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Homogeneous Mixtures Composed Of Two Or More Substances Chemical solutions are homogeneous mixtures composed of two or more substances, where one substance (called the solute) is uniformly dispersed in another substance (called the solvent). In a chemical solution, the solute particles are evenly distributed at a molecular or ionic level throughout the solvent, resulting in a uniform composition and appearance. Solutions can be formed with various types of solutes, such as solid, liquid, or gas, dissolved in a liquid solvent. Some examples include: - Hydrochloric acid: Hydrogen chloride gas (solute) dissolved in water (solvent). - Ethanol solution: Ethanol (solute) dissolved in water (solvent) or other organic solvents. - Dilute solutions: Solutions with a relatively small amount of solute dissolved in the solvent. - Concentrated solutions: Solutions with a high amount of solute dissolved in the solvent. - Saturated solutions: Solutions in which the maximum amount of solute has been dissolved at a given temperature. - Supersaturated solutions: Solutions that contain more dissolved solute than theoretically possible at a given temperature. These solutions are usually unstable and can be easily triggered to crystallize.
This year’s Lyrid meteor shower will peak in the predawn hours of April 23. On average, the shower can produce up to 15 meteors per hour under ideal viewing conditions. The Lyrids occur every year in mid-April, when Earth crosses the trail of debris left by the Comet C/1861 G1 Thatcher. These bits of comet burn up when they hit Earth’s atmosphere and produce this shower of shooting stars. The shower gets its name from the constellation Lyra, the point in the sky where the meteors appear to originate. Unlike the Perseids or Geminids, the Lyrids are not known for bright fireballs. What makes them special is their unpredictability. The first record of the Lyrid meteor shower dates back 2,700 years, making it one of the oldest in history. Researchers looking though old records have found descriptions of major Lyrid outbursts. For example, a notation made by the French bishop Gregory of Tours in April of 582 A.D. states, “At Soissons, we see the sky on fire.” There was also a Lyrid outburst visible over the United States in 1803. An article in the Virginia Gazette and General Advertiser describes the shower: “From one until three, those starry meteors seemed to fall from every point in the heavens, in such numbers as to resemble a shower of sky rockets.” The last Lyrid outburst was in 1982, when 75 meteors per hour were recorded by observers in Florida. The common theme here is that Lyrid outbursts are surprises. Unlike some other showers, meteor researchers aren’t able to predict Lyrid outbursts as well. That’s why it is important to make observations each year so that models of its activity can be improved. How can you best observe the Lyrids? After 10:30 p.m. local time on the night of April 22, find a dark place away from city lights with open sky free of clouds and look straight up. It will take about 30 minutes for your eyes to get acclimated to the dark. Don’t look at your cell phone – the bright light from its screen will interrupt your night vision. You will begin to see Lyrids, and as the night progresses the meteors will appear more often, reaching 10 to 15 per hour in the pre-dawn hours of the 23rd. You can see Lyrids on the night before and after the peak, but the rates will be lower, maybe five per hour or so. For more on meteors, visit the NASA Meteor Watch Facebook page.
In our context, resolution is the opposite of fusion. When something appears resolved, we can distinguish the discrete components. In microscopy, three main methods are used to describe resolution. One is the Abbe formula, named after Ernst Abbe. He studied linear structures in transmitted light . Fig. 1: Ernst Abbe’s definition of resolution. Assuming the sample to represent a periodic structure, it is necessary to collect at least the first diffraction order to create an image. Therefore, the lens aperture must be large enough: n × sinα = NA ≥ λ/d, with d the spatial period. The image shows an optical grating (with some dust on it), recorded with a variable aperture lens, adjusted to just resolve the structure. For illumination with a condenser, the smallest distance resolved arrives at The other is the Rayleigh criterion according to John W. Strutt, who studied point-shaped emitters and defined two point-images as optically resolved if the maximum of the diffraction pattern of one emitter coincided with the first minimum of the diffraction pattern of the second . This leads to In this case, there is a minimum brightness between the two maxima that corresponds to approximately ¾ of the maxima intensity. Fig. 2: Rayleigh criterion. Two spots are regarded as resolved, if the center of one spot falls into the first zero of the other spot’s point spread function (PSF). The criterion is only valid for Airy-like PSFs. In case of e.g. a Gauss profile, there is no zero at all, and the criterion is not applicable. Other criteria, such as the sparrow criterion will work with any profile type, as it refers to the distance, where the first derivative halfway between the patterns disappears ("plateau criterion"). It is obvious that points can still be differentiated when this drop in brightness is even less pronounced. Therefore, the generally discussed resolution values are arbitrary and cannot be put down to a law of nature, no matter how much math and diffraction optics theory is applied. The third, more practical approach is to describe the full width at half maximum (FWHM) , of an optically unresolved structure. This value is relatively easy to measure with any microscope and has therefore become a generally accepted comparison parameter. The theoretical value is Fig. 3: Left: Point spread function by a circular aperture (the intensity is nonlinearly enhanced to make the dim rings visible). The inner spot is called an Airy-disk. Right: profile through the center of the circular diffraction pattern. A good and measurable feature is the full width at half the maximum intensity (FWHM =: d ). The advantage of this criterion is, that it is easily measurable in microscopic images of sub-resolution features. For calibration or limit-measurements often fluorochromed latex beads of various diameters are applied and measured. As can be seen, all these values – although acquired with very different assumptions – deviate by less than 10 % from a mean value. This makes the discussion considerably easier: we know that we are not making a major error if we simply take the FWHM as the observable resolution parameter – which is comparably simple to measure and is close enough to These resolution values, when derived from physical and mathematical assumptions, are theoretical estimates. They assume perfect imaging systems and a light point in a vacuum or a fully homogeneous substrate as the specimen. Naturally, this is never the case in real life, let alone in daily laboratory practice. One particularly serious assumption is that light is available in infinite supply. In reality it is not, and the measureable resolution depends significantly on the signal-to-noise ratio (SNR). It is also obvious, that typical biological samples such as brain slices do optically not behave as friendly as a vacuum. Basically, the measurement results are therefore always inferior to the optical resolution of a microscope. This is a particularly important point to remember when, for instance, examining thick and weakly stained tissue sections! Moreover, the microscope image is formed by the interference of many diffraction patterns, not just one or two. To be taken seriously, resolution measurements must always contain a large number of readings at different positions (and in different samples, if possible) which then give a mean value with an error. It is also obvious, for example, that the claim "We have attained a resolution of 197.48 nm" is a fib, and it would surely be more honest to call it "200 nm". The prefix "super" comes from Latin and means "above" or "beyond". Super-resolution is therefore used to describe techniques that enhance the resolution of the microscope image. And this immediately leads to confusion: does it refer to an improvement of the (theoretical) optical resolution or an improvement of the measurable resolution when an image is recorded, or both? Or does it refer to completely different techniques that allow higher resolution using other methods than those of classic optical theory? To a certain extent, all such techniques could justifiably be termed "super-resolution". Whether a technique is actually called "super-resolution" or not is then a matter of philosophy or intended to control significance. But let us leave this discussion aside here in favor of a comprehensive mention of the most significant techniques. Here too, the line between "resolution" and "super-resolution" is arbitrary and therefore discretionary. An optical instrument, e.g. a microscope, visualizes an object in a different form. It is the job of a microscope to magnify small structures that cannot be distinguished with the naked eye so that we can see them. Unfortunately, something is always lost when such an image is produced – we cannot keep increasing the magnification in the hope of seeing smaller and smaller structures. This is because the microscopic representation of objects, however small, is principally governed by the laws of diffraction. Fig. 4: Image comparison of a confocal optical section, featuring cellular compartments with the deconvolved result of that image. The dotted lines indicate the intensity profiles shown on the right side. The apparent resolution improvement by comparison of the FWHMs is 1.6-fold. Also note the noise reduction and increase of peak intensity of the signal. A point-shaped object is therefore imaged as a diffraction pattern. This diffraction pattern is the "point spread function", a three-dimensional description of what the microscope has made of this point. The spread by the optical system is called "convolution". It is possible to calculate such point spread functions. Point spread functions which are calculated under the assumption of ideal optics and samples look very brilliant. However, it is better to measure them in a real sample, as all the optical aberrations of the imaging instrument and sample influences are then detected as well. The idea of deconvolution is to apply one’s knowledge of the point spread function to a three-dimensionally recorded image data set in order to restore the original light distribution in the object. As this method indeed improves object separation in actually recorded images, deconvolution is sometimes referred to as a type of super-resolution technique. Improvements of just under 2 × in lateral (x and y) direction and slightly better than 2 × in axial (z) direction are claimed . In confocal microscopy, only one point is illuminated at a time, and the emitted light from this point is threaded through a small pinhole onto the detector, the pinhole having the effect of a virtually point-shaped detector. Roughly speaking, one can already surmise from this approach that this type of system is inherently less prone to convolution interference: When a whole field is illuminated and observed simultaneously, the data of all the recorded pixels contain components of other spatial elements. Indeed, confocal imaging leads to extremely thin optical sections, limited by diffraction properties. For the optical conditions encountered in normal practice, the FWHM in z is roughly twice the value for xy. A conventional microscope – however large – has no possibility of discriminating information in axial direction. To get the best results from a confocal microscope, a pinhole diameter that corresponds to the inner disk of the diffraction figure of round apertures (Airy disk) is used. This gives a section thickness close to the diffraction limit without losing too much light. It is not possible to improve lateral resolution under such conditions. Fig. 5: Resolution performances in a true confocal (single spot) microscope as a function of pinhole diameter (curves adapted from ). The optical sectioning performance is shown in black, the lateral resolution in red. If the pinhole has the size of the inner disc of the diffraction pattern (indicated by the grey line at 1 AU), further closing does not improve sectioning but increases lateral resolution. At pinhole zero, the section thickness will assume the diffraction limit, and the lateral resolution is better by a factor of √2 as compared to the widefield diffraction limit. So, classic confocal images are not super-resolution images as regards the lateral resolution. However, lateral resolution is improved by a further narrowing of the pinhole diaphragm. For the (admittedly only theoretical) case of a pinhole with a diameter of 0, an improvement of around 1.4 × could be expected as shown in Figure 5. In between (sub-1 AU-confocal), improvements are possible. The notoriously sensitive fluorescence samples, rely on high transmission of the optical components (AOBS and SP Detector) and a sensitive sensor (here, HyD is the choice). The advantage is that no other modifications are required, apart from the classic confocal microscope (provided the design meets the above mentioned criteria). Resolution in the above defined sense, can additionally be enhanced by subsequent deconvolution. Here, high efficiency and detector sensitivity have a positive effect, too, as deconvolution algorithms expect an appropriately high signal-to-noise ratio. The Leica TCS SP8 with HyVolution 2 combines a high sensitivity and low noise confocal microscope with professional SVI Huygens deconvolution software allowing seamless image restoration at an instant. This concept can reach resolution better than 140 nm, for all configuration options as a freely tunable spectral 5-channel confocal. Another idea for improving the resolution of confocal microscopes was given the name "Image Scanning Microscopy" or "Re-scan confocal microscopy ". This method takes advantage of the fact that the FWHM of the point image in a confocal microscope is slightly narrower outside the central diffraction disk than in the center. Basically, this is equivalent to the observation that a poorly centered pinhole leads to slightly better resolution than a well centered one – although this comes at immense cost to intensity. Theoretically, one can expect a gain in lateral resolution of about 1.5 × if recording the whole diffraction image in many channels and then distributing the intensities to the "right" pixels. However, this only applies for an infinite number of detectors over an infinitely large area. In practice, this factor is significantly smaller. If there is a claim of improvement by more than 1.5 × (e.g. 1.7 ×), they are using a combination of image scanning and deconvolution. Incidentally, such a microscope loses the capability to generate optical sections, as the diffraction pattern as a whole is no longer cut. If one wants to recover the optical sectioning ability, one has to confine the detection to the area of the diffraction pattern, to e.g. 1.25 AU. However, that is nearly the same as an ordinary confocal microscope with 1.0 AU. In particular, the intensity component between 1.0 and 1.25 AU is only 2 %, as a zero point is crossed at 1 AU; above and below it there is not much intensity. Fig. 6: Left: Comparison of lateral and axial performance of confocal (red and black curve) and re-scan (blue and black curve). Re-scan data adapted from . If a fraction covering 1.25 AU of the diffraction pattern is used for re-scanning (blue circles), the lateral resolution is improved a little, but the sectioning is significantly deteriorated. When recording confocal at 0.6 AU (red circles), the lateral resolution is well improved, and the sectioning performance is close to diffraction limited. This result is additionally enhanced with the HyVolution concept. Right: Radial intensity in a circular PSF (black) and integrated energy in an area with increasing radius (corresponding to pinhole diameter). The focal energy from 1 AU vs 1.25 AU fractions differs only by some 2 %. Additionally, the design of such instruments is often fraught with other losses resulting from the segmentation of the recording pixels. These losses easily add up to 1/3 of the overall intensity and are therefore greater than ordinary confocal microscopes, for instance, with a pinhole diameter of ≈ 0.6 AU! Yet another different approach is a technique using structured illumination. This can be understood by looking at so-called Moiré patterns, which are formed by projecting two stripe patterns on top of one another at different angles. If one knows one of the stripe patterns and measures the Moiré pattern, it is possible to calculate the other stripe pattern. This is exactly what happens in structured illumination microscopy. The known stripe pattern is the illumi-nation, the pattern formed when the illumination is folded with the object structures can be measured with a camera. The two pieces of information are then taken to reconstruct the third, namely the structural information. To do this, however, one has to record images in at least three different illumination directions and three phases. Better results are achieved with 5 directions and 5 phases, which means 25 image recordings altogether. Naturally, this takes some time and also subjects the samples to considerable exposure. The gain in resolution is approximately two-fold . The methods described so far all show a potential improvement of detail visibility, achieving double the resolution at the most. So assuming a value of about 200 nm for conventional microscopy (using green light and an objective with an aperture of 1.3) the best one can hope for with this method is a resolution of 100 nm. The following methods are in principle unlimited. The resolutions actually achieved only depend on the parameter settings, the efficiency of the sample and the size of the emitter itself. The image of a point is described by the diffraction pattern. In the case of a microscope with circular apertures, this is the Airy pattern. If one can be reasonably certain that a point of light comes from a single emitter ("single molecule microscopy"), one can measure the resulting Airy figure and deduce the emission focus. One determines the center of the fluorescing electron system, therefore. There are various methods for ensuring that truly separate emitters are measured. If the diffraction figures overlap but are still distinguishable as such, they can be localized with separation algorithms. They can be recognized as separate entities by color coding, for example, or different blinking frequencies. A separation in time is the most frequent method, for which the emitters are switched on or off. There are also various switching options for this: bleaching (switching off only), stochastic return from a dark state , stochastic encounter of two non-emitting partial molecules, extinguishing by another dye molecule , active switching with different photon energies etc. The result is always an (at least temporarily) isolated emitter whose fluorescence forms an Airy pattern on a camera chip. Fig. 7: Accuracy of localization of a single emitter. a) Theoretical PSF of a single emitter (red cross) in the center of the square. The double arrow indicates the size of the distribution (r), given by the diffraction pattern. b) A series of individual emission-collections, c) coordinate of the center of the fittest PSF → (green cross), d) measurement error of the example shown here. The mean error is inversely proportional to the number of photons contributing to the measurement. The accuracy with which the center of the diffraction figure can be determined again depends on the size of the diffraction pattern itself (determined by the emission wavelength and the numerical aperture of the objective) and on the number of photons that can be collected during the recording of a single image . The higher the number of photons, the better the accuracy, in fact it is theoretically possible to achieve infinite accuracy . So, there is no physical limit for a position accuracy given an infinite amount of light. The coordinates of such position measurements are transferred to an image memory and the measurement is repeated very often (several thousands of images) with emitters switched on at random in order to obtain a coherent image of the fluorescence molecule distribution. Multiple measurements of the same emitter (with different results) cannot be ruled out. The resolution in such an image is then determined by the above-mentioned position accuracy. The first technique to describe theoretically unlimited resolution (termed “nanoscopy”) uses a phenomenon called "stimulated emission" . Here, a trigger photon activates the transition of a fluorochrome from the excited to the ground state. Every laser takes advantage of this phenomenon. As described in "Confocal microscopy", a confocal laser scanning microscope illuminates only a diffraction-limited area at any one time. This area is the cause of emission and its size determines the resolution. Consequently, reducing the size should theoretically lead to higher resolution. With the stimulated emission technique, excitation states can be extinguished before the emission process takes place. So, when light that is suitable for triggering stimulated emission is directed to the area with the excited emitters, the excitation states at this position can be extinguished or prevented. To benefit from this technique, one has to make sure that the depletion laser is focused in a ring shape around the center of the Airy pattern. Otherwise, of course, all the fluorochromes will be affected and no more images can be recorded. Circular diffraction patterns of this type are comparatively easy to achieve by inserting phase plates into the illumination light path . Fig. 8: Excitation of a diffraction limited spot (top graph) in a STED microscope. The blue area is illuminated by a diffraction limited circular optics that generates an area of excited molecules. Illumination with a toroid focus at a stimulated emission triggering wavelength erases the outer features of the excited area, leaving a small area for emission which results in increased resolution. The residual area now depends on the ratio of the excitation area to the “thickness” of the extinguishing ring. This dimension is again determined by the diffraction parameters wavelength and numerical aperture. In addition, however, it is also determined by the energy applied to this ring-shaped focus. The energy in this focus is ruled by the power of the depletion laser. Theoretically, the laser energy might assume whatever value – there is only a limit by current technological development. The STED technique is therefore not limited by diffraction. The parameter that actually decides the efficiency of resolution increase at a given depletion laser energy, is the saturation intensity Isat. This is a parameter is controlled by the photophysics of fluorochrome. The ratio I/Isat implemented in the denominator of Abbe’s formula models appropriately the effect of the depletion. Fig. 9: Impact on increasing the depletion laser in a STED microscope. First column: excitation area. This is constant for all examples, as the excitation intensity is not altered. Second column: view of the diffraction pattern of the depletion laser for increasing intensities from top to bottom. Third column: overlay of excitation and depletion. Fourth column: residual excitation area, which decreases with increasing depletion power. Theoretically offering diffraction-unlimited resolution. STED offers a number of advantages, which makes it the ideal tool for modern medical and biological research. First of all: it is an instant method. The images are generated in one sweep – no recording of thousands of images with subsequent number crunching as it is the case with localization techniques. This is crucial for life imaging at high frame rates, a must when attempting to do physiological relevant experiments. Furthermore, it is possible to combine a series of different fluorochromes, a prerequisite for correlation of signals in space and time. Although the system is not a small-scale microscope, this has a good reason. As a derivative of a confocal scanning microscope, confocal microscopy is inherently included as an alternative imaging method. - Abbe EK: Beiträge zur Theorie des Mikroskops und der mikroskopischen Wahrnehmung. Archiv für Mikroskopische Anatomie 9 (1): 413–68 (1873). - Rayleigh Lord FRS: Investigations in optics, with special reference to the spectroscope. Philosophical magazine series 5 – 8 (49): 261–74 (1879). - http://en.wikipedia.org/wiki/Full_width_at_half_maximum, retrieved Oct. 10th, 2014. - http://www.svi.nl/ExpectedResolutionImprovementImpFaq, retrieved Oct. 10th, 2014. - Wilson T: Confocal Microscopy. Academic Press (1990). - de Luca GMR et al.: Re-scan confocal microscopy scanning twice for better resolution. Optics Express 4: 2644–56 (2013). - Gustafsson MGL: Surpassing the lateral resolution limit by a factor of two using structured illumination microscopy. Journal of Microscopy 198 (2): 82–87 (2000). - Hell SW, and Kroug M: Ground-state-depletion fluorescence microscopy: a concept for breaking the diffraction resolution limit. Appl. Phys. B 60: 495–97 (1995). - Rust MJ, Bates M, and Zhuang X: Sub diffraction-limit imaging by stochastic optical reconstruction microscopy (STORM). Nature Methods 3 (20): 793–96 (2006). - Betzig E et al.: Imaging Intracellular Fluorescent Proteins at Nanometer Resolution. Science 313 (5793): 1642–45 (2006). - Thompson RE, Larson DR, and Webb WW: Precise Nanometer Localization Analysis for Individual Fluorescent Probes. Biophysical Journal 82: 2775–83 (2002). - Mortensen KI et al.: Optimized localization analysis for single-molecule tracking and super-resolution microscopy. Nature Methods 7 (5): 377–81 (2010). - Hell SW, and Wichmann J: Breaking the diffraction resolution limit by stimulated emission. Opt. Lett. 19 (11): 780–82 (1994).
Broca's aphasia is a disordered way of speaking that can occur after brain damage to the Broca's Area which is located in the front left side of the brain. Usually occurring after a stroke Broca's aphasia is characterized by being unable to form complete sentences and difficulty understanding sentences. Patients suffering from this type of aphasia (disruption in speech production, comprehension, and/or understanding) essentially speak in nouns and leave out words that form complete sentences like 'the', 'and', and 'is'. An example of this would be a patient saying "Bike...blue" instead of "The bike is blue". Sufferers can also have difficulty understanding and following directional words like up, down, after, left, and right. People with Broca's aphasia have difficulty repeating sentences and this is typically how this condition is diagnosed. It was first identified in the 1860s by Paul Broca, a physician who had a patient who could only say the word tan repeatedly (tan, tan, tan, tan).
Solar panels contain cells of semiconductive material, usually silicon, usually encased in a metallic frame and tempered glass. When subject to sunlight, photovoltaic cells create a flow of electric charge inside the solar panel due to the photoelectric effect. This flow travels in a circuit of wires that connect groups of solar panels, called arrays. The solar panels feed into the inverter system. The inverter is the device that converts direct current (DC) electricity to alternating current (AC) to match the frequency of the utility grid so that it can be used to power your home! In a grid-tied system, the inverter is “tied in” or interconnected to the electrical system of the house, building, or facility usually in the main electric service panel, although some systems are tied into “sub” or distribution panels, pending certain criteria are met. During daylight hours, the AC electricity output by the solar inverter(s) is backfed onto the main panel, and that electricity is used up by any loads or demand (lights, AC, fans, machinery, anything!). Common Types of Solar Panels The most common photovoltaic modules, or solar panels, on the residential solar market contain monocrystalline or polycrystalline (also called multicrystalline) solar cells. Both types of PV cells produce electricity when exposed to sunlight, however there are some differences between the two: - Aesthetically, monocrystalline cells tend to appear darker in color, often black or dark grey while polycrystalline cells often appear a dark blue when exposed to light, and you may be able to see small crystalline pieces of silicon melded together to form the wafer. - While monocrystalline cells correlate to higher panel efficiency, they also tend to be more expensive. There are many panel manufacturers that build panels containing both mono and polycrystalline wafers to form solar cells, capable of harvesting energy from a wider spectrum of light. If space is limited on your roof or project site, a higher-efficiency, monocrystalline panel may be preferred, and could result in a better return on investment (ROI). On the other hand, it’s possible a lower-cost, slightly less efficient, polycrystalline panel might fit your needs best. Be sure to ask what type of cell (“mono or poly”) your solar system design contains - this distinction may affect the aesthetics and economics of your project. It’s important that your solar panel array(s) are installed in areas that receive good insolation (sun exposure) throughout the day, free from as much shading from trees or neighboring obstructions as possible. This will ensure your system is as productive as possible, given the site conditions. Solar Panel Mounting On a typical home, solar panels can be mounted to just about any roof type when the appropriate hardware and methods are used by installation personnel. Panels can also be mounted on the ground (often called a “ground-mount”). Due to the additional trenching and racking structure, ground-mount installations can be more expensive than a roof-mounted installation. If you live in an area where net energy metering is allowed, your solar system will feed any net excess solar electricity into the grid, and you’ll be credited against future usage! Ask your Pick My Solar specialist what type of panel might be best for your home or application. They’ll be able to walk you through the different makes and models available to help you make an informed, rewarding decision! Let’s get started today! Please call (888) 454-9979 or click the button below!
The Three Little Pigs is a classic tale of three engineering pigs and their efforts to stay safe from the antagonist, the Big Bad Wolf. This module uses puppets and dramatic retelling for students to demonstrate understanding of the core text. Pretending to be the Big Bad Wolf, students will huff and puff, creating art using straws and water colors. Like the pigs, students will become familiar with architectural vocabulary and describe structures in their own communities. This module, through differing points of view, teaches students about the qualities needed to overcome obstacles. Before you begin... Each Artful Reading Module is flexibly designed for a 2-3 week duration. Lessons are marked for Before-, During-, or After-Reading to guide your planning. We have added a sample of an After Reading lesson entitled Look at that Building! for you to preview. Each lesson is designed in an easy to read format, with standards, materials needed, and step-by-step directions to ensure you are fully prepared when it’s time to deliver. This module contains the following lessons: - Explore the Module - The Three Pigs - Introduction to Point of View - A Change in Point of View - Huff & Puff Blow Art - Comparing & Contrasting Text - Look at that Building! - Building Vocabulary - Be the Builder At the end of the module, you’ll find options for summative writing tasks and optional extensions that can stretch the module further.Standards Matrix For your reference, we have added images of the literacy standards matrix for this module.Key Vocabulary Arch, Beam, Ceiling, Column, Dome, Door, Floor, Foundation, Frame, Roof, Triangle, Wall, Window Note: This module is part of 1st Grade: Series 1. The four modules in Series 1 collectively address all National ELA and Core Arts Standards.
Module 11 - Microwave Principles 1−1 to 1−10 1−11 to 1−20 1−21 to 1−30 1−31 to 1−40 1−41 to 1−50 1−51 to 1−60 1−61 to 1−68 2−1 to 2−10 2−11 to 2−20 , 2−21 to , 2−31 to 2−40 2−41 to 2−50 2−51 to 2−60 2−61 to 2−66 3−1 to 3−10 3−11 to 3−20 AI−1 to AI−6 Index−1 to Index−2 Assignment 1 - 1−8 Assignment 2 - 9−16 Figure 1-27A. - Different frequencies in a waveguide. Figure 1-27B. - Different frequencies in a waveguide. The velocity of propagation of a wave along a waveguide is less than its velocity through free space (speed of light). This lower velocity is caused by the zigzag path taken by the wavefront. The forward-progress velocity of the wavefront in a waveguide is called GROUP VELOCITY and is somewhat slower than the speed of light. The group velocity of energy in a waveguide is determined by the reflection angle of the wavefronts off the "b" walls. The reflection angle is determined by the frequency of the input energy. This basic principle is illustrated in figures 1-28A, 1-28B, and 1-28C. As frequency is decreased, the reflection angle decreases causing the group velocity to decrease. The opposite is also true; increasing frequency increases the group velocity. Figure 1-28A. - Reflection angle at various frequencies. LOW FREQUENCY. Figure 1-28B. - Reflection angle at various frequencies. MEDIUM FREQUENCY. Figure 1-28C. - Reflection angle at various frequencies. HIGH FREQUENCY. Q-14. What interaction causes energy to travel down a waveguide? Q-15. What is indicated by the number of arrows (closeness of spacing) used to represent an electric field? Q-16. What primary condition must magnetic lines of force meet in order to exist? Q-17. What happens to the H lines between the conductors of a coil when the conductors are close together? Q-18. For an electric field to exist at the surface of a conductor, the field must have what angular relationship to the conductor? Q-19. When a wavefront is radiated into a waveguide, what happens to the portions of the wavefront that do not satisfy the Q-20. Assuming the wall of a waveguide is perfectly flat, what is the angular relationship between the angle of incidence and the angle of reflection? Q-21. What is the frequency called that produces angles of incidence and reflection that are perpendicular to the waveguide walls? Q-22. Compared to the velocity of propagation of waves in air, what is the velocity of propagation of waves in Q-23. What term is used to identify the forward progress velocity of wavefronts in Waveguide Modes of Operation The waveguide analyzed in the previous paragraphs yields an electric field configuration known as the half-sine electric distribution. This configuration, called a MODE OF OPERATION, is shown in figure 1-29. Recall that the strength of the field is indicated by the spacing of the lines; that is, the closer the lines, the stronger the field. The regions of maximum voltage in this field move continuously down the waveguide in a sine-wave pattern. To meet boundary conditions, the field must always be zero at the "b" walls. The half-sine field is only one of many field configurations, or modes, that can exist in a rectangular waveguide. A full-sine field can also exist in a rectangular waveguide because, as shown in figure 1-30, the field is zero at the "b" walls. Similarly, a 1 1/2 sine-wave field can exist in a rectangular waveguide because this field also meets the boundary conditions. As shown in figure 1-31, the field is perpendicular to any conducting surface it touches and is zero along the "b" walls. Figure 1-29. - Half-sine E field distribution. Figure 1-30. - Full-sine E field distribution. Figure 1-31. - One and one-half sine E field distribution. The magnetic field in a rectangular waveguide is in the form of closed loops parallel to the surface of the conductors. The strength of the magnetic field is proportional to the electric field. Figure 1-32 illustrates the magnetic field pattern associated with a half-sine electric field distribution. The magnitude of the magnetic field varies in a sine-wave pattern down the center of the waveguide in "time phase" with the electric field. TIME PHASE means that the peak H lines and peak E lines occur at the same instant in time, although not necessarily at the same point along the length of the waveguide. Figure 1-32. - Magnetic field caused by a half-sine E field. An electric field in a sine-wave pattern also exists down the center of a waveguide. In figure 1-33, view (A), consider the two wavefronts, C and D. Assume that they are positive at point 1 and negative at point 2. When the wavefronts cross at points 1 and 2, each field is at its maximum strength. At these points, the fields combine, further increasing their strength. This action is continuous because each wave is always followed by a replacement wave. Figure 1-33, view (B), illustrates the resultant sine configuration of the electric field at the center of the waveguide. This configuration is only one of the many field patterns that can exist in a waveguide. Each configuration forms a separate mode of operation. The easiest mode to produce is called the DOMINANT MODE. Other modes with different field configurations may occur accidentally or may be caused deliberately. Figure 1-33. - Crisscrossing wavefronts and the resultant E field. The dominant mode is the most efficient mode. Waveguides are normally designed so that only the dominant mode will be used. To operate in the dominant mode, a waveguide must have an "a" (wide) dimension of at least one half-wavelength of the frequency to be propagated. The "a" dimension of the waveguide must be kept near the minimum allowable value to ensure that only the dominant mode will exist. In practice, this dimension is usually Of the possible modes of operation available for a given waveguide, the dominant mode has the lowest cutoff frequency. The high-frequency limit of a rectangular waveguide is a frequency at which its "a" dimension becomes large enough to allow operation in a mode higher than that for which the waveguide has been Waveguides may be designed to operate in a mode other than the dominant mode. An example of a full-sine configuration mode is shown in figures 1-34A and 1-34B. The "a" dimension of the waveguide in this figure is one wavelength long. You may assume that the two-wire line is 1/4λ from one of the "b" walls, as shown in figure 1-34A. The remaining distance to the other "b" wall is 3/4λ. The three-quarter wavelength section has the same high impedance as the quarter-wave section; therefore, the two-wire line is properly insulated. The field configuration shows a complete sine-wave pattern across the "a" dimension, as illustrated in figure 1-34B. Figure 1-34A. - Waveguide operation in other than dominant mode. Figure 1-34B. - Waveguide operation in other than dominant mode. Circular waveguides are used in specific areas of radar and communications systems, such as joints used at the mechanical point where the antennas rotate. Figure 1-35 illustrates the dominant mode of a circular waveguide. The cutoff wavelength of a circular guide is 1.71 times the diameter of the waveguide. Since the "a" dimension of a rectangular waveguide is approximately one half-wavelength at the cutoff frequency, the diameter of an equivalent circular waveguide must be 2 ÷ 1.71, or approximately 1.17 times the "a" dimension of a Figure 1-35. - Dominant mode in a circular waveguide. MODE NUMBERING SYSTEMS. - So far, only the most basic types of E and H field arrangements have been shown. More complicated arrangements are often necessary to make possible coupling, isolation, or other types of operation. The field arrangements of the various modes of operation are divided into two categories: TRANSVERSE ELECTRIC (TE) and TRANSVERSE MAGNETIC (TM). In the transverse electric (TE) mode, the entire electric field is in the transverse plane, which is perpendicular to the length of the waveguide (direction of energy travel). Part of the magnetic field is parallel to the length axis. In the transverse magnetic (TM) mode, the entire magnetic field is in the transverse plane and has no portion parallel to the length axis. Since there are several TE and TM modes, subscripts are used to complete the description of the field pattern. In rectangular waveguides, the first subscript indicates the number of half-wave patterns in the "a" dimension, and the second subscript indicates the number of half-wave patterns in the "b" dimension. The dominant mode for rectangular waveguides is shown in figure 1-36. It is designated as mode because the E fields are perpendicular to the "a" walls. The first subscript is 1 since there is only one half-wave pattern across the "a" dimension. There are no E-field patterns across the "b" dimension, so second subscript is 0. The complete mode description of the dominant mode in rectangular waveguides is TE1,0. Subsequent descriptions of waveguide operation in this text will assume the dominant (TE1,0) mode unless otherwise Figure 1-36. - Dominant mode in a rectangular waveguide. A similar system is used to identify the modes of circular waveguides. The general classification of TE and TM is true for both circular and rectangular waveguides. In circular waveguides the subscripts have a different meaning. The first subscript indicates the number of full-wave patterns around the circumference of the waveguide. The second subscript indicates the number of half-wave patterns across the diameter. circular waveguide in figure 1-37, the E field is perpendicular to the length of the waveguide with no E lines parallel to the direction of propagation. Thus, it must be classified as operating in the TE mode. If you follow the E line pattern in a counterclockwise direction starting at the top, the E lines go from zero, through maximum positive (tail of arrows), back to zero, through maximum negative (head of arrows), and then back to zero again. This is one full wave, so the first subscript is 1. Along the diameter, the E lines go from zero through maximum and back to zero, making a half-wave variation. The second subscript, therefore, is also 1. TE 1,1 is the complete mode description of the dominant mode in circular waveguides. Several modes are possible in both circular and rectangular waveguides. Figure 1-38 illustrates several different modes that can be used to verify the mode Figure 1-37. - Counting wavelengths in a circular waveguide. Figure 1-38. - Various modes of operation for rectangular and circular waveguides. Waveguide Input/Output Methods A waveguide, as explained earlier in this chapter, operates differently from an ordinary transmission line. Therefore, special devices must be used to put energy into a waveguide at one end and remove it from the other end. The three devices used to inject or remove energy from waveguides are PROBES, LOOPS, and SLOTS. Slots may also be called APERTURES or WINDOWS. As previously discussed, when a small probe is inserted into a waveguide and supplied with microwave energy, it acts as a quarter-wave antenna. Current flows in the probe and sets up an E field such as the one shown in figure 1-39A. The E lines detach themselves from the probe. When the probe is located at the point of highest efficiency, the E lines set up an E field of considerable intensity. Figure 1-39A. - Probe coupling in a rectangular waveguide. Figure 1-39B. - Probe coupling in a rectangular waveguide. Figure 1-39C. - Probe coupling in a rectangular waveguide. Figure 1-39D. - Probe coupling in a rectangular waveguide. The most efficient place to locate the probe is in the center of the "a" wall, parallel to the "b" wall, and one quarter-wavelength from the shorted end of the waveguide, as shown in figure 1-39B, and figure 1-39C. This is the point at which the E field is maximum in the dominant mode. Therefore, energy transfer (coupling) is maximum at this point. Note that the quarter-wavelength spacing is at the frequency required to propagate the In many applications a lesser degree of energy transfer, called loose coupling, is desirable. The amount of energy transfer can be reduced by decreasing the length of the probe, by moving it out of the center of the E field, or by shielding it. Where the degree of coupling must be varied frequently, the probe is made retractable so the length can be easily changed. The size and shape of the probe determines its frequency, bandwidth, and power-handling capability. As the diameter of a probe increases, the bandwidth increases. A probe similar in shape to a door knob is capable of handling much higher power and a larger bandwidth than a conventional probe. The greater power-handling capability is directly related to the increased surface area. Two broad-bandwidth probes are illustrated in figure 1-39D. Removal of energy from a waveguide is simply a reversal of the injection process using the same type of probe. Another way of injecting energy into a waveguide is by setting up an H field in the waveguide. This can be accomplished by inserting a small loop which carries a high current into the waveguide, as shown in figure 1-40A. A magnetic field builds up around the loop and expands to fit the waveguide, as shown in figure 1-40B. If the frequency of the current in the loop is within the bandwidth of the waveguide, energy will be transferred to the waveguide. For the most efficient coupling to the waveguide, the loop is inserted at one of several points where the magnetic field will be of greatest strength. Four of those points are shown in figure 1-40C. NEETS Table of Contents - Introduction to Matter, Energy, and Direct Current - Introduction to Alternating Current and Transformers - Introduction to Circuit Protection, Control, and Measurement - Introduction to Electrical Conductors, Wiring Techniques, and Schematic Reading - Introduction to Generators and Motors - Introduction to Electronic Emission, Tubes, and Power Supplies - Introduction to Solid-State Devices and - Introduction to Amplifiers - Introduction to Wave-Generation and Wave-Shaping - Introduction to Wave Propagation, Transmission Lines, and Antennas - Microwave Principles - Modulation Principles - Introduction to Number Systems and Logic Circuits - Introduction to Microelectronics - Principles of Synchros, Servos, and Gyros - Introduction to Test Equipment - Radio-Frequency Communications Principles - Radar Principles - The Technician's Handbook, Master Glossary - Test Methods and Practices - Introduction to Digital Computers - Magnetic Recording - Introduction to Fiber Optics Related Pages on RF Cafe - Properties of Modes in a Rectangular Waveguide - Properties of Modes in a Circular Waveguide - Waveguide & Flange Selection Guide Rectangular & Circular Waveguide: Equations & Fields Rectangular waveguide TE1,0 cutoff frequency calculator. - Waveguide Component NEETS - Waveguide Theory and Application - EWHBK, Microwave Waveguide and Coaxial Cable
It is called twilight at the interval before sunrise or after sunset, during which the sky is still somewhat illuminated. Twilight occurs because sunlight illuminates the upper layers of the atmosphere. The light is diffused in all directions by the molecules of the air, reaches the observer and still illuminates the environment. The map shows the parts where they are during the day and where they are at night. If you want to know exactly the time that dawns or dusk in a specific place, in the meteorological data we have that information. Why do we use UTC? Universal coordinated time or UTC is the main standard of time by which the world regulates clocks and time. He is one of the several successors closely related to Greenwich Mean Time (GMT). For most common purposes, UTC is synonymous with GMT, but GMT is no longer the most precisely defined standard for the scientific community.
