particulates and contaminants. It can be produced from various waste sources, including land ll material; animal manure; wastewater; and industrial, institutional, and commercial organic waste. Biogas can also be produced from other lignocellulosic biomass (e.g., crop and forest residues, dedicated energy crops) through dry fermentation, co-digestion, or thermochemical conversions (e.g., gasification). Biogas can be combusted to provide heat, electricity, or both. In addition, it can be upgraded to pure methane— also called biomethane or renewable natural gas—by removing water, carbon dioxide, hydrogen sulfide, and other trace elements. This upgraded biogas is comparable to conventional natural gas, and thus can be injected into the pipeline grid or used as a transportation fuel in a compressed or liquefied form. Renewable natural gas is considered a “drop-in” fuel for the natural gas vehicles currently on the road. Similar to other fuels, biomethane requires a distribution infrastructure using dedicated retailing stations supplying only biomethane (compressed or liquefied). Alternatively, certification schemes or other mechanisms can be applied allowing consumers to buy the equivalent of biomethane while using a regular natural gas refilling station. In 2016, approximately 1% of the biogas produced in the EU+EFTA was used for transport (Eurostat).
Paradox of enrichment The paradox of enrichment is a term from population ecology coined by Michael Rosenzweig in 1971. He described an effect in six predator–prey models where increasing the food available to the prey caused the predator's population to destabilize. A common example is that if the food supply of a prey such as a rabbit is overabundant, its population will grow unbounded and cause the predator population (such as a lynx) to grow unsustainably large. That may result in a crash in the population of the predators and possibly lead to local eradication or even species extinction. The term 'paradox' has been used since then to describe this effect in slightly conflicting ways. The original sense was one of irony; by attempting to increase the carrying capacity in an ecosystem, one could fatally imbalance it. Since then, some authors have used the word to describe the difference between modelled and real predator–prey interactions. Rosenzweig used ordinary differential equation models to simulate the prey population that represented only prey populations. Enrichment was taken to be increasing the prey carrying capacity and showing that the prey population destabilized, usually into a limit cycle. The cycling behavior after destabilization was more thoroughly explored in a subsequent paper (May 1972) and discussion (Gilpin and Rozenzweig 1972). Model and exception Many studies have been done on the paradox of enrichment since Rosenzweig, and some have shown that the model initially proposed does not hold in all circumstances, as summarised by Roy and Chattopadhyay in 2007, such as these exceptions: - Inedible prey: if there are multiple prey species and not all are edible, some may absorb nutrients and stabilise cyclicity. - Invulnerable prey: even with a single prey species, if there is a degree of temporal or spatial refuge (the prey can hide from the predator), destabilisation may not happen. - Unpalatable prey: if prey do not fulfil the nutritional preferences of the predator to as great an extent at higher densities, as with some algae and grazers, there may be a stabilising effect. - Heterogeneous environment: the model for enrichment follows an assumption of environmental homogeneity. If a spatiotemporally chaotic, heterogeneous environment is introduced, cyclic patterns may not arise. - Induced defense: if there is a predation-dependent response from prey species, it may act to decelerate the downward swing of population caused by the boom in predator population. An example is of Daphnia and fish predators. - Autotoxins and other predator density-dependent effects: if predator density cannot increase in proportion to that of prey, destabilising periodicities may not develop. - Prey toxicity: if there is a significant cost to the predator of consuming the (now very dense) prey species, predator numbers may not increase sufficiently to give periodicity. Link with Hopf bifurcation The bifurcation can be obtained by modifying the Lotka–Volterra equation. First, one assumes that the growth of the prey population is determined by the logistic equation. Then, one assumes that predators have a nonlinear functional response, typically of type II. The saturation in consumption may be caused by the time to handle the prey or satiety effects. Thus, one can write the following (normalized) equations: - x is the prey density; - y is the predator density; - K is the prey population's carrying capacity; - γ and δ are predator population's parameters (rate of decay and benefits of consumption, respectively). The term represents the prey's logistic growth, and the predator's functional response. The prey isoclines (points at which the prey population does not change, i.e. dx/dt = 0) are easily obtained as and . Likewise, the predator isoclines are obtained as and , where . The intersections of the isoclines yields three equilibrium states: The first equilibrium corresponds to the extinction of both predator and prey, the second one to the extinction of the predator and the third to co-existence. By the Hartman–Grobman theorem, one can determine the stability of the steady states by approximating the nonlinear system by a linear system. After differentiating each and with respect to and in a neighborhood of , we get: It is possible to find the exact solution of this linear system, but here, the only interest is in the qualitative behavior. If both eigenvalues of the community matrix have negative real part, then by the stable manifold theorem the system converges to a limit point. Since the determinant is equal to the product of the eigenvalues and is positive, both eigenvalues have the same sign. Since the trace is equal to the sum of the eigenvalues, the system is stable if At that critical value of the parameter K, the system undergoes a Hopf bifurcation. It comes as counterintuitive (hence the term 'paradox') because increasing the carrying capacity of the ecological system beyond a certain value leads to dynamic instability and extinction of the predator species. Arguments against paradox A credible, simple alternative to the Lotka–Volterra predator–prey model and its common prey dependent generalizations is the ratio dependent or Arditi–Ginzburg model. The two are the extremes of the spectrum of predator interference models. According to the authors of the alternative view, the data show that true interactions in nature are so far from the Lotka–Volterra extreme on the interference spectrum that the model can simply be discounted as wrong. They are much closer to the ratio dependent extreme so if a simple model is needed one can use the Arditi–Ginzburg model as the first approximation. The presence of the paradox is strongly dependent on the assumption of the prey dependence of the functional response; because of this the ratio dependent Arditi–Ginzburg model does not have the paradoxical behavior. The authors' claim that the paradox is absent in nature (simple laboratory systems may be the exception) is in fact a strong argument for their alternative view of the basic equations. - Braess' paradox: Adding extra capacity to a network may reduce overall performance. - Paradox of the pesticides: Applying pesticide may increase the pest population. - Arditi, R. and Ginzburg, L.R. (1989) "Coupling in predator–prey dynamics: ratio dependence" Journal of Theoretical Biology, 139: 311–326. - Arditi, R. and Ginzburg, L.R. (2012) How Species Interact: Altering the Standard View on Trophic Ecology Oxford University Press. ISBN 9780199913831. - Jensen, C. XJ., and Ginzburg, L.R. (2005) "Paradoxes or theoretical failures? The jury is still out." Ecological Modelling, 118:3–14. - Gilpin, Michael; Rosenzweig, Michael (1972). "Enriched Predator–Prey Systems: Theoretical Stability". Science. 177 (4052): 902–904. doi:10.1126/science.177.4052.902. PMID 17780992. - May, Robert (1972). "Limit Cycles in Predator–Prey Communities". Science. 177 (4052): 900–902. doi:10.1126/science.177.4052.900. PMID 17780991. - Rosenzweig, Michael (1971). "The Paradox of Enrichment". Science. 171 (3969): 385–387. doi:10.1126/science.171.3969.385. PMID 5538935. - Kot, Mark (2001). Elements of Mathematical Ecology. Cambridge University Press. ISBN 0-521-80213-X. - Roy, Shovonlal; Chattopadhyay, J. (2007). "The stability of ecosystems: A brief overview of the paradox of enrichment" (PDF). Journal of Biosciences. 32 (2): 421–428. doi:10.1007/s12038-007-0040-1. ISSN 0250-5991. PMID 17435332.
Before or After is a fairly simple game that will be interesting and challenging for children who are just beginning to count and understand the sequence of numbers. Numeric Sequence: With each turn, students will be required to know the number before or after the card that is flipped. This gives them the opportunity to practice their knowledge of the numeric sequence. This game can be appropriate for preschoolers and kindergarteners who are capable of playing games that involve turn taking. Click the below icons to print out cards, card backs, rules and notes. Before or After: Cards Before or After: Card backs Before or After: Rules Before or After: Notes Know number names and the count sequence. - K.CC.1. Count to 100 by ones and by tens. - K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count to tell the number of objects. - K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality. - When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. - Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. - Understand that each successive number name refers to a quantity that is one larger. - K.CC.5. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1 to 20, count out that many objects. - K.CC.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. - K.OA.1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. - K.OA.2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. - K.OA.3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). - K.OA.5. Fluently add and subtract within 5. Add and subtract within 20. - 1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). - 1.OA.6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
October 2: Gauss' Law in Magnetism Meaning of Equation: "Magnetic monopoles do not exist in nature" But how do we infer this one line result from the above equation. Let us find out. The inverted triangle in the above equation is known as the del operator. It reads as ( i ∂/∂x + j ∂/∂y + k ∂/∂z ) where i, j and k are unit vectors along x, y and z direction respectively. This operator acts on some function, in this case the magnetic field. If we take the dot product of this operator with a vector, it is known as divergence. Getting complicated? Let us make it easier. Divergence, as the same suggests, answers the question: Does any point in space act as a source or sink of some quantity? Suppose you take two reference points A and B along the course of a river separated by some distance. Suppose x units of water is crossing point A. If the same amount of water crosses B after travelling some distance, then there is no divergence in the flow of water (here our vector function is the water flow). If lesser water crosses B than A, then the field (water flow) has negative divergence, i.e. it has a sink and if more water flows through point B, then there is positive divergence, i.e. there is a source in the field. All we want is the net flow, meaning there can be any number of sources or sinks between the points A and B, but if the total flow through B remains same as that of A, then also net divergence is zero. Simple enough to understand! Now this equation says that divergence of magnetic field B is zero. From our above understanding of divergence, this means there is no source or sink of magnetic field anywhere in the universe. But we know that magnetic field has a source, the magnet. Here is the point! This equation tells that the net divergence of B is zero. So there are equal number of sources and sinks of magnetic field in the universe. Here source is the north pole of the magnet from where field lines originate and the sink is the south pole of the magnet where the field lines end. So even if you cut the magnet into two pieces, there is a new magnet with new north pole and new south pole to keep the net divergence zero. So magnetic monopoles (isolated north or south pole) do not exist in nature. If they exist, the R.H.S. of above equation will have to change. This equation is one of the 4 Maxwell's equations of electrodynamics.
Image modified from Chao, et al., PLOS NTDS, 2012. Dengue virus is the most common mosquito-borne viral infection in the world, with more than 500,000 cases of symptomatic dengue infection reported annually. Children are more susceptible to severe forms of the disease, including dengue hemorrhagic fever/dengue shock syndrome, and therefore they are more likely to require hospitalization. For these reasons, considerable effort has been directed towards the development of a vaccine, and several candidates have entered clinical trials. However, with nearly 3 billion people at risk of infection, even if a vaccine were approved today, we would not be able to adequately vaccinate everyone at risk. Therefore, Drs. Dennis Chao and M. Elizabeth Halloran (Vaccine and Infectious Disease Division), in collaboration with investigators from the Dengue Vaccine Initiative and the University of Florida, developed a computational model of infection and vaccination to determine how to most effectively deliver a limited supply of Dengue virus vaccine. The team developed a model designed to simulate seasonal dengue virus transmission in a semi-rural region of Thailand with exposure to all four dengue virus serotypes. The model simulates a population of 207,591 individuals that spend time at home and at work or school. Each of these individuals is classified as susceptible, exposed, infectious, or recovered. Symptomatic individuals may remain home until they recover, while recovered individuals are immune to infection with all Dengue virus serotypes for the first 120 days after infection, and then only to the specific serotype they had been infected with. Similarly, the model simulates two populations of mosquitos. Uninfected mosquitos remain in a given building until they bite an infected human. After an incubation period, these infected mosquitos can transmit dengue virus to susceptible humans, and will occasionally migrate to nearby buildings. During the simulation, the authors seeded the epidemic by randomly exposing two people to each serotype daily to simulate the influx of dengue virus infected mosquitos from neighboring regions. The simulated season peaked in the July-August period, and resulted in a 5% infection attack rate, which measures the number of infected people relative to the number of exposed people. These infected people went on to infect an additional 1.9 to 2.3 people, a value known as the reproductive number, R. These values correspond closely with the observed values for dengue virus infection in Thailand. Using these data, the authors determined that approximately 80% of the total population would need to be vaccinated to control dengue infection, a number unlikely to be met during the first years of vaccine availability. The authors simulated several 10 year vaccine roll-out strategies. In one simulation, only children 2-14 years old were vaccinated, reaching 70% vaccination of this population after three years, and then continuing to vaccinate only 2-year-olds. Under these conditions, dengue virus incidence dropped by approximately 60% over the first three years. After the first three years, however, when only 2-year-olds are being vaccinated, the incidence declined much more slowly. Therefore, the team asked what would happen if a catch up vaccination program was initiated for adults after the initial three year vaccination program for children. Including adults in the later vaccine program resulted in a faster decrease in incidence after the first three years, relative to vaccinating only children. This simulation suggests that targeted vaccination of children would be the most efficient use of limited dengue virus vaccine stocks, particularly in reducing hospital visits and the most severe disease. Unfortunately, vaccination of children alone, according to this model, will be insufficient to stop dengue transmission. Therefore, once children are protected, a catch-up vaccination strategy to inoculate adults would continue the rapid decline in dengue virus infection. It is important to note that these results apply to a hyperendemic area and a vaccine effective against all four serotypes of the virus. Some vaccines currently in clinical trials do not protect against all four serotypes, and may require different vaccination strategies to most efficiently protect the population. Chao DL, Halstead SB, Halloran ME, Longini IM Jr. 2012. Controlling dengue with vaccines in Thailand. PLoS Neglected Tropical Diseases. Epub ahead of print, doi: 10.1371/journal.pntd.0001876.
External Web sites Britannica Web sites Articles from Britannica encyclopedias for elementary and high school students. - Levee and Dike - Children's Encyclopedia (Ages 8-11) Like dams, levees and dikes have a simple but important job: they hold back water. People build levees to keep rivers or lakes from flooding low-lying land during storms. Dikes are often built to reclaim, or take back, land that would naturally be underwater. For example, dikes may be used to create a new area of dry land along a seacoast. Levees and dikes look alike. Sometimes the words levee and dike are used to mean the same thing.