Europe's "Little Ice Age" may have been triggered by the fourteenth century Black Death plague, according to a new study. Pollen and leaf data support the idea that millions of trees sprang up on abandoned farmland, soaking up carbon dioxide from the atmosphere. This would have had the effect of cooling the climate, a team from Utrecht University, Netherlands, said. The Little Ice Age was a period of some 300 years when Europe experienced a dip in average temperatures. Dr Thomas van Hoof and his colleagues studied pollen grains and leaf remains collected from lake-bed sediments in the south-east Monitoring the ups and downs in abundance of cereal pollen (like buckwheat) and tree pollen (like birch and oak) enabled them to estimate changes in land-use between AD 1000 and 1500. The team found an increase in cereal pollen from 1200 onwards (reflecting agricultural expansion), followed by a sudden dive around 1347, linked to the agricultural crisis caused by the arrival of the Black Death, understood to be a bacterial disease spread by This bubonic plague is said to have wiped out over a third of Counting stomata (pores) on ancient oak leaves provided van Hoof's team with a measure of the fluctuations in atmospheric carbon dioxide for the same period. This is because leaves absorb carbon dioxide through their stomata, and their density varies as carbon dioxide goes up and "Between AD 1200 to 1300, we see a decrease in stomata and a sharp rise in atmospheric carbon dioxide, due to deforestation we think," said Dr van Hoof, whose findings were published in the journal Palaeogeography, Palaeoclimatology, Palaeoecology. But after AD 1350, the team found the pattern reversed, suggesting that atmospheric carbon dioxide fell, perhaps due to reforestation following the plague. The researchers think that this drop in carbon dioxide levels could help to explain a cooling in the climate over the following From around 1500, Europe appears to have been gripped by a chill lasting some 300 years. There are many theories as to what caused these bitter years, but popular ideas include a decrease in solar activity, an increase in volcanic activity or a change in ocean circulation. The new data adds weight to the theory that the Black Death could have played a pivotal role. Not everyone is convinced, however. Dr Tim Lenton, an environmental scientist from the University of East Anglia, UK, said: "It is a nice study and the carbon dioxide changes could certainly be a contributory factor, but I think they are too modest to explain all the climate change seen." And Professor Richard Houghton, a climate expert from Woods Hole Research Center in Massachusetts, US, believes that the oceans would have compensated for the change. "The atmosphere is in equilibrium with the ocean and this tends to dampen or offset small changes in terrestrial carbon uptake," he Nonetheless, the new findings are likely to cause a stir. "It appears that the human impact on the environment started much earlier than the industrial revolution," said Dr van Hoof.
What Is Breast Cancer? Having breast cancer means that some cells in your breast are growing abnormally. Learning about the different types and stages of breast cancer can help you take an active role in your treatment. Changes in Your Breast Your entire body is made of living tissue. This tissue is made up of tiny cells. You can’t see these cells with the naked eye. Normal cells reproduce (divide) in a controlled way. When you have cancer, some cells become abnormal. These cells may divide quickly and spread into other parts of the body. Normal breast tissue is made of healthy cells. They reproduce new cells that look the same. Noninvasive breast cancer (carcinoma in situ) occurs when cancer cells are only in the ducts. Invasive breast cancer occurs when abnormal cells move out of the ducts or lobules into the surrounding breast tissue. Metastasis occurs when cancer cells move into the lymph nodes or bloodstream and travel to another part of the body. Stages of Breast Cancer Several tests are used to measure the size of a tumor and learn how far it has spread. This is called staging. The stage of your cancer will help determine your treatment. Based on National Cancer Institute guidelines, the stages of breast cancer are: Stage 0. The cancer is noninvasive. Cancer cells are found only in the ducts (ductal carcinoma in situ). Stage I. The tumor is 2 cm or less in diameter. It has invaded the surrounding breast tissue, but has not spread to the underarm lymph nodes. Stage II. The tumor is larger than 2 cm or has spread to the lymph nodes under the arm. Stage III. The tumor is larger than 5 cm. Or the tumor has spread to the skin, chest wall, or nearby lymph nodes. Stage IV. The tumor has spread to the bones, lungs, or lymph nodes far away from the breast. Recurrent breast cancer. When the cancer returns despite treatment.
fractures if it is hard and brittle and subjected to sudden strain that overcomes its internal crystalline bonds. If the rock has been displaced along a fracture, such as having one side that is moved up or down, the fracture is called a fault, and if there is no displacement along the crack, the fracture is called a Faults. Horizontal or vertical displacement along the fault plane can range from a few centimeters to hundreds of kilometers. The fault can be merely a crack between the two sides of rock, or it can be a fault zone hundreds of meters wide that consists of rock that has been very fractured, brecciated, and pulverized from repeated grinding movements along the fault plane. The broken material within a fault is called fault gouge. The rocks within a fault zone may also be hydrothermally altered or veined from hot solutions that have migrated up the fault zone. A fault is generally considered active if movement has occurred along it during the past 10,000 years. Fault movements. Three kinds of fault movements are recognized: dip‐slip, strike‐slip, and oblique‐slip. Movement in a dip‐slip fault is parallel to the dip of the fault plane in an “up” or “down” direction between the two blocks. The block that underlies an inclined dip‐slip fault is called the footwall; the block that rests on top of the inclined fault plane is called the hanging wall. A normal dip‐slip fault, or normal fault, is one in which the hanging wall block has slipped down the fault plane relative to the footwall block. A reverse dip‐slip fault is just the opposite: the hanging wall block has moved upward relative to the footwall block (Figure 1). The blocks on either side of a strike‐slip fault move horizontally in relation to each other, parallel to the strike of the fault. If a person is standing at the fault and looks across to see that a feature has been displaced to the left, it is called a left‐lateral strike‐slip fault. A right‐lateral strike‐slip fault is one in which the displacement appears to the right when looking across the fault (Figure 2). If the fault blocks show both horizontal and vertical displacement, the fault is termed an oblique‐slip. A graben is formed when a block that is bounded by normal faults slips downward, usually because of a tensional force, creating a valley-like depression. A horst results when a block that is bounded by normal faults experiences a compressive force that forces the block upward, forming mountainous terrain (Figure 3). A Graben and Horst Thrust faults are reverse dip‐slip faults in which the hanging wall block has overridden the footwall block at a very shallow angle for tens of kilometers. The hanging wall block and footwall block of a thrust fault are typically called the upper plate and lower plate, respectively (Figure 4). A Thrust Fault Joints. Joints are generally the result of a rock mass adjusting to compressive or tensional stress or cooling. A joint set is composed of a series of roughly parallel joints that occur in one direction. Tensional stress usually results in a single joint orientation that is perpcndicular to the direction of stress. Compressive stress often generates two cross‐cutting joint sets.
Tell the radiologist if you are claustrophobic and think that you will be unable to lie still while inside the scanning machine; if you have a pacemaker inserted, or have had heart valves replaced; if you have metal plates, pins, metal implants, surgical staples, or aneurysm clips; if you have permanent eye liner; if you are pregnant; if you ever had a bullet wound; or if you have ever worked with metal (i.e., a metal grinder). Magnetic Resonance Imaging (MRI) What is magnetic resonance imaging (MRI)? MRI is a diagnostic procedure that uses a combination of a large magnet, radiofrequencies, and a computer to produce detailed images of organs and structures within the body. An MRI is often used: - to examine the heart, brain, liver, pancreas, male and female reproductive organs, and other soft tissues. - to assess blood flow. - to detect tumors and diagnose many forms of cancer. - to evaluate infections. - to assess injuries to bones and joints. How does an MRI scan work? MRI can be performed on an outpatient basis, or as part of inpatient care. The MRI machine is a large, cylindrical (tube-shaped) machine that creates a strong magnetic field around the patient. This magnetic field, along with a radiofrequency, alters the hydrogen atoms' natural alignment in the body. Computers are then used to form 2-dimensional images of a body structure or organ based on the activity of the hydrogen atoms. Cross-sectional views can be obtained to reveal further details. MRI does not use radiation, as do x-rays or CT scans. The MRI process goes through the following steps: - A magnetic field is created and pulses of radio waves are sent from a scanner. - The radio waves knock the nuclei of the atoms in your body out of their normal position. - As the nuclei realign back into proper position, the nuclei send out radio signals. - These signals are received by a computer that analyzes and converts them into an image of the part of the body being examined. - This image appears on a viewing monitor. How is an MRI performed? Although each hospital may have specific protocols in place, generally, an MRI procedure follows this process: - Because of the strong magnetic field, the patient must remove all jewelry and metal objects such as hairpins or barrettes, hearing aids, eyeglasses, and dental pieces. - If a contrast medication and/or sedative is to be given by an intravenous line (IV), an IV line will be started in your hand or arm. If the contrast is to be taken by mouth, the patient will be given the contrast to swallow. - The patient lies on a table that slides into a tunnel in the scanner. - The MRI staff will be in another room where the scanner controls are located. However, the patient will be in constant sight of the staff through a window. Speakers inside the scanner will enable the staff to communicate with and hear the patient. The patient will have a call bell so that he/she can let the staff know if he/she has any problems during the procedure. - During the scanning process, a clicking noise sounds as the magnetic field is created and pulses of radio waves are sent from the scanner. The patient may be given headphones to wear to help block out the noises from the MRI scanner and hear any messages or instructions from the technologist. - It is important that the patient remain very still during the examination. - At intervals, the patient may be instructed to hold his/her breath, or to not breathe, for a few seconds, depending on the body part being examined. The patient will then be told when he/she can breathe. The patient should not have to hold his/her breath for longer than a few seconds, so this should not be uncomfortable. - The technologist will be watching the patient at all times and will be in constant communication. Click here to view the Online Resources of Orthopaedic Center Disclaimer - This content is reviewed periodically and is subject to change as new health information becomes available. The information provided is intended to be informative and educational and is not a replacement for professional evaluation, advice, diagnosis or treatment by a healthcare professional. © 2009 Staywell Custom Communications.
The Demographic Transition Lesson 10 of 10 Objective: Students will be able to describe the causes and effects of populations going through the "demographic transition". This lesson is the final teacher-centered lesson of this unit and is actually more of a review and organization of many of the ideas that came up throughout the unit. This lesson focuses on the so called "demographic transition", or the predictable pattern of population change as societies move from pre-industrial to post-industrial economies. The lesson essentially consists of two parts: 1. A pre-class textbook reading and homework assignment focused on close reading techniques, critical-thinking questions, and content vocabulary development. 2. An in class presentation that provides supplementary examples to review the concepts and vocabulary from the chapter along with a class discussion seeking to draw students into more critical examination of the topic at hand and assist in their ability to connect the concepts to their personal experiences. The textbook reading comes from Environmental Science: Your World, Your Turn by Jay Withgott. If you do not have that particular textbook, I would recommend finding a similar chapter or chapters and modifying the lesson accordingly. Alternately, the powerpoint attached to the Direct Instruction section covers most of the same concepts and vocabulary as the chapter. If you have a shorter class period, you may want to skip the reading assignment and assign the discussion questions as homework. You could then hold the class discussion on the following day. In my case, I assign the textbook reading on the meeting previous to this lesson. In that way, students will have already covered the concepts on their own and the powerpoint presentation will be less of a lecture and more of an opportunity for students to ask questions and clarify their understanding. Connection to Standard: In this lesson, students will prepare for class by reading and determining the central idea of a text, establish familiarity with relevant scientific vocabulary, and then draw evidence from the text to support arguments and opinions presented as part of their participation in a group discussion. Like I mentioned above, I assign the textbook reading as a homework assignment to be completed upon arrival to this class period. The powerpoint presentation is then more of a review and an opportunity for students to ask questions. Wondering WHY I use lectures as a pedagogical strategy? Watch this video. Wondering HOW I use the Powerpoint to differentiate instruction? Watch this video. Wondering why I choose to have a reading assignment AND a lecture on the same content? Read this rationale. Wondering how you might use this lesson's resources if you don't plan on presenting a lecture? Read this reflection. When class begins, I ask students to get their homework out and first give them about 10 minutes to discuss the critical thinking questions with their group members. During this time, I walk around and put a stamp on completed homework and answer any questions that students bring up. If students bring up a good question or insightful comment, I ask them to please remember to bring that up in the larger class discussion to follow the presentation. Affording this time before the presentation allows students to "field test" their answers with a smaller group, increasing their confidence to participate in the larger discussion. Also, because the discussion is graded by groups, it allows the ideas of individual members to influence the thinking of their peers which may lead to greater insights or even new questions. Finally, while I walk around, I listen to the nature of student discussions and get a better sense of what kinds of questions may be floating around the room, allowing me to emphasize certain aspects of the lesson or offer more detailed examples to scaffold the instruction. After I have stamped all the homework assignments, I distribute the note sheet that accompanies the presentation. As I've mentioned in previous lessons, offering students a note sheet provides a readymade study guide for later and allows students to focus on their thoughts and the concepts being discussed as opposed to focusing all of their attention on copying down copies amounts of notes. Please Note: I find it important to really do thorough checks for understanding on a few points: 1. On slides 6 and 7 which regard the difference between developing an developed nations, I use the map on those slides to ask students to pick out examples of countries in both the (blue toned) developed and (red toned) developing categories. If you like, you can use this as a call back to the age structure diagram lesson when the students selected countries based on being youthful, transitional, or mature. If that worksheet is handy, students could identify their countries in each category and see what their corresponding status is on this map. Another interesting thing to ask on this slide is to ask what trends students see in this map. One possible trend they could mention that is readily apparent is that the more developed nations (excepting Australia) are in the Northern hemisphere, while less developed nations tend to be in the Southern hemisphere. They might also point out that the least developed nations are found predominantly in Africa and Southeast Asia. 2. If you really focus on the map aspect of the developed/developing countries, you can look at the fertility rate map on slide 9 and ask students to see what trends they see here. Although it is not so evenly split between North and South, students can probably still see that African nations have much higher fertility rates on average. This sets up discussion of what it really means to be developed in terms of infrastructure and education (which are explicitly presented on slides 18 and 19). 3. On slides 12-15 where the stages of the demographic transition are explained, each slide contains a graph of the entire demographic transition. When the graph appears after the information has been presented on a particular slide, I ask students to point out what is happening on the graph with birth rates, death rates, and population growth. For example, after we discuss that a transitional society often maintains high birth rates due to entrenched cultural attitudes about family size even though their death rates have dropped due to industrialization, we look at the graph together and I ask students to identify the birth rate line and ask what it's doing (it's fluctuating, but high), and again with the death rate (it's dropping quickly), and finally, what effect these factors have on the population (it's growing very quickly). I would repeat this with each slide to make sure students can really see how these factors affect the growth of populations. Following the presentation, I let students know that we will wrap up by having a class discussion to review the concepts of the lesson. Again, depending on your class length, it may be preferable to have this follow-up discussion on the following day. The discussion protocol for this lesson: all groups are required to participate in the discussion and will receive a “participation” grade for the day groups with more than one member that participate will receive a higher participation grade groups that participate more frequently will receive a higher grade These criteria make the group collectively responsible for their grade and accountable to each other. If no one in the group participates, the group as a whole will receive a failing grade. If only one member of the group participates, regardless of how often, the group can’t receive any grade higher than a C. To keep track of participation, I begin by making a map of the class with the group tables labeled by group name. Since there are four students at each table, as a student from a particular group participates, I make a tally mark in the position of that student in their group. In this way, I can tally how often the group participates, which members are participating, and how often. To determine "average" participation, I add up all tally marks and divide by the number of groups, rounding down. I then use this rubric to determine their participation grades. If you'd prefer to not give a grade for participation in discussions, see this reflection where I discuss the conditions that arose that allowed me to not to grade for participation but still have meaningful discussions with broad participation. See this discussion guide for a more detailed explanation of how to lead this particular discussion, but I would bring the following to your attention as key points in the discussion: 1. On the question regarding how the benefits of industrialization (sanitation, medical technology, and agriculture) have affected population growth in industrialized (and above) nations, the original question asked for students to choose just one factor and describe its effect on populations. It's important to discuss all three factors, so in the case that any factor was not answered as homework, you might want to specifically mention that factor and have students discuss in small groups for a minute to consider its effects before sharing out. Here are the basics of what I hope students understand about each factor: - Sanitation: clean water and hygienic conditions have affected the transmission of certain diseases and reduced mortality rates and increase life expectancy. - Medical technology: antibiotics, vaccines, sterile instruments and environments, and advances in surgical techniques have extended life spans and reduced mortality rates. - Agriculture: industrial agriculture has allowed populations to grow because it has increased the amount of food available and thereby raised the human carrying capacity of the environment which has allowed high birth rates to not be culled by starvation due to scarce or inconsistent food supplies. 2. On the question of which stage of the demographic transition the U.S. is currently in, answers will vary depending on the perspective of your students. This connects well with the much more personal final question about students’ own family sizes. Reasonable answers to this could be that the U.S. is probably in the post-industrial stage due to our modern infrastructure and wide access to medical technology and economic and educational opportunities for women. Another possibility would be to argue that we are in the industrial stage because while death rates are almost universally low (there are of course tragic exceptions to this in underserved communities), birth rates remain high amongst some groups. Some astute students of mine pointed out that an influx of immigrants with a transitional mindset (i.e., their high birth rates have not yet declined) balance out a more established “first world” population in the post-industrial stage (with low birth rates) and the U.S. is left at an average of the industrial stage, though it is not uniform.
New York, Jan 19: What if an army of bacteria can remove pollutants from the Yamuna, a river that daily gets untreated industrial waste and human waste in abundance, and make its water clean for various uses? A daunting task but if we believe researchers from University of Georgia (UGA), US, there are colonies of bacteria buried deep in the mud along the banks of a remote salt lake that “breathe” a toxic metal to survive. Their experiments with this unusual organism show that it may one day become a useful tool for industry and environmental protection. “The bacteria possess a number of different enzymes that allow it to use dangerous elements that accumulate in wastewaters near mines or refineries and pose serious threats to humans and animals,” said James Hollibaugh, distinguished research professor of marine sciences at UGA and principal investigator for the project. The bacteria is capable of reducing contaminants, including selenium and tellurium. Preliminary tests suggest that the bacteria could be used to remove these pollutants from the wastewater and protect the surrounding ecosystems, said the study published in the journal Environmental Science and Technology. “The bacteria could be used simply to clean up the water, but it might also be possible for the bacteria to help humans recover and recycle the valuable elements in the water,” added Hollibaugh. This way, the water stays clean and industry does not waste a valuable strategic resource, he said. The bacteria use elements that are notoriously poisonous to humans – such as antimony and arsenic – in place of oxygen. “Just like humans breathe oxygen, these bacteria respire poisonous elements to survive,” said Chris Abin, doctoral candidate in microbiology. For example, antimony is a naturally occurring silver-coloured metal that is widely used to make plastics, vulcanised rubber, flame retardants and a host of electronic components, including solar cells and LEDs. The industries convert antimony into antimony trioxide for optimum use. The researchers found that the bacteria make antimony trioxide naturally as a consequence of respiration – creating a useful industrial product without creating noxious byproducts or requiring legions of specialised equipment. “The antimony trioxide crystals produced by this bacterium are far superior to those that are currently produced using chemical methods,” Hollibaugh said. However, both Abin and Hollibaugh cautioned that more research must be done before any of these applications are ready to be deployed. – Indo-Asian News Service
P.E. Central Lesson Plan: Santa's Sleigh The ability to move safely through general space. Purpose of Activity: For students to work together to accomplish a goal. Suggested Grade Level: ; 6 small boxes; 6 pieces of PE equipment (basketball ; etc;) a list of each piece of equipment; net Description of Idea 1. Divide class into teams of five or six. 2. Position boxes throughout the gym and number them. 3. Each team designates a youngster to be Santa in their group. 4. Tell the class that Santa Claus has asked you to choose a group of helpers to assist him on Christmas Eve. 5. Start with Group 1 (or have more groups start depending on your space and situation). Fold the parachute in half and have Santa sit on it. The other group members are the reindeer. They stand and hold the sides of the parachute. Santa has a net bag full of P.E. equipment in his sleigh along with a gift list. (Ex: House 1: Basketball; House 2: Football, etc.). 6. Tell the group that they are to pull Santa to each house (the boxes) and place the correct piece of equipment down the chimney (in the box). You will time each group with a stopwatch. Have a finish line (The North Pole). After you watch the groups it is best to stop the group and sit and discuss the strategies that they were using. Use the questions below in some instances. After they have done it a couple of times you may want to time their efforts. Then you can add the times up of all the groups for a class time and then see if other classes can match or beat that class time. After activity is completed, ask the class the following questions: What strategies worked best for your group when you were trying to deliver the gifts quickly? "What types of things slowed you down?" "Do you think there is something you could change that would help you complete the task even faster?" You might even include a 'task quality' assessment such as these: What happened when groups tried to go too fast or too slow. Did Santa fall out of the sleigh? Did reindeer trip and fall? Was the task completed with appropriate stealth? who teaches at Sanville Elementary School in Bassett , VA . Posted on PEC: 5/23/2001. This lesson plan was provided courtesy of P.E. Central (www.pecentral.org). Products for This Lesson:
A steady-state economy is an economy of relatively stable size. A zero growth economy features stable population and stable consumption that remain at or below carrying capacity. The term typically refers to a national economy, but it can also be applied to the economic system of a city, a region, or the entire planet. Note that Robert Solow and Trevor Swan applied the term steady state a bit differently in their economic growth model. Their steady state occurs when investment equals depreciation, and the economy reaches equilibrium, which may occur during a period of growth. The steady-state economy is an entirely physical concept. Any non-physical components of an economy (e.g. knowledge) can grow indefinitely. But the physical components (e.g. supplies of natural resources, human populations, and stocks of human-built capital) are constrained and endogenously given. An economy could reach a steady state after a period of growth or after a period of downsizing or degrowth. The objective is to establish it at a sustainable scale that does not exceed ecological limits. Economists use gross domestic product or GDP to measure the size of an economy in dollars or some other monetary unit. Real GDP—that is, GDP adjusted for inflation—in a steady-state economy remains reasonably stable, neither growing nor contracting from year to year. Herman Daly, one of the founders of the field of ecological economics and a critic of neoclassical economics, defines a steady-state economy as ...an economy with constant stocks of people and artifacts, maintained at some desired, sufficient levels by low rates of maintenance "throughput", that is, by the lowest feasible flows of matter and energy from the first stage of production to the last stage of consumption." A steady-state economy, therefore, aims for stable or mildly fluctuating levels in population and consumption of energy and materials. Birth rates equal death rates, and saving/investment equals depreciation. Limits to economic growth Development of steady-state economics (sometimes also called full-world economics) is a response to the observation that economic growth has limits. Macroeconomic policies in most countries, particularly those with large economies as measured on a GDP scale, typically have been officially structured for economic growth for decades. Given the costs associated with such policies (e.g. global climate disruption, widespread habitat loss and species extinctions, consumption of natural resources, pollution, urban congestion, intensifying competition for remaining resources, and increasing disparity between the wealthy and the poor), some economists, scientists, and philosophers have questioned the biophysical limits to growth, and the desirability of continuous growth. Economic growth in terms of a modern state economy is an increase in the production and consumption of goods and services. It is facilitated by increasing population, increasing per capita consumption, and productivity gains, and it is indicated by rising real GDP. For millennia most economies, in the current sense of the term, remained relatively stable in size, or they exhibited such modest growth that it was difficult to detect. Proponents of steady-state economics note that the general transition from hunter-gatherer societies to agricultural societies resulted in population expansion and technological progress. From this they stress that the industrial revolution and the ability to extract and use dense energy resources resulted in unprecedented exponential growth in human populations and consumption. Doubts about the long run prospects for continuous growth in the industrial age are commonly described as beginning around the publishing of An Essay on the Principle of Population in 1798 by Thomas Robert Malthus. Although many of Malthus's empirical claims and theoretical assumptions have since been discredited, his broader concerns have remained influential, from eugenics to more mainstream views. The modern debate on the limits to growth was kicked off in 1972 by The Limits to Growth, a book produced by the Club of Rome. The Club of Rome developed computer models and explored scenarios of continuing economic growth and environmental impacts. Their original analysis and several follow-ups specified planetary limits to growth. Additional studies and analytical tools corroborate much of the Club of Rome's work. For example, the ecological footprint is a measure of how much land and water area a human population requires to produce the resource it consumes and to absorb its wastes, using prevailing technology. The Global Footprint Network calculates the world's ecological footprint to be the equivalent of 1.5 planets (as of 2014), meaning that human economies are consuming 50% more resources than the Earth can regenerate each year. In other words, it takes one year and six months to regenerate what we consume in a year. This sort of ecological accounting suggests that economic growth is depleting resources at a rate that cannot be maintained. History of the concept For centuries, economists have considered a transition from a growing economy to a stable one, from classical economists like Adam Smith down to present-day ecological economists. Adam Smith is famous for the ideas in his book The Wealth of Nations. A central theme of the book is the desirable consequences of each person pursuing self-interest in the marketplace. He theorized and observed that people trading in open markets leads to production of the right quantities of commodities, division of labor, increasing wages, and an upward spiral of economic growth. But Smith recognized a limit to economic growth. He predicted that in the long run, population growth would push wages down, natural resources would become increasingly scarce, and division of labor would approach the limits of its effectiveness. He incorrectly predicted 200 years as the longest period of growth, followed by population stability. John Stuart Mill, a pioneer of economics and one of the most gifted philosophers and scholars of the 19th century, anticipated the transition from economic growth to a "stationary state". In his magnum opus, Principles of Political Economy, he wrote: ...the increase of wealth is not boundless. The end of growth leads to a stationary state. The stationary state of capital and wealth… would be a very considerable improvement on our present condition. ...a stationary condition of capital and population implies no stationary state of human improvement. There would be as much scope as ever for all kinds of mental culture, and moral and social progress; as much room for improving the art of living, and much more likelihood of it being improved, when minds ceased to be engrossed by the art of getting on." John Maynard Keynes, one of the most influential economists of the twentieth century, also considered the day when society could focus on ends (happiness and wellbeing, for example) rather than means (economic growth and individual pursuit of profit). He wrote: ...that avarice is a vice, that the exaction of usury is a misdemeanour, and the love of money is detestable… We shall once more value ends above means and prefer the good to the useful. The day is not far off when the economic problem will take the back seat where it belongs, and the arena of the heart and the head will be occupied or reoccupied, by our real problems - the problems of life and of human relations, of creation and behavior and religion. The Widow's Cruse - Is the name Keynes' gave to a parable from the bible for a magical cup of oil, using the biblical term "cruse" for "cup". It was first discussed in his Treatise on Money to help explain why at the limits to growth investing for economic expansion becomes unprofitable for all. His way of correcting that to allow economic stability at the limits of growth we would now call a "sustainable design" for capitalism. It was discussed as for some future time when increasing capital investment would naturally meet diminishing returns for the system as a whole. Continuing increases in investment by the wealthy would then cause over-investment and result in "conditions sufficiently miserable" to bring the net savings rate of the economy to zero. He called the solution to the problem "the widow's cruse", after a bible story of Elijah coming to stay with an old widow and making her cup of oil inexhaustible. The Cambridge intellectuals trying to understand Keynes' Treatise on Money misunderstood and called it "the fallacy" instead. Though Keynes described it more clearly in The General Theory a misunderstood idea is what it has remained. As a response to the natural over-investment crisis at the climax of capitalism it would have relied on the good will of the wealthy in spending enough of their own earnings to restore profitability to the rest of the economy. The original misinterpretation was that it was intended to restore growth rather than to allow growth to end without conflict. The misunderstanding has been generally repeated by other economists, except Kenneth Boulding who frequently referred to the eventual necessity to limit investment growth in response to environmental impacts and diminishing returns and later by P.F. Henshaw as a general principle of systems ecology. That it would stabilize the economy as conditions became miserable due to over-investment, but at the expense of ending the automatic concentration of wealth, is likely to have been one of the more confusing features to most economists who tried to understand it. Nicholas Georgescu-Roegen recognized the connection between physical laws and economic activity and wrote about it in 1971 in The Entropy Law and the Economic Process. His premise was that the second law of thermodynamics, the entropy law, determines what is possible in the economy. Georgescu-Roegen explained that useful, low-entropy energy and materials are dissipated in transformations that occur in economic processes, and they return to the environment as high-entropy wastes. The economy, then, functions as conduit for converting natural resources into goods, services, human satisfaction, and waste products. Increasing entropy in the economy places profound limits on the scale it can achieve and maintain. Around the same time that Georgescu-Roegen published The Entropy Law and the Economic Process, many other economists, most notably E.F. Schumacher and Kenneth Boulding, were writing about the environmental effects of economic growth and suggesting alternative models to the neoclassical growth paradigm. Schumacher proposed Buddhist Economics in an essay of the same name in his book Small Is Beautiful. Schumacher's economic model is grounded in sufficiency of consumption, opportunities for people to participate in useful and fulfilling work, and vibrant community life marked by peace and cooperative endeavors. Boulding used the spaceship as a metaphor for the planet in his prominent essay, The Economics of the Coming Spaceship Earth. He recognized the material and energy constraints of the economy and proposed a shift from the cowboy economy to the spaceman economy. In the cowboy economy, success is gauged by the quantity and speed of production and consumption. In the spaceman economy, by contrast, "what we are primarily concerned with is stock maintenance, and any technological change which results in the maintenance of a given total stock with a lessened throughput (that is, less production and consumption) is clearly a gain." Herman Daly, a student of Georgescu-Roegen, built upon his mentor's work and combined limits-to-growth arguments, theories of welfare economics, ecological principles, and the philosophy of sustainable development into a model he called steady-state economics. He later joined forces with Robert Costanza, AnnMari Jansson, Joan Martinez-Alier, and others to develop the field of ecological economics. In 1990, these prominent professors established the International Society for Ecological Economics. The three founding positions of the society and the field of ecological economics are: (1) The human economy is embedded in nature, and economic processes are actually biological, physical, and chemical processes and transformations. (2) Ecological economics is meeting place for researchers committed to environmental issues. (3) Ecological economics requires trans-disciplinary work to describe economic processes in relation to physical reality. Ecological economics has become the field of study most closely linked with the concept of a steady-state economy. Ecological economists have developed a robust body of theory and evidence on the biophysical limits of economic growth and the requirements of a sustainable economy. Policies for the transition \|\|This section possibly contains original research. (August 2011)\| Achieving a steady-state economy requires adherence to four basic rules or system principles: - Maintain the health of ecosystems and the life-support services they provide. - Extract renewable resources like fish and timber at a rate no faster than they can regenerate. - Consume non-renewable resources like fossil fuels and minerals at a rate no faster than they can be replaced by the discovery of renewable substitutes. - Deposit wastes in the environment at a rate no faster than they can be safely assimilated. Policies for sticking to these rules are varied. The first rule requires conservation of enough land and water such that healthy ecosystems can flourish and evolve. The second and third rules call for principled regulation of resource extraction rates. Direct forms of regulation include cap and trade systems, extraction quotas, and severance taxes. The fourth rule requires pollution restrictions, such as emissions limits or toxicity standards. In addition to rules aimed at specific extraction and pollution activities, there are general macroeconomic policies and potential management actions that can help stabilize growth and limit throughput to sustainable levels. These types of policies and actions include managing interest rates and the money supply for stability, addition of environmental and social costs to prices, increased flexibility in working hours, and alteration of bank lending practices. Critics of the idea of limits to growth present two main arguments: - Technological progress and gains in efficiency can overcome the limits to growth - The economy can be de-materialized so that it grows without using more and more resources. These can be called the technological optimist and decoupling arguments respectively. Decoupling means achieving higher levels of economic output with lower levels of material and energy input. Proponents of decoupling cite transition to an information economy as proof of decoupling. Evidence shows that economies have achieved some success at relative decoupling. As an example, the amount of carbon dioxide emitted per dollar of economic production has decreased over time. But those gains have come amidst the background condition of increasing GDP. Even with decreases in the resource intensity of GDP, economies are still using more resources. Carbon dioxide emissions from fossil fuels have increased by 80% since 1970. Ecological economists also observe that an economy is structured like an ecosystem – it has a trophic structure that controls flows of energy and materials. In nature, the producers are plants, which literally produce their own food in the process of photosynthesis. Herbivores consume plants, and carnivores consume herbivores. Omnivores may eat plants or animals, and some species function as service providers, such as scavengers and decomposers. The human economy follows the same natural laws. The producers are the agricultural and extractive sectors, such as logging, mining, and fishing. Surplus in these sectors allows for the division of labor, economic growth, and the flow of resources to other economic sectors. Analogous to herbivores, some economic sectors, such as manufacturing, consume the raw materials of the producers. Higher level manufacturers are analogous to carnivores. The economy also features service providers, such as chefs, janitors, bankers, and purveyors of information. The key point is that the economy tends to grow as an integrated whole. More manufacturing and more services requires more agricultural and extractive surplus. The trophic structure of the economy puts limits on how much of an economy's resources can be dedicated to creating and distributing information. Both technological optimists and proponents of decoupling cite efficiency of resource use as a way to mitigate the problems associated with economic growth. But history has shown that when technological progress increases the efficiency with which a resource is used, the rate of consumption of that resource actually tends to rise. This phenomenon is called the rebound effect (conservation) or Jevons Paradox. A recent extensive historical analysis of technological efficiency improvements has conclusively shown that energy and materials use efficiency improvements were almost always outpaced by economic growth, resulting in a net increase in resource use and associated pollution. Furthermore, there are inherent thermodynamic (i.e., second law of thermodynamics) and practical limits to all efficiency improvements. For example, there are certain minimum unavoidable material requirements for growing food, and there are limits to making automobiles, houses, furniture, and other products lighter and thinner without the risk of losing their necessary functions. Since it is both theoretically and practically impossible to increase resource use efficiencies indefinitely, it is equally impossible to have continued and infinite economic growth without a concomitant increase in resource depletion and environmental pollution, i.e., economic growth and resource depletion can be decoupled to some degree over the short run but not the long run. Consequently, Herman Daly and others in the ecological economics community have advocated that long-term sustainability require the transition to a steady-state economy in which total GDP remains more or less constant. - Uneconomic growth - Earth Economics (policy think tank) - Ecological footprint - Economic equilibrium - Herman Daly - The Limits to Growth - Population dynamics - Daly, Herman (Lead Author); Robert Costanza (Topic Editor). 2009. "From a Failed Growth Economy to a Steady-State Economy." in Encyclopedia of Earth. Eds. Cutler J. Cleveland (Washington, D.C.: Environmental Information Coalition, National Council for Science and the Environment). [Published in the Encyclopedia of Earth 5 June 2009; Retrieved 17 August 2009]. - Daly, Herman. 1991. Steady-State Economics, 2nd edition. Island Press, Washington, DC. p.17. - Victor, Peter. 2008. Managing without Growth: Slower by Design, Not Disaster. Edward Elger Publishing Limited, Cheltenham, U.K. - Malthus, An Essay On The Principle Of Population (1798 1st edition, plus excerpts 1803 2nd edition), Introduction by Philip Appleman, and assorted commentary on Malthus edited by Appleman. Norton Critical Editions. ISBN 0-393-09202-X. - Donella H. Meadows, Dennis L. Meadows, Jorgen Randers, and William W. Behrens III. (1972): The Limits to Growth. New York: Universe Books. - http://www.footprintnetwork.org/en/index.php/GFN/page/world_footprint/ accessed 6 February 2014 - An Inquiry into the Nature and Causes of the Wealth of Nations, by Adam Smith. London: Methuen and Co., Ltd., ed. Edwin Cannan, 1904. Fifth edition. - Heilbroner, Robert. 2008. The Worldly Philosophers, 7th edition, Simon and Schuster, New York, NY. - Mill, John Stuart. 1848. "Of the Stationary State", Book IV, Chapter VI in Principles of Political Economy: With Some of Their Applications to Social Philosophy, J.W. Parker, London, England. Accessed from http://www.econlib.org/library/Mill/mlP61.html#Bk.IV,Ch.VI, 17 August 2009. - Keynes, John Maynard. 1930. "Economic Possibilities for Our Grandchildren", in John Maynard Keynes, Essays in Persuasion, New York: W.W.Norton & Co., 1963, pp. 358–373. - Keynes, John Maynard. First Annual Report of the Arts Council (1945-1946) - J. M. Keynes. 1930. Treatise on Money. - King James Bible. I Kings 17:8–16 - Robert Skidelsky.1994. John Maynard Keynes, The Economist As Savior, 1920-1937. The Penguin Press pp. 447-448 - J. M. Keynes. 1935 General Theory of Employment Interest and Money. Ch16 III 1-3 Harcort Brace 1964 - Kenneth Boulding. 1950 Reconstruction of Economics. Wiley. p 307 - P.F. Henshaw 2009 Economies that can become part of nature. Worldwatch Magazine Nov V22-6 - Georgescu-Roegen, Nicholas. 1971. The Entropy Law and the Economic Process. Harvard University Press, Cambridge, Massachusetts. - Schumacher, E.F. 1973. Small Is Beautiful: Economics As If People Mattered. Harper and Row Publishers, Inc., New York, New York. - Boulding, Kenneth. 1966. "The Economics of the Coming Spaceship Earth" in H. Jarrett (ed.), Environmental Quality in a Growing Economy, pp. 3-14. Resources for the Future/Johns Hopkins University Press, Baltimore, Maryland. - Ropke, Inge. 2004. "The early history of modern ecological economics". Ecological Economics 50(3-4):293-314. - Daly, Herman and Joshua Farley. 2003. Ecological Economics: Principles and Applications. Island Press, Washington, DC. - Common, Michael and Sigrid Stagl. 2005. Ecological Economics: An Introduction. Cambridge University Press, Cambridge, U.K. - “What Is a Steady State Economy?”. Center for the Advancement of the Steady State Economy, Retrieved 02.01.2015 - Von Weizsacker, E.U. (1998). Factor Four: Doubling Wealth, Halving Resource Use, Earthscan. - Von Weizsacker, E.U., C. Hargroves, M.H. Smith, C. Desha, and P. Stasinopoulos (2009). Factor Five: Transforming the Global Economy through 80% Improvements in Resource Productivity, Routledge. - Jackson, T. 2009. Prosperity Without Growth? The Transition to a Sustainable Economy. UK Sustainable Development Commission. - Czech, Brian. 2000. Shoveling Fuel for a Runaway Train: Errant Economists, Shameful Spenders, and a Plan to Stop Them All. University of California Press, Berkeley, California. - Huesemann, Michael H., and Joyce A. Huesemann (2011). Technofix: Why Technology Won’t Save Us or the Environment, Chapter 5, "In Search of Solutions II: Efficiency Improvements", New Society Publishers, Gabriola Island, Canada. - Cleveland, C.J., and M. Ruth (1998). "Indicators of Dematerialization and the Materials Intensity of Use", Journal of Industrial Ecology", 2(3):15-50. - Huesemann, Michael H., and Joyce A. Huesemann (2011). Technofix: Why Technology Won’t Save Us or the Environment, New Society Publishers, Gabriola Island, Canada, p. 111. - Trainer, Ted; Morland, H (2011). "The radical implications of a zero growth economy1" (PDF). Real-world Economics Review (57): 71–81. Retrieved 8 September 2012. - Gilding, P., The Great Disruption: Why the Climate Crisis Will Bring On the End of Shopping and the Birth of a New World, 2011, Bloomsbury Press, ISBN 978-1-60819-223-6 - Donella H. Meadows, Jorgen Randers and Dennis L. Meadows, Limits to Growth: The 30-Year Update, ISBN 978-1-931498-58-6, ASIN 1-931498-58-X, 2004 - Center for the Advancement of the Steady State Economy (CASSE) - Prosperity without Growth report of the UK Sustainable Development Commission - Steady state economy entry at Encyclopedia of the Earth - Steady State graphic by EcoLabs - Out of the Ashes article by George Monbiot
Vitamin D affects most physiological systems, including the brain. Research has found that vitamin D helps regulate serotonin and dopamine production through vitamin D receptors. In the brain, both dopamine and serotonin function as neurotransmitters, or chemicals released by nerve cells to send signals to other nerve cells. Low levels of dopamine and serotonin are thought by many to be major contributors to the development of depression. Thus, researchers have hypothesized that vitamin D plays a crucial role in depression. Past research has confirmed this hypothesis by reporting that vitamin D helps treat depression. Though, skepticism remains as other studies have reported mixed findings. Approximately 1 in 10 people in Korea suffer from depression. Because women are at a 2-3 fold increased risk of experiencing depression than men, this is a critical health problem of Korean females. Recently, researchers aimed to understand whether a relationship exists between vitamin D status and depressive symptoms in young Korean female workers. The researchers identified a gap in knowledge as the role of vitamin D in depression has not been thoroughly studied in Korean individuals, a population who suffers from vitamin D deficiency at an alarming rate. According to the data from the Korea National Health and Nutrition Examination Survey (KHANES 2010-2011), only 28.3% of people 10 years of age or older were considered to be sufficient in vitamin D (as defined by levels of 20 ng/ml or higher). The researchers conducted medical examinations, anthropometric measurements and blood tests of 1054 female workers. The Korean version of the Center for Epidemiologic Studies Depression Scale (CES-D), a widely accepted depression scale, was used to assess depressive symptoms. The researchers compared vitamin D levels to the presence of depressive symptoms. Here is what they found: The researchers concluded, “This study is significant in that amidst a serious widespread deficiency of serum vitamin D, a high prevalence of depressive disorder, and a lack of previous studies investigating the association between serum vitamin D and depressive symptoms in Korean subjects, the study has determined the level of serum vitamin D in a large number of Korean female workers and its association with depressive symptoms.” As always, it’s important to acknowledge the study’s limitations. The study design was cross-sectional, meaning it only proves correlation, not causation. The researchers compared depressive symptoms in those with vitamin D levels below 10 ng/ml to those with levels above 10 ng/ml; it’s likely that an individual requires a vitamin D status far above 10 ng/ml (the Vitamin D Council recommends a status of 40-80 ng/ml) to help acquire some protective benefits of vitamin D for depression. Tovey, A. & Cannell, JJ. Low vitamin D status linked to depressive symptoms in Korean female workers. The Vitamin D Council Blog/Newsletter, December 2015.
What is a fruit? A fruit is the part of the plant that nourishes and protects new seeds as they grow. The plant's ovaries develop into fruit once the eggs inside have been fertilized by pollen. Some plants produce juicy fruit, such as peaches, pears, apples, lemons, and oranges. Others produce dry fruit, such as nuts and pea pods. If an animal doesn't eat the fruit, or a human doesn't pick it off, it falls to the ground and decays and fertilizes the soil where a new seed will grow.
word "alopecia" is the medical term for hair loss. Alopecia does not refer to one specific hair loss disease -- any form of hair loss is an alopecia. The word alopecia is Latin, but can be traced to the Greek "alopekia," which itself comes from alopek, meaning "fox." Literally translated, the word alopecia (alopekia) is the term for mange in foxes. Hair loss can be caused by any number of conditions, reflected in a specific diagnosis. Some diagnoses have alopecia in their title, such as alopecia areata or scarring alopecia, but many do not, such as telogen effluvium. Alopecia can be caused by many factors from genetics to the environment. While androgenetic alopecia (male or female pattern baldness, AGA for short) is by far the most common form of hair loss, dermatologists also see many people with other forms of alopecia. Several hundred diseases have hair loss as a primary Probably the most common non-AGA alopecias a dermatologist will see are telogen effluvium, alopecia areata, ringworm, scarring alopecia, and hair loss due to cosmetic overprocessing. Other, more rare forms of hair loss may be difficult to diagnose, and some patients may wait months, even years for a correct diagnosis and undergo consultation with numerous dermatologists until they find one with knowledge of their condition. Plus, with rare diseases, there is little motivation for research to be conducted and for treatments to be developed. Often, even when a correct diagnosis is made, a dermatologist can offer no known treatment for Research into hair biology and hair diseases is a very small field, and even research on androgenetic alopecia is quite limited. Perhaps 20 years ago there were fewer than 100 people worldwide who studied hair research in a major way. In recent years, there may be five times as many. This is still a small number compared to, say, diabetes research, but the expanding numbers of researchers investigating hair biology is positive, and eventually should lead to a better understanding and more help for those with rare alopecias.
Tübingen University physicists are the first to link atoms and superconductors in key step towards new hardware for quantum computers and Networks. Today’s quantum technologies are set to revolutionize information processing, communications, and sensor technology in the coming decades. The basic building blocks of future quantum processors are, for example, atoms, superconducting quantum electronic circuits, spin crystals in diamonds, and photons. In recent years it has become clear that none of these quantum building blocks is able to meet all the requirements such as receiving and storing quantum signals, processing and transmitting them. A research group headed by Professors József Fortágh, Reinhold Kleiner and Dieter Kölle of the University of Tübingen Institute of Physics has succeeded in linking magnetically-stored atoms on a chip with a superconducting microwave resonator. The linking of these two building blocks is a significant step towards the construction of a hybrid quantum system of atoms and superconductors which will enable the further development of quantum processors and quantum networks. The study has been published in the latest Nature Communications. Quantum states allow especially efficient algorithms which far outstrip the conventional options to date. Quantum communications protocols enable, in principle, unhackable data exchange. Quantum sensors yield the most precise physical measurement data. “To apply these new technologies in everyday life, we have to develop fundamentally new hardware components,” Fortágh says. Instead of the conventional signals used in today’s technology – bits – which can only be a one or a zero, the new hardware will have to process far more complex quantum entangled states. “We can only achieve full functionality via the combination of different quantum building blocks,” Fortágh explains. In this way, fast calculations can be made using superconducting circuits; however storage is only possible on very short time scales. Neutral atoms hovering over a chip’s surface, due to their low strength for interactions with their environment, are ideal for quantum storage, and as emitters of photons for signal transmission. For this reason, the researchers connected two components to make a hybrid in their latest study. The hybrid quantum system combines nature’s smallest quantum electronic building blocks – atoms – with artificial circuits – the superconducting microwave resonators. “We use the functionality and advantages of both components,” says the study’s lead author, Dr. Helge Hattermann, “The combination of the two unequal quantum systems could enable us to create a real quantum processor with superconducting quantum lattices, atomic quantum storage, and photonic qubits.” Qubits are – analogous to bits in conventional computing – the smallest unit of quantum signals. The new hybrid system for future quantum processors and their networks forms a parallel with today’s technology, which is also a hybrid, as a look at your computer hardware shows: Calculations are made by microelectronic circuits; information is stored on magnetic media, and data is carried through fiber-optic cables via the internet. “Future quantum computers and their networks will operate on this analogy – requiring a hybrid approach and interdisciplinary research and development for full functionality,” Fortágh says. H. Hattermann, D. Bothner, L. Y. Ley, B. Ferdinand, D. Wiedmaier, L. Sárkány, R. Kleiner, D. Koelle, and J. Fortágh: Coupling ultracold atoms to a superconducting coplanar waveguide resonator. Nature Communications, DOI 10.1038/s41467-017-02439-7. Dr. Helge Hattermann Prof. Dr. József Fortágh University of Tübingen Faculty of Science Institute of Physics CQ Center for Quantum Science Phone +49 7071 29-76270 Eberhard Karls Universität Tübingen Public Relations Department Dr. Karl Guido Rijkhoek Phone +49 7071 29-76753 Fax +49 7071 29-5566
4.3.3 Airbound Loops. If enough air bubbles gather at the high point of a piping loop, a gap in the fluid may form. Now that the piping loop is no longer completely filled, the circulating pump must work against the effects of gravity. This usually means no flow occurs, since the pump was not designed for this condition. (Figure 4-5) An Airbound Collector Piping with air in it is called "airbound." Flow will be obstructed or stopped. This occurs most often in collector loops, but is also possible in storage piping. Some common causes are: incomplete filling of the solar loop in closed loop systems leaks admitting air into solar loops ruptured expansion tank diaphragms. o dissolved air in potable water forming bubbles which are not vented out of piping and tanks (usually aggravated by bad or missing air 4.3 TROUBLESHOOTING OPERATIONS
CHRONIC VENOUS DISEASE OVERVIEW Chronic venous disease is a common disorder that affects the veins of the legs. These veins carry blood from the legs to the heart. Normal veins have a series of valves that open and close to direct blood flow from the surface of the legs to the deep veins and back to the heart; the valves also control the pressure in smaller veins on the legs' surface. If the valves within the veins fail to work properly, blood can flow backwards in the veins and pool in the legs. The pooled blood can increase pressure in the veins. This can cause problems that are mild (such as leg heaviness, aching, dilated or unsightly veins) or severe (such as swelling, skin color changes, skin rash on the leg, recurrent skin infections and chronic ulcers). People who develop these more severe symptoms are said to have chronic venous insufficiency. CHRONIC VENOUS DISEASE CAUSES Any problem that increases pressure in the veins in the legs can stretch the veins. This can damage the valves, which leads to even higher pressures and worsened vein function, and can eventually lead to chronic venous disease. The pressure inside the veins can increase for a number of reasons, including: - A clot inside a vein – A clot will block blood flow through the vein and cause pressure to build up. Often this causes permanent damage to the vein or valves, even after the clot has dissolved. - Leg injury or surgery – Injury or surgery that blocks the flow of blood through a vein can increase pressure. - Excess weight or weight gain – The added weight of pregnancy or obesity can increase pressure in the veins of the legs, and damage the veins and valves. - Standing or sitting for too long – Standing or sitting for prolonged periods without walking can decrease the movement of blood out of the legs and lead to increased pressure in the veins and pooling of blood. That’s because the muscles in the legs play an important role in the circulation of blood, acting as a pump to move blood from the legs back to the heart. CHRONIC VENOUS DISEASE SYMPTOMS Chronic venous disease can cause painless widened veins, skin irritation, skin rash, skin discoloration, itching, swelling, and skin ulcers. The legs may feel heavy, tired, or achy, usually at the end of the day or after prolonged standing. (See "Clinical manifestations of lower extremity chronic venous disease".) Dilated veins — The most frequent feature of venous disease is widening (dilation) of the veins. Dilated veins may appear as thin blue flares, often called spider veins, (picture 1) or much wider, twisted veins, called varicose veins that bulge on the surface (picture 2). Swelling — Long-standing chronic venous disease can cause swelling (edema) in the ankles and lower legs (picture 3). Sometimes this swelling is evident only at the end of the day; other times it is present all the time. Swelling often decreases with leg elevation, so it may be less prominent in the morning. The area around the ankle bones is often the first place that swelling is seen. However, swelling can be caused by conditions other than chronic venous disease, so this problem should be evaluated to determine the cause. (See "Patient information: Edema (swelling) (Beyond the Basics)".) Skin changes — Pooling of blood and increased pressure in the veins can cause the skin to become red, and over months to years, the skin may become tan or a reddish-brown color. Often, the skin changes are initially noticeable around the ankle, but frequently occur over the shins and on the foot. Pooling of blood in the legs often causes the skin to become irritated and inflamed. This can cause redness, itching, dryness, oozing fluid, scaling, open sores from scratching, and crusting or scabbing. Some people develop an area of intensely painful skin that turns red or brown, and is hard, and scar-like. This usually develops after many years of venous disease but can occur suddenly. Venous ulcers — Open, nonhealing sores caused by chronic venous disease are called venous ulcers. These are usually located low on the inner ankle but can occur on the outer ankle and in the shin area. Venous ulcers rarely occur above the knee. Venous ulcers that occur higher on the leg are often the result of an injury, or trauma such as from repeated scratching. More than one ulcer can occur at a time. Venous ulcers often begin as small sores but can expand to become quite large. Venous ulcers are usually painful, tender to touch, shallow, have a red appearance at the bottom, and may ooze or drain small to large amounts of fluid. Venous ulcers can take a long time (months or sometimes years) to heal. Healing is a gradual process and the resulting scar is usually shiny pink or red with distinct white marks. Venous ulcers can come back even after they heal. CHRONIC VENOUS DISEASE DIAGNOSIS Doctors can diagnose chronic venous disease by examining a person and asking about symptoms of the disorder, such as the presence of varicose veins, swelling in the legs, skin changes, or skin ulcers. They often also do additional testing, such as an ultrasound, to look at vein valve function and to identify if the problem is located in the superficial veins or the deep veins. (See "Diagnostic evaluation of chronic venous insufficiency".) CHRONIC VENOUS DISEASE MANAGEMENT Treatment of chronic venous disease is focused on reducing symptoms, such as swelling, treating skin problems, and preventing and treating ulcers. (See "Medical management of lower extremity chronic venous disease".) Leg elevation — Simply elevating the legs above heart level for 30 minutes three or four times per day can reduce swelling and improve blood flow in the veins. Improving blood flow can speed healing of venous ulcers. However, it may not be practical for some people to elevate their legs several times per day. Leg elevation alone may be the only treatment needed for people with mild chronic venous disease, but additional treatments are usually needed in more severe cases. Exercises — Foot and ankle exercises are often recommended to reduce symptoms. Pointing the feet down and up (movement from the ankle) several times throughout the day can help to move blood from the legs and back to the heart. This may be especially helpful for people who sit or stand for long periods of time. Walking is a good exercise for the calf muscle pump. People with chronic venous disease who walk less than 10 minutes a day have a greater risk for developing venous ulcers than those who are more physically active. Compression therapy — Most experts consider compression therapy to be an essential treatment for chronic venous disease [1,2]. Compression stockings are recommended for most people with chronic venous disease. People with more severe symptoms, such as venous ulcers, often need treatment with compression bandages. Compression stockings — Compression stockings gently compress the legs, and may improve blood flow in the veins by preventing backward flow of blood. Effective compression stockings apply the greatest amount of pressure at the ankle and gradually decrease the pressure up the leg. These stockings are available with varying degrees of compression. - Stockings with small amounts of compression can be purchased at pharmacies and surgical supply stores without a prescription. - People with moderate to severe disease, those on their feet a lot, and those with ulcers usually require prescription stockings. A healthcare provider may take measurements for stockings, or may write a prescription for stockings which can be filled at a surgical supply or specialty store where trained staff take the necessary measurements. Stockings are available in several styles, including knee-high, thigh-high, and pantyhose with open or closed toes. Knee-high stockings are sufficient for most people. Some people experience skin irritation or pain, especially with initial use of compression stockings, which can be related to improper fit. The following figures show tips for using compression stockings (table 1 and figure 1A-C). Intermittent pneumatic compression pumps — Standard compression stockings may be less effective or difficult to use if you are very overweight or have a lot of swelling. An alternative approach is the use of intermittent pneumatic compression (IPC) pumps . These devices consist of flexible plastic sleeves that encircle the lower leg. Air chambers lining these plastic sleeves periodically inflate, compress the leg, and then deflate. These are generally used for four hours per day. Similar to compression stockings, IPC pumps may be painful for some people, particularly with initial use, but this improves as swelling is reduced with treatment. Compression bandages — People with severe symptoms, like ulcers, may need to be treated with compression bandages. Compression bandages look similar to a soft cast, and are applied on the leg by an experienced nurse or doctor. Topical medicines may be applied to the skin, and if ulcers are present, they may be covered with special dressings before compression bandages are put on. The bandages are usually changed once or twice a week and must stay dry. A cast bag or other plastic bag can be placed over the compression bandage to keep it dry while showering. If you have compression bandages and they get wet, you should contact your doctor to have them changed. Dressings — Ulcers are usually covered with special dressings before putting on compression stockings or compression bandages. Dressings are important to help ulcers heal. They are used to absorb fluid oozing out of the wound, reduce pain, control odor, remove dead or infected cells, and help new skin cells to grow. There are several types of dressing material used for venous ulcers. The type and frequency of dressings is determined by the size of the ulcer, amount of drainage, and other factors. Medications — A variety of medications have been used for chronic venous disease and venous ulcers. - Aspirin (300 to 325 mg/day) may speed the healing of ulcers. - Antibiotics are only recommended when there is an infection. - Horse chestnut seed extract reduces swelling and leg size in people with chronic venous disease. It may be recommended for people who cannot tolerate compression therapy, usually at a dose of 300 mg twice daily. Horse chestnut seed extract is available as a dietary supplement and does not require a prescription. However, its production is not regulated, and the dose may vary from one pill or bottle to another. - Hydroxyethylrutoside is a prescription medication available in Europe that can reduce leg volume, swelling, and other symptoms. - The skin irritation caused by chronic venous disease, called stasis dermatitis, usually gets better with the use of moisturizers. Sometimes, a steroid cream or ointment is needed to help with itching and inflammation. Other creams and ointments, anti-itch products, and scented lotions should be avoided because there is a risk of developing an allergic rash (contact dermatitis) from these products. Treatment of contact dermatitis — Contact dermatitis is an allergic skin reaction that occurs when an irritating or allergy-producing substance touches the skin. The reaction can occur on the legs or other areas of the body. Contact dermatitis is common in people with chronic venous disease. Treatment of contact dermatitis is discussed separately. (See "Patient information: Contact dermatitis (including latex dermatitis) (Beyond the Basics)".) VEIN ABLATION TREATMENTS Vein ablation treatments are treatments designed to destroy superficial veins that have abnormal valve function. These treatments are usually reserved for people with symptoms who do not respond to the treatments described above. (see 'Leg elevation' above and 'Exercises' above and 'Compression stockings' above and 'Dressings' above). Veins are destroyed in one of three ways: Sclerotherapy — For this procedure, the doctor injects a chemical into the diseased vein that causes it to collapse on itself. The vein stays in place, but it no longer carries blood. Sclerotherapy can be done in a doctor’s office with local anesthesia.(See "Liquid and foam sclerotherapy techniques for the treatment of lower extremity veins".) Radiofrequency or laser ablation — For these procedures, the doctor inserts a special wire into the diseased vein. This wire heats up the vein and seals it from the inside (figure 2). The vein stays in place, but it no longer carries blood. These procedures involve no surgery and can be done with very little anesthesia. They can often be done in a doctor’s office. (See "Clinical manifestations of lower extremity chronic venous disease".) Vein ligation or stripping — These procedures involve surgery to remove the diseased vein or veins. People who have these procedures must be treated in a hospital or surgery center. Veins are removed through many small incisions. - Chronic venous disease is a problem that affects the veins of the legs. Normally, the leg veins carry blood back to the heart. In people with chronic venous disease, the veins do not work well. This can cause blood to collect in the lower legs and feet. - People with chronic venous disease often report that their legs feel heavy, tired, or achy. These problems are more common at the end of the day or after standing for long periods. The feet and ankles may also become swollen. - People who have chronic venous disease can develop problems such as skin infections, skin color changes, rashes, or sores that do not heal. These sores, called ulcers, can be difficult to treat, and sometimes take months or years to heal. - The goal of treatment is to improve symptoms, reduce swelling, and prevent skin infections and ulcers. - Treatments for swelling include propping up the legs when possible, wearing stockings that gently compress the ankles and lower legs, performing foot and ankle exercises, and walking. - Treatments for skin ulcers include special coverings for the area and antibiotics if there is an infection. Some people need compression bandages to help ulcers heal. - Antibiotic ointments or salves that are rubbed on the skin, anti-itch creams, and scented lotions are not recommended because these products can cause an allergic skin reaction. - Vein ablation treatments (sclerotherapy, laser or radiofrequency ablation, or surgical stripping) are an option for people who have symptoms that do not respond to other treatments. WHERE TO GET MORE INFORMATION Your healthcare provider is the best source of information for questions and concerns related to your medical problem. This article will be updated as needed on our web site (www.uptodate.com/patients). Related topics for patients, as well as selected articles written for healthcare professionals, are also available. Some of the most relevant are listed below. Patient level information — UpToDate offers two types of patient education materials. The Basics — The Basics patient education pieces answer the four or five key questions a patient might have about a given condition. These articles are best for patients who want a general overview and who prefer short, easy-to-read materials. Patient information: Deep vein thrombosis (blood clots in the legs) (The Basics) Patient information: Swelling (The Basics) Patient information: Varicose veins and other vein disease in the legs (The Basics) Patient information: Pulmonary embolism (blood clot in the lungs) (The Basics) Patient information: Doppler ultrasound (The Basics) Patient information: Superficial phlebitis (The Basics) Patient information: Vein ablation (The Basics) Beyond the Basics — Beyond the Basics patient education pieces are longer, more sophisticated, and more detailed. These articles are best for patients who want in-depth information and are comfortable with some medical jargon. Patient information: Edema (swelling) (Beyond the Basics) Patient information: Contact dermatitis (including latex dermatitis) (Beyond the Basics) Professional level information — Professional level articles are designed to keep doctors and other health professionals up-to-date on the latest medical findings. These articles are thorough, long, and complex, and they contain multiple references to the research on which they are based. Professional level articles are best for people who are comfortable with a lot of medical terminology and who want to read the same materials their doctors are reading. Classification of lower extremity chronic venous disorders Clinical manifestations of lower extremity chronic venous disease Diagnostic evaluation of chronic venous insufficiency Medical management of lower extremity chronic venous disease Pathophysiology of chronic venous disease Post-thrombotic (postphlebitic) syndrome Liquid and foam sclerotherapy techniques for the treatment of lower extremity veins The following organizations also provide reliable health information. - National Library of Medicine - National Heart, Lung, and Blood Institute
The flashcards below were created by user on FreezingBlue Flashcards. - As an online discussion grows longer, the probability of a comparison to Hitler or Nazis approaches 1. - Verb: to Godwin the conversation - references to Nazis often ends an online discussion The process of how a memory is altered when recalled. The current emotions re-write some of the memory each time it is recalled - Karim Nader brain researcher 3 requirements for Genius - -social stimulus and interaction an a rich environment - -education system - -support - the ability to fail and rebound apps or other programs that don't suceed, that are abandoned and forgotten a figurehead - having no power - a powerless leader in name only - Susan Cain - - 1)stop the maddness for group work - 2) go to nature and the wilderness - unplug - 3)what is in your "suitcase"? Why is it there? Shopenhauer - new ideas - New ideas go through three phases - 1)the truth is ridiculed - 2) then it meets outrage - 3) then it is said to be obvious all along A member of a hereditary caste among the peoples of western Africa whose function is to keep an oral history of the tribe or village and to entertain with stories, poems, songs, dances, etc. FIGURE-EIGHT KNOT: This knot makes a better stopper than the overhand, because it's easier to untie after the rope has been pulled tight. Form a bight with the working end over the standing part ... run the bitter end under the standing part to form a second bight ... then put the bitter end through the first bight. The result looks like a sideways SHEET (BECKET) BEND: This knot is used to join two ropes of different diameters. It is stronger and less slip-prone than the square knot, but can be easily untied no matter how wet and tight it gets. Form a bight in the larger of the two lines. Run the working end of the smaller line through the loop, around the doubled heavier cord, back over its own standing part and then under the bight in the larger line. Be sure to snug this knot by hand before putting any strain on it. CARRICK BEND: Although not as well known than the reef or sheet bend, this knot is stronger than either and just as easy to loosen. Tie it by forming a loop in one rope, with the working end crossing under the standing part. Then, pass the bitter end of the other cord beneath this bight, over the first rope's standing part, down under its working end, over one side of the loop, under its own (the second rope's) standing part, and - finally- over the second side of the loop. This knot requires a good bit of practice to become natural, but the effort is well worth it. CLOVE HITCH: This hitch won't be secure unless a load acts on both ends of the knot. Consider the clove as a general utility hitch for temporary use only. Roll a bight around a pole, pipe, or post and then across the standing part. Next, make a second turn around the pole and pass the bitter end under the last bight. This knot is a so-called "jam" knot, because the harder the strain it takes, the tighter the knot becomes. TAUT-LINE HITCH: Here's a handy knot for folks who climb. The taut-line hitch can slide up and down to provide a climber with freedom of movement, but should she slip, it will tighten and stop the fall. Start this knot by throwing a rope over a branch or other horizontal member so that two lines hang parallel. The longer end, which extends down to the ground is called the ground line. Loop the other end of the rope twice through a ring in a climber's belt, leaving a working end of about two feet in length.Take the 24-inch tail and pass its working end around the ground line in a clockwise direction to form two complete tight loops, the second below the first. Then, form two more clockwise loops around the ground line at a point above the first two each time routing the leading end under its own bight. The complete knot includes four tight adjacent loops around the ground line resembling four doughnuts on a stick.Counting from the top downward, the loops are tied in this order: 3, 4, 1, 2.In the completed knot, the leading end extend out 10 inches or so and should have a figure-eight knot tied in its end to prevent it from accidentally slipping through the loop of the taut-line hitch. a knot that is used to join two lines together Bight - the turn part of a loop *Hitch - a Knot that is used to fasten a line to an object Middle - to form a loop in a line by folding a line back on itself Standing part - the end of a line that is not involved in making a knot Turn - where a line wraps around an object or other line 360 degrees Working part - the end of a line that you are tying a knot with Slipped or Slippery – A knot that has part of the tying done on a loop to allow easy untying (the most common sort of slipped knot is the shoelace bow knot, which is actually a Slippery Reef Knot) Seizing – A knot used to constrict and hold two or more lines together - Among 19th century philosophers, Arthur Schopenhauer was - among the first to contend that at its core, the universe is not a - rational place. Viral: 3 requirements - 1)Tastemasters recommend it - 2) inspires creative participation - 3) unexpectedness Scott McCloud's advice - 1) learn from everyone - 2) follow no one - 3) watch for patterns - 4) work like hell area in the brain where vision is interpreted as in faces and cartoons In the 1700s recorded visual hallucinations in 10% of people with vision loss or severe impairment even blindness Einstein: Creativity is the residue of Engineering Flow Chart: from the Greek - steersman - seeks to combine neuro-science and biology with engineering to focus on how machines or organisms react and interact with their environment - mostly abandoned in robotics in the 20th centuary. MEME: from Portal game, means the promised reward will never happen - also the reverse - The cake is a lie. - The cake is not a lie. "Monster Man" tv show - special effects says you need two of these three to succeed - 1) easy to get along with - 2) very good work - 3) complete on schedule
The FOSS Populations and Ecosystems Course explores ecosystems as the largest organizational unit of life on Earth, defined by its physical environment and the organisms that live in the physical environment. Students learn that every organism has a role to play in its ecosystem and has structures and behaviors that allow it to survive. Students raise populations of organisms to discover population dynamics and interactions over a range of conditions. They learn that food is the source of energy used by all life forms in all ecosystems to conduct life processes. Reproduction, including limiting factors, heredity and natural selection are explored as ways to understand both the similarity and the variation within and between species. FOSS EXPECTS STUDENTS TO - Study reproductive biology and population dynamics as they raise and observe milkweed bugs in a supportive habitat. - Construct and observe aquatic and terrestrial ecosystems over time, focusing on the understand of ecosystem indicators involving biotic and abiotic factors. - Study the functional roles of populations in an ecosystem as they construct a food web. - Explore photosynthesis and the transfer of food energy from one trophic level to another through feeding relationships. - Explore some of the factors in an ecosystem that impose limits on population size. - Use their knowledge of populations and ecosystems to research and analyze specific ecosystems in the U.S. - Delve into the concept of adaptation as any structural or behavioral characteristic of an organism that helps it survive and reproduce. - Explore the concept that variation helps a population to survive environmental changes. - Learn the basic genetic mechanisms that determine the traits expressed by individuals in a population. - Study environmental pressures as a mechanism for producing change in the genetic makeup of a population. - Become familiar with and acquire vocabulary concerning these concepts: species, population, community, ecosystem, food chain, limiting factor, biotic environment, abiotic environment, genetics, trait, adaptation, natural selection. - Exercise language, social studies, and math skills in the context of science. - Use scientific thinking processes to conduct investigations and build explanations: observing, communicating, comparing, organizing, relating, and inferring. For a description of each investigation in the Populations and Ecosystems Course and the correlations to the National Science Education Standards, download the Course Summary PDF. To view the PDF version of the course summary, you must have the Adobe Acrobat Reader plug-in. Acrobat Reader is available free from Adobe ©2014 UC Regents
Music is a very important part of education, although it is sometimes overlooked and neglected. Like Arts & Crafts, some schools cut their funding of music programs in order to devote more resources to other areas of education. Despite this, Music classes and programs can be incredibly beneficial to every student's education. Some people believe that language is a product of human beings' innate inclination towards musical sounds. Music is a cultural language, and by teaching music to your students you create a gateway to a broad range of cultural studies. - Kid's Instruments are an essential part of every music classroom. Teach students about different instruments, the sounds they make, and the places they come from. These kid's instruments are designed specially for children's smaller hands. Let your students create songs with each other with instruments of their choosing! - Music Books are great instructional items that allow you to teach kids about everything from different composers to reading musical notes. Some of our music books, such as Music Puzzlers Book 1, provide creative music-themed puzzles and activities to entertain your students. Activities include crossword puzzles, word searches, and other games that make learning about composers, instruments, and music fundamentals a blast. - Music Games are another wonderful way to make learning about music fun and interesting. The book 101 Music Games provides many different imaginative games that teach students about music and sound. Types of games include concentration games, trust games, guessing games, musical quizzes, and many more. Have fun teaching your children about music with these creative games. - Music CDs are excellent additions to every music classroom. Play CDs to your children, like Vince Guraldi A Charlie Brown Christmas CD and have them sing along to the songs. Or simply play them before and after class to give your classroom a cheerful atmosphere.