Researchers from the Helmholtz Institute Ulm of Karlsruhe Institute of Technology say that a carbon-based active material from apple leftovers and layered oxides can be used to develop a sodium-based energy storage system. They claim that their study, presented in the journals ChemElectroChem and Advanced Energy Materials, is a crucial step toward using sustainable use of resources and transforming the energy system. Researchers Stefano Passerini and Daniel Buchholz, both from the Helmholtz Institute Ulm of Karlsruhe Institute of Technology, said that leftovers of apples can produce a carbon-based material needed for the sodium-ion battery’s negative electrode. They note more than 1,000 charge and discharge cycles of high cyclic stability and high capacity. According to them, the material for the positive electrode contains layers of sodium oxides. Apparently, this active material is less expensive and more environment-friendly than regular lithium-ion batteries because these do not contain the harmful element, cobalt, used in lithium-ion batteries. They added that the materials, to make sodium-ion batteries are accessible are abundant and affordable, which make these good alternatives to lithium-ion technology. They also found that these batteries are more powerful than nickel-metal hydride or lead acid accumulators. Other studies have shown that garbage can be used to produce biofuel that can replace gasoline. This practice can decrease the global CO2 emissions by 80 percent. Biofuel must contain over 80 percent renewable material. This can be produced from living organisms or organic or food waste products. However, other experts admit that turning garbage into energy is a generally complicated process and involves many steps. Just sorting the garbage at the first step can be too time-consuming. Hence, the more difficult the process, the more expensive it is. Nevertheless, landfill-to-energy projects are a growing business. These use the methane gas emitted by decaying garbage into fuel, turning waste products into profit.
When one atom splits into two, it releases energy. Other types of power plants burn coal or oil to make heat that starts the process. Nuclear plants split atoms. It’s called “fission.” When the atoms split apart, energy is released in the form of heat. The heat boils water and creates steam. The steam then turns a turbine. As the turbine spins, the generator turns and its magnetic field produces electricity. The electricity is then put on the grid, where it’s available to power homes and businesses. A chain reaction creates a steady flow of energy. During fission, a neutron splits an atom's nucleus, which releases energy – and additional neutrons. These ejected neutrons can split other nuclei, releasing other neutrons to split still other nuclei. It’s a chain reaction. It’s self-sustaining. Under focused, careful control in a nuclear energy plant, the chain reaction produces a stable energy stream. There are two different types of reactors. Pressurized Water Reactor Exelon has eight Pressurized Water Reactor (PWR) plants and 14 Boiling Water Reactor (BWR) plants. In a PWR, the reactor vessel heats water but does not boil it. The pressurized hot water exchanges heat with a water system in a separate pipe. This water turns to steam and then drives the turbine. Boiling Water Reactor In a Boiling Water Reactor (BWR), the reactor vessel heats water, creates steam and that steam then drives a turbine. This is the second most common type of electricity-generating nuclear reactor after the pressurized water reactor. Our fuel is extracted from rock all over the world. Uranium is a naturally occurring element in the Earth's crust. It’s also a naturally "fissile" material. Bombard uranium atoms with tiny particles called neutrons, fission occurs – and powerful energy is released. - Uranium is mined, brought to the surface and sealed in drums. - The uranium is then concentrated and made useful by spinning rapidly in centrifuges. - This enriched uranium is then converted to powder, pressed into small fuel pellets and heated so the pellets harden. One small uranium fuel pellet – think of the tip of an adult’s pinky finger – produces the same amount of energy as: - A ton of coal (that’s right, a ton) - 3 barrels of oil (they’re 42 gallons each) - 17,000 cubic feet of natural gas
Typical and atypical development in numeracy learning In considering typical and atypical development in numeracy learning, refer back to Year 1, Module 2 of the Masters in Educational Practice (MEP) ‘Learner and adolescent development 0–19, Topic 1: Typical and atypical development’. It is crucial for teachers to have an appreciation of what typical development in numeracy learning looks like in a classroom so they can be aware of learners whose development may deviate from the rest of the class. What is meant by ‘typical’ development? The graph below is an example of a normal bell curve/distribution curve. The majority of learners in the classroom sit under the typical range, i.e. within the red section. Learners who present with typical development in numeracy learning appear to start with ‘number sense, an intrinsic ‘feel’ for quantities and numbers’ (Butterworth and Yoe, 2004). They can move beyond the ones-based approach to quantities in number. For further reading around mathematical development, refer to David C. Geary’s website (external link) for a reference list of publications on this topic. What is meant by ‘atypical’ development? Learners are usually considered atypical if they are exhibiting numeracy learning behaviours that are emerging in a way or at a pace that is noticeably different from their peers. More able and talented These learners deviate from the majority of their peers and sit on the right side of the distribution curve. In Wales, these learners are referred to as ‘more able and talented’ in numeracy, which means that they require enriched and extended opportunities to develop their numeracy ability. They are learners who achieve above the expected level in the end-of-key-stage teacher assessments. The Welsh Government has worked closely with the National Association for Able Children in Education (NACE) (external link) in developing quality standards and the Challenge Award for supporting more able and talented learners (see links below). Learners with dyscalculia These learners also deviate from the majority of their peers but sit on the left side of the distribution curve, with prevalence estimates for severe difficulties (disorders) in learning about numbers and arithmetic (dyscalculia) reported as between of 3.6 and 6.5 per cent [i.e. between 1.5 and 3+ standard deviations below the mean] (Lewis, Hitch and Walker, 1994; Gross-Tsur, Manor and Shalev, 1996). What is meant by delay and disorder? - Numeracy skills that are slow to emerge (delay) – the learner develops numeracy skills in the same way as other learners, but later. Disorder (e.g. dyscalculia) - The learner may have some numeracy skills but not others or the way the skills develop are different than usual, e.g. they struggle to move beyond a ones-based concept of number. In considering this, it is important to be clear that we distinguish between delay and disorder. - If a learner who is exposed to the same levels of ‘appropriate and sufficient’ teaching as other learners does not learn the skill, then this is likely to indicate significant difficulties. In considering learners who are experiencing learning difficulties in numeracy, Chinn (2012) proposes that we include those learners whose achievement in mathematics is at the bottom 20–25 per cent (approx. 1 standard deviation below the mean). Prevalence estimates for severe difficulties (disorders) in learning about numbers and arithmetic (dyscalculia) are between of 3.6 and 6.5 per cent [i.e. between 1.5 and 3+ standard deviations below the mean] (Lewis, Hitch and Walker, 1994; Gross-Tsur, Manor and Shalev, 1996) – this is similar to estimates of disorders of literacy development (dyslexia). - Identify a learner in your care who can be described as ‘typically developing’ in numeracy learning. What are the numeracy behaviours they are exhibiting? - Identify a learner in your care who can be described as ‘atypically developing’ in numeracy learning. What are the numeracy behaviours they are exhibiting? Identification of delay and disorder In school, delay in acquiring numeracy skills can be identified by: - screening learners - teachers or parents/carers conversing and recognising ‘red flags’ in the development of the learner’s numeracy skills, i.e. signs or symptoms causing concern compared to other learners of a similar age. A good relationship with families is key here - possible risk factors, e.g. the presence of other developmental disorders such as Dyslexia (Lewis, Hitch and Walker, 1994), ADHD (Gross-Tsur, Manor and Shalev, 1996; Ramaa and Gowramma, 2002); difficulties with working memory, spatial representation, language, motor functioning, executive functioning – planning and checking (Geary, 2007) - another family member with significant numeracy difficulties. - Is numeracy screening with learners undertaken in your school? - What information is transferred from a previous school or educational setting to ascertain the learner’s developmental stage in numeracy learning? - How is this information used to inform teaching practices? Anxiety and numeracy Anxiety can block both the willingness to learn numeracy (motivation) as well as the capacity to do so. Working memory is linked with achievement in numeracy and anxiety can adversely affect working memory. Chinn (2012) offers an interesting discussion of mathematics anxiety in his book ‘More Trouble With Maths’. Chinn goes as far as to suggest that when diagnosing dyscalculia, then some investigation of anxiety should be made. - How might you recognise anxiety about numeracy in one of your learners? - Consider two ways in which you might address ‘numeracy’ anxiety in your learners. Chinn, S. (2012) More trouble with maths: A complete guide to identifying and diagnosing mathematical difficulties. Routledge, David Fulton Book. Geary, D. C., Hoard, M. K., Byrd-Craven, J., Nugent, L. & Numtee, C. (2007) ‘Cognitive Mechanisms Underlying Achievement Deficits in Children with Mathematical Learning Disability’, Child Development, 78(4), pp.1343-1359. Gross-Tsur, V., Manor, O. and Shalev, R. S. (1996) ‘Developmental dyscalculia: Prevalence and demographic features’. Developmental Medicine and Child Neurology, 1(38), 25-33. Lewis, C., Hitch, G.J. and Walker, P. (1994) ‘The Prevalence of Specific Arithmetic Difficulties and Specific Reading Difficulties in 9- to 10-year-old Boys and Girls’. Journal of Child Psychology and Psychiatry, Volume 35, Issue 2, pp. 283-292. Ramaa, S. and Gowramma, J. P. (2002) ‘A systematic procedure for identifying and classifying children with Dyscalculia among primary school children in India’. Dyslexia, 8, 67-85.
Do centipedes have 100 legs while millipedes have 1000? All insects have only six legs Long back, in evolutionary times, a basic organism budded or repeated its body unit, first double and then multitudinously. This process is called metamerism, which gave rise to the multi-segmented worms and myriapods like millipedes and centipedes. Later, some organisms merged these segments together. This process is called tagmosis. Tagmosis is more of a modern development and is mostly under strict genetic control as compared to metamerism. Thus, while insects always have six legs, those of myriapods vary greatly in number, from 26 in the tiny millipede to around 750 in the giant African. The leg number isn’t fixed even within a species and individuals tend to grow more with each moult to adulthood. Centipedes and millipedes do not have 100 and 1000 legs respectively, in spite of their prefixes. In fact there is a complete overlap of numbers. The difference is that centipedes have only two legs on each body segment while millipedes have four.
One of the least understood but critically important features of the St. Johns River is its associated wetlands. These areas go by a variety of names depending on where they are located, including bogs, marshes, lowlands, bayous, swamps and the Everglades. As the name implies, these are lands that are periodically flooded with water. The vegetation is uniquely adapted to this inundation by either freshwater or saltwater depending on the location. For many years, we did not understand how these wetlands functioned and we saw them as a worthless waste of potentially useful land. So we dredged and filled them, initially out of ignorance but eventually out of greed, to make usable dry land for development. And while we have slowed the rate at which we are destroying wetlands, they continue to disappear in our quest for usable land. As our understanding of wetland ecology began to deepen, we recognized the importance of these unique ecological systems to the overall health and productivity of our rivers, streams and oceans. They serve as major sources of food for the marine and freshwater species that call our river and marshes home. Salt marshes associated with estuaries serve as nursery grounds for 90 to 95 percent of our commercially important marine life, such as shrimp, blue crabs, oysters, clams and numerous fish species. These wetlands function in other ways, too. They serve as a very effective filter for the nutrients and sediment that flow into our river and streams. They function like a kidney to remove these materials, including pollutants, from entering the larger body of water. Another important function of our wetlands is flood and drought control. The soils associated with the vegetation in wetland systems can hold a large amount of water. When we have heavy rainfall events, these soils act like sponges and absorb the water, slowing down the runoff and reducing flooding downstream. And when there is a lack of rainfall, these same soils slowly release water to lessen the impact of the drought. This sponge effect is tremendously important to Florida ecology and our native plants. Many of our native plants are drought-resistant, even some of the wetland species. They are adapted to survive a variety of conditions, including drought, flood and even fire. And they do not require fertilizer. So when it comes time to replant the vegetation in your yard, consider using native plants as an ecologically river-friendly approach. The water and fertilizer we use on our lawns and yards has a direct impact on the St. Johns River’s water quality. Reducing water and fertilizer use makes sense ecologically and economically. Email A. Quinton White, executive director of Jacksonville University’s Marine Science Research Institute, with questions about our waterways at [email protected]. For more on the MSRI, visit www.ju.edu/msri.
This Phonics: Decoding Words in Connected Text lesson plan also includes: Decoding words in connected text can make emergent readers really feel like they are great readers. They work as a class to sound out simple cvc words located in super short sentences. Tip: Extend this activity by having a variety of high frequency words available for individual learners to switch in and out of sentence frames. The whole class can work to gether to read each persons simple sentence.
The name king arthur appears throughout a countless amount of literature, stories, cinema, and legend king arthur has always been a long-standing icon of. It seems possible that king arthur was an actual person, a welsh chieftain who lived around 500 ad, a century after the romans had withdrawn from britain welsh. Exploring arthurian legend tools email the lesson introduction this lesson explores the growth and transformations of the stories surrounding king arthur beginning with the period when. Transcript of literary analysis of king arthur originally spelled le morte darthur, middle french for the death of arthur a compilation by sir thomas malory of romance tales about the. Character analysis although king arthur is one of the most well-known figures in the world, his true identity remains a mystery attempts to identify the. King arthur essaysarthurian legends still reign today people like to win it goes back to the beginning of time when barbarians use to fight animals for food. King arthur is the very famous name in european countries, particularly, in britain there are so many reasons behind why king arthur is such an. An introduction to the literary analysis of the legend of king arthur pages 2 words 1,203 view full essay more essays like this: literary analysis, king arthur, the legend of king arthur. The introduction closes with arthur – still refusing to claim that the play is real – facilitating its publication anyway arthur meditates on the artificiality of endings, and points out. Read an in-depth analysis of king arthur lancelot - arthur’s best knight and the commander of his forces lancelot has a love affair with guenever, arthur’s queen lancelot is a deeply. Read an in-depth analysis of green knight bertilak of hautdesert - the sturdy, good-natured lord of king arthur - the king of camelot in sir gawain and the green knight, arthur is. King arthur's round table - the place where court was held for king arthur's knights the roundtable was given to king arthur as dowry when he married guinevere avalon - the island where.
Send the link below via email or IMCopy Present to your audienceStart remote presentation - Invited audience members will follow you as you navigate and present - People invited to a presentation do not need a Prezi account - This link expires 10 minutes after you close the presentation - A maximum of 30 users can follow your presentation - Learn more about this feature in our knowledge base article Do you really want to delete this prezi? Neither you, nor the coeditors you shared it with will be able to recover it again. Make your likes visible on Facebook? Connect your Facebook account to Prezi and let your likes appear on your timeline. You can change this under Settings & Account at any time. The Periodic Table and Elements Transcript of The Periodic Table and Elements Elements Introduction to the Periodic Table A metal is an element that is shiny and conducts heat and electricity well. Metals Types Of Elements! Copper: Naturally found in chalcopyrite and malachite The periodic table organizes elements into groups. Groups/families: the vertical columns of the periodic table. Periods: the horizontal rows of the periodic table. Metals are located on the left side of the periodic table. Since they are good conductors, they have the property of malleability and are ductile because of its tensile strength. Malleability- a substance can be hammered or rolled into thin sheets. Ductile- Substances that can be drawn into a fine wire. Most metals have a silver/white luster. At room temperature, most metals are solids, not liquids. Pure copper melts at 1083 C Boils at 2567 C Can be easily formed Remains unchanged in pure dry air at room tempurature Each square of the periodic table shows the element's symbol and atomic number. When heated, it reacts with oxygen E Essential to the human diet Noble Gases: Generally unreactive These are all the different types of elements classified. They are put in to different groups based on their properties. The different types of elements are metals, nonmetals, metalloids, and noble gases. Room temperature Metalloids Non-Metals an element that conducts heat and electricity poorly and that does not form positive ions in an electrolytic solution Most non-metals are gases at room temperature. Examples: Nitrogen, Oxygen, Fluorine, and Chlorine. A non-metal that is a liquid at room temperature in Bromine. Solid non-metals include: Carbon, selenium, sulfur, phosphorus, and iodine. However, these solids are very brittle and have low conductivity. Every non-metal is not a good conductor of heat or electricity. Elements that are similar to each other are close on the periodic table. The two main categories on the periodic table are metals and non metals. The metalloids are located where the blue section is. Metalloids are a type of element that has some characteristics of metals and some of non- metals. At room temperature they are solids, they are malleble, and they are semiconductors. One of many elements on the Periodic Table Phosphorus Phosphorus is a chemical element with the symbol P and the atomic number 15. Phosphorus contains 15 protons/electrons and 16 neutrons. Phosphorus is classified in the non-metal group of elements.
Higan is the week-long religious period during which Buddhist memorial services are performed. It is held every year in the spring and the autumn. The days in the middle of the week fall respectively on the vernal equinox and the autumnal equinox. Buddhism teaches that people have the opportunity to meet their ancestors both on Bon (the Buddhist All Souls’ Day) and also during the equinoctial weeks. For this reason people perform memorial services for their ancestors throughout the equinoctial weeks. During this week people visit their ancestors’ graves. They sweep and clean the tombs and offer seasonal flowers, incense sticks, and food such as ohagi (rice balls covered with sweet bean paste). Ohagi is the most common food offered during higan. Then people pray while thinking of their deceased ancestors. The days in the middle of the higan weeks are designated as national holidays. Vernal Equinox Day is around March 21st and the Autumnal Equinox Day is around September 23rd. In Japan higan comes when the seasons are changing. The temperature suddenly rises right after the vernal equinox and falls right after the autumnal equinox.
- Definition and Rationale of Goals and Objectives - Differences between Goals and Objectives - Components of Objectives - Types of Objectives - Verbs to use and not to use - Building Objectives - Create your own Objectives Create your own objectives The assignment for a high school sophomore first year journalism class is to write two short news articles (500 to 1000 words) for the school newspaper this semester. The articles should be concerned with school events, activities, school personnel, or a student interest story. The articles will be submitted to the editor and assistant editor of the school paper and to the journalism teacher responsible for the school paper. These three persons must approve the two articles submitted. The criteria for approval and course evaluation will be quality of writing, the subject and content of each article, and the article’s appropriateness for printing. Click in the box and write an appropriate instructional objective which was probably written before this activity was assigned. Note: documents in Portable Document Format (PDF) require Adobe Acrobat Reader 5.0 or higher to view, download Adobe Acrobat Reader. Note: documents in Excel format (XLS) require Microsoft Viewer, Note: documents in Word format (DOC) require Microsoft Viewer, Note: documents in Powerpoint format (PPT) require Microsoft Viewer, Note: documents in Quicktime Movie format [MOV] require Apple Quicktime,
14. In 1988, UNEP and WMO jointly established the Intergovernmental Panel on Climate Change (IPCC) as concern over climate change became a political issue. The purpose of the IPCC was to assess the state of knowledge on the various aspects of climate change including science, environmental and socio-economic impacts and response strategies. The IPCC is recognized as the most authoritative scientific and technical voice on climate change, and its assessments had a profound influence on the negotiators of the United Nations Framework Convention on Climate Change (UNFCCC) and its Kyoto Protocol. The IPCC continues to provide governments with scientific, technical and socio-economic information relevant to evaluating the risks and developing a response to global climate change. The IPCC is organized into three working groups plus a task force on national greenhouse gas (GHG) inventories. Each of these four bodies has two co-chairmen (one from a developed and one from a developing country) and a technical support unit. Working Group I assesses the scientific aspects of the climate system and climate change; Working Group II addresses the vulnerability of human and natural systems to climate change, the negative and positive consequences of climate change, and options for adapting to them; and Working Group III assesses options for limiting greenhouse gas emissions and otherwise mitigating climate change, as well as economic issues. Approximately 400 experts from some 120 countries are directly involved in drafting, revising and finalizing the IPCC reports and another 2,500 experts participate in the review process. The IPCC authors are nominated by governments and by international organizations including NGOs.
A. The Gold Coast and the Slave Coast 1. European trade with Africa grew tremendously after 1650 as merchants sought to purchase slaves and other goods. The growth in the slave trade was accompanied by continued trade in other goods, but it did not lead to any significant European colonization of Africa. 2. African merchants were discriminating about the types and the amounts of merchandise that they demanded in return for slaves and other goods, and they raised the price of slaves in response to increased demand. African governments on the Gold and Slave Coasts were strong enough to make Europeans observe African trading customs, while the Europeans, competing with each other for African trade, were unable to present a strong, united bargaining position. 3. Exchange of slaves for firearms contributed to state formation in the Gold and Slave Coasts. The kingdom of Dahomey used firearms acquired in the slave trade in order to expand its territory, while the kingdoms of Oyo and Asante had interests both in the Atlantic trade and in overland trade with their northern neighbors. 4. The African kings and merchants of the Gold and Slave Coasts obtained slaves from among the prisoners of war captured in conflicts between African kingdoms. B. The Bight of Biafra and Angola 1. There were no sizeable states—and no large-scale wars—in the interior of the Bight of Biafra; kidnapping was the main source of people to sell into slavery. African traders who specialized in procuring people for the slave trade did business at inland markets or fairs and brought the slaves to the coast for sale. 2. In the Portuguese-held territory of Angola, Afro-Portuguese caravan merchants brought trade goods to the interior and exchanged them for slaves, whom they transported to the coast for sale to Portuguese middlemen, who then sold the slaves to slave dealers for shipment to Brazil. Many of these slaves were prisoners of war, a byproduct generated by the wars of territorial expansion fought by the federation of Lunda kingdoms. 3. Enslavement has also been linked to environmental crises in the interior of Angola. Droughts forced refugees to flee to kingdoms in better-watered areas, where the kings traded the grown male refugees to slave dealers in exchange for Indian textiles and European goods that they then used to cement old alliances, attract new followers, and build a stronger, larger state. 4. Although the organization of the Atlantic trade varied from place to place, it was always based on a partnership between European traders and a few African political and merchant elites who benefited from the trade while many more Africans suffered from it. C. Africa's European and Islamic Contacts 1. In the centuries between 1550 and 1800 Europeans built a growing trade with Africa but did not acquire very much African territory. The only significant European colonies were those on islands; the Portuguese in Angola, and the Dutch Cape Colony, which was tied to the Indian Ocean trade rather than to the Atlantic trade. 2. Muslim territorial dominance was much more significant, with the Ottoman Empire controlling all of North Africa except Morocco and with Muslims taking large amounts of territory from Ethiopia. In the 1580s Morocco attacked the sub-Saharan Muslim kingdom of Songhai, occupying the area for the next two centuries and causing the bulk of the trans-Saharan trade in gold, textiles, leather goods, and kola nuts to shift from the western Sudan to the central Sudan. 3. The trans-Saharan slave trade was smaller in volume than the Atlantic slave trade and supplied slaves for the personal slave army of the Moroccan rulers as well as slaves for sugar plantation labor, servants, and artisans. The majority of slaves transported across the Sahara were women destined for service as concubines or servants and children, including eunuchs, meant for service as harem guards. 4. Muslims had no moral objection to owning or trading in slaves, but religious law forbade the enslavement of fellow Muslims. Even so, some Muslim states south of the Sahara did enslave African Muslims. 5. Muslim cultural influences south of the Sahara were much stronger than European cultural influences. Islam and the Arabic language spread more rapidly than Christianity and English, which were largely confined to the coastal trading centers. 6. The European and Islamic slave trade could not have had a significant effect on the overall population of the African continent, but they did have an acute effect on certain areas from which large numbers of people were taken into slavery. The higher proportion of women taken across the Sahara in the Muslim slave trade magnified its long-term demographic effects. 7. The volume of trade goods imported into sub-Saharan Africa was not large enough to have had any significant effect on the livelihood of traditional African artisans. Both African and European merchants benefited from this trade, but Europeans directed the Atlantic system and derived greater benefit from it than the African merchants did.
Some climate models may need to be "substantially revised" in the light of new research into the airborne particles that seed clouds. One of the most detailed studies to date of the particles, known as aerosols, has found serious shortcomings in existing descriptions of how they arise in nature. The work suggests that one or more unidentified organic gases – produced either naturally or from human activities – has a significant influence on the Earth's cloud cover. The research, reported in the journal Nature, has implications for certain predictions about climate change because aerosol particles and the clouds they seed have a cooling effect on the Earth by reflecting radiation from the sun. Jasper Kirkby, head of the CLOUD (Cosmics Leaving OUtdoor Droplets) experiment at Cern, the particle physics laboratory near Geneva, studied various gas mixtures of sulphuric acid, water and ammonia – the three gases thought to give rise to aerosol particles at the low altitudes where clouds form. But the experiments produced between ten and a thousand times fewer aerosol particles than are observed in nature, meaning an additional gas or gases must be playing a vital role in the process. "Some additional vapour or vapours, together with sulphuric acid, is controlling the formation rate of aerosols in the atmosphere and so affecting climate, so it is important to identify these and understand whether their sources are natural or associated with human activities," Kirkby told the Guardian. "If they come from human activities, it raises the prospect of a new climate impact from humans. Alternatively, if they have a natural origin, we have the potential for a new climate feedback. What is clear is that the treatment of aerosol formation in climate models has to be substantially revised." Aerosols are tiny liquid or solid particles suspended in the atmosphere. Above a certain size they can become "seeds" for cloud droplets. Around half of atmospheric aerosols come from the Earth's surface, in the form of dust, sand or sea spray, or as particles from burning biomass or fossil fuels. The rest are produced in the air when vapour particles condense and grow into clusters. In a second discovery, the researchers found that cosmic rays from the depths of space can increase the formation rates of aerosols by between two and tenfold in some cold regions of the atmosphere. However, the finding leaves open the question of whether cosmic rays affect Earth's climate in a significant way, because the aerosol particles studied were too small to seed cloud droplets. In future work, Kirkby's group aims to settle whether or not cosmic rays affect cloud cover and so give a clearer picture of how some variability in the planet's climate might be influenced by the rays and the sun's activity. The role the sun might play in climate change has long been controversial, with some climate sceptics laying the blame for all global warming at the sun's door. The consensus among climate scientists is that human activity has been responsible for the lion's share of warming since the industrial revolution, through greenhouse gas emissions. Cosmic rays are high-energy streams of particles that are blasted into space by exploding stars millions of light years away. Some of these rays reach Earth, where they slam into the atmosphere and produce showers of subatomic particles. On average, one cosmic ray passes through a square centimetre of the Earth's surface every minute. But the intensity of cosmic rays falling on Earth varies. When the sun is more active, the stream of particles it generates, known as the solar wind, creates a stronger magnetic field, which deflects cosmic rays. This means that fewer reach the atmosphere. "Our work leaves open the possibility that cosmic rays could influence the climate. However, at this stage, there is absolutely no way we can say that they do," said Kirkby. Philip Stier, who heads the Climate Processes Group at Oxford University, said the study was "an experimental leap forward" but that it was too early to speculate on the implications for climate models or the climate in general. He added that the study would inspire more research in this area.
Investigating the Genetic Structure of Three Small Cetacean Species; Tursiops truncatus (Montagu, 1821), Delphinus delphis Linnaeus, 1758, Phocoena phocoena (Linnaeus, 1758) living in Turkish Waters There are three most common dolphin and porpoise species, belonging to the order Cetacea, living in Turkish waters; the bottlenose dolphin (Tursiops truncatus), the common dolphin (Delphinus delphis) and the harbour porpoise (Phocoena phocoena). The bottlenose dolphin and common dolphin live in all Turkish waters, whereas the harbour porpoise lives mainly in the Black Sea and it is less common in the Turkish Straits System (TSS) and the Aegean Sea. All these species are threatened by many factors such as bycatch, overfishing, habitat loss, pollution and epidemics. To elaborate efficient conservation management, population structures of these species have been investigated by using genetic techniques worldwide. However, previous genetic studies about these species in Turkey are limited and not sufficient to allow us to understand the population dynamics of the species. The purpose of the project is to isolate DNA from 253 skin tissues already sampled from the coasts of Turkey in the last 15 years, as well as new samples to be collected by periodic field studies and denunciations, and investigate the genetic structure of species by using mitochondrial DNA (mtDNA) and nuclear DNA (RAD Sequencing) markers. In this way, whether there is more than one population of these species that are genetically differentiated from each other will be investigated and Turkey’s populations will be compared with other populations in the world’s oceans. Besides, nuclear DNA analyses of the Marmara Sea harbour porpoise population, which was isolated from other populations by mtDNA analyses, will be carried out and mtDNA results will be supported by next generation sequencing (RAD-Sequencing) methods. RAD Sequencing has become one of the most commonly used genotyping methods in population genetics studies recently although it has not been used in Turkey to determine the genetic structure of a Cetacean species living in the Turkish Straits System (TSS) and Aegean Sea until now. Along with the genetic analyses, the number of samples will be increased through field work in the project area, and a long-term monitoring study on stranded Cetaceans in the western Black Sea will be continued on a monthly basis and a periodic monitoring study will be conducted in the southern coast of the Marmara Sea, and for the first time, in the North Aegean Sea (Saros Bay). It will also be possible to record other marine mammals apart from three targeted species in Saros Bay, an area of high biodiversity, thus a Specially Environmental Protection Area. Besides, the periodic field work in the above area, denunciations will be responded immediately and it is aimed that the sampling area will cover the entire coast of Turkey. Since genetic studies on bottlenose dolphins have been very limited and there is no genetic study on common dolphins in Turkish waters, investigating the genetic structure of these species by using mtDNA markers as well as next generation RAD sequencing method on nuclear DNA of harbour porpoises with high number of samples, and monitoring stranded marine mammals in Saros Bay (Specially Protected Environment Area) are the original values of this project. According to the project results, basic data for elaborating conservation strategies for these three Cetacean species, living in Turkish waters and protected by national and international agreements since 1983, will be collected and these data will be utilized for developing subsequent scientific researches. The study and the future molecular studies will contribute to the completion of genetic information on the population structures of Cetacean species living in Turkish waters. CetaGen is supported by TUBİTAK (financial) , İ.Ü. BAP (financial) and TUDAV (vehicle).