Over the course of our day, we're exposed to countless sounds in our environments and routines that we may or may not pay active attention to. Some of these sounds are expected results of deliberate physical actions (e.g.: pulling keys out of your pocket produces a jingle) and others are uncontrollable occurrences specific to a given environment (e.g.: waves crashing on the beach). Ivan Pavlov demonstrated that repeated exposure to a given sound prompts our minds to associate it with the particular physical or emotional state most frequently experienced when exposed to it. Associative Music is a style of music that evokes those developed emotional and physical reactions to sound in tandem with the power of melody and rhythm. When Pavlov would serve food to his dog, he'd ring a bell to get it's attention. After a few times, ringing the bell would cause the dog to salivate with or without food in front of it. This bell illicited a psychological response from the dog (expecting to find food near the bell) as well as a physical one (actually drooling). Though we are a slightly more developed species, the paired reaction between sounds and expectations still applies to us (watch a bored middleschooler react when surprised by the school bell at the end of class). The intentions of Associative Music are two-fold: - To harness the psychological and visceral properties of sounds native to non-musical environments. - To adapt and shape the aforementioned sourced sounds, so as to discreetly reference their origins without interfering with (or distracting from) the melodies they are being used to create. Disguise the origin of the sound. Recordings should not be restricted to the human ear's limitations. There are plenty of sounds beyond our audible range that affect us as well (humans can't see UV rays with their naked eyes but the effects can be quite pronounced on our skin). Sounds at frequencies or decibel levels beyond our audible limitations should be amplified, slowed down or pitched up to allow us the privilege of experiencing them in an Associative Music context. ↓ Keys or Bookmarks to Vital Information on Associative Music ↓ Why listen to Associative Music? Its the next evolutionary step in the human's creative and emotional experience. If a mood is paired up with a sound and said sound is transformed into a musical composition (which already aims to create a different mood), the culmination will result in an exponentially more powerful and diverse feeling, the likes of which you would never be able to achieve otherwise... I'm a musician, why should I make Associative Music? Associative Music provides you with the utmost control and versatility in production. Everything is at your disposal. The entire world is your instrument and it will never conflict with your compositions. In the future (when all of us are dead and gone) this music will not only serve as an indication of what our compositions sounded like, it will also showcase the sounds we valued and interacted with. Some sounds are generational and some are timeless. Doesn't this already exist? For the better part of a century, producers have incorporated recordings of non-instrument based audio into their compositions. Recordings of locations have been used as soundscapes (e.g.: ambient or mood music), tools and objects have been utilized in attempts at quirky attempts humor (e.g.: see Spike Jones, Frank Zappa). Since the advent of the sampler (a couple decades ago), musicians have occasionally transformed non-instrument recordings into syncopated rhythms, but the outcome always showcases the source of the recording, demasking it's purpose and turning it into quirk. Is it okay for children to listen to Associative Music? I don't want them to get brainwashed. Children exposed to Associative Music at an early age run the risk of leading creative lives. The style of music stimulates all of our senses, including our sense of thought.
Kofi - What happened next Kofi grew to an adult and had a child with another slave. He then had family ties and other people to consider so did not run away as planned. One day, when his son had grown, he saw a huge group of people moving towards the plantation and heard from them that slavery has been abolished for several years. The new master used a gun to try to stop them leaving but without success. Kofi and his family left with the other ex-slaves. Late 19th century wooden statue This is a late 19th century wooden statue. It shows an enslaved African breaking free of their chains. It was difficult to form and maintain a family (slaves were sold, separated or died) but many slaves did, particularly in North America where slaves lived long enough to reproduce and grow in numbers. The slave trade was abolished in the United States from 1 January 1808 but slavery itself did not end until 1865. Many white people thought that life for black people would instantly improve when the trade ended but it did not. White people, many of who believed that they were racially superior to black and mixed race people, just developed new ways to discriminate, many of which are still used today.
Introduction for Beginning Statistics Practice problems for these concepts can be found at: - Introduction Solved Problems for Beginning Statistics - Introduction Supplementary Problems for Beginning Statistics Statistics is a discipline of study dealing with the collection, analysis, interpretation, and presentation of data. Pollsters who sample our opinions concerning topics ranging from art to zoology utilize statistical methodology. Statistical methodology is also utilized by business and industry to help control the quality of goods and services that they produce. Social scientists and psychologists use statistical methodology to study our behaviors. Because of its broad range of applicability, a course in statistics is required of majors in disciplines such as sociology, psychology, criminal justice, nursing, exercise science, pharmacy, education, and many others. To accommodate this diverse group of users, examples and problems in this outline are chosen from many different sources. The use of graphs, charts, and tables and the calculation of various statistical measures to organize and summarize information is called descriptive statistics. Descriptive statistics help to reduce our information to a manageable size and put it into focus. EXAMPLE 1.1 The compilation of batting average, runs batted in, runs scored, and number of home runs for each player, as well as earned run average, won/lost percentage, number of saves, etc., for each pitcher from the official score sheets for major league baseball players is an example of descriptive statistics. These statistical measures allow us to compare players, determine whether a player is having an "off year" or "good year," etc. EXAMPLE 1.2 The publication entitled Crime in the United States published by the Federal Bureau of Investigation gives summary information concerning various crimes for the United States. The statistical measures given in this publication are also examples of descriptive statistics and they are useful to individuals in law enforcement. Inferential Statistics: Population and Sample The population is the complete collection of individuals, items, or data under consideration in a statistical study. The portion of the population selected for analysis is called the sample. Inferential statistics consists of techniques for reaching conclusions about a population based upon information contained in a sample. EXAMPLE 1.3 The results of polls are widely reported by both the written and the electronic media. The techniques of inferential statistics are widely utilized by pollsters. Table 1.1 gives several examples of populations and samples encountered in polls reported by the media. The methods of inferential statistics are used to make inferences about the populations based upon the results found in the samples and to give an indication about the reliability of these inferences. Suppose the results of a poll of 600 registered voters are reported as follows: Forty percent of the voters approve of the president's economic policies. The margin of error for the survey is 4%. The survey indicates that an estimated 40% of all registered voters approve of the economic policies, but it might be as low as 36% or as high as 44%. EXAMPLE 1.4 The techniques of inferential statistics are applied in many industrial processes to control the quality of the products produced. In industrial settings, the population may consist of the daily production of toothbrushes, computer chips, bolts, and so forth. The sample will consist of a random and representative selection of items from the process producing the toothbrushes, computer chips, bolts, etc. The information contained in the daily samples is used to construct control charts. The control charts are then used to monitor the quality of the products. EXAMPLE 1.5 The statistical methods of inferential statistics are used to analyze the data collected in research studies. Table 1.2 gives the samples and populations for several such studies. The information contained in the samples is utilized to make inferences concerning the populations. If it is found that 245 of 350 or 70% of prison inmates in a criminal justice study were abused as children, what conclusions may be inferred concerning the percent of all prison inmates who were abused as children? The answers to this question are found in Chapters 8 and 9. - Kindergarten Sight Words List - First Grade Sight Words List - 10 Fun Activities for Children with Autism - Signs Your Child Might Have Asperger's Syndrome - Theories of Learning - A Teacher's Guide to Differentiating Instruction - Child Development Theories - Social Cognitive Theory - Curriculum Definition - Why is Play Important? Social and Emotional Development, Physical Development, Creative Development
In this unit we will explore the habitats of different types of "minibeasts", or macroinvertebrates, like worms, pill bugs, insects, spiders, and more. Students will engage in outdoor investigations to find out where minibeast live. Students will document their observations in field journals as they explore different habitats in their schoolyard and use models to explain how these habitats may or may not support the needs of invertebrates. Finally, students will apply their understanding and engineer a minibeast habitat. Use standard outreach pricing when calculating program cost. Full unit includes 4 lessons, but can be prorated. An additional Intro to Field Journaling lesson is recommended. A free, 30-minute self-guided training video will be sent to participating teachers.
Sighting-In a Rifle Rifle bullets don’t travel in a straight line. They travel in an arc, formed by the pull of gravity. - “Sighting-in” is a process of adjusting the sights to hit a target at a specific range. Deer hunters, for example, often sight-in their rifles to hit the bull’s-eye at 100 yards. - All rifles should be sighted-in before every hunt using the ammunition you plan to use, especially rifles with peep or telescopic sights. Guns you sighted-in prior to your last outing could have been knocked out of alignment by a single jolt. That misalignment could mean the difference between a successful hunt and a disappointing experience. - Other than ensuring accurate shots, sighting-in a rifle has other advantages: - Forces you to practice - Makes accurate shooting possible - Helps identify problems with your firing technique - Helps determine the farthest range at which you can hit your target - Improves safety by helping you know where your rifle will fire - Builds confidence in your shooting ability
Climate change is a major contributor to the increased frequency and severity of forest fires. Rising global temperatures, combined with dryer conditions, exponentially increase the risk of fires starting and spreading. To exacerbate matters further, forest fires release large amounts of carbon into the atmosphere, and this continues to contribute to global warming. In fact, wildfires cause up to 20% of global CO2 emissions – this is practically the same amount of CO2 that is emitted by the world’s entire traffic including cars, aeroplanes and ships combined (https://www.bbc.com/news/science-environment-46212844). There’s no question therefore that forest fires leave major ecological impacts on our planet – not only do they affect wildlife habitats but alter entire ecosystems. They also contribute significantly to soil erosion which negatively impacts water quality and land fertility. Whilst controlling forest fires and mitigating the effects of climate change requires a multi-faceted approach and strategies, it is made significantly easier by using smart and technological innovation that detects CO2 and temperature levels. Traditionally, detecting forest fires presented several challenges. The remote locations where such fires tend to occur make it difficult to locate the fire in the first place. Once located, accessing the area is usually time-consuming, requires lots of personnel, and the treacherous navigation of dangerous landscapes. Weather conditions such as high winds, heavy rain, or thick smoke make conditions even worse and sometimes even distinguishing between a false alarm and an actual fire can distract firefighters from a real emergency. Melita.io is now providing an Internet of Things (IoT) solution alternative which has proven to be highly effective in detecting forest fires early enough to avoid devastation. This machine-to-machine IoT solution uses smart sensors and connected devices to monitor and detect fires in real time. Battery powered smoke detectors, temperature sensors, are strategically placed throughout a forest to collect and transmit real-time data to a cloud-based platform. Since most fires occur in uninhabited areas internet connections are not readily available so these sensors are designed to communicate via melita.io’s combination of LoRaWAN and SIM based cellular networks. IoT detectors can help identify and manage wildfires by detecting temperature, moisture levels, and wind direction even from the most remote areas around the world. The data is then transmitted to a central control centre, via melita.io’s LoRaWAN gateway where it is then analysed to detect potential fires in real time. If a fire is detected, an alert is sent to firefighting personnel, allowing them to respond quickly and effectively. This IoT solution can also provide valuable information such as the location, size, and spread of the fire, helping firefighters to better plan their response. By detecting a fire early this smart IOT solution prevents the rapid spread of fires, reducing the damage to ecosystems and communities. IoT sensors are strategically spaced to provide exhaustive coverage and their highly accurate readings provide reliable data for optimal analysis. Contact us today to learn how melita.io can help your business with the Internet of Things, Want to become a partner? Let’s talk; contact us here. Follow us on LinkedIn.
October 4, 2017 at 9:45 am #3785 In connection with Part 3 of this lesson, “How and Where Does Energy Travel?”, kids may ask about “renewable energy”. Admittedly, the term implies that there is a special form of energy or at least a way in which energy, can be refreshed and reused. Emphasize that such a notion is false. As described in the lesson, energy can only flow “downhill” toward a cooler place. “Renewable” is the wrong term; the word to use should be “inexhaustible”. No matter how much we use, these sources will not run out. These inexhaustible sources of energy are wind energy, water power, e.g., hydroelectric dams, and direct conversion of sunlight to electric power via photovoltaic (solar) cells. Type into your browser: renewable energy images As well as direct use of sunlight via solar cells, note that wind and water power are also solar energy since it is solar heating of the atmosphere that is responsible for wind and solar heating of water that drives the water cycle leading to water power. Of course, virtually all life on Earth runs on solar energy as is drives photosynthesis. Astronomers have calculated that the sun will continue emitting energy much as it is now for hundreds of millions of years into the future, far beyond what is conceivable on the human time scale. And, it will make no difference in the sun whether or not or how much of its energy we harness. Therefore, these sources of energy are referred to as “renewable” although “inexhaustible” might better convey the concept. Currently, the largest portion of our energy still comes from fossil fuels: coal, crude oil (refined into gasoline, fuel oil, etc.) , and natural gas. There are limited deposits of these materials in the Earth’s crust and they are not being replenished. Therefore, they are known as nonrenewable. Most concerning at the present time, however, is the fact that burning these fuels results in adding carbon dioxide to the atmosphere, which is resulting in climate change (warming). (This cannot be avoided. All of these fuels are based on carbon molecules. The energy released in burning comes from oxygen combining with carbon to produce carbon dioxide.) Other pollutants are produced as well. Thus, the push nowadays is to move toward obtaining energy from those sources that are everlasting, inexhaustible, and nonpolluting, namely solar power and wind power. I welcome further comments. Bernie Nebel September 5, 2020 at 3:26 pm #8398 Great information! Thank you! - You must be logged in to reply to this topic.
This chapter has several goals and objectives: - Compare and describe each of these Earth layers: lithosphere, oceanic crust, and continental crust. - Describe how convection takes place in the mantle and compare the two parts of the core and describe why they are different from each other. - Explain the concepts of the following hypothesis: continental drift hypothesis, seafloor spreading hypothesis, and the theory of plate tectonics. - Describe the three types of tectonic plate and how the processes lead to changes in Earth’s surface features. - What is the driving force of plate tectonics and how does this impact earthquakes and volcanoes around the world? - How does the theory of plate tectonics help explain the different types of earthquakes and volcanoes around the planet?
This paper published in Nature Plants finds that if tropical farming intensifies, major additions of phosphorus to soils will be needed The paper argues that relying on high-input, intensive tropical agriculture to support global food supply carries long-term risks. It finds that in some parts of the tropics, for every ton of phosphorus harvested in food, one ton needs to be added to the soil. On a global scale this could imply that millions of tons of phosphorus might have to be added to soils, something the scientists have come to call a “phosphorus tax”. So called “phosphorus-sucking” soils, which make up about 10 % of soils globally (most of them in Brazil), can possibly capture 1 to 4 million metric tons of fertilizer phosphorus each year, meaning phosphorus is lost to the soil instead of harvested in crops. This loss is roughly the same amount as is used in all of North America annually: about 2 million metric tons. Intensive agriculture soils in tropical regions do not saturate with phosphorus the way soils in the U.S. Midwest and other global "breadbasket" regions do and so farmers in these regions will likely be obliged to apply high levels of inorganic fertilizers each year to maintain their crop yields. According to the researchers this could result in food security becoming more vulnerable to political conflict and the volatility of phosphate rock prices. The paper suggests that to reduce these risk (and the “phosphorus tax”), recycling more phosphorus-rich livestock manure to tropical croplands should be the focus, as should reducing the need for synthetic fertilizer made from phosphate rock. On a global level safely recycling phosphorus from human waste back to croplands is highlighted as an important measure. Another suggestion is changing diets. The authors write that we should rethink high-meat diets, which require more land in agriculture, and more phosphorus, than low-meat meatless diets do. Food waste reduction is highlighted as another example to slow the presumed need to intensify tropical agriculture. Agricultural intensification in the tropics is one way to meet rising global food demand in coming decades1,2. Although this strategy can potentially spare land from conversion to agriculture3, it relies on large material inputs. Here we quantify one such material cost, the phosphorus fertilizer required to intensify global crop production atop phosphorus-fixing soils and achieve yields similar to productive temperate agriculture. Phosphorus-fixing soils occur mainly in the tropics, and render added phosphorus less available to crops4,5. We estimate that intensification of the 8–12% of global croplands overlying phosphorus-fixing soils in 2005 would require 1–4 Tg P yr–1 to overcome phosphorus fixation, equivalent to 8–25% of global inorganic phosphorus fertilizer consumption that year. This imposed phosphorus ‘tax’ is in addition to phosphorus added to soils and subsequently harvested in crops, and doubles (2–7 Tg P yr–1) for scenarios of cropland extent in 20506. Our estimates are informed by local-, state- and national-scale investigations in Brazil, where, more than any other tropical country, low-yielding agriculture has been replaced by intensive production. In the 11 major Brazilian agricultural states, the surplus of added inorganic fertilizer phosphorus retained by soils post harvest is strongly correlated with the fraction of cropland overlying phosphorus-fixing soils (r2 = 0.84, p < 0.001). Our interviews with 49 farmers in the Brazilian state of Mato Grosso, which produces 8% of the world's soybeans mostly on phosphorus-fixing soils, suggest this phosphorus surplus is required even after three decades of high phosphorus inputs. Our findings in Brazil highlight the need for better understanding of long-term soil phosphorus fixation elsewhere in the tropics. Strategies beyond liming, which is currently widespread in Brazil, are needed to reduce phosphorus retention by phosphorus-fixing soils to better manage the Earth's finite phosphate rock supplies and move towards more sustainable agricultural production. Roy, E. D., Richards, P. D., Martinelli, L. A., Della Coletta, L., Machado Lins, S. R., Ferraz Vazquez, F., Willig, E., Spera, S. A., VanWey, L. K., Porder, S., (2016) The phosphorus cost of agricultural intensification in the tropics. Nature Plants, DOI: 10.1038/NPLANTS.2016.43 Read the full paper here (requires journal access) and see further coverage here. You can read more about sustainable intensification, phosphorous, fertilizer use and production efficiency/intensity. 09 Jun 2016 Post a new comment »
electron tube, device consisting of a sealed enclosure in which electrons flow between electrodes separated either by a vacuum (in a vacuum tube) or by an ionized gas at low pressure (in a gas tube). The two principal electrodes of an electron tube are the cathode and the anode or plate. The simplest vacuum tube, the diode, has only those two electrodes. When the cathode is heated, it emits a cloud of electrons, which are attracted by the positive electric polarity of the anode and constitute the current through the tube. If the cathode is charged positively with respect to the anode, the electrons are drawn back to the cathode. However, the anode is not capable of emitting electrons, so no current can exist; thus the diode acts as a rectifier, i.e., it allows current to flow in only one direction. In the vacuum triode a third electrode, the grid, usually made of a fine wire mesh or similar material, is placed between the cathode and anode. Small voltage fluctuations, or signals, applied to the grid can result in large fluctuations in the current between the cathode and the anode. Thus the triode can act as a signal amplifier, producing output signals some 20 times greater than input. For even greater amplification, additional grids can be added. Tetrodes, with 2 grids, produce output signals about 600 times greater than input, and pentodes, with 3 grids, 1,500 times. X-ray tubes maintain a high voltage between a cathode and an anode. This enables electrons from the cathode to strike the anode at velocities high enough to produce X rays. A cathode-ray tube can produce electron beams that strike a screen to produce pictures, as in some oscilloscopes and older television displays. Gas tubes behave similarly to vacuum tubes but are designed to handle larger currents or to produce luminous discharges. In some gas tubes the cathode is not designed as an electron emitter; conduction occurs when a voltage sufficient to ionize the gas exists between the anode and the cathode. In these cases the ions and electrons formed from the gas molecules constitute the current. Electron tubes have been replaced by solid-state devices, such as transistors, for most applications. However they are still used in high-power transmitters, specialty audio equipment, and some oscilloscopes. A klystron is a special kind of vacuum tube that is a powerful microwave amplifier; it is used to generate signals for radar and television stations. See also magnetron; photoelectric cell. The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2023, Columbia University Press. All rights reserved. See more Encyclopedia articles on: Electrical Engineering
OUP Everyday Hygiene & Nutrition Teachers Guide Grade 3 Everyday Hygiene and Nutrition Activities is a new series for the new competency-based curriculum. It is specially written to provide practical experiences that equip learners with the basic knowledge. skills and attitudes that promote a happy and healthy lifestyle. The books in the series provide a range of activities that learners will find exciting and motivating. The activities are aimed at enabling learners to acquire the core competences, values. and pertinent and contemporary issues (PCIs). This Teacher’s Guide has a wealth of practical activities for developing the core competences in learners. It supports teachers by offering: • a detailed introduction to the new competency-based curriculum • comprehensive teaching guidelines/lesson development for the lessons • a detailed work schedule to help the teacher pace the lessons a sample lesson presentation to assist the teacher to plan the lessons helpful hints on class management. group work and differentiated learning detailed assessment assistance. Together. the Learner’s Book and the Teacher’s Guide provide learners and teachers with all they need to succeed in the new competency-based curriculum. Oxford, your companion for success!
In the Video with Heather we saw that there are misconceptions that block learning. As teachers we often assume that students have the basic ideas or are a blank vessel waiting to be filled. In Heather’s case, even after direct instruction to correct her misunderstanding of direct and indirect light paths she still holds on to her previous understanding. Posner et al. (1982) identify these misunderstandings as conceptual ecology. As we challenge students’ beliefs, like Heather was by her teacher, we are trying to create the conditions to allow for an accommodation. In the case of Heather, direct instruction allowed for her to create an accommodation and better explain the causes of the seasons and moon phases but she was not able to grow her understanding of light paths. Gomez-Zwiep (2008) further our understanding of how Heather could hold onto her beliefs as students may hold onto their misconceptions if they are “extensions of effective knowledge that function productively within a specific context.” All three articles start with the need for the teacher to first acknowledge that students come with their own preconceived knowledge structures and are not empty vessels waiting to be filled. Posner et al. (1982) identify these teaching strategies to deal with misconceptions or use to create an environment that supports the developments of accommodations. 1) Provide lessons that create cognitive conflict in the students. 2) Create lessons that allow for significant amounts of time to assess students and observe for areas where they are resisting accommodations. 3) Develop strategies with teachers that allow them to identify errors that affect accommodations. 4) Present content in multiple modes. 5) Develop many evaluation techniques to track errors in learning. These points tie into the research by Gomez-Zwiep (2008) and raises the question on what supports are needed allow the elementary generalist to have a strong understanding of all topics that they are able to create the above listed ideals. Confey (1990) also identifies the need for sufficient time to allow for exploration and development of ideas. The integration of technology into today’s classroom has the ability to help support different modalities of learning, and allow for time for the teacher to work with students who require the supports. However technology is only one aspect, addressing effective Pro. D and teacher training as “[t]he results of the study and of previous research (Halim and Meerah 2002; Meyer 2004) suggest that teachers are not prepared to confront science misconceptions when they arise in their classrooms, even if the teachers recognize that such misconceptions exist.” (Gomez-Zweip, 2008, P. 452). Confrey, J. (1990). A review of the research on student conceptions in mathematics, science, and programming. Review of research in education, 16, 3-56. Gomez-Zwiep, S. (2008). Elementary teachers’ understanding of students’ science misconceptions: Implications for practice and teacher education. Journal of Science Teacher Education, 19(5), 437-454. doi:10.1007/s10972-008-9102-y Posner, G. J., Strike, K. A., Hewson, P. W. and Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Sci. Ed., 66: 211–227. doi: 10.1002/sce.373066020 Schneps, Matthew. A Private Universe: Misconceptions That Block Learning. Massachusetts, USA: Annenberg Media, 1989. video. Posner’s teaching strategies to deal with misconceptions, that you reference in your post, hold a lot promise, especially the ones that talk about creating cognitive conflict in the students and presenting content in multiple modes. However, these strategies are impractical for two reasons: teachers would have to spend quite a bit of time to elicit and examine students’ scientific misconceptions and, in turn, teachers would have to come up with suitable strategies for a large set of misconceptions. Modern technologies like Virtual and Augmented Reality can gamify learning and allow students to engage actively with the content through experimentation, reflection, and peer collaboration. All of that can help students construct knowledge and confront their scientific misconceptions in the process. The advantage of leveraging modern technologies is that we can scale the learning process almost infinitely and allow for students to advance at their own pace while constructing and acquiring knowledge. In addition, virtual scenarios can be designed in a way that allows for accommodation and cognitive conflict for a large set of scientific misconceptions.
“The teacher’s job is not to transmit knowledge, nor to facilitate learning. It is to engineer effective learning environments for the students. The key features of effective learning environments are that they create student engagement and allow teachers, learners, and their peers to ensure that the learning is proceeding in the intended direction. The only way we can do this is through assessment. That is why assessment is, indeed, the bridge between teaching and learning.” ― Dylan Wiliam, Embedded Formative Assessment, 2011 Teachers expertly draw on a range of rich assessment strategies to monitor and track individual student progress, inform future directions for student learning and provide ongoing feedback to students. There are a range of resources available to support teachers in refining their assessment practices, including: - our statewide staffroom forums where teachers can participate in discussions with curriculum specialists and colleagues and access resources about assessment practices - The Check-in assessment is an online reading and numeracy assessment for students in Years 3 to 9. - K-6 teaching and learning sequences for all key learning areas which highlight opportunities for monitoring student learning through a range of assessment strategies - professional learning on demand to build teachers’ skills and capacity to support teaching and learning, including a session on strategies for assessment and feedback - formative assessment resources for students who require additional challenge and extension - adjustments to assessment tasks that allow students to demonstrate what they know and what they can do in relation to curriculum outcomes - the Strong, Start, Great, Teachers resource, which provides teachers with advice and resources around defining and implementing assessment with intent. - The Digital learning selector is a searchable resource for practical activities and tools appropriate for embedding assessment in your classroom practice. When planning and programming, teachers consider the four questions that comprise the teaching and learning cycle: - Where are my students now? - What do I want my students to learn? - How will my students get there? - How do I know when my students get there? Learn about the five elements of effective assessment practice. By embedding strategies throughout the teaching and learning cycle, teachers ensure that assessment practices are linked to learning experienced by students. Effective assessment practices are responsive and result in change to teacher practice, based on student need.
When a road needs to extend across a river or valley, a bridge is built to connect the two land masses. Since the average car cannot swim or fly, the bridge makes it possible for automobiles to continue driving from one land mass to another. In computer networking, a bridge serves the same purpose. It connects two or more local area networks (LANs) together. The cars, or the data in this case, use the bridge to travel to and from different areas of the network. The device is similar to a router, but it does not analyze the data being forwarded. Because of this, bridges are typically fast at transferring data, but not as versatile as a router. For example, a bridge cannot be used as a firewall like most routers can. A bridge can transfer data between different protocols (i.e. a Token Ring and Ethernet network) and operates at the "data link layer" or level 2 of the OSI (Open Systems Interconnection) networking reference model.