What does a cell "eat"? Is it possible for objects larger than a small molecule to be engulfed by a cell? Of course it is. This image depicts a cancer cell being attacked by a cell of the immune system. Cells of the immune system consistently destroy pathogens by essentially "eating" them. Some molecules or particles are just too large to pass through the plasma membrane or to move through a transport protein. So cells use two other active transport processes to move these macromolecules (large molecules) into or out of the cell. Vesicles or other bodies in the cytoplasm move macromolecules or large particles across the plasma membrane. There are two types of vesicle transport, endocytosis and exocytosis. Both processes are active transport processes, requiring energy. Endocytosis and Exocytosis Endocytosis is the process of capturing a substance or particle from outside the cell by engulfing it with the cell membrane. The membrane folds over the substance and it becomes completely enclosed by the membrane. At this point a membrane-bound sac, or vesicle, pinches off and moves the substance into the cytosol. There are two main kinds of endocytosis: Phagocytosis, or cellular eating, occurs when the dissolved materials enter the cell. The plasma membrane engulfs the solid material, forming a phagocytic vesicle. Pinocytosis, or cellular drinking, occurs when the plasma membrane folds inward to form a channel allowing dissolved substances to enter the cell, as shown in Figure below. When the channel is closed, the liquid is encircled within a pinocytic vesicle. Transmission electron microscope image of brain tissue that shows pinocytotic vesicles. Pinocytosis is a type of endocytosis. Exocytosis describes the process of vesicles fusing with the plasma membrane and releasing their contents to the outside of the cell, as shown in Figure below. Exocytosis occurs when a cell produces substances for export, such as a protein, or when the cell is getting rid of a waste product or a toxin. Newly made membrane proteins and membrane lipids are moved on top the plasma membrane by exocytosis. For a detailed animation of cellular secretion, see http://vcell.ndsu.edu/animations/constitutivesecretion/first.htm. Illustration of an axon releasing dopamine by exocytosis. - Active transport is the energy-requiring process of pumping molecules and ions across membranes against a concentration gradient. - Endocytosis is the process of capturing a substance or particle from outside the cell by engulfing it with the cell membrane, and bringing it into the cell. - Exocytosis describes the process of vesicles fusing with the plasma membrane and releasing their contents to the outside of the cell. - Both endocytosis and exocytosis are active transport processes. Use this resource to answer the questions that follow. - Compare endocytosis to exocytosis. - Describe the process of endocytosis. - What are the differences between phagocytosis, pinocytosis, and receptor-mediated endocytosis? - How are hormones released from a cell? 1. What is the difference between endocytosis and exocytosis? 2. Why is pinocytosis a form of endocytosis? 3. Are vesicles involved in passive transport? Explain.
The balance between good and bad cholesterol is an important contributor to cardiovascular and stroke risk. Basics of cholesterol: Cholesterol is a fat-like substance found in all cells in the body. Cholesterol travels through the body in small packages called lipoproteins. LDL or low density lipoprotein is bad because it leads to a build up of cholesterol in the body. HDL or high density lipoprotein is good because it carries cholesterol from other parts of the body back to the liver which removes the cholesterol from the blood. Total cholesterol is equal to the sum of HDL + LDL + TG/5. TG (triglycerides) is a type of fat in the blood that impacts a type of bad cholesterol called VLDL (very low density lipoprotein). Cholesterol and South Asians: Cholesterol problems are very common among South Asians due to genetic risk, lack of physical activity, and suboptimal dietary habits. The likelihood of dying from heart disease in young people doubles with every 40 point increase in total cholesterol. LDL and total cholesterol levels among Indians are similar to that of whites but higher than for other Asians. However, for any given level of cholesterol, heart disease risk among South Asians is double that of other ethnic groups. Therefore, the optimal or goal level of total and LDL cholesterol is lower among South Asians. South Asians tend to have low HDL (good cholesterol) levels which puts them at markedly increased risk for heart disease. HDL is even more important than LDL. Low HDL is three times more common than high LDL in patients with premature heart disease. Centenarian (those lucky few who live to be a 100 years of age) often have very high HDL levels, which may account for their longevity! What are fasting cholesterol/lipid goals? The ATP III trial from the National Cholesterol Education Program in the U.S. serves as the reference standard for cholesterol goals. The optimal LDL cholesterol in mg/dL for a person of average risk is 100 or less. 100-129 is near optimal. 130-159 is borderline high. 160 and above is high risk. However, for those individuals who are at very high risk, such as those with history of heart attack or stroke, diabetes, or peripheral vascular disease, the goal LDL is 70 or less. As the ATP III trial primarily included Caucasians, African-Americans, and Hispanics, the Indian Heart Association believes that the numbers are not tailored towards South Asians. South Asians should have a goal LDL of less than 70 due to their markedly elevated risk for heart disease. An HDL (good) cholesterol of 40 or less (mg/dL) is considered a risk factor for heart disease for non-South Asians. However, for South Asians, the goal HDL should be 50-60, given their elevated risk. For every 10 point increase in HDL, one is able to decrease their risk for heart disease by half! Optimal triglyceride levels (mg/dL) are less than 150 while over 200 is considered high. In between is considered borderline risk. Strategies to improve your cholesterol and lipid profile: Briefly, those with increased LDL levels (bad cholesterol) should restrict saturated fat to <7% of calories and cholesterol intake to <200 mg/day. In addition, increasing soluble (viscous) fiber through dietary strategies such as increasing oats or psyllium as well as fruits and vegetables can decrease bad cholesterol. Insoluble fiber has more of an effect on digestive health such as decreasing risk for colon cancer and is found in whole-wheat flour and wheat bran. Saturated fats can be decreased by avoiding fast foods, whole fat dairy products, fried foods, red meats, and margarine or sandwich spreads. Replacing saturated fats with healthy fats is important. Healthy monounsaturated fats include canola and olive oils as well as nuts (almonds and walnuts). Omega-3 fats found in fish such as salmons, mackerel, and tuna as well as fish oil tablets and plant sterol-based margarines (for example Take Control or Benecol) are additional great options to decrease risk for cardiovascular disease. The most important contributor to elevated triglycerides in South Asians is processed carbohydrates such as white rice and bread products such as naan or puri. Replace white rice with brown rice or rice substitutes such as ragi (millet) or quinoa. Upma or whole-wheat chapathis are additional healthy options. As the El Camino Hospital aptly phrases it, the goal is at least 2 fistfuls of vegetables/day, 1 fistful of fruit/day, 12 nuts/day, and zero sugared drinks. Physical activity and weight loss Physical activity is important for weight loss and healthy living. 30 minutes of daily physical activity, 5 days a week can work wonders for your health! Physical activity doesn’t need to require too much strain and can include walking or gardening! Weight management is important for improving the lipid profile. South Asians are at high risk for abdominal obesity which increases total cholesterol levels and increases risk for diabetes. An abdominal circumference of 32 inches or greater in women and 36 inches or greater in men is the cutoff for obesity. In addition, the BMI cutoff (body mass index calculated as total body weight in kilograms divided by height in meters squared) for obesity in South Asians is 23 or higher (versus 25 or greater in the general population). For those whom lifestyle changes with diet and exercise are not sufficient, effective prescription medications are available. Statins are the most potent medication to decrease LDL levels and should be prescribed to those with heart disease or stroke as well as anyone at high risk for heart disease. Statins also have an anti-inflammatory cardioprotective effect and may be helpful despite LDL at goal range. The side effect profile is generally favorable including muscle aches and liver damage in small number of patients. South Asians over 40 years should speak to their physician about potentially starting Statin therapy. Other medications include Fibrates (to decrease triglyceride levels) and Niacin (to increase HDL). A link to other medication types is provided below. NIH ATP 3 Guidelines and overview of antilipid medications : http://www.nhlbi.nih.gov/health-pro/guidelines/current/cholesterol-guidelines/quick-desk-reference-html Palo Alto Medical Foundation South Asians and Cholesterol: http://www.pamf.org/southasian/support/handouts/cholesterol.pdf
Franklin Delano Roosevelt Served 1933-1937, 1937-1941, 1941-1945, 1945 (died in office) Franklin Delano Roosevelt was born January 30, 1882, at Hyde Park, New York, into one of the more famous families in America at that time. He was a third cousin, thrice removed to the 26th President, Theodore Roosevelt. Roosevelt (pronounced “roe’-ze-velt”) — universally called FDR — married his fifth cousin, Anna Eleanor Roosevelt March 17, 1905, and they had six children, one of whom died in infancy. Active in politics at a young age, Roosevelt served as Secretary of War under President Wilson, and run unsuccessfully for Vice President in 1920. In l921, Roosevelt was stricken with polio, and his legs were paralyzed for the remainder of his life. Being wheelchair-bound did not, however, restrict his boundless energy or interest, including stamp collecting, swimming, sailing, playing poker, and bird watching. Over the next 10 years, he gathered political support and in 1932, won the Democratic nomination for the Presidency. Roosevelt was elected by a landslide over incumbert President Hoover, who was unpopular due to the Great Depression. Roosevelt promised a “New Deal” and quickly, after his election, pushed for laws and created Government programs to help people. Some of Roosevelt’s agencies still exist, most notably the Tennesee Valley Authority, established to conserve soil and water, produce energy, and end drought. Some of his agencies ended or were declared unconstitutional, such as the Works Progress Administration. Some of his agencies became part of other organizations, such as the Civilian Conservation Corps, whose resources became part of county Cooperative Extension programs. From the very start of his administration, Roosevelt stayed close to the American people with regular “Fireside Chats” on radio. Roosevelt’s Vice President from 1933 to 1941 was John Nance Garner, who disdained the position. By l940, America’s economy was improving. Paralleling America’s upswing, however, was a new force in Europe, growing out of post-World War resentments and privations. In 1938, Germany’s leader, Adolf Hitler, annexed Austria and Czechoslovakia and allowed widespread attacks on minorities. On September 1, 1939, German forces attacked Poland with more firepower than had ever before been used — the Blitzkrieg (“Lightning War”). Meanwhile, Japanese forces invaded China and Korea. Under Roosevelt’s leadership, America stayed officially neutral, but provided resources to allies in Britain and Europe and enforced a naval blockage of Japanese forces in the Pacific Ocean. Roosevelt was re-elected in 1941, this time with Henry Wallace as his Vice President. Roosevelt was the first President to appear on television, the first to appoint a woman to the cabinet (Frances Perkins as Secretary of Labor), and the only President to serve more than eight years. After an attack by the Japanese on Pearl Harbor, Hawaii, on December 7, 1941, the U.S. declared war on Japan, Germany, and Italy. Roosevelt guided the country through this most terrible period, and his strategy brought victory. In 1944, on the principle that even Roosevelt should not servce a fourth term, Wallace opposed Roosevelt for renomination, becoming the first Vice President to oppose an incumbent president. Roosevelt nonetheless was renominated and won, this time with Harry S Truman as his running mate. Eleanor Roosevelt became one of the most active and popular First Ladies. She gave her support to many causes and later served as a founder of the United Nations. Even Roosevelt’s dog, Fala, a Scottish terrier, became famous. He was born April 7, l940, and was given to Roosevelt by his cousin Margaret Stuckley. First named Big Boy, his name was changed to Murray of Fala Hill after a famous Roosevelt ancestor. The dog went everywhere with the President, sitting between the leaders of the world, including when Roosevelt signed the Atlantic Charter in 1941 aboard the U.S.S. Augusta in the mid-Atlantic. Fala also was the focus of a major speech the President gave during the 1944 reelection campaign. The war years created a great strain on Roosevelt’s health. Less than three months into his fourth term, on April 12, l945, Roosevelt had a stroke in Warm Springs, Georgia, and died just before World War II ended. He was buried at his estate in New Hyde Park, New York. Fala later was buried near the President, and a book about his life is available.