In this article: The skin is the largest organ in the human body and serves as a protective barrier against external irritants and pathogens. It comprises multiple layers but is broadly divided into the epidermis (outermost), dermis (middle), and hypodermis (deepest). Skin tissue is essentially made up of two structural proteins, namely, collagen and elastin. Collagen is the most abundant component that gives the skin volume and strength, while elastin makes the skin tight but flexible so that it doesn’t break or tear when stretched during movement. But being the most exposed part of the body, the skin is bound to undergo some degree of wear and tear daily, plus the occasional injuries. This article will focus on a superficial skin injury called abrasion, scrape, or graze and how to make it heal better. What Is an Abrasion? An abrasion is a superficial wound caused by the rupturing of the epidermis, usually when the skin forcefully rubs against a rough or hard surface when you skid, fall, run into something, and other such accidents. (1) In some cases, it could be the result of an insect bite or an allergic reaction. Signs and Symptoms Associated With Skin Abrasions Abrasions are superficial tears in the topmost layer of the skin and are characterized by the following: - Redness and swelling - Pain and tenderness - Burning sensation Scrapes can occur anywhere on the body but usually affect bony and exposed areas, such as the hands, forearms, elbows, knees, or shins. They are much more common in children than in adults. Mild skin abrasions do not leave behind a mark, but deeper ones might result in scar tissue formation. First-Line Treatment for Skin Abrasions Here’s what you need to do immediately when you get skin abrasions: - Start by washing the wounded area with an antiseptic soap and cool water to get rid of any dirt, germs, or debris. - Using a clean cloth, gently pat the area dry. - Apply an antiseptic ointment or cream over the wound. - After 24 hours, cover the wound with a sterile bandage or dressing to protect it from external irritants, germs, and further injury. - Change the dressing and bandage every day; change it more frequently if it gets dirty. Note: Avoid blowing on the abrasion, as this can encourage microbial growth. Self-Care Measures for Fast Wound Healing Abrasions usually heal within 5–10 days depending on the severity of the skin damage. Here are a few useful tips that can facilitate the healing process: 1. Consume vitamin C-rich foods Vitamin C plays a critical role in the production, maturation, and secretion of collagen, which is the main building block of your skin. Without this nutrient, your body cannot manufacture enough collagen to make new skin cells and scar tissue needed for wound healing. (2) Another reason to up your vitamin C intake is the strong antioxidant properties of this vitamin can help bring down the inflammation, pain, and redness associated with skin abrasions. Oranges, tomatoes, strawberries, broccoli, and red peppers are all high in vitamin C. If you are unable to meet your recommended intake through diet alone, ask your doctor to start you on a vitamin C supplement. 2. Stay hydrated Drink at least 7–8 glasses of water per day to lubricate your skin from within. Dry skin is more prone to tearing and takes longer to heal. 3. Avoid sugar, refined grains, and processed foods These foods trigger inflammation and slow down wound healing. 4. Ice the wound If there is bruising or swelling around the wound, make sure to wrap the ice in a soft clean towel before application. Directly applying ice to the skin can lead to frostbite. 5. Protect the wounded skin from the sun Refrain from exposing your wound to the UV rays of the sun to avoid hyperpigmentation. 6. Try not to exert yourself Excessive pressure on the wound site can make it bleed. 7. Wear skin-protective gear while playing sports Always wear proper protective sports gear, such as kneepads, skin guards, gloves, and elbow pads, to avoid undue injuries. 8. Do not pick or scratch at scabs Scab formation is a natural part of skin healing. It is essentially scar tissue that forms over the wound to protect it from dirt and germs. It is also an indication that new skin is forming beneath the surface. Picking or scratching the scabs will further damage and contaminate your wounded skin, increasing the risk of scars or infection. 9. Quit smoking and limit your alcohol intake Smoking and drinking alcohol delay the healing process and compromise your body’s ability to ward off infections. Complications Associated With Untreated Abrasions For skin abrasions, the tissue damage can range from mild to severe depending upon the extent of physical trauma, but it doesn’t go beyond the topmost layer. However, the breach in the skin barrier does provide easy entry to microbes, which can trigger an infection in the absence of proper care and hygiene. So, it is important not to ignore such wounds and to treat them quickly. Here are a few signs that indicate that your wound may have become infected, in which case you must seek prompt medical treatment: - Fever and chills - Increasingly red or dark skin around the wound - Pain, tenderness, and warmth around the wound - Body aches When to See a Doctor Skin abrasions can usually be treated at home without any need for medical assistance, but you must consult your doctor if: - Your wound bleeds profusely or persistently even after pressing it for 10–15 minutes. - The redness and pain around the wound worsen despite proper preliminary treatment and care. - Drainage (pus) oozes from the wound. - You get a deep puncture wound. Your skin is a self-regenerating organ that is fully capable of mending itself. Dead skin cells collect on the surface and are gradually shed in the environment, and new cells produced in the deeper layers rise to the top to form new skin. It takes almost a month for the entire upper layer of skin to resurface this way. By this logic, skin injuries can take some time to heal completely. But as discussed in this article, there are several things you can do to speed up and promote wound healing. - Was this article helpful? - YES, THANKS!NOT REALLY
Lesson 3 - Introducing the tenses + conjugations. Hoi Dutchie to be, In this class, I am introducing the three tenses that you can use to say something about the past, which are: - imperfectum (simple past/onvoltooid verleden tijd) - perfectum (present perfect/voltooid tegenwoordige tijd) - plusquamperfectum (past perfect/voltooid verleden tijd) Examples for a sentence like "Ik fiets naar school", are: - Ik fietste naar school. (imperfectum) - Ik ben naar school gefietst. (perfectum) - Ik was naar school gefietst. (plusquamperfectum) I will introduce these tenses shortly in a PDF, and then, we're also going to learn how to conjugate regular verbs in the perfectum and imperfectum: You can watch this video on YouTube here. Test your knowledge about when a sentence is in the imperfectum, perfectum, or plusquamperfectum. How to conjugate the verbs yourself? Now practice conjugating regular verbs in the imperfectum + perfectum (past participle) in the included class here:
CHAPTER 1: INTRODUCTIONBackground and RationaleWorld Health Organization (WHO) is specialized agency that is concerned with international public health. WHO states that diarrhea is one of the prominent causes of deaths on children ages five years old and below (N.D., 2017). This disease can be developed through tainted water, drinking water and a result of poor sanitation that can lead to rigorous dehydration, fluid loss and death. Commonly affected by this illness are children, malnourished persons or people having impaired immunity, more than that, some bacteria lend a helping hand but other times they are damaging and triggering diseases like diarrhea (Vidyasagar, 2015). There are many varieties of bacteria some of these can be an agent of diarrhea such as Proteus Mirabilis (P. mirabilis) and Bacillus cereus(B. cereus). According to American Society for Microbiology (2018), P. mirabilis gram-negative bacteria strain that is a destructive pathogen that can cause diarrhea and other illness and disease. P. mirabilis strains were located in the gastrointestinal tract of humans and animals, soil, and even in the aquatic area (Jordan et al. , 2014). This type of bacteria is an enteric bacterium and it can also found in the fecal material of the infected person. (Jordan et al., 2014). Additionally, P. mirabilis can cause gastroenteritis which is present if the diarrhea prolonged (Hamilton et al., 2018). On the other hand Bacillus cereus (B. cereus) is a form of bacteria that is positive- gram. It is mainly found in contaminated food, specifically in meat and poultry, fish, milk and soil which can cause diarrhea (Bottone, 2018). B. cereus is a pathogen that produces toxins that causes diarrhea to the target victim. This type of bacteria causes discomfort of abdominal, rectal tenses, and known to cause nausea, and watery diarrhea (Tajkarimi, 2007).On the contrary, there are lot of people that relies on herbal medicines and plant extracts that are said to be safe to cure diseases, herbal plants are known to be the first agents to combat diseases and maintain good health. Among them, Anonang is one of the herbal plants that is said to be having the potential antioxidant properties. (Hebbar, N.D.). Anonang is one of the Ayurvedic medicine used in India. Based on data showed in a study in India, there are 72 000 plants estimated for having medicinal properties but only 3000 of them where recognized and tested. Foremost indigenous system, Anonang is one of the old therapeutic plants known to possess a lot of health benefits. Its fruits, leaves, seed and bark is known to use as anti-diabetic, anti-ulcer, anti-duretic, anti-inflammatory antidyspepsia etc,. (Jhamkhande, 2013) However, the paper would like to give emphasis on the Anonang bark extract as antibacterial agent. The researchers would like to know the effectiveness of Anonang bark also known as Cordia Dichotoma to certain bacteria such as P. mirabilis (negative gram bacteria) and B. cereus (positive gram bacteria) which both cause diarrheal illness. Furthermore, phytochemical analysis of C. Dichotoma will be provided to give information about the plant that will benefit the researcher to determine its efficiency as antibacterialagent for the selected bacteria. The present work and theories was undertaken to validate the folks use in the treatment of diarrheautilizing scientific methods.1.2 ObjectivesThe researchers aim to ascertain the efficiency of Anonang tree (Bark Extract) on Proteus mirabilis and Bacillus Cereus. After all the experiment is done there is a significant effect on Anonang tree (Bark Extract) to the Proteus mirabilis and Bacillus Cereus.Despite that we researching the efficiency of Anonang tree (Bark Extract) there are factors that will hindrance it. For Example, error while doing the experiment, source of our bacteria, cost, and the final outcome of our experimentation. Thus, sometimes our school schedule and the experimentation is overlapping each other.We researchers will do everything we can to finish and present this research to our panel of judges. We make sure to separate or have a concrete timeline for the schedule of our experimentation and study. Furthermore, phytochemical analysis of C. Dichotoma will be provided to give information about the plant that will benefit the researcher to determine its efficiency as microbial agent for the selected bacteria’s.1.3 HypothesisNull Hypothesis there is no significant difference imposed by the Anonang bark extract (Cordia Dichotoma) on the strains of bacteria there is no significant difference on the strain of P. Mirabilis strain of bacteria while having significant difference on strain if B. Cereus Alternative Hypothesis there is a significant difference imposed by the Anonang bark extract (Cordia Dichotoma) on the bacterial strainthere is a significant difference on the strain of P. Mirabilis while having no significant difference on strain of B. Cereus1.3 Conceptual framework The researchers examined and experimented on the efficiency of Cordia Dichotoma on the bacteria strains and are further explained through the diagram below : 1.4 Significance of the StudyThe Study of using Cordia Dichotoma tree; specifically the bark (Anonang) as antibacterial to Proteus mirabilis and Bacillus Cereus is essential for developing a more depth knowledge in the prevention of diarrhea. Since these bacteria mentioned earlier are an agent of diarrhea, the study will be a significant for patients with diarrheal condition. Diarrhea is widely known condition that the researchers giving quality study to develop more solution to this problem. In the earliest records of civilization, the right procurement was obscured. Until diarrhea was a ubiquity and deaths are accumulating, the Modern era takes place with high development of technology subsequently through the progress of researches that study the treatment and the causation of the disease. Different studies of medicinal plants which were highly yielded as one of the effective agents to cease the number of deaths cause from diarrhea. As one of these studies, the main importance is to give contribution to health researches. For Government health agencies and Medical specialists from around the world, it can help them to find alternative and affordable ways to find cure for this particular disease. Moreover, this study can be a help for future researchers for their references and further depth studies pertaining to this phenomena. Overall, this study as a whole will be a help to the contribution of new knowledge to maintain or manifest people healthy life.1.5 Scope and Delimitation of the StudyThe research study was conducted at the University of the East. This study is limited only to those interested to recognize and to acquire a concept regarding to medicinal plants in diarrheal disease. The range of the study was from November 2018 to March 2019. The coverage of this study will be focuses on the benefits of applying the Cordia dichotoma (C. dichotoma) tree particularly the bark of Anonang as utilizing of antibacterial agent for the particular corresponding bacteria in diarrhea such as Proteus Mirabilis (P. Mirabilis) a gram negative, this bacteria is non-pathogenic it determines that it will not be the cause of disease (Schaffer, Pearson, 2016) while the other bacteria is Bacillus Cereus (B. cereus) a gram positive, which the bacteria is pathogenic and it is the possible agent for the disease (Botonne, 2010). Diarrhea is continuing a dominant obstacle of decease and can retain long-term consequences. Diarrhea disease can be originator of bacterial illness, food sensitivity, and acknowledgement to medications (Standfords Children’s Health, 2018). Although, through young children between the year of 2000 and 2015 the diarrhea deaths lessen naturally, while in the year of 2016 over 1 billion young children experienced diarrhea (Health Metrics, 2017) this indicated that the children remain alive still they not definitely healthy.Plant Resources of South-East Asia (PROSEA) declared that Cordia dichotoma (C. dichotoma) also known as Anonang in the Philippines, mostly all plant that parts of this have a benefits for medicinal objective. The researchers selected the bark of Anonang since it is unutilized as a medicinal plants. The researchers would like to distinguish the usefulness of the bark of Anonang furthermore to experiment regarding to the bark of Anonang as medicinal plants for diarrhea so that diarrhea disease will lessen soon as possible.1.6 Definition of Terms Ayurvedic medicine – is one of the world’s oldest holistic healing systems. It was developed more than 3,000 years ago in India. It’s based on the belief that health and wellness depend on a delicate balance between the mind, body, and spirit.Bacillus Cereus – is a type of bacteria that produces toxins. These toxins can cause two types of illness: one type characterized by diarrhea and the other, called emetic toxin, by nausea and vomiting.Bacterial illness – an infection caused by bacteria.Cordia dichotoma – or Anonang is a small deciduous tree with a short bole and spreading crown usually a small tree growing 3 – 4 meters tall, though some specimens can reach a height of 20 meters or more.Gram-negative bacteria- are bacteria that do not retain the crystal violet dye in the Gram stain protocol.Gram-positive bacteria ” is a bacteria classified by the color they turn in the staining method, this gives gram-positive organisms a blue color when viewed under a microscope.Microbial- relating to characteristic of a microorganism, especially a bacterium causing disease or fermentation. Proteus Mirabilis – is a type of bacteria which is well-known for its ability to robustly swarm across surfaces in a striking bulls’-eye pattern. Clinically, this organism is most frequently a pathogen of the urinary tract, particularly in patients undergoing long-term catheterization.Diarrhea/diarrhea- a type of disease that can acquire through contact of person infected by certain bacteria, environment, drinking contaminated water, poor sanitation etc.Bark- protective covering of a woody stem and roots of trees and other woody plantsPathogen- any disease producing agent (specially a virus or bacterium or other organism)
Permaculture seems like a magic pill for many of the worlds issues. Its focus on sustainable land use along with minimizing inputs and maximizing outputs makes it almost too good to be true. But is it? Here’s what I’ve found over the past several years of studying permaculture. If properly implemented, permaculture can be a highly sustainable approach to agriculture and land use. It’s based on a set of design principles that mimic natural ecosystems. Permaculture focuses on reducing waste, maximizing the use of resources, and creating closed-loop systems. The main challenge is proper scaling. So, while permaculture seems fairly promising. Is it actually sustainable, and what are some arguments for and against permaculture? Let’s take a closer look. Is Permaculture Actually Sustainable? While no system is entirely impact-free, permaculture offers a holistic and regenerative approach to food production that can help to reduce the negative impacts of industrial agriculture. Permaculture employs sustainable systems such as agroforestry, soil conservation, and natural pest control. It also aims to use local resources and minimizes waste to create self-sustaining and resilient systems. More specifically, several studies have shown the sustainability of permaculture systems. For example, a 2013 study published in the journal Agroecology and Sustainable Food Systems found that permaculture practices can increase soil organic matter, improve soil structure, and enhance soil fertility. Another study published in the journal Sustainability in 2016 found that permaculture systems can support biodiversity and ecological function, and reduce the use of external inputs such as fertilizers and pesticides. Additionally, a 2019 study published in the Journal of Cleaner Production found that permaculture can provide long-term economic and social benefits for communities by supporting local food systems and promoting sustainable livelihoods. Overall, these studies suggest that permaculture can offer a sustainable and regenerative approach to food production and land management. However, there are still arguments both for and against permaculture. Let’s take a look at both. Arguments for Permaculture Permaculture emphasizes the use of renewable resources, such as solar energy and rainwater harvesting. With the goal of harnessing these resources, permaculture gardens and farms can reduce their dependence on fossil fuels and other non-renewable resources, making them more sustainable over the long term. Permaculture seeks to create closed-loop systems, in which waste products from one part of the system become resources for another part of the system. For example, composting food scraps and yard waste can produce nutrient-rich soil that can be used to fertilize plants. Overall, by minimizing waste and maximizing efficiency, permaculture gardens and farms can reduce their environmental impact. Permaculture gardens and farms emphasize biodiversity, which promotes ecological resilience and can help to prevent the spread of pests and diseases. By planting a variety of crops and creating habitats for wildlife, permaculture systems can support a wide range of species and create a healthy, balanced ecosystem. Connection and Responsibility Permaculture fosters a sense of connection and responsibility to the environment and the community. With the goal of working with nature and creating regenerative systems, permaculture practitioners can contribute to the health and well-being of the planet and its life. Permaculture gardens and farms can also provide a source of fresh, healthy food for local communities, which can help to improve public health and reduce food insecurity. Overall, permaculture offers a range of benefits that make it an attractive option for anyone interested in sustainable, regenerative gardening and farming. Arguments Against Permaculture It’s Too Complicated and Difficult to Implement While permaculture can involve a lot of planning and design work upfront, it is ultimately about working with nature instead of against it. Permaculture principles can be applied at any scale, from a small backyard garden to a large-scale farm. And the beauty of permaculture is that it can be adapted to suit the needs and resources of any individual or community. It’s Too Time-Consuming Permaculture does require some initial investment of time and effort to design and implement a system, but once established, it can actually save time and effort in the long run. By creating a self-sustaining system, permaculture gardens and farms require less maintenance and input over time. It’s Not Profitable Permaculture can actually be a profitable venture, particularly for small-scale farmers who adopt regenerative practices that reduce input costs and increase yields. Additionally, permaculture principles can be applied to urban settings and can help communities save money on energy, water, and waste disposal. It’s Too Idealistic While it’s true that permaculture principles are grounded in a vision of a more sustainable and resilient future, this doesn’t mean that permaculture is unrealistic or impractical. Many people and communities around the world are already successfully implementing permaculture practices and seeing positive results. While permaculture has been praised for its potential for sustainable living, it’s not a magic bullet that can solve all environmental problems. Permaculture is a tool that can be used to promote sustainability, but its effectiveness will depend on how it is used. For example, if a permaculture system is designed without considering the use of local resources, it may not be sustainable in the long term. There are also debates and criticisms around its effectiveness in achieving sustainability. For example, some argue that permaculture may not be scalable enough to meet the demands of a growing population and that it may not address wider structural issues related to global economic and political systems. On the other hand, there are many examples of people who adopt permaculture and have a profitable and healthy system with minimal inputs. For example, in most cases, you aren’t required to acquire loans for hundreds of thousands or millions of dollars for warehouses, processing facilities, or large machinery. Ultimately, the sustainability of permaculture depends on various factors, such as the specific practices implemented, the local context and conditions, and the social and economic dynamics that influence its adoption and success. It’s important to approach the question of permaculture’s sustainability with a nuanced and critical perspective, and to consider multiple viewpoints and evidence before reaching a conclusion. Additionally, permaculture systems may not be appropriate in all situations, so consider the local conditions and resources before implementing a permaculture design. My Thoughts on Permaculture In my opinion, the pandemic and global issues have highlighted the need for self-sufficiency and growing one’s own food again. 20 million Americans grew much of their own food with victory gardens during WWI and WWII, and we’ve been doing it for thousands of years before that. Combine that with the forgotten knowledge we once had of the land (including knowing which wild plants are edible, eating most if not all of an animal, and an emphasis on tribes and community), and I’d say permaculture sounds like a good bet. Does that mean that we’re all going to live like the Na’vi in James Cameron’s Avatar movie? It’d be pretty cool, but I think we’re past that point. I believe that with supply issues, the health crisis, and environmental concerns, a focus on permaculture and rural communities may be exactly what we need. Can Permaculture Increase Yields? Permaculture can increase yields while also improving soil health, preserving biodiversity, and reducing environmental impact. One example of how permaculture can increase yields is through companion planting. In my experience, planting complementary species together can lead to higher crop yields. For example, planting nitrogen-fixing plants like beans alongside fruiting plants like tomatoes can increase the availability of nutrients in the soil and result in larger, healthier tomato plants with more fruit. For example, in the drought of 2012, corn and soybean farmers reported a 9.6-11.6% yield increase when they used cover crops, likely due in part to the cover crop’s ability to add 50-150 pounds of nitrogen per acre.Sustainable Agriculture Research and Education Another way permaculture can increase yields is through the use of natural mulches. Rather than using synthetic fertilizers, I like to mulch my garden beds with organic matter like leaves or straw. This helps to retain moisture in the soil, suppress weeds, and add nutrients to the soil over time. As a result, I’ve seen higher yields and healthier plants. Permaculture principles also emphasize the importance of diversity in agriculture. By planting a variety of crops, we can reduce the risk of crop failure due to pests, disease, or weather events. Additionally, diverse plantings can support a range of beneficial insects and pollinators, which can help to boost yields by increasing pollination rates. Overall, while there is no guarantee that permaculture will always result in higher yields, it has certainly been effective for me and many others in improving yields while also promoting sustainable and regenerative agriculture. Can You Make a Living With Permaculture? You can make a living with permaculture, but like any job or business, it’s not necessarily easy. Permaculture is all about designing systems that work with nature and are regenerative, which often means taking a long-term approach. It may take several years to establish a productive permaculture system, and it requires ongoing maintenance and management. That being said, many people have successfully made a living with permaculture. By using permaculture principles to design their farms and gardens, they’re able to produce a wide variety of crops and products, including fruits, vegetables, eggs, meat, honey, and more. They may also offer classes, workshops, and consulting services to help others learn about permaculture and how to implement it in their own lives. Of course, making a living with permaculture requires a lot of hard work, dedication, and business savvy. But for those who are willing to put in the effort, it can be a rewarding and fulfilling way to earn a living while also doing something positive for the environment and the community. To give you a head start, here’s a secretly profitable farm niche that only takes a few minutes per day. Check out the video below by Justin Rhodes (spoiler: it’s pastured pigs. They go for over $1000 per pig). Need More Help? You can always ask us here at Couch to Homestead, but you should know the other resources available to you! Here are the resources we recommend. - Local Cooperative Extension Services: While we do our best with these articles, sometimes knowledge from a local expert is needed! The USDA partnered with Universities to create these free agriculture extension services. Check out this list to see your local services. - Permaculture Consultation: Need help with a bigger project? Send us a message.
Cultural options include cover crops, fallowing, plant competition, mulches, soil preparation, stale beds, and crop rotation. Cover Crops alone do little to reduce overall weed populations. A dense stand will provide weeds suppression while it is growing. They can also slow the warm-up of soil and provide shade, both helping to slow weed seed germination and reduce the soil seed bank over time. Perennial weeds will be largely unaffected. Soil disturbances between short cycles of cover crop growth are effective. The tillage kills germinated weeds and also moves weed seeds up to near the soil surface where they can germinate prior to the next disturbance. Through these cycles, the objective is to encourage weed seed germination but not to allow further weed seed production. Fallowing is not planting a field with the intention to reduce weed seed populations. For annual and biennial weeds, physical weed control is best. Repeated soil disturbances (disking, rototilling) before weeds go to seed, even in the absence of a cover crop, will reduce the weed seed bank of a field. Plant competition can reduce weed pressure. Use of transplants, rather than direct seeding where possible, will allow the crop to get a jump on the weeds and provide shading of the soil which will delay weed emergence and competition. Decreasing the space between crops will also increase soil shading. Overall, the more rapidly a crop can cover the soil ahead of weed emergence, the more competitive that crop will be. Mulches are often used to control weeds. Mulches can be organic (straw, hay, grass clippings, dead cover crops) or inorganic (plastic). Organic mulches are effective if they are thick enough to keep weeds from emerging through them (usually at least 2-3"). Downsides of organic mulches are that they can be expensive, they slow soil warm up or reduce soil temperatures, and they can harbor animal pests. Cooler soil temperatures can be a problem in warm season crops. It is recommended that the mulch application be delayed to allow the soil to warm up sufficiently for the crop. Black plastic mulches will warm soil and eliminate weed pressure. However, weeds emerging through the planting holes and between strips of plastic mulch can still reduce yields if not controlled. Infra-Red Transmitting (IRT) mulches are less effective than black plastic for controlling weeds, and clear mulches can enhance weed growth. Some growers plant cover crops between plastic mulch strips as "living mulch", but these cover crops can also compete with the crop. Killing the living mulch before the crop is planted, mowing the mulch on a regular basis, or using raised beds will help to reduce but not eliminate competition. See the section on using herbicides in combination with plastic mulches later in this section. Proper soil preparation can influence weed emergence. Soils which are rough and less firmly packed will yield fewer weeds than those that are more finely worked, more compacted, and more uniformly moist. Stale seedbed or summer fallowing is performed on fields that have been prepared for planting, either in the spring before a crop is sown, or in the summer after a spring crop but before a fall crop. The soil is then lightly disturbed on a regular basis to kill small weeds as they emerge, without bringing up new weed seeds from below the top few inches of soil. Early in the year, broadleaves will not be controlled if they have not yet emerged, so a summer fallow works better on them. Perennial weeds may be weakened but not killed. Tools that can be used for this practice include chain-drag, spring-tooth harrow, light-weight disc harrows, or tine weeders. See additional information on the stale seedbed technique later in this section. Crop rotation can be a tool for managing weeds. Weed species present tend to be most like crop planted. Examples include grasses in corn, winter annuals with early-planted crops, and perennial weeds with perennial crops. Rotating crops among these groups will tend to disrupt this trend.
To see how the length of a wire affects its resistance. To find the wire to test, I’m going to test 4 different types of wire in another experiment and use the one with the highest resistance. The Theory behind the Experiment Theoretically the length of a wire should affect its resistance. Electricity encounters a certain amount of obstruction when passing through a wire depending on its length, width, temperature and type of metal, this obstruction is called the resistance and is measured in ohms. The longer and thinner the wire the harder it is for the electrons to flow through, because there are less spaces for it to flow through and more obstructions along the length. It has a similar principal to the flow of water and how it is impeded when passing through a long and narrow pipe. Therefore the longer the wire is the more resistance there should be. The other factor that can affect the resistance is the metal type, for example the resistance of an Iron wire is about seven times greater than that of a copper wire with the same dimensions, and this is because of the varied amount of ions in the different metal, more ions in Iron mean that electrons find it harder to pass through. This is the reason why copper is used in electrical wire; because it gives little resistance less energy is used to make it flow. I need to test 4 different wires in the first experiment; to find the type of wire with most resistance. It is important that for both experiments I let the wire cool down for a few seconds after taking the reading, as temperature can affect the resistance. This is because the molecules in the wire when heated vibrate more and the electrons find it harder to pass through, thus the resistance will increase. When connecting the circuits for both experiments I need to make sure the voltmeter is in parallel with the wire and the ammeter is in series. This is shown in a diagram of apparatus later on. George Simon Ohm (1789-1854) was one of the first people to investigate current and voltage and came up with the following law for metallic conductors. The current through a conductor is proportional to the potential difference between its ends, provided that physical conditions, such as temperature, remain constant: i. e. V/I = constant (resistance). Where v = voltage and I = current. This means regardless of the size of the current, as long as there is no temperature change the resistance of a wire remains constant. The law is based on experiment (empirical) and holds remarkable accuracy for metallic conductors which are what I’m going to use in my experiment. It is important to note that the circuits I will be using for my experiments are in series because in parallel and series circuits the methods for calculating the total resistance for more than one component are different. In series the resistance across the components are added together: R = R1+R2. Whereas in Parallel the current divides, the larger part going through the smaller resistance and the smaller part through the larger resistance: 1/R=1/R1 + 1/R2. So the resistance is smaller because it is like a single wire with a large cross section and therefore more spaces in the atoms for the electrons to pass through. I’m going to prove that resistance is proportional to length. The greater the cross sectional area of the conductor the more electrons available to carry the charge along the conductor’s length and so the lower the resistance is. Resistance is inversely proportional to cross sectional area. Key Variables: Key Variables Explanation Temperature of wire If the wire is hotter the atoms will be vibrating more, making it harder for the electrons to pass through and increase the resistance. Thickness of wire The fatter the wire the easier it is for the electrons to flow through as there are more spaces between the atoms or molecules. Length of wire The longer the wire the more difficult it is for electrons to flow through and producing a higher resistance Type of wire In different conductors the ease of flow of electrons is different and so conductors have different resistances. Wires connected to the battery pack Different wires can produce slightly different resistances and therefore they must me kept the same throughout both experiments. Experiment Independent Variable Controlled Variables Dependant variable 1 Type Of Wire: Constantan, copper, Nichrome and Manganin Length, Thickness, Temp, Voltage, Wires connected to battery pack. We will find the voltage and current and use this information to find the wire with most resistance out of the four. 2 Length Of Wire Type of wire, temp, thickness, voltage, wires connected to battery pack. We will find the voltage and current but his time workout the resistance and see if there is a relationship between the length and resistance. Outline Plan 1st experiment We have four different types of wire attached to two metre rules they are: Manganin, Nichrome, Copper and Constantan. We will measure the current and voltage for each wire separately, one after the other. To make it a fair test we will make sure there are no changes in the temperature, thickness, or length that would affect our experiment for reasons explained earlier in “The theory behind the experiment”. The voltage will also be kept at 2v for each test to prevent over heating of the wires and subsequent inaccurate results. To measure the independent variable accurately we’re going use specific apparatus: a metre rule with the different wires attached either end (to measure the voltage and current we’re using a standard ammeter and voltmeter). We will also be carrying out the test for each wire 3 times, which will make our results more reliable and accurate when making an average. The wood will not conduct electricity to avoid interference in the results, making it a suitable material to base the wire on. The reason we will be using the wire with the most resistance is because it less likely to overheat because it will not let the electrons through as quickly. If the wire overheats, not only will it affect the results of the experiment (ohms law only works at a constant temperature), it would also be a safety hazard as touching it could burn you. For both experiments we will be using crocodile clips, for the first experiment this is because they can be attached to the wire easily, safely and without the risk of them falling off. 2nd experiment We’re going to take the wire with the most resistance from the first experiment a measure its current and voltage at different lengths. We will do this by recording the amps and volts using an ammeter and voltmeter at 10cm intervals for 100cm (10 recordings). This is why we use the metre rule, because it has the measurements on it already. After recording every result I will let the wire cool before taking the next reading at the next interval by switching the battery pack off for approximately 30 seconds, this is to prevent a raise temperature from affecting our experiment making it an unfair test. We will measure the dependent variable more accurately with more reliable results by repeating the test 3 times and making an average for each length using the 3 results. The specific apparatus I’m going to use is a metre rule with the wire attached for the same reasons as in the 1st experiment.
Pressure transmitter is an instrument which measures the pressure and convert it with an electrical or pneumatic signal. Pressure transmitter is one of the Instrumentation’s most frequently-used instruments for controlling and monitoring various industrial processes. They are positioned on pipes and tanks; essentially everywhere in the process that measuring is required. Transmitters consist of three main parts; amplifier, transducer and sensor. There are two types of pressure transmitters; electrical and pneumatic. Electrical pressure transmitters have an output between 4 to 20 ma whereas, pneumatic transmitters have an output between 3 to 15 psi which can change according to the changes in the input physical quantity. It is worth noting that for all types of transmitters, transducer and amplifier are identical and only the sensor part varies depending on different physical quantity . For instance, in pressure transmitters, the sensor is sensitive to pressure rate and in temperature transmitters, the sensor is sensitive to temperature rate. Pressure transmitters use various mechanisms in order to measure pressure accurately. The performance of the sensor part is different in different types of transmitters. For instance, diaphragm sensors perform in a way much like a capacitor. In these sensors, by applying the pressure on transmitter’s diaphragm, the gap between capacitor sheets changes and ultimately electrical capacity changes. As capacitor’s capacity changes, electrical signal changes accordingly and subsequently, the amount of pressure for the intended physical quantity can be measured. The material used for these sheets should be chosenaccording to the physical and chemical characteristics [such as temperature, corrosion] of the fluid which is to be measured. These instruments come in various models depending on the application and measurement’s range. Moreover, Smart versions with Hart, Fieldbus and Profibus protocols are available and they offer higher precision and more options. This company offers pressure transmitters with Brazilian brand “Smar” and American brand “Kleev”.