\|Hawaiian Creole English\| \|Native to\|\|Hawaii, United States\| \|unknown (est. 700,000 cited 1986)\| Hawaiian Pidgin English, Hawaiian Creole English, HCE, or locally known as simply Pidgin, is a creole language, accent, and dialect – based in part on English – spoken by many residents of Hawaii. Although English and Hawaiian are the co-official languages of the state of Hawaii, Hawaiian Pidgin is used by many Hawaii residents in everyday casual conversation and is often used in advertising targeted toward locals in Hawaii. In the Hawaiian language, Hawaiian Creole English is called "ʻōlelo paʻi ʻai", which literally means "pounding-taro language". Many tourists find Hawaiian Pidgin appealing. Local travel companies favor those who speak Hawaiian Pidgin and hire them as speakers of customer service agents. Hawaiian Pidgin originated on sugar plantations as a form of communication used between English speaking residents and non-English speaking immigrants and natives in Hawaii. It supplanted the pidgin Hawaiians used on the plantations and elsewhere in Hawaii. The plantation acquired thousands of laborers from numerous countries. Because there were many varieties of nationalities, a common language needed to be established in order for the plantation workers to communicate effectively with each other. It has been influenced by many languages, including Portuguese, Hawaiian, and Cantonese. As people of other language backgrounds were brought in to work on the plantations, such as Japanese, Filipinos, and Koreans, Hawaiian Pidgin acquired words from these languages. Japanese loanwords in Hawaii lists some of those words originally from Japanese. It has also been influenced to a lesser degree by Spanish spoken by Puerto Rican settlers in Hawaii. Hawaiian Pidgin was created mainly as a means of communication or to facilitate cooperation between the immigrants and the Americans to get business done. Even today, Hawaiian Pidgin retains some influences from these languages. For example, the word "stay" in Hawaiian Pidgin has a form and use similar to the Hawaiian verb "noho", Portuguese verb "ficar" or Spanish "estar", which mean "to be" but are used only when referring to a temporary state or location. In the 19th and 20th centuries, Hawaiian Pidgin started to be used outside the plantation between ethnic groups. Public school children learned Hawaiian Pidgin from their classmates and parents. Living in a community mixed with various cultures led to the daily usage of Hawaiian Pidgin, also causing the language to expand. Children growing up with this language expanded Hawaiian Pidgin as their first language, or mother tongue. For this reason, linguists generally consider Hawaiian Pidgin to be a creole language. Hawaiian Pidgin has distinct pronunciation differences from standard American English (SAE). Some key differences include the following: - Th-stopping: /θ/ and /ð/ are pronounced as [t] or [d] respectively—that is, changed from a fricative to a plosive (stop). For instance, think /θiŋk/ becomes [tiŋk], and that /ðæt/ becomes [dæt]. - L-vocalization: Word-final l [l~ɫ] is often pronounced [o] or [ol]. For instance, mental /mɛntəl/ is often pronounced [mɛntoː]; people is pronounced peepo. - Hawaiian Pidgin is non-rhotic. That is, r after a vowel is often omitted, similar to many dialects, such as Eastern New England, Australian English, and English English variants. For instance, car is often pronounced cah, and letter is pronounced letta. Intrusive r is also used. The number of Hawaiian Pidgin speakers with rhotic English has also been increasing. - Falling intonation is used at the end of questions. This feature appears to be from Hawaiian, and is shared with some other Oceanic languages, including Fijian and Samoan. Hawaiian Pidgin also has distinct grammatical forms not found in SAE, but some of which are shared with other dialectal forms of English or may derive from other linguistic influences. Forms used for SAE "to be": - Generally, forms of English "to be" (i.e. the copula) are omitted when referring to inherent qualities of an object or person, forming in essence a stative verb form. Additionally, inverted sentence order may be used for emphasis. (Many East Asian languages use stative verbs instead of the copula-adjective construction of English and other Western languages.) - Da behbeh cute. (or) Cute, da behbeh. - The baby is cute. Note that these constructions also mimic the grammar of the Hawaiian language. In Hawaiian, "nani ka pēpē" or "kiuke ka pēpē" is literally "cute, the baby" and is perfectly correct Hawaiian grammar meaning in English, "The baby is cute." - When the verb "to be" refers to a temporary state or location, the word stay is used (see above). This may be influenced by other Pacific creoles, which use the word stap, from stop, to denote a temporary state or location. In fact, stop was used in Hawaiian Pidgin earlier in its history, and may have been dropped in favor of stay due to influence from Portuguese estar or ficar (literally 'to stay'). - Da book stay on top da table. - The book is on the table. - Da watah stay cold. - The water is cold. - To express past tense, Hawaiian Pidgin uses wen (went) in front of the verb. - Jesus wen cry. (DJB, John 11:35) - Jesus cried. - To express future tense, Hawaiian Pidgin uses goin (going), derived from the going-to future common in informal varieties of American English. - God goin do plenny good kine stuff fo him. (DJB, Mark 11:9) - God is going to do a lot of good things for him. - To express past tense negative, Hawaiian Pidgin uses neva (never). Neva can also mean "never" as in normal English usage; context sometimes, but not always, makes the meaning clear. - He neva like dat. - He didn't want that. (or) He never wanted that. (or) He didn't like that. - Use of fo (for) in place of the infinitive particle "to". Cf. dialectal form "Going for carry me home." - I tryin fo tink. (or) I try fo tink. - I'm trying to think. For more information on grammar, also see Sakoda & Siegel (References, below) and the Pidgin Coup paper (External links, below). Literature and performing arts In recent years, writers from Hawaii such as Lois-Ann Yamanaka and Lee Tonouchi have written poems, short stories, and other works in Hawaiian Pidgin. A Hawaiian Pidgin translation of the New Testament (called Da Jesus Book) has also been created, as has an adaptation of William Shakespeare's Twelfth Night, or What You Will, titled in Hawaiian Pidgin "twelf nite o' WATEVA!" - Hawaiian Creole English at Ethnologue (16th ed., 2009) - Nordhoff, Sebastian; Hammarström, Harald; Forkel, Robert; Haspelmath, Martin, eds. (2013). "Hawai'i Creole English". Glottolog. Leipzig: Max Planck Institute for Evolutionary Anthropology. - Hawaii State Constitution - "paʻi ʻai". Nā Puke Wehewehe ʻŌlelo Hawaiʻi [Hawaiian Dictionaries]. Retrieved October 18, 2012. - "Hawaiian pidgin - Hawaii's third language". Retrieved 20 November 2014. - Collins, Kathy (January–February 2008). "Da Muddah Tongue". Maui nō ka ʻoi Magazine. Wailuku, HI, USA. OCLC 226379163. Retrieved October 18, 2012. - "Hawai`i Creole English". Retrieved 20 November 2014. - "Eye of Hawaii - Pidgin, The Unofficial Language of Hawaii". Retrieved 20 November 2014. - [dead link] - Da Jesus Book (2000). Orlando: Wycliffe Bible Translators. ISBN 0-938978-21-7. - Sakoda, Kent & Jeff Siegel (2003). Pidgin Grammar: An Introduction to the Creole Language of Hawaiʻi. Honolulu: Bess Press. ISBN 1-57306-169-7. - Simonson, Douglas et al. (1981). Pidgin to da Max. Honolulu: Bess Press. ISBN 0-935848-41-X. - Tonouchi, Lee (2001). Da Word. Honolulu: Bamboo Ridge Press. ISBN 0-910043-61-2. - "Pidgin: The Voice of Hawai'i." (2009) Documentary film. Directed by Marlene Booth, produced by Kanalu Young and Marlene Booth. New Day Films. - Suein Hwang "Long Dismissed, Hawaii Pidgin Finds A Place in Classroom" (Cover story) Wall Street Journal - Eastern Edition, August 2005, retrieved on November 18, 2014. - Digital History, Digital History, http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtid=2&psid=3159 2014, retrieved on November 18, 2014. - Eye of Hawaii, Pidgin, The Unofficial Language, http://www.eyeofhawaii.com/Pidgin/pidgin.htm retrieved on November 18, 2014. - Ermile Hargrove, Kent Sakoda and Jeff Siegel Hawai‘i creole, Language Varieties, http://www.hawaii.edu/satocenter/langnet/definitions/hce.html#bkgd-hce retrieved on November 18, 2014. - Jeff Siegel, Emergence of Pidgin and Creole Languages (Oxford University Press, 2008), 3. - Hawaiian Pidgin, Hawaii Travel Guide http://www.to-hawaii.com/hawaiian-pidgin.php retrieved on November 18, 2014. - Sally Stewart (2001-09-31). "Hawaiian English". Lonely Planet USA Phrasebook. Lonely Planet Publications. pp. 262–266. ISBN 1-86450-182-0. Check date values in: - Speidel, Gisela E. (1981). "Language and reading: bridging the language difference for children who speak Hawaiian English". Educational Perspectives 20: 23–30. - Speidel, G. E., Tharp, R. G., and Kobayashi, L. (1985). "Is there a comprehension problem for children who speak nonstandard English? A study of children with Hawaiian English backgrounds". Applied Psycholinguistics 6 (01): 83–96. doi:10.1017/S0142716400006020. - e-Hawaii.com Searchable Pidgin English Dictionary - The Charlene Sato Center for Pidgin, Creole and Dialect Studies, a center devoted to pidgin, creole, and dialect studies at the University of Hawaiʻi at Mānoa, Hawaiʻi. Also home of the Pidgin Coup, a group of academics and community members interested in Hawaiʻi Pidgin related research and education - Position Paper on Pidgin by the "Pidgin Coup" - Da Hawaiʻi Pidgin Bible (see Da Jesus Book below) - "Liddo Bitta Tita" Hawaiian Pidgin column written by Tita, alter-ego of Kathy Collins. Maui No Ka 'Oi Magazine Vol.12 No.1 (Jan. 2008). - "Liddo Bitta Tita" audio file
Students' Quantitative Reasoning Skills One of the first and most important steps to take prior to infusing QR in course instruction is having some data on students' QR skills, including their strengths and weaknesses. Some possible tools for gathering relevant data include course, program, and institutional QR assessment and evaluation; monitoring/tracking of student assignments and portfolios; and survey data on student QR skills as well as post-graduate placement (including graduate education and employment) and success. For example, several colleges and universities (e.g., Hollins University, Wellesley College) have implemented a Quantitative Reasoning (QR) assessment test that is administered to incoming students to gather baseline data. The section of NICHE that focuses on assessment provides some tools for how to gather these kinds of data. International and National Data The Quantitative Literacy Gap Indeed, research has documented a widespread quantitative literacy gap throughout the United States. As Steen (2001: 1-2) has argued, "Most U.S. students leave high school with quantitative skills far below what they need to live well in today's society; businesses lament the lack of technical and quantitative skills of prospective employees; and virtually every college finds that many students need remedial mathematics. Data from the National Assessment of Educational Progress (NAEP) show that the average mathematics performance of seventeen-year-old students [is] in the lower half of the "basic" range (286–336) and well below the "proficient" range (336–367)." The 2003 National Assessment of Adult Literacy (NAAL) found that only 13% of adults ages 16 and over demonstrated proficiency in quantitative literacy.2 The QL disadvantage was most evident among females and economically disadvantaged minorities, a finding that is consistent with data showing a mathematical disadvantage among such students. For example, 2009 national data on proficiency in mathematics among 8th grade students reveal that 54% of Asian/Pacific Islander students scored at or above the proficient level, compared to 44% of white students, 18% of American Indian/Alaska Native students, 17% of Hispanic students and 12% of black students (Aud, Fox, and KewalRamani 2010). On a positive note, however, the NAAL found that overall quantitative literacy among adults increased from 1992 to 2003 (Kutner et al. 2007). At the same time, quantitative skills deficits are pervasive in society. 1The Survey of Adult Skills defined numeracy as "the ability to access, use, interpret and communicate mathematical information and ideas in order to engage in and manage the mathematical demands of a range of situations in adult life. A numerate adult is one who responds appropriately to mathematical content, information, and ideas represented in various ways in order to manage situations and solve problems in a real-life context. While performance on numeracy tasks is, in part, dependent on the ability to read and understand text, numeracy involves more than applying arithmetical skills to information embedded in text" (OECD 2013: 75). 2For purposes of NAAL, quantitative literacy was defined as "The knowledge and skills needed to identify and perform computations using numbers that are embedded in printed materials. Examples include balancing a checkbook, figuring out a tip, completing an order form, and determining the amount of interest on a loan from an advertisement" (Kutner et al. 2007: iii-iv). Aud, Susan, Mary Ann Fox, and Angelina KewalRamani. 2010. Status and Trends in the Education of Racial and Ethnic Groups. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, US Department of Education. Kutner, Mark, Elizabeth Greenberg, Ying Jin, Bridget Boyle, Yung-chen Hsu, Eric Dunleavy, and Sheida White. 2007. Literacy in Everyday Life: Results from the 2003 National Assessment of Adult Literacy. Institute of Education Sciences National Center for Education Statistics. Washington, DC: United States Department of Education. Organisation for Economic Co-operation and Development (OECD). 2013. OECD Skills Outlook 2013: First Results from the Survey of Adult Skills. OECD Publishing. Steen, Lynn Arthur. Editor. 2001. Mathematics and Democracy: The Case for Quantitative Literacy. Princeton, NJ: National Council on Education and the Disciplines.
Lorentz force, the force exerted on a charged particle q moving with velocity v through an electric E and magnetic field B. The entire electromagnetic force F on the charged particle is called the Lorentz force (after the Dutch physicist Hendrik A. Lorentz) and is given by F = qE + qv × B. The first term is contributed by the electric field. The second term is the magnetic force and has a direction perpendicular to both the velocity and the magnetic field. The magnetic force is proportional to q and to the magnitude of the vector cross product v × B. In terms of the angle ϕ between v and B, the magnitude of the force equals qvB sin ϕ. An interesting result of the Lorentz force is the motion of a charged particle in a uniform magnetic field. If v is perpendicular to B (i.e., with the angle ϕ between v and B of 90°), the particle will follow a circular trajectory with a radius of r = mv/qB. If the angle ϕ is less than 90°, the particle orbit will be a helix with an axis parallel to the field lines. If ϕ is zero, there will be no magnetic force on the particle, which will continue to move undeflected along the field lines. Charged particle accelerators like cyclotrons make use of the fact that particles move in a circular orbit when v and B are at right angles. For each revolution, a carefully timed electric field gives the particles additional kinetic energy, which makes them travel in increasingly larger orbits. When the particles have acquired the desired energy, they are extracted and used in a number of different ways, from fundamental studies of the properties of matter to the medical treatment of cancer. The magnetic force on a moving charge reveals the sign of the charge carriers in a conductor. A current flowing from right to left in a conductor can be the result of positive charge carriers moving from right to left or negative charges moving from left to right, or some combination of each. When a conductor is placed in a B field perpendicular to the current, the magnetic force on both types of charge carriers is in the same direction. This force gives rise to a small potential difference between the sides of the conductor. Known as the Hall effect, this phenomenon (discovered by the American physicist Edwin H. Hall) results when an electric field is aligned with the direction of the magnetic force. The Hall effect shows that electrons dominate the conduction of electricity in copper. In zinc, however, conduction is dominated by the motion of positive charge carriers. Electrons in zinc that are excited from the valence band leave holes, which are vacancies (i.e., unfilled levels) that behave like positive charge carriers. The motion of these holes accounts for most of the conduction of electricity in zinc. If a wire with a current i is placed in an external magnetic field B, how will the force on the wire depend on the orientation of the wire? Since a current represents a movement of charges in the wire, the Lorentz force acts on the moving charges. Because these charges are bound to the conductor, the magnetic forces on the moving charges are transferred to the wire. The force on a small length dl of the wire depends on the orientation of the wire with respect to the field. The magnitude of the force is given by idlB sin ϕ, where ϕ is the angle between B and dl. There is no force when ϕ = 0 or 180°, both of which correspond to a current along a direction parallel to the field. The force is at a maximum when the current and field are perpendicular to each other. The force is given by dF= idl × B. Test Your Knowledge Nature: Tip of the Iceberg Quiz Again, the vector cross product denotes a direction perpendicular to both dl and B.
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This statement is true because reliability and validity are two very different things. It is true that an assessment cannot be valid unless it is reliable. However, it can be reliable without being valid. Reliability is a measure of whether an assessment will yield the same results at different times. In other words, let us imagine that you have a test that is supposed to measure a student’s reading ability. If a student takes the test one day and scores 75 out of 100, but takes the test the next day and scores 99 out of 100, the test is probably not reliable. It is not reliable because it gives such different values for the same student without enough time for the student to have learned. Validity is a measure of whether the assessment tests what it is supposed to. For example, if I test a student’s reading ability by asking them to recite the alphabet, my test is not really testing what it is supposed to. So, how can a test be reliable but not valid? Let us imagine that I am testing reading comprehension and I do so by seeing how many words a student can correctly read out loud in a minute. The student consistently reads right around the same number of words. This is a reliable test, but it is not valid because I do not have any idea whether the student really understands the material. Thus, a test can be reliable but not valid.