\|Realism, philosophy: realism is a collective term for theories which, in principle, believe that it is possible for us to acquire knowledge about objects of the external world that is independent from us as perceptual subjects. A strong realism typically represents the thesis that it would make sense to even create hypotheses about basically unknowable objects. See also metaphysical realism, internal realism, universal realism, constructivism._____________Annotation: The above characterizations of concepts are neither definitions nor exhausting presentations of problems related to them. Instead, they are intended to give a short introduction to the contributions below. – Lexicon of Arguments. \| \|Suhr I 88 Realism/Dewey: realism comes directly into contact with things and has to adjust. - Contrast: rationalism. _____________Explanation of symbols: Roman numerals indicate the source, arabic numerals indicate the page number. The corresponding books are indicated on the right hand side. ((s)…): Comment by the sender of the contribution. The note [Author1]Vs[Author2] or [Author]Vs[term] is an addition from the Dictionary of Arguments. If a German edition is specified, the page numbers refer to this edition. Essays in Experimental Logic Minneola 2004 John Dewey zur Einführung Hamburg 1994
Mortality rates provide information about deaths in a population. The most basic measure, crude death rate (CDR), is the number of deaths in a population per 1,000 individuals in that population in a given year. CDR is an inadequate, and sometimes misleading, descriptor of mortality because it obscures populations’ age and sex structures. In order to understand who is dying and when, mortality rates need to be broken down into meaningful categories. Age, sex, cause of death, race/ethnicity, social relations, geographical factors, socioeconomic status, and human and environmental hazards can all influence levels of mortality. Due to age-specific patterns of mortality, age-specific and age-standardized rates are crucial to understanding populations’ mortality profiles. A typical age pattern begins with high mortality from birth to age 1, declining mortality from ages 1 to 5, mortality further decreasing from age 6 through late adolescence, and then mortality steadily climbing again through adulthood. This pattern makes the rates important: infant mortality rate (IMR < 1), child mortality rate (CMR 1-5), and 5-year age groups through the rest of the life course. The age pattern described is altered in high AIDS-prevalence populations, with a bump in mortality rates at prime ages (25-50), and a drop before climbing again at older ages. While age-specific rates mirror CDR’s computational structure, decomposing rates by age allows for more specific geographic and group comparisons. Age-standardized rates, on the other hand, compare mortality in one population to another by applying the age structure of Population A to the age-specific mortality rates of Population B, thus making evident where and how the age structure influences the overall level of mortality. Age-specific mortality rates make up one column of a life table, a central tool in demography, which allows mortality rates to be translated into a number of other measures, including the probability of surviving a certain age interval and life expectancy. Other important mortality rates include those that highlight specific causes of mortality; for instance, maternal mortality rate (MMR) captures the number of maternal deaths due to childbearing per 100,000 live births. According to Population Reference Bureau statistics, in more developed countries CDR is 10/1,000, while less developed countries’ CDR is 8/1,000. The larger percentage of older people, with a higher risk of dying in a given year, in more developed countries is what increases the CDR in these countries. When it is broken down, however, very different patterns emerge: IMR in more developed countries is 6/1,000, whereas it is 57/1,000 in less developed countries, and life expectancy at birth is 77 and 65, respectively. High HIV/AIDS prevalence leads to high IMR and low life expectancy (e.g., Swaziland: IMR 74/1,000, life expectancy 34 years). Important patterns also emerge when looking at racial/ ethnic and socioeconomic differences within developed country settings, with higher IMR and CMR among minorities and the poor. Such differences provide evidence for looking beyond CDR to mortality rates by age, cause, and sociocultural categories. - Poston, Dudley L. and Michael Micklin, eds. 2005. Handbook of Population. New York: Springer. - Preston, Samuel H. 2001. Demography: Measuring and Modeling Population Processes. Malden, MA: Blackwell. This example Mortality Rate Essay is published for educational and informational purposes only. If you need a custom essay or research paper on this topic please use our writing services. EssayEmpire.com offers reliable custom essay writing services that can help you to receive high grades and impress your professors with the quality of each essay or research paper you hand in.
According to recent research, people suffering from social anxiety may have a more difficult time correctly recalling social scenarios that end positively.If people remember positive social experiences negatively, their anxiety problem can be intensified. Specifically, individuals might have a more difficult time committing to new social events, which would further isolate them. Also, reporting their experiences to a therapist or to friends may bias the events. Social anxiety has a number of different criteria including a persistent and intense fear or anxiety about specific social situations because they believe that they may be embarrassed, judged, or humiliated. This fear or anxiety then leads to avoiding anxiety-producing social situations or enduring them with intense fear or anxiety. There is also excessive anxiety that is out of proportion to the situation and this distress interferes with their daily life. This study conducted by researchers at the University of Waterloo adds to a growing body of research about biased memories in those who have social anxiety. Previous work into memory biases as a result of anxiety is a growing field, but up until this point, the biases have only been recognized when studying negative memories. Researchers used a new paradigm to determine whether memories of positive scenarios can also be biased. The study consisted of 197 participants that imagined ten specific non-social and social scenarios. These were not real or simulated scenarios but ones that they had to imagine after reading them. Participants had to self-report their social anxiety level before the experiment ensuring that the study had a mix of individuals who experience social anxiety regularly and those who don’t have any anxiety regarding social situations. An example of a social scenario would be going on a date and your date gives you a compliment (positive outcome) or is rude (negative outcome). An example of a non-social scenario would be making dinner at home alone and it is delicious (positive outcome) or it tastes awful (negative outcome). The participants then needed to recall as many of the scenarios as they could and note whether they were positive or negative. They were also asked to recognize details from the various scenarios. After the tests, the memory performance was compared for each individual. The comparisons were based on who was able to correctly remember positive and negative scenarios (social and non-social). They found that regardless of the anxiety level reported, all participants had similar performances for recalling non-social scenarios. In other words, most participants were able to recall whether the scenarios were positive or negative. However, when participants reported higher levels of social anxiety, their memory recall was worse when the social scenarios resulted in a positive outcome. The researchers speculate that positive memories are not as easily recalled because they do not conform to the negative social mindset that they hold. Interestingly, these individuals did not have better memory recall for scenarios that ended negatively. These results show that it may be especially difficult to treat social anxiety since all memories are often biased. For most people with social anxiety, medications and psychotherapy are used for treatment. But, some people do not respond positively to medication so psychotherapy is required to help the individual feel some relief from the anxiety. However, this research now shows that memories of social scenarios are often biased, making it difficult to understand and find situations in the individuals life that were actually positive. The goal of psychotherapy is often to learn to recognize the negative thoughts and to change them by using skills developed in therapy. But, if the individual is not able to distinguish positive and negative memories, it can make it much more difficult. However, this research is not without its caveats. This novel memory testing paradigm was useful for measuring memory performance during a set of scenarios, but it was not possible to assess the participants’ own memories. The researchers state that they would be interested in a follow up to determine whether the results would be different or similar if the participants were asked to remember their own positive or negative scenarios that are social and non-social. Then, the researchers would be able to make more conclusions about whether social anxiety is related to biases in memories for real-life positive social information as well.
You may know that there is no single martial art called Karate or Kung Fu.These are umbrella terms that describe a wide variety of striking arts. Karate refers to many different styles of empty-handed fighting from Japan and Okinawa, and Kung Fu describes an entire system of Chinese martial arts. The term Taekwondo refers to the Korean traditions corresponding to Kung Fu or Karate. All three systems are known among martial artists as “hard” styles, meaning they rely on offensive strikes (kicks, punches, and other attacks with the hands, feet, elbows, and knees) and defensive blocks, which deflect incoming attacks and create opportunities to counter. Other arts like Hapkido or Aikido, Judo, Jujitsu, or T’ai Chi are called “soft” because they use grappling techniques (throws, trips, joint manipulation, chokes, pins, and so forth) to subdue an opponent. The literal translation of Taekwondo is “The Way of Kicking and Punching.” The most important part of this name is the word Do, which is the Korean equivalent of the Chinese word “Tao,” which means “Way.” Practitioners of Taekwondo learn how to kick, block, punch, and other self-defense techniques, but they also learn much more. As they continue their training, as years pass, most grow in directions they never imagined at the start. They learn a new way of experiencing the world in which they live. This Way is the real purpose of Taekwondo and all other martial arts. The Way is a process, a path, and many people who practice seriously come to believe that following it is one of life’s most rewarding journeys. Korea occupies a small peninsula in Southeast Asia. China forms its northwest border, and Japan lies across the narrow Korean Strait to the east. This geographical destiny has resulted in profound influences from both cultures, and its effect on the development of the Korean martial arts is clear. The techniques of Taekwondo resemble those of Karate and Kung Fu, but because the three traditions developed simultaneously over hundreds or even thousands of years, it is hard to determine which techniques were native to any individual art. The Korean martial arts are nevertheless distinct from those of China and Japan. The following metaphor is a way some teachers illustrate some conceptual differences between them: - China is a large country, about the same size as the United States, and it sprawls across mountains, plains, marshes, rivers, and every other kind of terrain. When armies came together on China’s battlefields, they had lots of room to maneuver. They could circle each other, feint in different directions, gauge reactions, and strike quickly at just the right moment. Kung Fu is characterized by fluid, circular motions, and its techniques are fast, graceful, and infinitely varied like the motions of the ancient Chinese armies. - In contrast, Japan is a long slender island nation. Because generals had less room to maneuver their troops, military engagements were more direct in Japan, as one army sought to dominate the other with an overwhelming display of force. Many of the Japanese striking arts emphasize the development of efficient, powerful, linear techniques. The virtues are strength, precision, and discipline, and the practitioner of Karate develops these characteristics on physical, mental, and spiritual levels. - Because Koreans have been exposed to the fighting systems of both China and Japan throughout history, Taekwondo combines elements of both to form a unique third tradition. Taekwondo practitioners develop powerful, linear techniques like those of Karate while retaining the fluid, circular motions of Kung Fu. Learn more about Jidokwan, the martial arts style we practice at River Valley Taekwondo. - Dates for promotion exams and evaluations - Events like field trips and special training weekends - News about the dojang and its students & instructors - Links to new blog posts about martial arts ideas and concepts - Let your instructors know what you think via polls - Updates on our cultural self-study program - Thoughts from guest instructors and JDK alumni
Take a look at Duolingo and Babbel. Both offer online language learning experiences with one major difference: Duolingo claims to be a more "gamified" experience, meaning that you lose some progress in the lesson everytime you answer a question incorrectly. On the other hand, Babbel allows you unlimited attempts on each exercise until you get it correct to move on. What aspects of the language, or the language learning process, does Duolingo's gamification help to improve, compared to Babbel's style of teaching? Vocabulary, grammar, spelling, or something completely different? By far, the most important impact gamification has on any activity, including language learning, is to increase one's attention span. By making mundane tasks into games (from cleaning a child's room, to walking up the stairs, to saving the world, to asking and answering questions online, and to to vocabulary memorization) it makes the task less mundane. This can serve as a huge incentive to continue with a task that would otherwise become boring. Three of the oft-cited educational benefits to gamification relate directly to this: - Boosts enthusiasm toward the subject matter - Lessens disruptive behavior (Speaking specifically about class rooms, but can apply equally to self-study where distractions might exist) - Game-centric learning improves attention span That doesn't mean that gamification is always good. It can be the case that once gamification is removed, the task seems even less desirable than it did before the game was introduced. Whether this is a problem in a specific situation may depend on the task, and the individual. Once you've learned some vocabulary, removing the game may not be harmful, because continuing the task may not matter. The University of Oregon published a study in which students learn Advanced Chinese using gamification. Participants seem to be very interested in the games used to teach advanced Chinese, playing them from 1 to even 10 hours per week. 21 of 24 students said that they liked the games, only three didn't. Over half of the students were exposed to video games to in their life. Thus gamification can help by making learning more fun (motivation/competition), be easily accessed in their daily lives, and can allow students to study longer. The article also states: Surprisingly, 2/3 of the students wrote down their ideas on various aspects, including their wishes to study phrases (especially idioms), making classroom activities more engaging, competitive but fun, the flexibility of the teacher's lesson planning, creating real-life situations, and incorporating technology. Gamification also is very enjoyable, allowing students to be more eager in continuing learning their new language. This concept is also especially helpful in learning environments such as schools and tutoring classes. Gamification might have its disadvantages as well, including being non-economical in terms of class time and discouragement when students don't feel competitive and competent. But it might also have a good future as students and interviewees express their confidence in the concept of gamification as it brings competition and fun into the classroom. Interviewees have their concerns about using game elements. Prof Mao worried that those struggling students might feel discouraged as they are less competent and competitive in games; she also mentioned using game elements might not be an economical way in terms of class time. However, interviewees have expressed their confidence in the use of game elements. They thought the competition and fun elements of games could be brought into the classroom. I've realized that if I have more practice with gamified language education on lingualeo.ru, I became more proficient with their game system, but not with learning language itself. It's the most important disadvantage. The second, less important disadvantage is that game is unbalanced - some exercises are much harder, but give fewer XP points. As in any competitive social activity, gamification will encourage the best and discourage with worst. Think of sports. Those that are good at sports are further motivated by the cheering, the prizes, and so on. Those that come in last, that are never cheered and never win a medal, will feel dejected and avoid that sport. You can see the same in video games: Those who aren't among the best begin to cheat (by using hacks or modifications) or buy advancements (with in-game purchases) or a good rank (by buying accounts that have been played and advanced). That is, gamification doesn't even work in computer games, where it comes from. I use a language learning app that includes weekly ranks of its users. In the top ranks are users who have "learned" tens of thousands of words per day. These are either autists with a linguistic savant syndrome, or kids who had fun clicking "correct" for hours one day and abandoned the app thereafter. Gamification is good if it presents learning materials in an easy to grasp and attractive way. It is counter-productive if it introduces a competitive character to learning. Marks (in school) are gamification, and they don't motivate most kids. The best motivator is finding something in a foreign language that interests you. For some it was the exchange student they fell in love with, for others it was foreign movies or books. My son loves computer games, and that English is the lingua franca of gamers motivates him to learn it. In that sense, "gamification" is motivating him to learn. In the end, people learn only if they have a goal that they can achieve through learning. In my opinion, finding such a goal is much more motivating than the design of the learning material or process.
Ethics refers to standards of conduct, standards that indicate how one should behave based on moral duties and virtues, which themselves are derived from principles of right and wrong. The major determinant of whether communications are ethical or unethical can be found in the notion of choice. The underlying assumption is that people have a right to make their own choices. Interpersonal communications are ethical to the extent that they facilitate a person’s freedom of choice by presenting that person with accurate information. Communications are unethical to the extent that they interfere with the individual’s freedom of choice by preventing the person from securing information relevant to the choices he or she will make. Unethical communications, therefore, are those that force a person to make choices he or she would not normally make or to decline to make choices he or she would normally make or both. The ethical communicator provides others with the kind of information that is helpful in making their own choices. You have the right to information about yourself that others possess and that influences the choices you will make. Thus, for example, you have the right to face your accusers, to know the witnesses who will be called to testify against you, to see your credit ratings, to see your medical records, and so on. At the same time that you have the right to information bearing on your own choices, you also have the obligation to reveal information that you possess that bears on the choices of your society. Thus, for example, you have an obligation to identify wrongdoing that you witness, to identify someone in a police line up, to notify the police of criminal activity, and to testify at a trial when you posses pertinent information. This information is essential for society to accomplish its purposes and to make its legitimate choices. Similarly, the information presented must be accurate; obviously, reasonable choices depend on accuracy of information. Doubtful information must be presented with qualifications, whether it concerns a crime that you witnessed or things you have heard about others. At the same time that you have these obligations to communicate information, you also have the right to remain silent; you have a right to privacy, to withhold information that has no bearing on the matter at hand. Thus, for example, a man or woman’s previous relationship history, sexual orientation, or religion us usually irrelevant to the person’s ability to function as a doctor or police officer, for example, and may thus be kept private in most job-related situations. If these issues become relevant say, the person is about to enter a new relationship then there may be an obligation to reveal previous relationships, sexual orientation, or religion, for example, to the new partner. In a court, of course, you have the right to refuse to incriminate yourself, to reveal information about yourself that could be used against you. But you do not have the right to refuse to reveal information about the criminal activities of others. In Canada, only lawyers and marriage partners are exempt from this general rule if the “criminal” was a client or spouse. In this ethic based on choice, however, there are a few qualifications that may restrict your freedom. The ethic assumes that persons are of an age and mental condition that allows free choice to be reasonably executed and that the choices they make do not prevent others from doing likewise. A child 5 or 6 years old may not be ready to make certain choices, so someone Ethical Interpersonal Communication 4 else (a parent or legal guardian) must make them. Some adults, for example people with advancing Alzheimer’s disease, need others to make certain decisions (legal or financial decisions) for them.
Propaganda, or the purposeful transmission of information designed to persuade and influence primarily through emotion rather than fact-based debate, is used in many social fields: marketing, religion, and politics each rely on propaganda to persuade and inform consumers, congregants, citizens, and more. While we are regularly exposed to propaganda, we may not often think about the ways that it appeals to us and the process through which propaganda techniques have been refined over time. Psychologists have commented on the ubiquity and power of propaganda repeatedly in recent decades; Anthony Pratkanis and Elliot Aronson famously argued that “every day we are bombarded with one persuasive communication after another. These appeals persuade not through the give-and-take of argument and debate, but through the manipulation of symbols and of our most basic human emotions. For better or worse, ours is an age of propaganda.” With the near ubiquity with which Americans are inundated with political propaganda, in particular, it is worth contemplating the development of the genre. The History of Propaganda Political propaganda is about as old as the written language, and examples appear around the world in humanity’s earliest civilizations. The 5th century BCE Behistun Inscription of Darius the Great is carved into a rockface in Iran, like an ancient billboard. Cicero and Livy produced pieces many historians now consider as precursors to propaganda, and many examples of pro-Roman propaganda have been found across the Empire in inscription, statue, and other forms. The term propaganda itself originates in a specific moment in the history of propaganda. By the beginning of the 17th century, the Catholic Church was losing numbers of converts to Protestantism, as well as facing the vast horizon of the New World. As much of the Western Hemisphere was being colonized by Catholic monarchies, Pope Gregory XV created a new papal department in charge of proselytizing New World peoples. In 1622, he decreed the creation of the Congregatio de Propaganda Fide (Congregation for Propagating the Faith), which sent missionaries over to the Western Hemisphere to spread materials and ideas to convert indigenous peoples and colonists to Catholicism. The religio-political materials the department produced were known as propaganda, but the term did not necessarily have a negative connotation. World War I saw the outbreak of government offices dedicated to the creation and dissemination of propaganda and is also when the concept of propaganda began to take on a negative meaning in the popular imagination. Germany opened their Central Office for Foreign Services in response to Britain’s War Propaganda Bureau, which was established in the Wellington House in 1914. Each produced materials to raise support for the war at home, as well as pieces of propaganda designed to spread false information abroad. But it would be the Bolsheviks of Russia that would connect issues of war, rebellion, family, morality, and obedience in common political propaganda in innovative and powerful ways. They utilized propaganda heavily during the revolution and changed the way governments perceived the benefits and uses of materials which sway popular opinion through heavily emotional and symbolic appeals. Under Stalin subsequently, the USSR focused on two strategies: - Agitation: Propaganda specifically designed to incite strong emotions, elicit heated reactions, and stir up political unrest. - Propaganda: Semi-informational materials that taught the viewer about Marxism, but from a very biased perspective. To capitalize on these strategies, the Soviets formed the отдел агитации и пропаганды (Department of Agitation and Propaganda), known as “AgitProp,” which would work busily during World War II to support the war efforts. It would be during World War II that governments across the globe would fully embrace the powers of political and pro-war propaganda. Hitler, obsessed with psychology, understood the role of symbols and slogans in motivating people. When he took power in 1933, he created the Ministry of Public Enlightenment and Propaganda and put the ruthless and savvy Joseph Goebbels at its head as Reich Minister of Propaganda. Britain, the US, Germany, and even Japan would produce massive quantities of posters, ads, images, and other materials that demonized the opposing side, demanded nationalistic allegiance, and encouraged near fanatical support of the war. In many cases, World War II propaganda in Europe was racist, fascist, or fear-mongering. The ubiquity of propaganda in England during World War II motivated George Orwell to write his famous 1984. Many museums worldwide, including the United States Holocaust Museum and the British Imperial War Museum, provide exhibits analyzing the insidious and troubling imagery and messaging in World War II propaganda with numerous examples worth contemplating both as art and as political activity. Since World War II, many countries around the world have developed departments that focus on different forms of propaganda. Media departments of political parties and candidate campaigns create propaganda for their causes, and military groups have psychological operations (PsyOps) officers who create propaganda materials for dissemination of theaters of operation abroad. Yet not all propaganda is the same, so we now also see a differentiation in many states between propaganda departments creating materials for consumption at home, and those focused on influencing international affairs. Who Said It: Colors of Propaganda Propaganda often utilizes multiple techniques and appeals to emotion; these can be easy for the consumer to understand by taking a step back and examining a piece of propaganda. Far harder to pinpoint may be the producer or source of the material. Propaganda is classified into three types related to what is perceived to be the origin of the message. Those who create propaganda can be either transparent or strategic in their presentation of propaganda since individuals focus not only on the message but also on the source of the message when evaluating propaganda. Most examples of propaganda are white propaganda, which is created by a source and clearly presented as originating from that source. Campaign ads on television in the United States are required to state who financed and produced the ad. Military propaganda by British, Israeli, or Singaporean governments is clearly presented as a message from the state. While most propaganda is white propaganda, many people assume all propaganda is white, and thus that all propaganda is being honest about its origins, or even being clear about being propaganda at all. Black propaganda is propaganda which is created by one group and then attributed to a different group, so that the origins of the propaganda is reversed. This discredits the group that has supposedly created the propaganda, making this the most insidious form of propaganda. Today much of the debate over fake news in the United States consists of individuals on both sides creating inaccurate or extreme stories and then attributing them to opposing sides. One more extreme example of black propaganda is described in the autobiography of Jang Jin-sung, formerly North Korea’s State Poet Laureate. He explains that, as part of the ruling party’s inner circle, one of his jobs was to write new reports and books by “South Koreans” that depicted them as frightened and desperate, which were then smuggled into South Korea. Then, North Korean spies would sneak these materials out, and they would be released to the North Korean public, proving governmental claims that South Koreans were frightened and eager to rejoin the North. North Korean citizens had no idea the materials were faked, and the result was powerful propaganda that has promoted nationalism for decades. Grey propaganda is information that is released to the public that has no clear origin whatsoever. Instead, the goal is to sway public opinion without them understanding where that information came from. Often, gray propaganda is deliberately absurd or extreme so that viewers are actually pushed in the other direction. These are often fear mongering campaigns designed to create false concerns and push voters in a desired direction. In many cases, alternative facts and ideas are injected into the public sphere via social media and serve to shape public opinion to the benefit of whichever group created the alternative narrative. Methods of Propaganda While there are myriad techniques used in propaganda, some are of note in relation to recent changes in the political public sphere. - Bite-sized tags: Slogans, catchphrases, and taglines are short, catchy, easy-to-process and easy-to-remember words or phrases that pack a powerful punch. Particularly in today’s social media age of 120-characters and snapshots, bite-sized tags can be a powerful form of viral propaganda because of how easily they can be passed around. One of the most successful bite-sized tag produced by the British Government’s propaganda office in 1939, a poster saying “Keep Calm and Carry On,” was never even used out in the general public, but was such a catchy slogan that the poster has found new life as a meme in the 21st century. - Fear-mongering and Scapegoating: Perhaps the single most powerful technique in propaganda is the use of fear-mongering: the deliberate use of extreme ideas and symbols for the purpose of swaying opinion by causing deep, and at times irrational, fear. Often fear-mongering includes scapegoating, or blaming bad on a particular group or presenting that group as the root of societal problems. These two techniques are regularly used by xenophobic, racist, authoritarian, and discriminatory groups, parties, and candidates. - Demonization: By characterizing an enemy or opponent as monstrous, evil, vile, or dangerous, propaganda can appeal to visceral feelings of fear, disgust, and repulsion. Propaganda which utilizes demonization presents images that are horrifying, hyperbolic, and at times despicably racist or discriminatory. Exaggeration is required, and this technique is particularly necessary for any political “smear campaign”. - Paternalism: Propaganda often appeals to individual’s need to feel protected and watched over, and employ imagery and symbolism that evokes a sense of paternalism. The emphasis on a strong, fatherly authority is appealing to many consuming propaganda, making this technique extremely powerful in times of distress or crisis, such as in the use of Uncle Sam in military propaganda. - Common Folks: A common propaganda technique in recent years with the rise of populism in the US and Europe has been appeals to common folks. Through the deliberate use of colloquial language and mundane symbols, the goal is to make viewers feel that they directly connect and can relate to the message or meaning of the propaganda. - Band-wagoning: The goal of band-wagoning is to convince the viewer that everyone is already ‘onboard’ together on a side, and that if the viewer wants to be a winner too, he should jump onboard with everyone else. Often the word “we” is used heavily to imply that everyone is in a situation or group together. - Inevitable victory: Because people always want to be on a winning side, if a piece of propaganda can paint a candidate or group’s victory as certain and inevitable, then the viewer will want to join the group. Many times, there is the use of symbols and words related to destiny or fate; other times, the propaganda will argue that the battle is already all but over, meaning that joining means that your place on the winning side is all but a sure thing. - Flag waving: In increasingly nationalistic times, propaganda which suggests you take actions because it is your patriotic duty. By obeying the message, the propaganda argues, you can show to all just how patriotic you are. This technique has always been used during times of war, yet it is becoming more common in partisan politics in the United States. - ad nauseum: Using ad nauseum techniques, propaganda uses repetition of an idea, word, or image to imprint the desired idea into the mind of the viewer. When politicians focus on staying “on message,” meaning they repeat the same buzzwords and reinforced the same ideas in multiple public appearances and statements, they are utilizing this technique. - The “Big Lie”: This strategy requires an entire body of propaganda, usually across multiple mediums, and focuses on stirring up strong emotion by retelling or reorienting a major story or event to change people’s perception of the event. By casting recent events in a different light, those who produce the propaganda can change the public’s emotional associations with what is occurring in their lives. Often, this strategy relies on the use of sexist, racist, or xenophobic language, and ties together with other techniques like fear mongering and scapegoating. The line between information, infotainment, and propaganda is growing exceedingly fine. Ours surely is an age of propaganda, particularly in the fields of politics across our digital public sphere. It is always important to identify where propaganda is coming from and who produces it so that you can be aware of biases. While it is not possible to avoid propaganda, understanding the techniques it features that persuade, rile up, or demonize others is important for maintaining awareness in a world where our minds are continually influenced by others.
Sulfurous acid facts for kids Sulfurous acid is a weak acid with the chemical formula H2SO3. It is produced by dissolving sulfur dioxide in water. Bases deprotonate (remove the Hydrogen ion) it to produce sulfites. It tends to turn back into sulfur dioxide and water again. It is a weak reducing agent. Sulfurous acid Facts for Kids. Kiddle Encyclopedia.
Welcome to Year 3 Year 3 Chad: Mrs Wood, Miss Millward & Ms Taherian Year 3 Vale: Mr Singh, Mrs Chhaya, Miss Millward & Ms Taherian The children will continue to use ‘Talk for Writing’ in order to imitate, perform and learn from class texts. These texts will include myths, persuasive texts, instructions, letter writing and suspense stories. Phonic skills are no longer taught in key stage two, so daily reading at home with an adult is vital. Please share your child’s book by reading part of it to them. Reading should be recorded daily in the reading diary we provide. Furthermore, children undertake a range of reading activities each day to broaden their understanding in school first-hand. In Year 3, we continue to build upon the skills taught in year 2. This includes the four operations (addition, subtraction, division and multiplication). We learn more sophisticated written methods of calculating in accordance with the Chad Vale calculation policy. We specifically focus on the 3,4 and 8 times tables. It is really helpful if children practise these at home as much as possible. The children will also look at place value, 2-D and 3-D shape facts. In addition to this, children will be learning to gather data and display it in graphs and charts. In science we cover a number of topics throughout the year. (Please see the curriculum overview in the link on the right). Throughout the key topics this year, the focus will be on scientific inquiry, investigation, prediction and questioning skills. In history the children learn about the Stone Age and the Romans. In the summer term we visit Lunt Fort, one of the oldest Roman Fort remains in the country. Through the learning of history, children gain a greater perspective of time and how history has had an impact on modern day life today. You can support your child by encouraging them to research this historical period through books and the internet. More information about Lunt Fort is available here: http://www.luntromanfort.org/ In art, children build upon the skills taught in Year 2. They learn how to use pencil to create texture and tone, cross-hatching and colour techniques. In addition to this, children learn about famous artists and their work and use this to inspire their own artwork. In DT lessons the children will undertake a number of exciting projects. To link with our science learning, children learn all about nutrition and healthy eating. The class will design and make a healthy soup. Linking with our maths learning and 3D shapes, the children learn about packaging and design and create their own Easter egg box. Finally, we link our learning to saving our environment and the children design and make their own bag out of recycled materials. In music lessons the children learn to sing a number of different styles of music including rock, R and B and songs to celebrate traditional festivals. Children will also have the opportunity to experiment with a variety of instruments. In addition to this, children will learn songs for an exciting Easter story performance in the spring. Children will learn about the world, continents and countries. We focus on Europe and learning the capital cities of neighbouring countries. We introduce mapping skills and the skills needed to use OS maps, atlases and globes. The children will also learn about natural disasters including earthquakes, volcanic eruptions and tsunamis and the impact of these disasters on local communities. In year 3 the children begin their journey through the target language by amassing a vocabulary of nouns and basic greetings. They lean about what the language sounds like, what it looks like and about Spanish culture. There is a key focus on speaking and listening which develops a confidence in the subject before children move onto more advanced learning in year 4. PE will take place on Mondays (3 Chad) and Fridays (3 Vale). Kit must be in a drawstring bag please due to lack of storage space. Children learn a variety of skills under the topics of gymnastics, games, dance and athletics. Swimming will take place on Wednesdays so please remember to bring a swimming costume, formal swimming trunks, swimming cap and towel in a waterproof bag. Please also remember to send your child with a weatherproof jacket and walking shoes. If you would like more information regarding our curriculum, please do not hesitate to contact us. If you do have any questions or if there is anything you would like to discuss with us then please come and see us or email us at: Year 3 Chad Teacher Year 3 Vale Teacher
There are many different ways that instruction can be differentiated. Some ways work better for certain lessons, certain content, even for certain groups of kids. (I remember as a new teacher being shocked that plans that had worked well for my students my first year failed miserably for the students I had my second year. For some reason I thought my classes would be so much more alike!) Instruction can be differentiated by the skills and concepts being taught, by the way the students’ learning is assessed, and by the activities, assignments and materials being used. Each of these can be further differentiated by the students’ academic/instructional level, by the students’ interests and by their learning styles. And, let’s not forget, there are some lessons that will likely be more effective when done as a whole class without differentiating. I put together a Differentiation Planning flowchart to try to make it easier to consider the possibilities. These five questions will give you a good place to start when deciding what will work best for your students. 1. What is it that I want my students to know or be able to do at the end of the lesson or unit? Students can’t hit a target if they don’t know what and where it is. Your planning will be much more effective and effecient if you first determine where you want the students to end up – then you can really focus on how to get them there. 2. Where are my students now? Use a variety of data – possibly including assessment scores, classroom observation, even student input – to determine where each student currently is in relation to the target you’ve identified. You may discover that you have students already beyond the target. Adjust the target accordingly so they can be appropriately challenged. You may have students that are a ways from reaching the target. Plan instruction for them that will get them closer. In both of these cases, resources such as curriculum ladders can be very helpful for seeing the progression of skills and planning next steps. 3. What resources do I have available? Being able to provide leveled reading articles or other types of differentiated materials can be great, but spending hours and hours trying to find or create materials for every lesson isn’t realistic. Take advantage of what you have easy access to. One of my favorite ways to differentiate math lessons was to offer the students their choice of worksheet. Our math curriculum came with three workbooks: Reteaching, Practice and Enrichment. The Practice page was at the same level as our textbook. The Reteaching simplified the skills or added support in some way, and the Enrichment added an additional challenge to the skill. I’d make copies of all three and let the students choose which one they wanted to do. It surprised me at first that they didn’t all take the “easy” page. Most often, they picked whatever their friends picked, which sometimes meant that they ended up with a pretty challenging assignment. Their choices also helped me better understand how the students’ felt about how well they got the skill. 4. What choices can I offer the students? In the math worksheet situation, I could have assigned the students a worksheet based on their academic level or some other factor, and I did on occasion, but I love being able to let the students make choices about their work as often as possible. Making choices increases their engagement and makes the learning more relevant and more enjoyable. I especially like doing this with reading projects. I have always loved to read, but it seemed like the books I was required to read in school were never ones I liked much. So, as much as possible, I let students choose their own (within some guidelines) – then if they don’t like the book it’s not completely my fault. 🙂 For example, when I taught 5th grade, during our unit on the American Revolution, we read historical fiction novels set during that time. I had small sets of several books that could work. I’d spend a class period introducing the book choices to the kids – reading the blurb on the back of each book, explaining the reading level of each, the number of pages, etc. Then they could pick. It made for some really interesting discussions in history about what life was like then since the kids had a variety of information they learned from their books and could share with each other. 5. What learning styles have I not reached out to lately? Some kids learn best in a quiet room; others learn best working with a lot of discussion with others. Some learn by practicing on a worksheet; others get better practice on a computer; still others learn best with hands-on manipulatives. Some kids can show what they know by writing a report. Others would be more successful giving a speech, making a poster, or writing a song. Look for ways to mix things up. If yesterday’s lesson was quiet and independent, make today’s more collaborative, and vice versa. Give each student days when they can learn in their preferred way. As a major bonus, it will make class time more interesting for you, too!
The Roman Empire and Beyond DOI link for The Roman Empire and Beyond The Roman Empire and Beyond book Caesar’s conquest of Gaul, effectively completed by 51 BC, saw the establishment of the Roman frontier along the Rhine. In the succeeding decades the western Alps were gradually assimilated, and in central Europe the first moves were made into the Hungarian Plain. In 15 BC the king of Noricum died, bequeathing his kingdom to the Roman people, and opening up the rest of Pannonia and southern Germany for conquest. By 14 BC the Rhine-Danube frontier had been established, and, despite subsequent attempts by Drusus and then Germanicus to extend to the Elbe, this was to remain the boundary, excepting the addition of Britain under Claudius in the west, and of Dacia under Trajan in the east. Before we evaluate the immediate effect that incorporation into the Roman Empire had on the areas we have been considering, we must first discuss those areas which were not, or only later, conquered-Britain and Germany.