Students in this lesson work to explain the effects of the Civil War on South Carolina’s economy. This lesson involves a pre-assessment, guided inquiry, and a formative post-assessment. The pre-assessment (Gallery Walk) allows the student to activate background knowledge. The guided inquiry allows the student to affirm or adjust the responses given in the pre-assessment, and the post-assessment (The Wind Blows If… Game) allows the teacher to determine the students’ understanding of the material. Click here to download the full lesson with attached handouts. South Carolina after the Civil War “The plantation system collapsed as a result of the loss of slave labor because of the freeing of the slaves through the war and the 13th Amendment. However, the agricultural, cotton economy of pre-war South Carolina survived because of the development of the system of sharecropping. There was no cash available to pay wages for farm workers so the sharecropping system was developed to make use of the available free African American labor force. The landowner provided acreage, seed and equipment such as hoes and plows, and the freedman provided the labor in exchange for a portion, or share, of the crop that was produced. This mutually beneficial arrangement allowed the freedman some control over his labor and provided manpower for the land owner. As time went on, however, the system mired the sharecropper, whether white or African American, in poverty and indebtedness. As a result of the war, there was massive destruction of cities, towns, factories, and railroads. A fire in Charleston in 1861 and the bombardment of the city left it in ruins. The burning of Columbia as a result of Sherman’s March left the capital city and many towns along Sherman’s route destroyed. The few factories that were in the South had converted to war production, but the money paid by the Confederate government was worthless once the war ended so they went out of business. Some factories had been destroyed. Railroads and bridges had been destroyed by both armies to prevent the enemy from using them to transport soldiers and supplies. Confederate money was worthless and so was not available to finance rebuilding, pay taxes, or pay workers. There was also a shortage of men due to heavy war casualties. It is important that students understand that the purpose of Reconstruction was not to rebuild the destroyed economic infrastructure of the South, but rather to reconstruct the political Union. The United States government did not then think that it was the responsibility of national government to rebuild the South’s economy. That was the responsibility of states and individuals.” South Carolina Social Studies Support Document, Grade 3, 2008 http://ed.sc.gov/agency/Standards-and-Learning/Academic-Standards/old/cso/social_studies/social.html South Carolina Standards 3-4.6 Explain how the Civil War affected South Carolina’s economy, including destruction of plantations, towns, factories, and transportation systems. 4-6.6 Explain the impact of the Civil War on the nation, including its effects on the physical environment and on the people—soldiers, women, African Americans, and the civilian population of the nation as a whole. - The students will explain the effects of the Civil War on South Carolina’s Economy Time Required Recommended Grade Level 1 class period Elementary - 4 posters (each with one question written on it) - 4 different colored markers (This will allow you to know which group’s responses are correct and/or incorrect.) - Various photographs from the South Carolina and the Civil War Collection. - Confederate and United States money from the era - A roll of masking tape - Write learning objective on board - Download necessary pictures from the University of South Carolina Digital Collections website. The pictures are a part of the South Carolina and the Civil War Collection. - Write each of the following questions on a piece of poster paper - Divide students into groups of three or four. (Students could be assigned tasks within their cooperative groups. Each group needs a recorder to write the group’s response, a reporter to share everyone’s responses during the lesson, a leader to ensure the group is on-task and everyone is being allowed to contribute, a manager to retrieve and return the markers, and a cheerleader to compliment others for working diligently.) - Print out questions for Gallery Walk. - What did South Carolina look like immediately following the Civil War? - What kinds of things were destroyed? - What caused the destruction? - What happened to the factories in our state during and after the Civil War? - Read the objective written on the board, “Today you will explain the effects of the Civil War on South Carolina’s economy. To help you get started, I’ve written a question on each of the four posters located in the corners of the classroom. It is your job to work with your cooperative group to answer each question. You will have 2 minutes/question.” (Students could be assigned tasks within their cooperative groups. Each group needs a recorder to write the group’s response, a reporter to share everyone’s responses during the lesson, a leader to ensure the group is on-task and everyone is being allowed to contribute, a manager to retrieve and return the markers, and a cheerleader to compliment others for working diligently.) - Conduct a Gallery Walk—10 minutes (2 minutes/question) - Guided Inquiry— 25 minutes Read the first question aloud. Then ask the reporter holding the poster for question 1 to read the responses of the cooperative groups. I am going to show you some pictures that were taken immediately after the war. The pictures show downtown Columbia at this time. Think about how you would feel if you lived in Columbia at this time. - Project digitized pictures of Columbia from this time period from the University of South Carolina Libraries Primary Sources for K-12 Pilot Project - “Do you think your responses to the first question were on target? Why or why not?” (Place checks by the correct responses, and address any misconceptions at this time.) - Read the second question aloud. Then ask the reporter holding the second question to read the responses. “Let’s look at each picture and your responses, again, to see what was destroyed during the war.” (Place a check by the guesses that were correct, and record any missing information on the poster with the question. Lead students in determining there was massive destruction of cities, towns, factories, railroads, and bridges. The economy of SC was destroyed. There were few places to work, and trading was limited due to the bridges and railroads being destroyed.) - Read aloud question 3. Ask the reporter to read the answers recorded. “Did the Union or the Confederate soldiers cause the destruction?” (Allow students to vote with a show of hands. Then explain both sides caused the destruction.) “Why would the Confederate Army destroy Southern bridges and railroads? Discuss possible reasons with your cooperative group.” (Explain how railroads and bridges were destroyed to prevent the enemy from using them to transport soldiers and supplies. Check correct responses and address any misconceptions.) “Who or what destroyed the city of Columbia?” (Provide researched historical background. Please note that not all historians agree that Sherman burned Columbia. Research to find various re-tellings of what happened then provide students with several points of view not just one.)Which city did South Carolinians believe Sherman was going to attack? (They should know it was Charleston from previous lessons.) “Let’s take a look at Charleston.” - Project pictures of destruction from Charleston, including the fire in 1861. “Did Charleston and Columbia look similar? Justify your answer.” (Explain that a fire in Charleston in 1861 and the bombardment of the city left it in ruins, like Columbia.) - Read aloud question 4. Ask the reporter with that question to read aloud the responses. - Project pictures of factories during the time period. “What class of people owned the factories in SC? Where the majority of the elite class on the Union side or the Confederate side?” (Explain how the few factories that were in the South had converted to war production, but the money paid by the Confederate government was worthless once the war ended so they went out of business. Confederate money was worthless and so was not available to finance rebuilding, pay taxes, or pay workers. Now would be a good time to show the students Confederate and United States money from the time period.) “Why would factory owners have a difficult time hiring people, even if they could rebuild?” (Explain there was a shortage of workers due to the quantity of men dying in the war.) The Wind Blows If… Game (This is a variation of the game, “The Wind Blows For” .) Place 2-inch pieces of masking tape in a large circle on the floor. There should be enough tape, so all BUT ONE may have a spot to stand. The student without a spot must stand in the middle of the circle. The teacher should read aloud question 1. If the student knows the answer, he should move to a new spot AT LEAST TWO SPOTS AWAY. This will allow the teacher to see who does/does not know the answer. If more than 20 percent of the students do not know the answer, the teacher needs to reteach this material. Since the goal of the game is to not be the one left in the middle, the student without a spot must answer the question. If his answer is correct, he may “do a little dance” to celebrate. If it is not correct, he may call on someone to help him by asking another student to get in the middle, while he takes his spot. The game continues in the same format until all of the questions have been asked and answered. - List three things that were destroyed in SC during the Civil War? (Bridges, railroads, factories, cities, towns, farms, etc.) - How were the bridges and railroads destroyed in SC? Why did they destroy them? (Confederate and Union troops destroyed the bridges and railroads, so the other side could not use them to transport soldiers or supplies.) - How did the destruction of bridges and railroads effect South Carolina’s economy after the war? (Trading was difficult due to transportation issues.) - Name two major cities in SC that were destroyed during the war. (Charleston and Columbia) - How did farms, cities, and towns being destroyed impact the state’s economy? (There were no jobs because of the destruction.) - What did Sherman do on his March to the Sea? (Sherman burned farms, cities, and towns, including Columbia.) - What happened to our state’s factories during and after the Civil War? Be specific. (Many of our state’s factories were ruined and could not be rebuilt due to the lack of funds. Confederate money was worthless. The few remaining factories had difficulty hiring because of the quantity of men who died in the war and the owner’s inability to be able to pay the workers.) Lesson Extension Options Draw a t-chart. On one side of the chart write “cause”. On the other side write “effect”. Ask students to write or draw two “effects” of the Civil War on SC’s economy, i.e. destroyed bridges, railroads, factories, etc. Now, ask students to think about what caused these things to happen. Write or draw those “causes” on the right-hand side. Students should share their work with others in their cooperative group and discuss responses. Misconceptions must be addressed, if they still persist. Digital Collections Information This lesson plan is based on images and/or documents derived from the South Carolina and the Civil War Collection available from the University of South Carolina’s Digital Collections Library.
Monoamine is a term used in biochemistry, meaning literally "single amine", but actually used to mean a chemical that is derived from a single amino acid. The basic biochemistry of amino acids is that they are used to make different proteins, either for structural purposes or for enzymes. However, there are other roles needed by the cellular machinery, so sometimes a single amino acid is repurposed and modified structurally into a monoamine. Examples of endogenous monoamines include the neurotransmitters serotonin and melatonin (derived from tryptophan) and dopamine and epinephrine (derived from tyrosine). Monoamines make good neurotransmitters because their small size means they diffuse rapidly. The most important pharmacological fact about monoamines is that they pass through the digestive system intact, and also can be absorbed through mucous membranes. A protein is too large to pass through mucous membranes, and when it goes through the digestive system, will be cleaved into its component amino acids. A monoamine, on the other hand, will be absorbed into the body as soon as it is ingested, passing into capillaries in the mouth and cheeks, and will pass through the stomach unchanged and be taken up in great quantity through the small intestine. This is why monoamines, or monoamine-like substances, such as cocaine or LSD, can be ingested and have an effect, while someone could have a large pile of oxytocin, endorphines and other psychoactive substanced that are proteins, and could get no effect from ingesting them or applying them to a mucous membrane, because they are too large to go through a capillary, and would be broken up in the stomach. Monoamines are deactivated by monoamine oxidase, a protein that plays an important role in brain chemistry. A group of drugs called monoamine oxidase inhibitors blocks this breakdown, causing monoamines to stay active in the brain, which can be a very dangerous thing. As a note on terminology, "monoamine" properly belongs to substances that are derived from a single amino acid, but much of the pharmacology can apply to other substances. Caffeine, for example, is not derived from an amino acid, but is about the same size and shares the property of being absorbed through mucous membranes and passing through the digestive system intact. So it would probably not be wildly inaccurate to refer to caffeine as a monoamine.
The fertile crescent is a crescent shaped area of land in the Middle East that is good for farming and grazing. The descriptive term came from the fertile imagination of James Henry Breasted, a University of Chicago professor who popularized the Middle East, particularly Egypt, and its culture in the United States at the beginning of the 20th Century. The fertile crescent includes the Jordan, Tigris and Euphrates river valleys – some scholars even include the Nile delta as part of the fertile crescent. The Middle East is known for its deserts and while the deserts take up the greatest area, they do not provide enough food to support a lot of people and animals. The fertile crescent, on the other hand, provided ample areas for grazing as well as agriculture. Human agriculture, as well as the domestication of some animals, originated in the fertile crescent with crops such as wheat, barley, dates, grapes, melons, and nuts. [Wilford] The fertile crescent was a very important area for early human civilizations, the Phoenician, Assyrian, Sumerian, Mesopotamian and Babylonian civilizations all thrived in the fertile crescent. The fertile crescent also plays a crucial role in western civilization. The story of Abraham, in the Hebrew Bible (the Christian Old Testament), depicts Abraham's movements across the fertile crescent. Abraham was born in Ur. While there is some debate as to which Ur Abraham was born in, it was most likely the Ur at the eastern end of the fertile crescent [Milard], near the Persian Gulf (located in modern day Iraq.) Abraham eventually settled on the western end of the fertile crescent in Canaan (modern day Israel and Syria.) If you look at map of his journey, you'll see that he did not take the most direct route, across the Arabian and Negreb deserts, but rather followed the entire fertile crescent. (If you follow theories that put Abraham's birthplace in what is now Turkey, he still crossed most of the fertile crescent.) While the fertile crescent is still an agriculturally friendly area, it is not as fertile as it was during the times of earlier civilizations, when the land was capable of supporting many more people than it is today. Thousands of years of deforestation and salinization from irrigation are partially responsible, but more recent drainage and damming have been much more damaging.
- Health Library - Research a Disease or Condition - Lookup a Symptom - Learn About a Test - Prepare for a Surgery or Procedure - What to do After Being Discharged - Self-Care Instructions - Questions to Ask Your Doctor - Nutrition, Vitamins & Special Diets Hyperactivity and children Children and hyperactivity Toddlers and young children often are very active and have a short attention span. This type of behavior is normal for their age. Providing lots of healthy active play for your child can sometimes help. Parents may question whether the child is just more active than most children, or whether their child has hyperactivity that is part ofattention deficit hyperactivity disorder (ADHD) or another mental health condition. It is always important to make sure that your child can see and hear well, and to make sure there are no stressful events at home or school that may explain the behavior. However, if the behaviors below have been present for a while or are becoming worse, the first step is to see your child's health care provider: - Constant motion, which often seems to have no purpose - Disruptive behavior at home or in school - Moving around at an increased speed - Problems sitting through class or finishing tasks that are typical for your child's age - Wiggling or squirming all of the time Reviewed By: Neil K. Kaneshiro, MD, MHA, Clinical Assistant Professor of Pediatrics, University of Washington School of Medicine. Also reviewed by David Zieve, MD, MHA, Medical Director, A.D.A.M., Inc.