A simple way is to minimize calculations and let Illustrator find how long parts are needed. The slices are parts of cone surfaces. You should understand it if you watch the following revolved polyline. It's a half of approximated sphere. The orange stripe can be cut as an edge slice of a circle sector which forms the surface of a cone. Some calculations are needed. You must find the sector angle of the circle. In the leftmost drawing you can find AC, BC and CD. AC can be got exactly by inserting a node to the crossing A and removing the extras with the direct selection tool. AC was drawn originally by extending the polyline segment BC holding the shift key and dragging the corner towards A. Document Info panel's subpanel "Objects" gives the following lengths: AC=107,715mm BC=11,14mm and DC=41,22mm The revolution path of point C is a circle with radius DC. That gives cone bottom perimeter = 258,99mm. (=multiplied by 2pi) On the other hand that must be equal with the length of an arc which has radius = AC. The angle of the arc in radians =(258,99mm)/AC= 2,4044 radians = 137,76 degrees. Direct formula for the sector angle in degrees is (DC/AC)360. So here we have the orange stripe: We have 2 circles. Radiuses: the red 107,715mm and the blue 11,14mm less (=BC). The sector angle is made by rotating a horizontal line to 137,76 degrees. The rest of the needed stripes can be constructed in the same way. There's no reason why the stripes should have equal widths. It can be useful to make equator stripes and pole stripes 50% narrower and simplify them. The pole caps could be circle caps and the equator stripe could be one vertical cylinder instead of 2 opposite cones around the equator. Actually one gets a polygon just for it from Illustrator when he doubleclicks the polygon tool and inputs the values instead of dragging. The example from 1970's seems to need a 36 gon as the starting point: Actually you need the colored sides of it and the dashed square as a marker of the center. Red sides become curved stripes as the orange one was above. The green one is a round pole cap and the blue becomes a vertical cylinder (=a rectangle in a plane) symmetrically around the equator. Automatization: Programming is needed. You may want to input the size of the sphere and and how many stripes it must have. I do not believe blending does the trick, altough I cannot prove that nobody will ever find good blending settings. What to program: Trigonometric formulas for the stripe dimensions, drawing actual curves and the nesting (=placements for effective cutting). Programming and deriving the needed formulas are beyond the scope of this answer. But you can try this old-style Excel worksheet which contains your example case: https://www.dropbox.com/s/8dlssrkrdh7ebd9/spherestripes.xls?dl=0 It gives the dimensions of the needed stripes. Only the northern hemisphere and the equator are calculated, copy the stripes for the southern hemisphere. Input the three starting parameters to yellow cells. Blue cells contain intermediate results. If you happen to have a high end CAD program such as Inventor, Solidworks, SpaceClaim, Catia or other high cost stuff in the same league, you can revolve a N-gon to get a surface: Only the northern hemisphere + the equator are revolved to keep the image simpler. Because the surface stripes can be unfolded to plane, you at first split the surface to stripes. Assign some thickness to them and unfold them with the sheet metal functionality. Then you will have the stripes. Unfortunately I cannot show it in practice because I haven't such ($5000,-) software, the preceding images were only screenshots from entry level freeware CAD. But nothing prevents to test the paperwork unfolder Pepakura that user Rafael suggested. Upvote him, if you see this useful: I saved the revolved shape as STL file and imported it to Pepakura demo: The circle in the left is the bottm cap. Not bad, I would say. Pepakura did the conversion in few seconds. It accepts also OBJ files. In illustrator one can change the stokes, remove the unwanted parts, fill areas with the shape builder, duplicate those stripes which are needed for the southern hemisphere and move things to artistically acceptable places and positions. Here's what I got in a minute: Filling with Shape Builder is actually a must, because the SVG from Pepakura contains a high number of unconnected line segments. There cannot be curves because STL file itself contains only straight lines.
[dropcap]Nearly[/dropcap] every person has experienced bullying, whether you’ve been bullied or were the bully. While many consider bullying “one of those things that every kid goes through,” the effects of bullying are certainly not to be minimized. Bullying is defined by stopbullying.gov, a website managed by the U.S. Department of Health & Human Services, as “unwanted, aggressive, and often repeated behavior among school-aged children that involves a real or perceived power imbalance. Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally and excluding someone from a group on purpose.” Researchers presenting at the Pediatric Academic Societies annual meeting last spring shared the results of a study examining the mental health outcomes of young adults who were bullied as children. The findings indicated that adults who were bullied as children were more likely to suffer from mental health problems than adults who as children were neglected or abused. The study found that those bullied suffered a number of physical health consequences including increased tissue inflammation. A second study yielded evidence that “being bullied as a child puts an individual at high risk for depressive disorders. About 12 percent of the study participants were diagnosed with a psychiatric disorder before age 30.” Further, 31 percent of the participants who as children were bullies and also bullied themselves had high rates of depression, anxiety disorders, schizophrenia and substance abuse. Children who bully and are bullied, according to one researcher, are likely having psychiatric problems. Bullying, whether the aggressor or victim, affects children socially, emotionally and psychologically. Tracy Nicholas, mother and author of Is Your Child Really ‘Fine?’ How to Know and How to Help, addressed in her book the stigma of bullying, the ability that children have to gloss over the issue and what parents can do to stop bullying. She wrote that children become bullies because they are hurting. “Children who bully are ‘stuffing down’ the hurt. They don’t tell their parents, teachers or others and don’t deal with their emotions. The bullying is a way of acting out.” To Combat Bullying - Help children understand what bullying is and that it is unacceptable. - Teach your child how to safely stand up for himself. Be certain your child knows how to get help. - Keep the lines of communication open. Check in with your child often; ask questions, such as: - What was something good that happened today? - How was lunch time today? - Who did you sit with? - What is it like to ride the bus to school? - Go to school events. - Meet your child’s friends. - Share phone numbers with parents in your child’s class. - Get to know your child’s bus driver, teachers and coaches. - Encourage your child to do things they love. Encourage activities such as volunteering, playing sports or joining a youth group or school club. This builds confidence. - Model how to treat others with respect and kindness.
By Peter Byrne, Posted on The Royal College of Psychiatrists Stigma is defined as a sign of disgrace or discredit, which sets a person apart from others. The stigma of mental illness, although more often related to context than to a person’s appearance, remains a powerful negative attribute in all social relations. Sociological interest in psychiatric stigma was given added vigour with the publication of Stigma – Notes on the Management of Spoiled Identity (Goffman, 1963). More recently, psychiatrists have begun to re-examine the consequences of stigma for their patients. In 1989, the American Psychiatric Association’s annual meeting’s theme ‘overcoming stigma’ was subsequently published as a collection of articles (Fink & Tasman, 1992), and last year saw the launch of the Royal College of Psychiatrists” five-year Changing Minds anti-stigma campaign. What stigma means Beyond any definition, stigma has become a marker for adverse experiences (see Box 1⇓). First among these is a sense of shame. Mental illness, despite centuries of learning and the ‘Decade of the Brain’, is still perceived as an indulgence, a sign of weakness. Self-stigmatisation has been described, and there are numerous personal accounts of psychiatric illness, where shame overrides even the most extreme of symptoms. In two identical UK public opinion surveys, little change was recorded over 10 years, with over 80% endorsing the statement that “most people are embarrassed by mentally ill people”, and about 30% agreeing “I am embarrassed by mentally ill persons” (Huxley, 1993). The experience of stigma The “black sheep of the family” role The adaptive response to private and public shame is secrecy. Commenting on the barriers to the management of depression, Docherty (1997) cites both patients’ shame in admitting to, and physicians’ reluctance to enquire about, depressive symptoms. Family and friends may endure a stigma by association, the so-called “courtesy stigma” (Goffman, 1963). In one study of 156 parents and spouses of first-admission patients, half reported making efforts to conceal the illness from others (Phelan et al, 1998). Professionals are no different in this regard, and hide psychiatric illness in themselves or a family member. Secrecy acts as an obstacle to the presentation and treatment of mental illness at all stages. So, unlike physical illness, when social resources are mobilised, people with mental disorders are removed from potential supports. Poorer outcomes in chronic mental disorders are likely when patients’ social networks are reduced (Brugha et al, 1993). The question arises as to just what all this shame and secrecy is about. Negative cultural sanction and myths combine to ensure scapegoating in the wider community (see Box 1⇑). The reality of discriminatory practices supplies a very real incentive to keep mental health problems a secret. Patients who pursue the secrecy strategy and withdraw have a more insular support network. Discrimination occurs across every aspect of social and economic existence (Fink & Tasman, 1992; Heller et al, 1996; Read & Reynolds, 1997; Byrne, 1997; Thompson & Thompson, 1997). A civilisation should be judged by how it treats its mentally ill: discrimination is also about the conditions in which our patients live, mental health budgets and the priority which we allow these services to achieve. By way of summary, Gullekson (in Fink & Tasman, 1992) writes about her brother’s schizophrenia: “For me stigma means fear, resulting in a lack of confidence. Stigma is loss, resulting in unresolved mourning issues. Stigma is not having access to resources… Stigma is being invisible or being reviled, resulting in conflict. Stigma is lowered family esteem and intense shame, resulting in decreased self-worth. Stigma is secrecy… Stigma is anger, resulting in distance. Most importantly, stigma is hopelessness, resulting in helplessness.” Goffman (1963) commented that the difference between a normal and a stigmatised person was a question of perspective, not reality. Stigma (like beauty) is in the eye of the beholder, and a body of evidence supports the concept of stereotypes of mental illness (Townsend, 1979; Philo, 1996; Byrne, 1997). Stereotypes are about selective perceptions that place people in categories, exaggerating differences between groups (‘them and us’) in order to obscure differences within groups (Townsend, 1979). As with racial prejudice, stereotypes make people easier to dismiss, and in so doing, the stigmatiser maintains social distance. The media perpetuate stigma, giving the public narrowly focused stories based around stereotypes. On a more positive note, the media are a useful location to begin the search for negative representations and adverse attitudes to mental illness, and ultimately the media will be the means of any campaign that aims to challenge and replace the stereotypes. Philo (1996) measured violence as the central element in television representations in 66% of items about mental illness, an interesting figure in that it corresponds with the Royal College of Psychiatrists” 1998 survey, where 70% believed that people with schizophrenia are violent and unpredictable. At the other extreme, people with mental illness are frequently portrayed as victims, pathetic characters, or ‘the deserving mad’ (Byrne, 1997). This parallels the experience of physical disability, where sympathy is a pretext for social distance – the “Does he take sugar?” strategy. The Royal College of Psychiatrists” survey also recorded consistently high responses (ranging from 50–79%) in relation to six common mental disorders, when the public was asked whether the sufferer was “hard to talk to”. Most clinicians would instinctively encourage empathy not sympathy for their patients. In cinema and television, mental illness is the substrate for comedy, more usually laughing at than laughing with the characters (Byrne, 1997). As part of the ‘them and us’ strategy, mental disorders have also been conferred with highly charged negative connotations of self-infliction, an excuse for laziness and criminality. Hyler et al (1991) have written about a number of Hollywood films where the representations of mental illness are of “overprivileged, oversexed narcissistic parasites”. But “pull yourself together” attitudes are not confined to fictional screen representations, with one Northern Ireland general practitioner writing: “Yet they (“neurotic patients”) take up far too much of our time and energy – people complaining, miserable, depressed, neurotically whining about how unhappy they are, pouring out all their problems in the surgery and dumping them on my doorstep. It would be really unbearable if I was actually listening to them” (Farrell, 1999). The process of stigmatisation The history of stigma, culturally determined, is described elsewhere (Section 2 of Fink & Tasman, 1992; Warner in Heller et al, 1996). Some social scientists believed stigma was a function of labelling by psychiatrists, citing benign public attitudes of self-report studies and the observation that many patients were unaware of stigma: this is not supported by the evidence (Link et al in Fink & Tasman, 1992). Mental illness stigma existed long before psychiatry, although in many instances the institution of psychiatry has not helped to reduce either stereotyping or discriminatory practices. Further, the ubiquity of stigma and the lack of language to describe its discourse have served to delay its passing: racism, fatism, ageism, religious bigotry, sexism and homophobia are all recognised descriptions for prejudiced beliefs, but there is no word for prejudice against mental illness. One possible remedy to this would be the introduction of the term “psychophobic” to describe any individual who continues to hold prejudicial attitudes about mental illness regardless of rational contrary evidence. Despite inevitable objections from some, the rise of “politically correct” language has been a key factor in the success of campaigns opposing discrimination based on gender, age, religion, colour, size and physical disability (Thompson & Thompson, 1997). Stereotypes of mental illness Psychokiller / maniac Pathetic sad characters Figures of fun Dishonest excuse: hiding behind ‘psychobabble’ or doctors Negative attitudes to people with mental illness start at playschool and endure into early adulthood: one cohort confirmed the same prejudices on re-examination eight years later (Weiss, 1994). Green et al (1987) measured consistently negative public attitudes at five separate points over 22 years. These studies, and that quoted above from Huxley (1993), directly contradict a recent claim (stated but unreferenced) that “public perception of psychiatric disorders will change: improved understanding of the causes and mechanisms of disease is likely to reduce stigma” (McGuffin & Martin, 1999). Accepting the low value most cultures attach to mental disorders, are there any qualities in stigmatisers that could be altered to reduce overall levels of stigma? Adorno et al (1950) have hypothesised about the likely make-up of prejudiced people: they have an intolerance of ambiguity, rigid authoritarian beliefs and a hostility towards other groups (ethnocentricity). Other studies of the attributes of those who are more likely to produce negative evaluations of stigmatised people found no relation to “conventionalism”, but did report an association with a “cynical world view” (Crandall & Cohen, 1994). Knowing someone who has a mental illness is not associated with more enlightened attitudes (Wolff et al, 1996a), but Huxley (1993) identifies that the key factor is direct contact with people who have had “helpful treatment for episodes of mental illness”. The challenge, listed in the third section of Box 3⇓, is to confront the stigmatiser with his or her irrational beliefs, in addition to enabling direct contact with “one of them”. This may seem an unrealistic aim, if the prototype stigmatiser conjures up images of shaven-headed boot-boys, but any list of stigmatisers includes landlords, employers, insurers, welfare administrators, housing officers, universities, health care professionals, lawyers, prison workers and teachers. Factors which influence the prejudice of stigmatisers Factor type Example Likely to increase prejudice Attribute of stigmatised Gender Male gender Appearance Unkempt appearance Behaviour Acute illness episode Financial circumstances Homelessness Assumptions about the individual’s disorder Perceived focus of illness Many deficits Perceived responsibility Not responsible for actions Perceived severity History of hospital admission Knowledge base about particular disorder Perceived origin Self-inflicted Perceived course Incurable/“chronic” Perceived treatments “Needs drugs” to stay well Perceived danger Criminality or violence Levels of intervention The starting point for all target groups and at every level is education: to date, the Changing Minds campaign has succeeded in its requests to medical journals to publish articles on stigma. These articles, including the excellent Lancet series (Lancet, 1998) have provoked discussion within professional circles, and beyond. Psychiatric Services and the UK-based Journal of Mental Health have been major forums for research and debate on this subject, and more recently the Psychiatric Bulletin has featured a number of key articles. Other professions – nursing, occupational therapy and social work – have been writing about these issues for far longer and in greater depth than psychiatrists. Publications in the lay press circulate the arguments to a wider audience. The Internet is already a highly effective means of distributing information and specific anti-stigma initiatives, and readers can access details of Changing Minds and other campaigns through www.rcpsych.ac.uk. and www.irishpsychiatry.com. Stigma and its sequelae should achieve a prominent place on the curriculum of all health service professionals and their students. The latter group will be the decision-makers of the next millennium and will either initiate further social psychiatry research or make the same mistakes as their predecessors. Wolff et al (1996a,b) have provided a practical working model for interventions aimed at various target groups (see Box 4⇓). One aspect of this is to listen to the concerns of the people whose attitudes you wish to change. Young couples with children have specific fears that need to be addressed, and in this group, reductions in levels of fear can be achieved with educational interventions (Wolff et al, 1996a). Other settings, for example schools, workplaces and welfare services, will require different information packages tailored to their needs. The content of these interventions should include the components of established psychoeducation modules, the stigma–discrimination paradigm (a prototype presentation is available at www.rcpsych.ac.uk) and information specific to the needs of the target group. Key suggestions for educational interventions: after Wolffet al (1996a) Specific target groups, with prior identification of their attitudes No evidence of community backlash Flexible public education packages Small groups work better Several interventions over time exceed the sum of their parts Continuing contact with the group (keyworker) maintains momentum Mental health professionals need to move beyond teaching psychoeducation in isolation (at the clinic) to full participation in planned programmes of public education (see Box 5⇓). Every intervention must convince its target group of the importance of stigma/discrimination, challenge stereotypes in ourselves and others, and pursue the ongoing task of unravelling the nature of prejudice. These three separate tasks are summarised in the Changing Minds slogan: “Stop, think, understand”. From psychoeducation to public education Family Target group Advocate group Society Closing the knowledge gap is only part of the answer. Stigmatisers, as a rule, are unlikely to volunteer to attend educational packages. Even assuming the message reaches all targets, education alone cannot change centuries of folklore and prejudice. The “carrot” of education must be accompanied by the “stick” of challenges to media misrepresentations, positive discrimination in the workplace, test cases in the courts, and legal sanction through (for example) the Disability Rights Commission. In this regard, lessons can be learned from AIDS foundations and the gay community, who met the challenge of initial public antipathy to AIDS, and who have now achieved the dual goals of health promotion and major reductions in discriminatory practices (Thompson & Thompson, 1997). Changing psychiatry first Ask yourself the following questions: could you give a talk about stigma next week? What have you done to reduce stigma and discrimination against your patients? Is stigma on the undergraduate curriculum of your university, or something about which your trainees have formal teaching? It is not just that psychiatry has a shameful history in its contributions to modern-day misconceptions about mental illness (see Box 6⇓), but that it has also failed to address its current deficiencies. None of the standard British psychiatry textbooks cites “stigma” in their indices. There is a dearth of psychiatric research on stigma and discrimination, and a perennial resistance to rocking the stigma boat. Wolff et al (1996a) described their failure to achieve ethical approval for their study in London, and also described staff preconceptions that it would draw attention to the patients’ problems, making integration locally more difficult. A history of dumb ideas in psychiatry Moon (lunatic) and womb (hysteria) theories Technique of persuasion Mental and moral defectives Eugenics (Ernst Rubin) Insulin coma treatment Momism, schizophrenogenic mothers, Schism & Schew families Treatments for homosexuality Many psychiatrists share the stereotypes described above. Lewis & Appleby (1988) reported that psychiatrists reacted to vignettes differently if the person had been given the diagnosis of a personality disorder: once labelled, primary diagnoses differed and value judgements (e.g. “manipulative”, “does not merit NHS time”, “unlikely to improve”, “likely to annoy”) appeared more frequently. Antipathies to psychiatry and psychiatrists are widespread among the medical profession, but perhaps the real issue is that the majority of psychiatrists fail to challenge these prejudices. This failure to respond, be it acquiescence or resignation, cannot continue. The impetus to challenge ageism did not come from medical gerontology, but was later championed by that speciality. Radical action within and outside psychiatry is now required. Dubin & Fink (in Fink & Tasman, 1992) describe how psychiatrists perpetuate many concepts underlying biased and stigmatising attitudes, and suggest that the way in which psychiatry is structured maintains the status quo. Eisenberg (1995) has criticised the highly charged ‘either/or’ discourse that mental diseases are either biological/’no one’s fault’ or psychological/”caused by” parents, spouses or patients. Silence on these issues is no longer tenable: for all aspects of stigma and discriminatory practices, psychiatrists need to complain more often and more effectively – media coverage is a good starting point (Hart & Philipson, 1999). For psychiatrists, the debate goes beyond stigma. It includes the quality and structure of existing services, and the barriers that deny access to them (Thompson & Thompson, 1997). Compliance is one example where both a concept, and the theories underlying it, are in need of a radical change in mind set. Brandon (in Read & Reynolds, 1996) has provided a number of suggestions for change among psychiatrists, principally abandoning the “them and us” mentality. Crepaz-Keay (in Read & Reynolds, 1996) sums up the (stereotypical) psychiatrist’s reactions to advocates: “But you”re not like my clients” or “Who do you represent?”. Practical stigma management If every psychiatrist left rehabilitation to the rehabilitation team, there would be no rehabilitation. Equally, if every psychiatrist leaves “the stigma issue” to the Changing Minds campaign, there will be no enduring change. Psychiatrists should address stigma as a separate and important marker in its own right. Because of the nature of stigma, patients are unlikely to bring it directly to the attention of the mental health team. Clinicians should ask about the nature of adverse experiences, discrimination, the extent of social networks, self-image, etc., and incorporate these issues into the treatment plan. Acknowledging the existence of prejudice is an essential first step, and is no more “dangerous” than enquiry into suicidal ideation. There may be a specific focus of adverse experiences (bullying at work or school, family difficulties), or ways in which the patient can alter others” reactions to him- or herself (see Box 3⇑). The patient needs to construct these stigmatising experiences as part of a generalised prejudice in society, allowing the possibility of overcoming his or her own difficulties. Alongside this, the clinician will gain in adding to his or her existing knowledge of the patient’s social context and learning more about stigma. Schizophrenia presents unique challenges. Lack of insight is always problematic, but an affective component can be associated with denial of symptoms or rejection of treatment at key points in the illness. The life events model contains many events that could be precipitated by stigma-led experiences: losing a job, a home or a friendship. It is about humiliating and devaluating experiences, and these play an important part in relapses of depression. Equally, the central roles of vulnerability, destabilisation and restitution factors have a bearing on outcome. Pessimism in the profession may also negatively affect patient perceptions here: for years, the chronic social breakdown syndrome of long-stay patients was seen as an integral part of schizophrenia (Eisenberg, 1995). Given that at least 50% of people with schizophrenia have significant social skills deficits, any programme must include improving interpersonal skills. A symptom-focused approach that includes stigma management can be incorporated into an existing cognitive–behavioural model of treatment (Enright, 1997). A comprehensive list of social obstacles to successful de-institutionalisation has also been described (Farina et al, in Fink & Tasman, 1992). With the possible exception of some patients with Alzheimer’s dementia, patients need to know their diagnosis and what the problems are and are likely to be. Just as adverse public attitudes endure over time, the adverse effect of stigma on individuals’ well-being persists from entry into treatment up until a year after successful treatment (Link et al, 1997). Cognitive–behavioural therapy (CBT) is now of proven efficacy across the spectrum of mental disorders (Enright, 1997): its core strategy is disseminating information about the illness. Holmes & River (1998) have outlined a CBT approach to combating stigma in individuals. Their article is one of seven similar articles in the Winter 1998 (vol. 5) issue of Cognitive Behavioural Practice. The next step in management is to transform the person from patient to advocate. Part of coping with stigma is fighting stigma. A recent Royal College of Psychiatrists’ Council Report lists many different kinds of advocacy: self, peer-group, legal, carer and citizen (Royal College of Psychiatrists, 1999). In joining an advocate group, the dangers of a “them and us” situation arise. Certainly, not everyone who experiences mental illness needs the companionship and validation of others who have had similar experiences. But if the advocate group includes contacts with partners, friends and families, along with community groups, civil rights activists, campaigners, even (sic) mental health professionals, then it will be a valuable experience. The College, in the same report, issues a formal policy directive on advocacy, broadly welcoming it, and recommending early exposure to it for its trainees. Fisher (1994) identifies empowerment as essential to recovery from chronic disability. The relationship between psychiatry and the advocacy movement is not a one-way street. In the past three years, these are the learning experiences that the author has encountered at advocates’ meetings: an architect objecting to her work colleagues’ constant references to a psychiatric unit they were designing as a “nut house” or “psycho depot” an insurance executive, with a remote history of mental illness, challenging the loading of his insurance policy – by his own firm a nurse, following an episode of depression, insisting on returning to the intensive care unit and not, as suggested, to a convalescence ward a medical student challenging the Dean to show the same flexibility with mental illness as he had previously shown with physical disability a teacher with bipolar disorder encouraging the schools’ board to include information on this illness on the curriculum a footballer insisting his team play the local psychiatric unit a newsagent offering to keep newspaper cuttings to facilitate a local initiative on negative media coverage of mental health issues a parent’s description of services as “supermarket psychiatry” a man who had recovered from an episode of depression, objecting to a public education campaign that would include schizophrenia and depression together: “Why drag depression down to the level of the gutter?” a consultant psychiatrist, on hearing an articulate account of schizophrenia from a woman living with the illness, “Then she couldn’t be schizophrenic”. It is difficult to predict the progress over time of a variety of existing anti-stigma initiatives. Media coverage of these interventions will be essential to disseminate positive mental health messages, while challenging current misrepresentations. Regardless of the means (education, legal remedies, health service changes), the end is to promote social inclusion and reduce discrimination. The nature of that discrimination will change as the practices of discrimination are successfully challenged: the task is to identify prejudice in whatever context. Examination of the achievements of other anti-discrimination movements leaves mental illness stigma as one of the last prejudices. A prerequisite must be to continue listing discriminatory practices from different perspectives. In some instances, for example the current practice of psychiatric assessment of candidates for organ transplantation, psychiatrists are already part of the discriminatory culture, and must rely on others to highlight injustice. Double discrimination, the coincidence of mental illness and ethnic minority status, is another area where psychiatry on its own will not effect change (Browne in Heller et al, 1996). Psychiatry in these and other areas must collaborate with other fields in identifying problems and effecting enduring solutions. All available evidence confirms the value of local initiatives, and that means your active participation. Which would be worse – the widespread reduction of prejudice against people with mental illness without the participation of our speciality, or the maintenance, through disinterest, of the status quo? Please send new ideas for combating stigma to: Liz Cowan, Changing Minds Campaign Administrator, Royal College of Psychiatrists, 17 Belgrave Square, London SW1X 8PG. Multiple choice questions With regard to an individual’s experience of stigma: he or she can do little to change the reactions of prejudiced people most psychiatric patients will complain directly to their doctors of the effects of stigma on their lives the experience of self-stigmatisation can be similar to negative automatic thoughts or the negative cognitions described in depression patients with either alcohol problems or eating disorders are each more likely to be blamed for their conditions than other patient groups courtesy stigma refers to strangers feeling pity for an individual. The following statements are true about people who hold prejudiced attitudes: knowing someone with mental illness is associated with more benign attitudes to people with mental illness people who do not blame the individual with mental illness are more likely to get involved in anti-stigma initiatives women show more benign behaviours to the stigmatised than men parents with young children tend to show a greater understanding of the links between mental illness and violence direct contact with someone who has acute psychosis helps generate greater understanding later on Regarding research on the effects of stigma: the majority of research has been carried out by psychiatrists there has been a marked increase in stigma-related publications over the past 10 years stigma management is a concept first devised by social workers telling people they have schizophrenia is associated with an increase in suicidal behaviour teaching patients about the nature of bipolar disorder reduces the number of manic relapses and improves social functioning overall. With respect to stigma and the course of the illness and its treatment: social isolation is associated with a longer duration of depression general practitioners do not perceive themselves as being involved in the care of their patients with serious mental illness, particularly if they are Black African, Black Caribbean, or male studies of people who had contact with psychiatric institutions (USA), compared to controls, show median ages of death of 66 and 76 respectively measuring the attitudes of health professionals, patients with anorexia were seen as significantly “less likeable” than patients with schizophrenia, and as being responsible for their illness since the publication of Goffman’s Stigma in 1963, psychiatrists have been at the forefront in campaigns to identify and abolish stigma. Research on community attitudes to mental illness (Green et al, 1987) show: little or no change over 22 years in negative attitudes to mental illness attitudes to people with individual mental illnesses have shown more understanding as knowledge increased, alongside phased community care ‘psychiatrists’ are held in equally high esteem to ‘doctors’ to be an “ex-mental patient” carries a number of low positive ratings stereotypical beliefs, such as “dangerous”, “worthless”, “weak” and “foolish”, have persisted to the same degree over 22 years. © The Royal College of Psychiatrists 2000
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The Sinai Peninsula, a roughly triangularly-shaped, arid region, lies at a strategic point between the continents of Africa and Asia. The western boundaries of the peninsula are formed by the Suez Canal in Egypt, and the northeastern boundary is formed by the Israeli-Egyptian border. The Sinai Peninsula is bounded by the Mediterranean Sea to the north and the Red Sea to the south. The peninsula covers an area of about 61,000 square kilometers, and is geographically part of both North Africa and southwest Asia (or the Middle East). Evidence of human life on the Sinai Peninsula shows that the region was inhabited as early as 200,000 years ago. Copper and turquoise mining in the Sinai, fostered by the Egyptian pharaohs, had already begun during the First Dynasty of Ancient Egypt. The Sinai Peninsula also holds a special place in Biblical history, as it is where Abraham and Moses, the two great Bible personalities, are believed to have inhabited and/or crossed the region at some point of time. For a long time in history, the Sinai Peninsula was under the control of the Ottoman Empire, but the Ottoman Turks were displaced from the region by British rule in 1906. The Arab-Israeli War, beginning in 1948, witnessed intense fighting between Egypt and the newly created state of Israel to control the Sinai Peninsula. As per the 1949 Armistice Agreement, Sinai was placed under Egyptian rule. However, for decades Egypt and Israel continued to fight over the strategic Sinai territory and, after the Six-Day War of 1967, Israeli forces occupied the Sinai territory. Finally, in 1979, a peace treaty between the two countries allowed Egypt to once more control the Sinai Peninsula, and Israeli forces had pulled out of the region by 1982. The Sinai Peninsula has immense political and religious significance in today’s world. The site witnessed the decades-long conflict between Israel and Egypt, and illegal cross border movements of armed militants, drug dealers, and refugees in the region still pose a huge problem to both Egypt and Israel. Though the Sinai is a part of Egypt, its relative geographical isolation gives way to a lax state of security in the region. Most of Egypt’s economic gains from the peninsula are based from the tourism industry's revenues, especially those tourist endeavors operating along the southern Sinai's Red Sea coastline. The Sinai Peninsula also draws a significant number of Muslim, Christian, and Jewish religious pilgrims because of its significant ancient associations with each of these religions. Over 360,000 people inhabit the region, many depending on agriculture and livestock raising for their livelihoods, with human populations concentrated primarily in the northern and western fringes. Small scale petroleum and manganese industries also operate towards the west of the Sinai Peninsula, closer to the major mineral markets of Egypt.. Habitat and Biodiversity The climate of the Sinai Peninsula varies from north to south. Summer months in the north are extremely hot and dry, while winters are cooler and accompanied by a relatively high amount of precipitation. The southern parts of the peninsula are more arid and hot, though occasional showers of rain do occur in the summertime. The region has a rugged landscape with mountains and hills, and the higher peaks receive snowfall in winter. The coastal areas have high levels of humidity and support coral reef habitats. Leopards, gazelles, sand foxes, jackals, wild cats, ibexes, various species of rodents, several species of poisonous snakes, lizards, and such birds as falcons, eagles, grouse, and partridges all occupy the arid habitats in the interiors of the peninsula. Black cobras, Carpet vipers, and Horned Vipers are among the highly poisonous snakes of the region. The coral reefs along the peninsula's costs also house a rich diversity of marine plant and animal species. Environmental Threats and Territorial Disputes The strategic location of the Sinai Peninsula often renders it as a hotbed of military activities, with major powers trying to capture control over the region for reaping its many prospective economic benefits. Currently, however, one of the greatest threats to the peninsula comes from ISIS-linked militants, who are waging a guerrilla-style war against the Egyptian military forces in the peninsula. The peninsular routes have also been used by African immigrants from Sudan and Eritrea to enter Israel, causing much trouble for Israel, and forcing it to tighten security around its borders. The drug smuggling trade which is active in the region also creates nuisances for law enforcement in Egypt as well as well as Israel, and many cases of violence are linked to such illegal activities. As a consequence of the Egyptian and Israeli occupancy with solving political and military threats in the region, unfortunately not much attention is being paid to the rapidly disappearing flora and fauna of the region.