Study Connects Weight to Local Weather Conditions Adélie penguins are an indigenous species of the West Antarctic Peninsula (WAP), one of the most rapidly warming areas on Earth. Since 1950, the average annual temperature in the Antarctic Peninsula has increased 2 degrees Celsius on average, and 6 degrees Celsius during winter. As the WAP climate warms, it is changing from a dry, polar system to a warmer, sub-polar system with more rain. University of Delaware oceanographers recently reported a connection between local weather conditions and the weight of Adélie penguin chicks in an article in Marine Ecology Progress Series, a top marine ecology journal. Penguin chick weight at the time of fledgling, when they leave the nest, is considered an important indicator of food availability, parental care and environmental conditions at a penguin colony. A higher chick mass provides the chick a better likelihood of surviving and propagating future generations. In the study, Megan Cimino, a UD doctoral student in the College of Earth, Ocean, and Environment and the paper’s lead author, compared data from 1987 to 2011 related to the penguin’s diet, the weather and the large-scale climate indices to see if they could correlate year-to-year penguin chick weight with a particular factor. She also evaluated samples from the penguin’s diet to determine what they were eating. “The ability of a penguin species to progress is dependent on the adults’ investment in their chicks,” said Matthew Oliver, an associate professor of marine science and policy and principal investigator on the project. “Penguins do a remarkable job of finding food for their chicks in the ocean’s dynamic environment, so we thought that the type and size distribution of food sources would impact chick weight.” Impact of weather and climate Instead, the study revealed that weather and overall atmospheric climate seemed to affect weights the most. In particular, local weather — including high winds, cold temperatures and precipitation, such as rain or humidity — had the largest impact on penguin chick weight variations over time. For example, westerly wind and air temperature can cause a 7-ounce change in average chick weights, as compared to 3.5-ounce change caused by wind speed and precipitation. A 7-ounce decrease in chick weight could be the difference between a surviving and non-surviving chick. Cimino explained that while penguins do build nests, they have no way of building nests that protect the chicks from the elements. This leaves penguin chicks unprotected and exposed while adult penguins are away from the nest. Precipitation, while not considered a key variable, can cause chick plumage to become damp or wet and is generally a major factor in egg and chick mortality and slow growth. “It’s likely that weather variations are increasing the chicks’ thermoregulatory costs; and when they are cold and wet, they have to expend more energy to keep warm,” she said. The wind can also affect the marine environment, she continued, mixing up the water column and dispersing the krill, a penguin’s main source of food, which may cause parent penguins to remain at sea for longer periods of time and cause chicks to be fed less frequently. “This is an interesting study, because it calls into question what happens to an ecosystem when you change climate quickly: Is it just large-scale averages that change the ecosystem or do particular daily interactions also contribute to the change,” Oliver said. Other co-authors on the paper include William Fraser and Donna Patterson-Fraser, from the Polar Oceans Research Group, and Vincent Saba, from NOAA National Marine Fisheries Service. Fraser and Patterson have been collecting data on Adélie penguins since the late 1970s, creating a strong fundamental data set that includes statistics collected over decades, even before rapid warming was observed. By correlating the relevant environmental variables through analysis of data from sources such as space, weather stations, etc., the researchers were able to scientifically validate a potential cause for chick weight variation over time. Using big data analyses to statistically sift through the possible causes allowed the researchers to take a forensic approach to understanding the problem. “Climate change strikes at the weak point in the cycle or life history for each different species,” Oliver said. “The Adélie penguin is incredibly adaptive to the marine environment, but climate ends up wreaking havoc on the terrestrial element of the species’ history, an important lesson for thinking about how we, even other species, are connected to the environment.” Cimino will return to Antarctica next month to begin working with physical oceanographers from University of Alaska and Rutgers, through funding from the National Science Foundation. Using robotics, she will investigate what parent penguins actually do in the ocean in order to gain a broader perspective on how the penguins use the marine environment. In particular, she hopes to explore other possible contributing factors to chick weight variation such as parental foraging components that were not part of this study. “It’s important for us to understand what’s going on, especially as conditions are getting warmer and wetter, because it may give us an idea of what may happen to these penguins in the future,” Cimino said. The work reported here is supported in part through funds from the National Marine Fisheries Service, NASA and the National Science Foundation. Donna O'Brien \| newswise Dispersal of Fish Eggs by Water Birds – Just a Myth? 19.02.2018 \| Universität Basel Removing fossil fuel subsidies will not reduce CO2 emissions as much as hoped 08.02.2018 \| International Institute for Applied Systems Analysis (IIASA) A newly developed laser technology has enabled physicists in the Laboratory for Attosecond Physics (jointly run by LMU Munich and the Max Planck Institute of Quantum Optics) to generate attosecond bursts of high-energy photons of unprecedented intensity. This has made it possible to observe the interaction of multiple photons in a single such pulse with electrons in the inner orbital shell of an atom. In order to observe the ultrafast electron motion in the inner shells of atoms with short light pulses, the pulses must not only be ultrashort, but very... A group of researchers led by Andrea Cavalleri at the Max Planck Institute for Structure and Dynamics of Matter (MPSD) in Hamburg has demonstrated a new method enabling precise measurements of the interatomic forces that hold crystalline solids together. The paper Probing the Interatomic Potential of Solids by Strong-Field Nonlinear Phononics, published online in Nature, explains how a terahertz-frequency laser pulse can drive very large deformations of the crystal. By measuring the highly unusual atomic trajectories under extreme electromagnetic transients, the MPSD group could reconstruct how rigid the atomic bonds are... Quantum computers may one day solve algorithmic problems which even the biggest supercomputers today can’t manage. But how do you test a quantum computer to... For the first time, a team of researchers at the Max-Planck Institute (MPI) for Polymer Research in Mainz, Germany, has succeeded in making an integrated circuit (IC) from just a monolayer of a semiconducting polymer via a bottom-up, self-assembly approach. In the self-assembly process, the semiconducting polymer arranges itself into an ordered monolayer in a transistor. The transistors are binary switches used... Breakthrough provides a new concept of the design of molecular motors, sensors and electricity generators at nanoscale Researchers from the Institute of Organic Chemistry and Biochemistry of the CAS (IOCB Prague), Institute of Physics of the CAS (IP CAS) and Palacký University... 15.02.2018 \| Event News 13.02.2018 \| Event News 12.02.2018 \| Event News 23.02.2018 \| Physics and Astronomy 23.02.2018 \| Health and Medicine 23.02.2018 \| Physics and Astronomy
Department of Physics With the right choice of sensor, a `simple' pendulum has great potential as a seismometer with superior low frequency sensitivity. Functionality of a seismometer depends on the inertial properties of its `mass'. To measure vertical motions of the earth, the simplest `instrument' is a mass suspended at the end of a spring. Horizontal motions may be detected by a simple pendulum. Complete determination of acceleration at a point on the surface of the earth requires three independent units; i.e., (i) one vertical sensor, and (ii) a pair of horizontal sensors placed in quadrature, such as one operating east /west and the other north/south. (Alternatively, the output from three sensors can be combined to yield the same result, by placing them in a homogeneous triaxial arrangement, as in the Streckeisen STS-2.) One of the earliest forms of seismometer was simply a mass suspended by an `inextensible' string. In the absence of acceleration, the string orients along the direction of the local vertical; i.e., a plumb bob. If the ground accelerates horizontally at a constant a, along a direction to which the pendulum responds, then the steady-state deflection of the pendulum is opposite the direction of a and of magnitude The simplicity of this response is one of the greatest attributes of the conventional pendulum. The simple pendulum lost favor because it has no means for `mechanical magnification'; therefore, it was replaced by instruments having greater (at higher frequencies) sensitivity. A common form of horizontal seismometer, frequently referred to as a `pendulum' is a swinging `door' or `garden-gate'. As the axis of the gate approaches the direction of local g, the potential energy function becomes more shallow. The weakening of the restoring torque results in a longer period of the motion for an instrument excecuting simple harmonic oscillation (free-decay following an impulsive disturbance). If all the materials of the gate were `perfect' (obeying Hooke's law) then the sensitivity of this form of accelerometer could become truly great as the axis approaches vertical. Instead of eq.(1), the ideal response of this instrument to a constant acceleration (after all transients have died) is given by involving a multiplicative factor (mechanical magnification = 1/sina), where a is the angle the axis makes with respect to the vertical. The mechanical response of a real-world garden-gate pendulum does not obey eq.(2) as a ® 0, because of the anelastic materials of which the pendulum is constructed. As the period is lengthened by reducing a toward zero, creep processes become ever more significant. Such response afflictions due to anelasticity also make their presence known in vertical instruments designed to operate at long periods. The first truly successful method employed to increase mechanical responsivity of a vertical instrument was the LaCoste zero-length spring. More recent instruments using force-balance by means of a feedback network employ astatic springs that serve a similar purpose. All seismic instruments that use mechanical magnification, depart from ideal behavior at low frequencies; and their performance is limited because of mesoanelastic complexity. The problem with mechanical magnification is that it not only magnifies the ideal response of the instrument, but it also magnifies the myriad imperfections that manifest themselves at low energies of oscillation. The energy of a mechanical oscillator is given by where w = 2p/T is the angular frequency and A is the amplitude of harmonic oscillation. The energy is proportional to both the square of the frequency and the square of the amplitude. As either gets small, or as in the cases of increasing interest to geoscience; when both get small, mesoscale quantization of defect structures invalidates the classical mechanics from which various equations are derived, such as eq(2). The metastabilities and hysteresis that characterize this regime are important not only to seismometry, but also other fields of research, such as the laser interferometer gravitational observatory (LIGO). Mechanical oscillators rarely free-decay according to a linear damping model, following an impulsive disturbance. If the damping were due to air surrounding the seismic mass, then the linear model would be a much better approximation. Actual oscillators dissipate energy in the spring through (i) heat, and (ii) structural rearrangements. Classical heat loss (thermoelastic damping) is important at high frequencies, whereas structural rearrangements are important at low frequencies. Structural rearrangement damping is fundamentally nonlinear, and it invalidates, at low frequencies, the use of commonly employed tools for the estimatation of seismometer noise. For example, the noise floor of seismometers is commonly calculated on the basis of the equipartition theorem; i.e., a brownian noise estimate. Formally, such a calculation proceeds as follows (see p. 84): ``for every square term in the Hamiltonian there is 1/2 kT of thermal energy'', where T is the absolute (Kelvin) temperature, and k is the Boltzmann constant. The problem with seismometer springs is that there is never a single pair of terms (one potential, the other kinetic) in the Hamiltonian, associated with the excitation of a Hooke's law (idealized) spring. There are a large number of quadratic terms in the potential function, the number of which cannot be presently estimated from first principles . Such complexities are also a reason low mass instruments of micro-electromechanical-systems (MEMS) type do not function as had been simplistically theorized. When dealing with small masses, the transition from damping of continuum type to discrete type becomes more important. In larger systems, the number of ways in which `hysteron' energy packets of the order of 10-11J may be distributed is much greater. The `averaging' that results from this large-number statistics is cause for a smooth (gaussian) distribution. Such is not the case for small systems operating at small energies. Instead of being a parabola, the potential function of a seismometer is complex, containing (local) metastabilities as a type of fine structure superposed on the parabola. The resulting `raggedness' is not quantized at the atomic scale, but rather at the mesoscale (consistent with grain sizes of polycrystalline metallic materials of which seismic springs are fabricated). The potential function is not even stationary, as pictured in the top graph of figure 1; which is commonly employed to explain damping. Rather, the damping mechanism functions more like the illustration of the bottom graph of figure 1. With the goal of improving low-frequency seismometer performance, it is clear that a tradeoff exists between mechanical magnification and electronics `magnification' (sensor/amplifier gain). Mechanical magnification is limited (in the absence of force-feedback) by the very creep processes that disallow the instrument from performing well at low frequencies. The maximum magnification consistent with long-term stabiity, is very useful for high frequency seismic observations. It is the very reason long-period vertical LaCoste spring instruments worked so well in the WWSSN for detecting earthquake body-waves. Because they operated with a Faraday law (velocity) sensor, there was no means for assessing their performance at mHz frequencies. With the advent of force-balance instruments, great interest has developed in the study of the Earth's eigenmodes (persistent hum). At these low frequencies it is now known that the mechanical magnification that was so useful at higher frequencies-can be detrimental. The simple pendulum, consistent with eq(1) has zero mechanical magnification. It is an obvious `benchmark' with which to conduct tradeoff studies concerned with the relative merits of mechanical enhancement versus electronic enhancement. In the early days of seismometry, the pendulum quickly lost favor to instruments having mechanical magnification; since in those days there were no good sensors of the motion. Since electronic sensing has improved dramatically in the last twenty years, it is time to reconsider the conventional pendulum. The present experiments show that it is much more useful than simply as a pedagogical tool with which to compare other instruments. Presently, the most successful, inexpensive sensors of inertial mass movement are (i) optical, and (ii) capacitive. Both are essentially noninvasive, and capacitive devices are the more common. Whether the increasing use of interferometers involving a laser should eventually take preeminence remains to be seen. There are two ways that parallel plate electrodes of a capacitive sensor may be configured to operate, either in terms of (i) gap-space -variation, or (ii) area-variation. All commercial instruments known to this author operate on the basis of gap-variation. In the force-balance instruments the spacing between electrodes is maintained smaller than 1 mm, with an area of each electrode being several cm2. For a pendulum, it is not the preferred embodiment of capacitive sensor. The natural embodiment for most seismic sensing at low-frequencies is one based on area-variation. The tutorial of figure 2 describes the operation of a single-element symmetric differential capacitive (SDC) sensor. It is a variant of the first-to-be-discovered technology that is finding its way into MEMS and other devices. It is an example of what has come be known as `fully differential' (now used to describe operational amplifiers as well as sensors). A key to understanding this device is to recognize that charge cannot be induced through a grounded plate; i.e., a Faraday shield. Thus, in figure 2, the capacitance between any pair of adjacent static electrode elements depends on the amount of area common to the pair; i.e., is not `shadowed' by some portion of the grounded moving electrode. With the moving electrode centered (left case), the bridge is balanced, yielding no output voltage from the amplifier. With the moving electrode at its left-maximum displacement (center case), the a to e and b to d capacitances have been reduced to zero (ignoring fringe fields). Simultaneously, the a to c and b to f capacitances have increased to their maximum value. This unbalancing of the bridge results in a polarity of the output voltage (by means of the diodes) that is opposite to that of the case with the moving electrode positioned at its right-maximum displacement (right case). Because the capacitance is proportional to the area (itself proportional to the displacement), the sensor is very linear as compared to other capacitive devices. Fringe fields typically cause a small deviation from linear that is cubic in the residuals. The sensor electronics of the present experiment does not use diodes as shown in the figure 2 tutorial. Rather, the d.c. output is generated using synchronous detection. This yields better stability and signal to noise ratio. Illustrated in figure 3 is the sensor array used in the instrument of the present study. By connecting four single-element SDC sensors in electrical parallel, the sensitivity is increased by an approximate factor of four. Whereas the electrodes are rectangular in figure 2 (for measuring translation), those of figure 3 are tailored for rotation. For the indicated radii, the following relation insures that all segments have the same area and thus contribute equally to the output: Note: The moving electrode set in figure 3 shows an extended section of copper used for damping by means of eddy currents (by placing powerful rare-earth magnets in-front-of and behind the section). The present experiment did not use any external damping means. Pictured in figure 4 is a top view of the instrument, and figure 5 is a photograph of the sensor array. To see the moving electrodes, which also serve as the `bob' of the pendulum; the pendulum was lifted from its operational position. To minimize axis friction, a pair of diamond points were taken from phonograph styluses. These were epoxied in an aluminum yoke, as was the 2 mm dia fuzed quartz rod, that passes all the way through the yoke by way of a center-drilled hole. Glued on the top end of the rod is a small front-surface mirror (piece from a polished silicon wafer), that is used with a He-Ne laser to calibrate the instrument. By means of this optical lever, the calibration constant of the pendulum was measured (for the highest-gain setting of the electronics) to be 5800 V/radian. The pair of sapphire plates, on which the diamond points rest, are mounted to an adjustable platform (excessed optical mirror mount). By means of the two knurled screws, visible in figure 6, the pitch and roll angles of the platform are adjusted so that (i) the moving electrodes are centered between the opposing set of stationary plates, and (ii) the quartz rod hangs vertically without bending. Adjustments of pitch and roll are made after the housing of the instrument is made plumb by means of bubble levels. To demonstrate the performance of this conventional pendulum instrument, recorded data from four earthquakes is provided. Two of these were the large Indonesian earthquakes of (i) 26 December 2004, and (ii) 28 March 2005. Their magnitudes were 9.2 and 8.7 respectively. Shown in figure 7 are compressed-time records of each. The records differ significantly in terms of first response to body waves. Perhaps this is consistent with the fact that the first earthquake caused a devastating tsunami, whereas the second one did not. Because the pendulum is not externally damped, and because the first disturbances are in frequency close to the resonance frequency of the pendulum at 0.7 Hz, there is a great deal of transient motion in the early part of both records. If the instrument were to be used for body-wave studies, these transients could be removed by adding the eddy-current damping subsystem discussed earlier. The later arriving surface waves are at low-enough frequency that the recorded waveforms are for them a good representation of the earth's acceleration. Examples are provided in figure 8. Additionally in each of the figure 8 graphs, a short piece of the early record has been expanded in time to resolve the high frequency motions caused by the body waves. Shown in figure 9 is a 2048 point FFT computed 50 minutes after the start of the 26 Dec earthquake. The surface waves are at their lowest frequency of 17.6 mHz at this time, with a signal level of 57 mV. Using the calibration constant of 5800 V/rad, the pendulum displacement was estimated to be 9.8 mrad. This corresponds to an acceleration of 96.mm/s2, or a ground displacement amplitude of nearly 8. mm. It should be noted that the ordinate scale of the time plot in figure 10 corresponds to a total range of 0.5 V, whereas that in figure 9 is four times larger at 2.0 V. Both of the large Indonesian earthquakes had free-earth oscillations associated with them. Examples are provided in figures 11 and 12. Shown in figure 13 are records for the earthquakes: (i) in Chile, 13 June 2005 and (ii) off the coast of northern California, 15 June 2005. As seen from figures 14 and 15, the lowest observed frequencies were higher for this pair than those derived from the Indonesian earthquakes. The delay of their occurrence, relative to start of the body waves, were significantly shorter. This is consistent with the greater dispersion caused by the long oceanic path in the case of the Indonesian earthquakes.
How Perpendicular Recording Works Data is read and write on magnetic disks thanks to the electromagnetism physics phenomena. In 1820 a physicist called Hans Christian Oersted observed while he was preparing a lab class for his Physics students that an electrical current flowing in a wire moved the needle of a compass located near this wire. When the electrical current was shut down, the compass needle went back showing the location of Earth’s magnetic north pole. With that, he came to the conclusion that all conductors (wires) create a magnetic field around them when an electrical current is flowing. When the direction (polarity) of this electrical current is reversed, so is the polarity of the magnetic field. duno if you've seen this one before, it's been on there for a while but it's pretty funny: \|All times are GMT +1. The time now is 05:19.\| Powered by vBulletin® - Copyright ©2000 - 2018, Jelsoft Enterprises Ltd. Content Relevant URLs by vBSEO
Autonomous robots behave on their own, without any kind of remote control from a human. Here Robot Madeleine, a four-flippered aquatic robot, operates autonomously in a pool. She uses an array of sensors to learn about the world: sonar, depth sensor, altimeter, compass, and accelerometer. She is programmed to explore and, at the same time, avoid obstacles, like walls. Image by John Long. Evolvabots known as Tadros (short for Tadpole Robot) play the game of life. The job of prey robot (on the left) is to eat and not be eaten. It's food is the light hanging above the surface of the water. It's predator is charging in from the right. The prey robot has a brain modeled after that of a fish. A population of these robots was subjected to selection pressure for enhanced feeding and fleeing. Over ten generations, the population evolved more vertebrae in the tail and faster swimming. Image by John Long. Tadros are modeled after an early vertebrate fish, Drepanaspis, that lived 400 million years ago. The first vertebrates were all fish, so understanding what evolutionary pressures drove the evolution of these species is key to our understanding of our own evolutionary history. Image by John Long. Evolutionary Trekkers don't evolve, but they allow us to re-enact the behavior of extinct species. Robot Madeleine was built to test the different ways to swim with four flippers. The plesiosaurs ruled the Mesozoic seas as top-level predators, swimming with all four flippers. If four flippers worked then, why do living flippered species, such as sea lions or sea turtles, use only two of their four flippers for propulsion? Robot Madeleine provided a likely answer: while four flippers help you accelerate, they don't allow you to swim at a faster top speed. And if you try, you'll burn more energy. Evolution is all about trade-offs. Image by John Long.
2 Answers \| Add Yours There were basically 3 plans for Reconstruction, Lincoln’s plan, Johnson’s plan, and the Radical Republican plan. Lincoln’s plan was known as the 10% Plan. It was simple. With a few exceptions, Lincoln offered pardons to any Confederate who swore allegiance to the Union and the Constitution. When the number of people who took an oath of allegiance equaled 10% of the number of voters who participated in the election of 1860, the state would be readmitted to the Union after organizing a new state government which abolished slavery. Lincoln was assassinated before this plan could be put into effect. Johnson’s plan was also lenient towards the southern states. He would grant pardons to anyone taking a loyalty oath to the U.S. except for high ranking Confederate political and military leaders, and people owning property worth more than $20,000. States would be readmitted to the Union once they created a new state government that abolished slavery, repealed the state’s ordinance of secession, and repudiated Confederate debts. This was put into effect when Congress was in recess. Johnson’s Plan did not really address the fortunes of newly freed slaves and southern states began to pass “black codes”’ or laws which severely limited the civil rights of freedmen. When Congress reconvened, it refused to recognize Johnson’s plan by refusing to seat any person elected to Congress from any former Confederate state. It then began to pass its own laws concerning the southern states. The Congressional Plan, or Radical Republican Plan, was meant to aid newly freed slaves (known as freedmen) and to punish the South. It first passed several laws helping newly freed slaves, such as The Civil Rights Act (whose provisions would later be found in the 14th Amendment). It also extended the life of the Freedmen’s Bureau. It then passed a series of laws known as The Reconstruction Acts. These laws were vetoed by Johnson, but the vetoes were easily overridden and these laws were put into effect. The Reconstruction Acts basically divided the South into 5 military districts with the military commander of the district given complete authority. No state would be allowed back into the Union until it ratified the 14th Amendment and guaranteed the right to vote for African American men. And later, for some states, the 15th Amendment had to be ratified, too. The 14th Amendment punished Confederate supporters and gave citizenship to former slaves. It also said that no state could deny to anyone, including African Americans, the equal protection of the law and due process of law. The 15th amendment stated that the right to vote could not be denied on the basis of race. Eventually all states were readmitted under this plan. Presidential Reconstruction refers to the plan of Andrew Johnson, our 17th president, to rebuild and reconstitute the south following the Civil War. Johnson believed that he only needed to find unrepentant Confederates out and force Confederate states to sign the 13th Amendment before they were readmitted to the Union. Republicans in congress were outraged by what they viewed as a total lack of sympathy for the plight of newly-freed African- Americans. Johnson, a former slave owner himself, ignored the reports of Black Codes, race riots, lynching’s, and mass poverty coming out of southern states. Eventually congress breaks his power by attempting to impeach him and then by taking over Reconstruction themselves. Congressional Reconstruction refers to the period of time before Grant came into office when Republicans in Congress guided the process of Reconstruction. First, they passed the Freedman’s Bureau Bill, which established helpful Freedman’s Bureau offices across the south to help support newly freed slaves. They also passed the Military Reconstruction Act which tried to stop the widespread racial violence towards blacks in the south by dividing the former Confederate states into districts, each one with a general and an army in charge. They also passed the 14th Amendment which helped protect the voting rights of newly freed slaves. Congressional Reconstruction technically ended with the election of Grant in 1868, but he worked with Republicans in congress to expand their polices during his time in office. We’ve answered 330,772 questions. We can answer yours, too.Ask a question
The German alphabet uses 26 Latin characters which can also be found in English. In addition, there are four special characters, including the so-called Umlaute (ä, ö, ü), and Eszett (ß) that is also known as scharfes s (sharp s in English). While the letters ä, ö and ü are commonly found in many other languages, the letter ß is today only used in German. The Eszett is a ligature of s and z and is normally used in place of a voiced double-s following a long vowel or a gliding vowel called diphthong (whereas the double-s is used when the preceding vowel is short). The Umlaut signifies a vowel plus e and on the Internet (e.g., in German discussion forums, blog comments, etc.) words are often written this way (i.e., ae, oe, ue instead of ä, ö, ü). In very old text, these letters were printed with a very small e above them instead of the two dots (diaeresis mark). Font Type and Script From about 1530 up to 1941, German was printed in a very different font (type face) than it is today. This old script is called Fraktur (meaning “fractured”) and is still used occasionally in Germany today for fancy titles and signs, just like Old English black-letter script is in Britain. Fraktur evolved from Schwabacher (and replaced it in the 16th century) but some people still refer to all old German scripts as Schwabacher. German handwriting called Sütterlin was also very different. German school boys in the 1930s sometimes called Sütterlin “Zickzack Schrift” (Zigzag script). Today, German print and handwriting is much like English, but you may find old books printed in Fraktur in libraries. It is easy enough to read once you get used to it. German Punctuation Marks In many cases, German and English punctuation are quite similar, if not identical. However, comma can be used differently in German when linking two independent clauses, or when writing numbers as decimal points and commas are reversed in German (1.000 is one thousand while 1,5 is one point five or one and a half). Also, German uses different quotation marks than English („…“). Moreover, with few exceptions, German does not use apostrophe for genitive possession (e.g., Roberts Fahrrad – Robert’s bike). For additional examples of the differences between German and English punctuation see this summary from StackExchange. In modern German, all nouns, as well as proper names, are capitalized (as they once were in English several hundred years ago). This makes the nouns easy to spot when parsing (determining the grammatical structure of) a sentence. But, this sometimes makes it difficult to determine whether a word beginning with a capital letter is a common noun or a proper name. Thus, for example, Schneider could refer to a tailor or to a person named Schneider. Adjectives and verbals that function as nouns are also capitalized. However, there are a couple of nouns that can function as uninflected adjectives (ein paar meaning “a pair of…” or ein bißchen meaning “a little bit of…”) which are not capitalized when so used. Furthermore, unlike English, adjectives which refer to nationality are not capitalized. Thus, die indische Küche (the Indian cuisine). The German counterpart for English “I” (ich) is not capitalized, but the polite counterpart for English “you” (Sie) is (as is the accompanying possessive pronoun “your” Ihr as well as Ihnen). Spelling versus Pronunciation In German there are generally precise rules for spelling and pronunciation of words and, therefore, spelling is a good indicator of how the words ought to be pronounced. For instance, long vowels are usually either doubled (e.g., leer), or followed by a single consonant (e.g., mal) or silent h (e.g., mehr), whereas short vowels are typically followed by a double consonant (e.g., schnell). Check the section on German pronunciation for a complete guide. German Spelling Reform The aim of the controversial German spelling reform (Rechtschreibreform) of 1996 (revised in 2004, 2006 and 2011) was to simplify the spelling and punctuation rules but critics object that it made certain things yet more complicated. As a result, you can now find composite words with triple identical consonants such as the words Sperrrad (ratchet wheel), Schifffahrt (shipping) and even Flussschifffahrt (river transport with triple-s and triple-f), or with triple identical vowels like the word Kafeeernte (coffee harvest) and that certainly looks weird. So, do not be surprised when you find recently published German texts that do not obey all these new spelling rules. However, since you are learning German today learn the new rules. Below you will find links to resources providing further details on the latest German orthography reform: - German Orthography Reform of 1996 from Wikipedia describes the history of the German spelling and punctuation reform, discusses its controversial points and provides explanations of the most important changes it introduced. - Neue Rechtschreibung: What has changed? from StackExchange is a comprehensive overview of the major changes introduced by the Rechtschreibung reform. - The German Spelling Reform from Michigan State University is yet another brief summary of the most important changes resulting from the new German spelling reform. - Rechtschreibreform: Die neuen Regeln der Rechtschreibung from canoo.net is a complete overview of all new spelling and punctuation rules, but it is written in German. - Die 20 wichtigsten Regeln zur Rechtschreibung from neue-rechtschreibung.de is a list of the twenty most important rules that have changed as a result of the new spelling reform. It is written in German. At the bottom of the page you can find a downloadable PDF file that contains all Rechtschreibung rules. - Dokumente zu den Inhalten der Rechtschreibreform from Institut für Deutsche Sprache in Mannheim includes all new spelling rules (the latest revision from 2011) in German language that you can download in PDF format. For complete spelling rules you may also wish to check these resources (all are in German): To check the spelling of your German text you can use these free web resources: Free Online Exercises for Practicing German Spelling Skills As they say in Germany “Übung macht den Meister” (practice makes perfect), so here are a few links to sites where you can practice your German spelling skills for free:
Satellite imagery is an increasingly powerful tool for mapping and visualizing the world. No other method of imagery acquisition encompasses as much area in as little time. The longest-running satellite imagery program is Landsat, a joint initiative between two American government agencies. Its high-quality data appears in many wavelengths across the electromagnetic spectrum, emphasizing features otherwise invisible to the human eye and allowing a wide array of practical applications. In this lesson, you'll explore Landsat imagery and some of its uses with the Esri Landsat app. You'll first go to the Sundarbans mangrove forest in Bangladesh, where you'll see the forest in color infrared and track vegetation health and land cover. Then, you'll find water in the Taklamakan Desert and discover submerged islands in the Maldives. After using 40 years of stockpiled Landsat imagery to track development of the Suez Canal over time, you'll be ready to explore the world on your own. \|View the world with Landsat imagery\|\|Discover how imagery brings new insight to many of the world's problems.\|\|30 minutes\|
Data Compression. What is Data Compression?. Wisegeek.com defines Data Compression as: PowerPoint Slideshow about ' Data Compression' - dick An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. “Data compression is a general term for a group of technologies that encode large files in order to shrink them down in size. The purpose is two-fold. Smaller files take up less room, leaving more storage real-estate. Also, smaller files are faster to transfer over a network, whether that network is the Internet, an intranet, or a local area network (LAN).” Make Data smaller using pattern recognizing algorithms Explanation of Lossy Compression from the wise geeks: a type of data compression in which actual information is lost. This means that after reconstructing the data from the information available, one winds up with something less than was in the original file. Generally, the goal is to use lossy compression such that there is not much observable loss in the final product. Compresses more than the lossless compression algorithms
Children who are deaf and have cochlear implants, an electronic device that provides a sense of sound, have as much as five times greater risk of suffering from developmental delays as children with normal hearing, according to a recently published study by Indiana University scientists. Researchers found children with the hearing devices have more trouble with cognitive skills such as memory, planning and problem solving, a set of skills known as “executive functioning.” David Pisoni, the study’s co-author and and director of cognitive science at IU’s speech research laboratory, says the study is important because most research into deafness treats hearing impairment as a physical condition, not a developmental one. “The conventional view is that these children just have a sensory deficit because they can’t hear, but that the rest of their brain is just like a normal-hearing child’s brain,” he says. “And that’s not correct.” Researchers note that children who receive cochlear implants early experience less developmental delays, but Pisoni says even when a child receives an implant at as early as 12 months old, the way he or she learns has already been influenced, affecting not only auditory learning but visual learning as well. Their brain has already been affected during pre-natal development. “It’s not their ear or their eyes, ” Pisoni says. “It’s their brain that has been reorganized and has adapted to these novel inputs.” The authors say they hope the research prompts physicians to identify and correct these deficits in children with deafness early on.

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