So, you’ve drawn up a complex character sheet, prepared a full outline with all the plot twists and surprise reveals, and have everything ready to write that future best-selling novel. But before you can write the clever opening line of your book, you have to decide on one important thing: the Point of View. Point of View (POV) refers to the narrative point of view, voice, and time. For example: “The man kills his friend.” — This is Third-Person Present POV. “I killed my friend.” — This is First-Person Past POV. There are MANY POVs to choose from, including: - First Person (I, me, we) Present and Past - Second Person (You) Present and Past - Third Person (He, she, them) Present, Past, Limited, and Omniscient For the sake of this article, we’ll focus on the THREE most common POVs: First Person is all written as “I, me, us, and we”. For many people, it feels the most natural, as you’re telling the story as YOU see and experience it. You can write with your own voice and only have to deal with your own perception, thoughts, and experiences. To Kill a Mockingbird and Moby Dick are both written in first person, and masterfully! However, First Person has its limitations. You can’t get into the minds, thoughts, or feelings of other characters, and you’re limited to what you, the narrator can see, experience, and know. If something happens out of your line of sight, you can’t write about it. Third Person Omniscient Third Person Omniscient is written as “he, she, they”. Most third-person narratives are written in past tense (he ate, walked, breathed, killed, etc.), though some books use present (he eats, walks, breathes, kills, etc.) to great effect. With this POV, you’re hovering over everything, and you can see all, hear all, and experience all. You can pop into any character’s head at random, hear what they’re thinking and feeling, and move between settings and characters at will. This makes it easy to show everything that’s going on in the world, or broaden the scope of what’s happening around your characters. On the downside, it can be confusing to hop between characters and settings so much, and you can over-switch POVs, making your story even harder to follow. It takes a disciplined mind to keep third person omniscient cohesive and coherent. Dune and War and Peace are both written in Third Person Omniscient. Third Person Limited Third Person Limited is written as “he, she, they”. With this POV, you’re living in the heads of one character at a time, and simply narrating everything as they see it. This is the easiest tense to write if you are going to be changing characters often (as in The Song of Fire and Ice or The Wheel of Time), and it will allow you to shift between contrasting viewpoints. You can relay both sides of a conflict and portray differing opinions on a subject, but without filling the narrative with too many random thoughts from non-essential characters. There are very few downsides to Third Person Limited. As long as you can keep the POV consistent (only see, hear, feel, and think what your narrator/POV character is), you can write a clear, coherent story with relative ease. Guest post by author/editor Andy Peloquin Follow Andy at:
The Classical Context of Geography in Josephus Texts & Studies in Ancient Judaism, No. 98 By Yuval Shahar 315 pages, Illustrated, 6 ¼" x 9 ¼" Why did ancient historians include geographical descriptions in their historical works? How does the spatial description fulfill its goal? In this book, Yuval Shahar discusses these two questions, showing that the answers depend on the particular historian and the genre in which he is writing. He analyzes and compares the presentation of geographical space in the writing. He analyzes and compares the presentation of geographical space in the writings of Herodotus, Thucydides, Polybius and Strabo, with selected illustrations from early Latin historiography. It is clear from this that Flavius Josephus consciously and definitively follows the generic approach of Polybius and Strabo. Moreover, Josephus' descriptions of parts of the Land of Israel are structured in the same way as the descriptions in Strabo's Geography, and reflect a hidden dialogue between Josephus and Strabo. Awareness of these generic characteristics enables a new reading of some of Josephus' most famous descriptions, such as Jotapata, Gamala and Masada, and establishes his credibility. Return to Coronet Books main page
Batteries are classified in to two forms : 1) Primary batteries : These types of batteries produces current instantly when assembled to do so with most often use is in day to day portable devices. Some of the most common types of primary batteries with metals used in them include -: a) Zinc-Carbon : As the name suggest, in a Zinc-Carbon cell, the metals that are used include Zinc and Carbon, with zinc forming the container of the cell and carbon (usually graphite powder) forming the cathode part. b) Zinc-Chloride : It is an improvement over Zinc-Carbon cell. The battery makes use of ZnCl2 paste and also known as the heavy-duty cells. c) Alkaline : These batteries depend upon zinc and manganese dioxide for their power. The battery is best suited for CD players, pagers, lights and toys. d) Nickel oxhydroxide : Nickel and graphite are the chief metals used in the construction of Nickel oxhydroxide battery. e) Lithium : The battery make use of lithium as anode and manganese dioxide for cathode. Other types include -: Li–CuO, LiFeS2, LiMnO2, Li–(CF)n andLi–CrO2. f) Mercury oxide : Mercury and zinc are the metals used in the construction of a Mercury battery also known as the mercuric oxide battery. The practical application is in the shape of button for watches, calculators and hearing aid. g) Zinc–air : With Zinc and oxygen making Zinc-air batteries, these are the original fuel cells available to the world. h) Silver-oxide : Also known as the Silver-Zinc batteries utilize silver oxide as cathode and zinc as anode. 2) Secondary batteries : Also known as the rechargeable batteries need them to be charged before use. These types of batteries are usually assembled with active materials in the discharged state. Some of the most common types of secondary batteries with metals used in them include : a) NiCd : As the name says, the battery has two metals nickel (Ni) and cadmium (Cd). The battey is not that expensive and has moderate energy density. b) Lead–acid : This battery makes use of lead and sulfuric acid and is one of the oldest battery type with common application in car engines. c) NiMH : The metal under use is just Nickel, with hydrogen acting as anode. It is also known by the name nickel–hydrogen battery. d) NiZn : Nickel and zinc are the two metals used in the construction of nickel–zinc battery with practical application in electric bikes, garden tools, etc. e) AgZn : Extremely expensive battery make use of silver metal as their main component. The variant available is the Silver-Zinc battery utilizing zinc to cut cost and to withstand large loads. f) Lithium ion : Also known as Li-Ion batteries utilize graphite and lithium to create an electrical charge. It’s a kind of very expensive battery with very high energy density.
(cut dead links, redirect to portal) m (swap order of pure parallelism and concurrency, put pure first) \|(10 intermediate revisions by one user not shown)\| Revision as of 14:25, 20 April 2011 Parallelism is about speeding up a program by using multiple processors. In Haskell we provide two ways to achieve parallelism: - Pure parallelism, which can be used to speed up pure (non-IO) parts of the program. - Concurrency, which can be used for parallelising IO. Pure Parallelism (Control.Parallel): Speeding up a pure computation using multiple processors. Pure parallelism has these advantages: Concurrency (Control.Concurrent): Multiple threads of control that execute "at the same time". - Threads are in the IO monad - IO operations from multiple threads are interleaved non-deterministically - communication between threads must be explicitly programmed - Threads may execute on multiple processors simultaneously - Dangers: race conditions and deadlocks Rule of thumb: use Pure Parallelism if you can, Concurrency otherwise. 1 Starting points - Control.Parallel. The first thing to start with parallel programming in Haskell is the use of par/pseq from the parallel library. Try the Real World Haskell chapter on parallelism and concurrency. The parallelism-specific parts are in the second half of the chapter. - If you need more control, try Strategies or perhaps the Par monad 2 Multicore GHC Since 2004, GHC supports running programs in parallel on an SMP or multi-core machine. How to do it: - Compile your program using the -threaded switch. - Run the program with +RTS -N2 to use 2 threads, for example (RTS stands for runtime system; see the GHC users' guide). You should use a -N value equal to the number of CPU cores on your machine (not including Hyper-threading cores). As of GHC v6.12, you can leave off the number of cores and all available cores will be used (you still need to pass -N however, like so: +RTS -N). - Concurrent threads (forkIO) will run in parallel, and you can also use the par combinator and Strategies from the Control.Parallel.Strategies module to create parallelism. - Use +RTS -sstderr for timing stats. - To debug parallel program performance, use ThreadScope. 3 Alternative approaches - Nested data parallelism: a parallel programming model based on bulk data parallelism, in the form of the DPH and Repa libraries for transparently parallel arrays. - Intel Concurrent Collections for Haskell: a graph-oriented parallel programming model.
Federalism is a political philosophy in which a group of people are bound together, with a governing head. In federalism, the authority is divided between the head (for example the central government of a country) and the political units governed by it (for example the states or provinces of the country). Currently, several countries in the world have a federal government; examples are United States of America, Canada, Switzerland and Austria. The European Union can be called a sort of federal government as well. Example[change \| change source] An example of federalism is how, in the United States, the federal government and state governments both have power. When states and the federal government do not agree on something, the Supreme Court can decide who is right.
Pollution to the water, air and soil is harmful to plants and animals. It causes injury and death to animals and inhibits the growth of plant species. The toxic chemicals taken in by plants and animals can also be passed along to humans in a process called bioaccumulation. Other People Are Reading The U.S. Department of Agriculture (USDA) notes that ground-level ozone pollution is more damaging to plants than all other air pollutants combined. When ozone enters leaves, it can cause bronzing and reddening of the leaves. Severe exposure can result in necrosis, or death, of the affected plant. Research indicates that crops such as soybean, cotton and peanuts are especially sensitive to ozone pollution. Animals are often exposed to pollution when humans dispose of waste in their habitats, notes the Chintimini Wildlife Rehabilitation Center on its website. For example, animals get tangled in plastic six-pack soda rings, or poisoned by motor oil that gets into waterways. When animals lower on the food chain are exposed to pollutants, those pollutants are passed on to animals higher on the food chain (bioaccumulation). Prevention & Solution Reducing the amount of chemical pollution released into the water, soil and air is the easiest way to prevent harm to plants and animals. The Chintimini Wildlife Rehabilitation Center suggests that citizens take steps such as contacting local recycling centres to dispose of toxic chemicals, and using biological methods such as ladybirds, instead of traditional pesticides, to control pests in the yard or garden. - 20 of the funniest online reviews ever - 14 Biggest lies people tell in online dating sites - Hilarious things Google thinks you're trying to search for
The NASA probe’s arrival at Jupiter on Monday will improve our understanding of not just the solar system, but also of solar power. It could also show the way to a nuclear-free solar system. NASA’s Juno spacecraft has traveled farther than any other solar-powered probe. It became the first to reach Jupiter when it initiated its 33-orbit tour of the gas giant on Monday, July 4. Over the next 20 months, astronomers will learn about Jupiter’s atmosphere and, for the first time ever, the planet’s interior below the clouds. But the five-year journey from Earth has already taught us much about solar power. Juno’s Solar Journey Launched in 2011, the four-ton spacecraft has three large solar panels. Each nine-meter-long panel contains a staggering 18,698 individual solar cells made from silicon and gallium arsenide. They generated around 14 kW of electricity when Juno left Earth. It was still generating power two years later when Juno flew by Earth to get a gravity assist, resulting in a huge 14,160 kph boost in velocity. However, output has dropped drastically since, explains Rick Nybakken, Juno’s project manager at NASA’s Jet Propulsion Laboratory in California: Jupiter is five times farther from the Sun than Earth, and the sunlight that reaches that far out packs 25 times less punch. Our massive solar arrays will be generating only 500 watts when we are at Jupiter. But Juno is very efficiently designed, and it will be more than enough to get the job done. Five hundred watts is just enough to power five typical light bulbs, and less than the power consumed by a hair dryer. So how will Juno function? Juno’s Power-Saving Trick Juno is now 832 million kilometers from the Sun, which is 5% farther than any other solar-powered space vehicle has operated. To make it operational at this distance, the Florida solar array manufacturer Astrotech employed large, super-efficient solar cells. Although they’re off-the-shelf products, twice as much glass was used to protect against the extremely high radiation levels around Jupiter. The probe’s scientific instruments are designed to operate on low power. Only half the 500 watts Juno generates is needed to keep its instruments at optimum temperature, with the rest used for propulsion, communications, cameras and computers. In addition, the decision to put the probe into a polar orbit to avoid Jupiter’s shadow was a critical part of making the mission possible. While Juno’s huge solar panels are far from the Sun, they operate 24/7 to maximize electricity generation. Towards a Nuclear-Free Solar System? Unlike Curiosity and the Cassini probe to Saturn, Juno is the first probe that doesn’t rely on a plutonium power source. There’s a good reason for that. Although the US government produced additional amounts of Pu-238 earlier in 2016, Juno was designed when the radioactive isotope was in very short supply. However, relying on solar power hasn’t hampered the spacecraft. Juno was traveling at a velocity of about 26.9 kilometers per second relative to Earth until it slammed on the brakes to orbit Jupiter. It will have covered 2.8 billion kilometers by the end of its mission. Although Pu-238 will likely be part of NASA’s future, Juno’s unique solar features will be incorporated into subsequent robotic space missions. Due to launch in 2022, the ESA’s Jupiter Icy Moons Explorer will examine Europa, Ganymede and Calisto on solar power alone, as will NASA’s Europa mission, due for launch during the 2020s. Juno’s accomplishments could lead to nuclear-free space exploration.
On a Gulf of Maine estuary a Herring Gull takes off with its crab. An abundance of crabs are carried into the estuary on an incoming tide. The current is strong enough to mix the crabs throughout the entire water horizon and carry then across sand bars. Gulls need only continually circle above the current to eventually spot a crab near the surface. Gulls cannot dive, so they must instantly drop to the water to catch their crab before it is carried into deep water again.
One of our core responsibilities to those taking part in our trials is to make sure that we protect them from any unnecessary risks. Throughout the research process, we continuously review, and make judgements on whether the potential benefits of a new medicine continue to outweigh the risk of side effects. In addition to compliance with all relevant laws, we have strict internal procedures for managing safety issues during clinical trials and ensuring we act in the best interests of participants. How do you know a new compound is safe enough to be tested in humans for the first time? Data gathered from our pre-clinical research, including animal research and testing in vitro, forms the basis of our assessment of whether a new compound is safe enough to be tested in people for the first time. We have formal committees that evaluate our pre-clinical research to decide whether we should proceed to clinical trials. They must judge whether the potential benefits of a new compound outweigh its likely side effects. There is no established formula for deciding what level of risk is acceptable – it will depend on how the new medicine will be used and the disease it is intended to treat. For example, in treating life-threatening diseases such as cancer, potentially serious side effects may be judged acceptable because of the potential benefits the medicine offers in saving or extending life. The committees will also decide on the appropriate dose – ie how much of the new compound can be safely given to trial participants. The committees are chaired by the Chief Medical Officer and include experts in toxicology, pharmacology, patient safety, clinical and regulatory affairs. All trials must be approved by external national or local ethics committees. They review our data and make an independent decision on whether a compound is safe enough to be tested in people. They also review the trial protocol, and assess the suitability of the investigators, facilities, and informed consent process. An ethics committee is made up of medical professionals and non-medical members. We do not conduct clinical trials in countries where there are no appropriately staffed, independent ethics committees. In most countries our data are also reviewed by the local regulatory authority which must give approval for a new trial to begin. How do you make sure that patients understand the possible risks of taking part in a trial? Patients and volunteers must give their informed consent before they participate in a clinical trial. During the informed consent process, participants are given information about the purpose of the trial and how it will be conducted. They are informed what the potential benefits and likely risks of the new medicine may be, including any specific risks identified during pre-clinical research. It is also explained that they could potentially receive a comparator drug or placebo rather than the new treatment and the likelihood for that. It is made clear that they can withdraw from the trial at any time without giving a reason and without impact for their future care. This information is summarised in a written information leaflet. Information is made available in a language that the participant is able to read and understand, and throughout the informed consent process there are opportunities for the participants to ask questions. In some countries literacy levels differ, and some participants in our trials may not be able to read or write. In these situations, the written information is read and explained to the subjects before signing. An independent witness must be present throughout the whole process and must confirm that the participant has received and understood all the information they need to give their informed consent. The witness must also sign and date the consent form. Consent forms include a lot of information, most of which is required by law. We need to balance the need for detail with the necessity to provide clear information that can be easily understood by participants. If forms are too complex or detailed it may be difficult for people to identify the key points and understand the potential risks and benefits. We work on an ongoing basis with regulatory authorities and our trade associations to improve the consent forms. The consent form must be signed by the participant and by the physician providing the information before we begin the trial. Consent forms also include information on data privacy and confidentiality. The informed consent process is included in our monitoring and auditing of clinical trials. Do children ever take part in your trials? How do you obtain their consent? Some of our medicines, such as asthma therapies, are designed to treat children as well as adults. Sometimes a child can receive a reduced adult dose of a medicine, adjusted according to body weight, but in many other ways, children are not miniatures of grown-ups. Normally, every medicine must be studied separately in children to ensure factors that vary according to age, such as liver and kidney functions, are accounted for in establishing the right dose. In a number of regions, including the US and Europe, paediatric studies are now mandatory if a new medicine has potential for use in children/ adolescents. When minors (under the legal age of consent) participate in a clinical trial, we obtain consent from their parents or legal guardians. The trial process is also explained to the minor directly if possible. The amount of information given will vary according to the age of the minor. We work with experienced child healthcare professionals to ensure that the information provided for the minor, and for the parents or legal guardians who give the informed consent, is appropriate to the age of the minor. If the minor is able to write, their written assent is sought, as well as the consent of their parents. How do you identify safety issues during a trial and what steps do you take to prevent them? Patient safety is a core focus of all our clinical trials, and safety information is collected and evaluated continuously throughout our studies. On a day-to-day basis, the doctors and investigators responsible for running the trial are responsible for identifying and reporting safety issues, in line with our established trial protocol. We also work to ensure that steps are taken from the outset to reduce risks for participants. - In Phase I trials, we start off with very low doses of the new compound in healthy volunteers to establish whether it can be tolerated. Doses are then increased to allow us to determine a dose or a range of doses that may show appropriate safety and efficacy for the treatment of patients. - Trial participants are asked to identify any potential side-effects. - Clinical trials involve additional measurements, such as blood tests and blood pressure monitoring, which may not be part of standard clinical care, to assess the effects of treatment. - For some studies, in addition to our own internal resources, we also use independent external safety data monitoring boards to further strengthen the safety evaluation process. Potential side effects and safety issues that we identify during a trial are known as adverse events. It is important to note that not all adverse events will be related to the medicine being tested. We report all serious adverse events to Health Authorities and the independent Ethics Committees who approved the trial and notify investigators and participants, as appropriate. If serious adverse events are identified during a trial there are a number of steps that can be taken to address them. These include: - Increased safety monitoring of trial participants. - In the most extreme cases we may stop the trial entirely or for certain subgroups. Why do you perform placebo-controlled trials? Placebo-controlled clinical trials can be necessary to establish the efficacy of medicines under investigation. Sometimes, just the act of giving a patient a pill results in some benefit to the patient - the so-called ‘placebo effect’. We do placebo-controlled trials to show that the medicine we are giving patients has a benefit over and above that of giving a placebo. The placebo control can also help us in assessing the side effects observed with the new treatment. Placebo-controlled trials can form an important part of the assessment by both product manufacturers and regulatory authorities when considering the overall benefit / risk profile of a product. In some cases, regulatory authorities may require placebo-controlled trials. Different types of placebo-controlled trials are used to evaluate the safety and efficacy of medicines. As part of our informed consent process, participants are told that they may receive a placebo during the trial. An increasingly common type of placebo-controlled trial is the 'add-on' trial, where a new treatment, or a placebo, is administered in addition to the patient’s standard current therapy. This enables us to compare the effectiveness of a new treatment with placebo whilst at the same time allowing participants in the trial to continue to receive their standard therapy. For example, in the design of a trial for a new cancer therapy, we may have all patients in the trial receive standard chemotherapy. Patients would then receive either the new treatment or a placebo in addition to the standard therapy. In this way, we can evaluate whether the new therapy provides value to patients over and above the standard therapy. Whilst such ‘add-on’ placebo-controlled trials are widely used, in some situations a new treatment may need to be evaluated directly and not when added to a patient’s standard therapy. This could be the case, for example, where a patients existing medication ‘masks’ the effect of a new therapy (see below). Patient safety is always a core priority For example, in a trial setting, the existing medication that asthma sufferers use may ‘mask’ the effect of a new therapy, and this effect may last for some time after the patient comes off their treatment. In this situation, a patient may be willing to forego their treatment for a short period during the trial in order that the effectiveness of the new therapy can be accurately assessed. We always gain informed consent from the patient first and ensuring their safety is paramount. When this type of placebo controlled trial is used, a number of safeguards are put in place. These include enrolling patients with milder forms of asthma and the allowance for the use of ‘rescue’ or ‘escape’ medications when study participants feel their asthma symptoms require it. These safeguards are in addition to the provision of 24 hour contact numbers and instructions for what to do in the unlikely event of an emergency. If patients benefit from a medicine during a trial, do you continue to provide the treatment once the trial is finished? We recognise that situations may exist where continued provision of non-approved clinical study drug to patients is both appropriate and necessary following the completion of a clinical study. Factors we take into account include the severity of the disease being treated, the local availability of alternative treatments, the development stage of the new medicine, the individual patient response to the medicine, and the overall benefit/risk profile of the medicine based on completed and ongoing studies. If a decision is made to continue to provide a clinical study drug after the original study is completed, we will ensure that appropriate oversight measures are in place, such as dispensing treatment in the context of a clinical study or a compassionate use programme. Once we have provided a clinical study drug to patients after completion of the clinical study, we will continue to do so until either the drug is licensed in that country, or it is determined that the benefit/risk profile does not support continued development of the drug, or the national health authority has deemed the drug not approvable. In all of these scenarios, we will work with investigators on the proper transition of patients to alternative therapies if possible. For our clinical trials with nationally-approved AstraZeneca medicines, we do not typically provide continued treatment after the completion of a clinical study. Approved medicines are usually available to patients through their government, national healthcare programme, or insurers. However, in exceptional circumstances, where our medicines are not accessible to patients, we may provide them. In general, we address the issue of post-study provision of clinical study drug in pre-study agreements, the clinical study protocol, and within the patient informed consent. What's next in this section We take very seriously our responsibility to deliver consistently high standards of ethical practice and scientific conduct.Read more Transparency of trial information AstraZeneca is committed to making information about our clinical trial activities publicly available.Read more
In the United States, over thirteen million children speak a language other than English at home. After English, Spanish is the most common language spoken (Source: Data Center). In 2016, there were 456,000 Texas students who had difficulty speaking English. What are some of the ways that schools can use technology to assist students who are learning English? In this blog entry, let’s review research, approaches, and tools for teaching reading and writing to English language learners. Microsoft’s Learning Tools and other digital text tools can enhance reading. Students’ experiences with digital texts include pictionaries, read alouds, and parts of speech. Each can help extend students’ vocabulary and support them in learning more about sentences structure. One incredible Office 365 tool is the Immersive Reader. It offers various features such as: - Adjustable font size, text spacing, and background color - Splitting up words into syllables - Line focus - Highlighting verbs, nouns, adjectives, and sub-clauses - Choosing between several fonts optimized to help with reading - Reading text aloud with adjustable speed - Optical Character Recognition (OCR) from print and pictures These tools can help English Language Learners as they learn to break down words and phrases and improve their English literacy. Enhanced reading can also lead to enhanced writing, as my own story can attest. Growing Up Bilingual “How’s that book report coming along?” asked my dad. It was nearly noon on a Saturday. Balled up pages of handwritten text covered a corner of the hexagonal kitchen table. I smiled at him. “I’m on my fifth draft of a page-and-a-half book report.” The sheer exhilaration of putting words where I wanted to kept me wrestling with the ideas. Each time, I changed a sentence, I got an insight into the idea I was fishing for. I’d come a long way from my big fat “F” in reading and writing in second grade. Research says a lot about children like me who grew up speaking and writing in two languages. Growing up bilingual? Some research says the following: - You may learn English words and grammar at a slower pace than monolinguals, - You tend to be better at multitasking than monolinguals. - You can pick out relevant speech sounds and ignore others in noisy environments. (So, my mom was right. I did have selective hearing as a teenager!) - Your verbal skills in each language are weaker than those of monolingual speakers. Growing up bilingual, my dual language background enriched my writing style. From book reports to essays and then more book reports, I learned to write in sixth grade. Constant writing allowed me to refine my use of two languages. Some of the techniques that I rely on as a bilingual writer are as follows: - Create graphic organizers, semantic webs, and concept maps. - Summarize research and explain what another has said or written in your own words. - Chunk writing in blocks with headers. - Start with dialogue or a story. Want to help your English language learners and bilingual/ESL students improve their writing? You can use these same techniques with the help of tech tools. Blending Technology into Writing Ready to blend technology into the four techniques I mention above? Today, we have access to a wide range of tools and resources. Here is a roundup of tools: 1. Create graphic organizers Have a touchscreen device like an iPad, Windows 10 tablet, or Chromebook with a stylus? Use convenient apps to organize your nonfiction or fiction writing. These apps do well for note-taking. Find them available for iOS, Windows 10, Chromebook. Many types of graphic organizers exist online. Use them as a model to organize your work and model it for students. I grew up drawing concept maps for lecture notes and grabbing key ideas from texts. Until I internalized the process, I used them to organize my writing. 2. Summarize research in your own words Summarizing is the process of keeping what’s relevant and discarding the rest. For bilingual brains, this is one strength to develop. As a child, I was assigned research papers. I had limited access to encyclopedias. If I wanted access to information at home, I had to take notes on what I read. I kept what was relevant to what I hoped to write. One way to encourage students involves focusing on the main ideas and supporting details. Get them to write, revise the information, and focus on the relevant. One tool that I use often is Hemingway Editor. It helps cut unnecessary words and shorten ideas. 3. Chunk writing with headers Chunking splits information into small pieces. This makes reading and understanding faster and easier. Students may see a piece of writing as one long narrative. Teach them to write longer pieces. Each piece is assembled in short chunks. Students can apply chunking strategies with these methods: - Craft short paragraphs. - Keep sentences short. - Use bullet or numbered lists. - Create a visual hierarchy with varying styles of headings and subheadings (Source) One easy way to model this for students is to write blog entries. Your students can write about anything. Practice chunking it. Begin with short pieces first. Craft longer pieces in time. A fun way to approach this could be to have students chunk an existing piece of writing, explaining why as they do it. 4. Start with dialogue or story “When do you use quotation marks?” asked my son. I had shared my Dad’s approach to selecting books to read. He was wont to say, “I crack the book open. If it has a lot of dialogue, I get it. If it doesn’t, I leave it on the shelf.” This made my son want to create writing worth buying. “You use quotes around things people say,” I said to him. “Quotes move a piece of writing forward,” I added after a moment’s thought. Want students to use dialogue well? Have them create comics. Every speech or thought bubble is a snippet of dialogue, spoken or imagined. Using tools like Book Creator, students can make comics. They can highlight nonfiction or fiction information and ideas. Each exchange forces students to break concepts into smaller pieces. They use their own words, striving for natural speech. Reading and Writing to New Heights Writers can be like rock climbers. The cliff climber pits herself against the physicality of the rock. A writer clings to ideas, dangling from a precipice. Embrace strategies and technologies for reading and writing with your bilingual students, especially as they work to perfect their English. Give them the skills they need to express themselves in English as well as they can in their mother tongue.
The parts of the world’s oceans with the most varied mix of species are seeing the biggest impacts from a warming climate and commercial fishing, a new study warns February 26, 2017 — The research, published in Science Advances, identifies six marine “hotspots” of “exceptional biodiversity” in the tropical Pacific, southwestern Atlantic, and western Indian Oceans. Warming sea temperatures, weakening ocean currents and industrial fishing means these areas are at particular risk of losing many of their species, the researchers say. From the cold depths of the Arctic waters to the colourful reefs of the tropics and subtropics, the oceans play host to tens of thousands of different species. But they are not evenly spread across the world. Using data on 1,729 types of fish, 124 marine mammals and 330 seabirds, the new study estimates how varied the species are in each part of the oceans. They call this the species “richness”. You can see this in the map from the study below. It shows an index of species richness, from the lowest (dark blue) to the highest (red). From this process, the researchers identified six hotspots where the number and mix of species is exceptionally high. These are outlined in the map above. The six hotspots are predominantly in the southern hemisphere. Three are closely packed together around southeast Asia (4), southern Australia and New Zealand (5), and the central Pacific Ocean (6). The other three are more spread out, covering Africa’s southeastern coastline and Madagascar (3), the Pacific waters of Peru and the Galapagos Islands (1), and the southwestern Atlantic ocean off the coast of Uruguay and Argentina (2). The six hotspots for marine biodiversity are also areas that are seeing the biggest impacts of climate change, the researchers find. The study maps these impacts by combining increases in sea surface temperature, slowing ocean currents, and declining ocean “productivity” since 1980 into a single metric. These three impacts go hand-in-hand, explains lead author Dr Francisco Ramírez, a postdoctoral researcher at the Estación Biológica de Doñana in Spain. He tells Carbon Brief: The map below shows these combined impacts across the world’s oceans, from a score of zero (no impact) shaded dark blue, to one (the largest impact) in red. You can see that some of the most affected areas overlap with the biodiversity hotspots from the previous map – particularly around southeast Asia and along South America’s coastlines. The impacts won’t be the same in all of the hotspots, notes Dr Rick Stuart-Smith, a research fellow at the University of Tasmania, who wasn’t involved in the research but led a similar study in 2015. He explains to Carbon Brief: On the other hand, the reef fishes in parts of the southwestern Pacific Ocean hotspot have distributions that suggest that many may in fact benefit from warmer waters. There is also another pressure to consider – commercial fishing, the paper says: The study identifies 30 countries that are responsible for around 80% of the commercial fishing in the Major Fishing Areas that cover the six marine hotspots. The biggest players include China, Peru, Indonesia, Chile and Japan. This means that some of the most diverse regions of the world’s oceans are facing multiple threats, says Ramírez: Protecting these hotspots will therefore need international cooperation on both climate change and sustainable fishing practises, the paper concludes: It’s also important to note that conservation efforts are still needed in other areas of the oceans, even if they aren’t home to lots of species, says Dr Jorge García Molinos, assistant professor in the Arctic Research Centre at Hokkaido University, who wasn’t involved in the study. He tells Carbon Brief: For example, research has shown that the location of biodiversity hotspots can be different depending on whether the focus is on the number of species, what those specific species are, and the role they play in that ecosystem. As a result, the species richness approach often overlooks some other important habitats, notes Molinos:
The Westphalian System is a doctrine in international law that has been the generally accepted norm for the world order in the past couple of centuries. The basis of this doctrine is the Peace of Westphalia that put an end to the Thirty Years’ War in Europe in 1648. The Thirty Years’ War (1618-1648) proved to be one of the most devastating wars in Europe’s history, one that left around eight million casualties. The war initially started over post-Reformation religious disputes between the Protestant and the Catholic states in the Holy Roman Empire. However, it later grew into an ongoing continental power struggle between the Habsburg Empire and the Bourbon Empire for the fate of Europe, where the Habsburgs and their Catholic allies closed ranks against an alliance of the Protestant anti-Habsburgians and the Catholic Bourbon Empire. That bloody war was concluded by the Peace of Westphalia.
Multiplication Properties - Practice learning Zero Property, Identity Property, Commutative Property, and Distributive Property with this fun spinner game for two. 1 Game Board 1 Game Board Answer Key 1 Game Board Recording Page 1 Make Your Own Game (classwork or homework) Blank Game Cards Properties Review Page for Homework, Classwork, or Small Group Instruction Properties Review Page Answer Key Additional Materials You Will Need: 1 transparent spinner for each game board you copy (or pencil and paperclip) Chips – 2 different colors (about 10 per player) I like to use colored transparent chips so students can still see the property they have covered up. Teacher Tip: I make 6 copies of the game board and set up for centers. I also make a class set of recording sheets and one answer key for self-checking. This is a great compliment to the enVisionmath 2.0 3rd grade edition - Lesson 3-1. My class needed a fun way to practice what they knew with the addition of Distributive Property in lesson 3-1 so I created this. I hope your students enjoy! • Multiplication Number Bonds 1-12 • Multiplication Properties - Commutative, Zero, and Identity • Multiplication Properties - Distributive and Associative Properties • Multiplication Properties - Zero and Identity • Multiplication Skip Count Practice and Testing Sets
Accountancy is the measurement, processing and communication of financial information about economic entities such as businesses and corporations. The modern field was established by the Italian mathematician Luca Pacioli in 1494.Accounting, which has been called the “language of business”, measures the results of an organization’s economic activities and conveys this information to a variety of users, including investors, creditors, management, and regulators. Practitioners of accounting are known as accountants. The terms “accounting” and “financial reporting” are often used as synonyms. Accounting can be divided into several fields including financial accounting, management accounting, external auditing, and tax accounting.Accounting information systems are designed to support accounting functions and related activities. Financial accounting focuses on the reporting of an organization’s financial information, including the preparation of financial statements, to external users of the information, such as investors, regulators and suppliers;and management accounting focuses on the measurement, analysis and reporting of information for internal use by management. The recording of financial transactions, so that summaries of the financials may be presented in financial reports, is known as bookkeeping, of which double-entry bookkeeping is the most common system.
Students work through a series of activities based on the theme of bon-odori. Annual_events Craft Describing Kanji Primary Research Role_play Junior_Secondary Traditions Students learn about Japanese language and culture through a quiz-style slideshow, which contains multiple choice questions with visual cues. Question and answer slides are followed by an explanatory slide which gives context and detail. Teachers’ notes provide further details. Group_work Quiz Reading Numbers Kana Kanji Describing Greetings Students take turns reading descriptions and grabbing picture cards that match the descriptions. Describing Games Group_work Junior_Secondary Listening Reading Students label each other as a famous person and try to figure out who they are by asking about their nationality, physical appearance, job, hobbies etc. Describing Differentiated_learning Games Junior_Secondary Senior_Secondary Listening Speaking Students try to guess the konbini item by listening to the clues read out by the teacher. Students compete in teams to try and win the most items. Describing Games Shopping Junior_Secondary Listening Food Students practice and perform a 2 person skit where a frantic person comes running into the RSPCA office desperately trying to find a missing pet. The officers try to help the owner as s/he describes the pet. Animals Describing Role_play Skits Primary Junior_Secondary Speaking Students ask a series of questions to try to work out which souvenir another student is holding. If they guess correctly they win the souvenir. Describing Games Grammar Group_work Junior_Secondary Senior_Secondary Listening Reading Speaking Differentiated_learning Students use their knowledge of descriptions in Japanese combined with logic to name the animals and people. Describing Grammar Animals Junior_Secondary Reading Differentiated_learning Problem_solving Students can learn new vocabulary and play various games using the flashcards which cover many topics. Animals Describing Food Games House School Primary Junior_Secondary Listening Reading Speaking Students role play in pairs, describing the face of a “robber”. The policeman must re-create the face that the informant is describing, feature by feature. Describing Role_play Primary Junior_Secondary Listening Speaking
Six traits for writing middle school at-a-glance: the six traits of writing and the writing process 56 part three:. Find 6 traits writing activities lesson plans and teaching resources quickly find that inspire student learning. Teaching students what character traits are, and how to recognize them, makes a major impact on your students' reading and writing get your students analyzing characters. 6 traits writing ideas mini-lessons to help students generate ideas: choose a topic about things you know (see page 95 of teacher's guide to 4 blocks. Writing, 6+1 writing traits, lesson plan, printables, students pages, and more preview subject english language arts, 6 + 1 trait writing lessons. Writing has a good beginning, strong conclusion, introducing the 6 traits to students 2 the light bulb is used for ideas it represents the topic of the writ. Readwritethink has hundreds of standards-based lesson plans written and reviewed by educators using current research and the best instructional practices find the perfect one for your classroom. Administrators:what's on your checklist 13 things teachers say they want in a writing program our lessons are proven with a variety of teaching styles,. 6 traits of writing prepared by: • base your mini-lessons on a common problem noticed in your students’ writing while conferencing. Find 6 traits of writing lesson plans and teaching resources from 6 traits writing activities worksheets to 6+ 1 writing traits videos, quickly find teacher-reviewed educational resources. Find lessons, videos, and training for the 6 traits of writing learn how to introduce and implement the traits into any k-12 literacy classroom. 6+1 trait® writing is an instructional approach designed to help teachers for grades k-12 improve how they teach and respond to student writing what is good writing. This video illustrates the 6+1 traits of the craft of writing and gives examples of how to integrate them into mini-lessons. Teacher created resources is pleased to offer free lesson plans for students in pre lessons lesson language arts,writing,writing process,traits of writing. The six traits of writing knowing and recognising the traits supports teachers to analyse student drafts to plan meaningful and relevant lessons the traits. Six traits writing rubric - 6traitswritingpdf six traits writing rubric 6 exemplary 5 strong 4 proficient 3 developing 2 emerging 1 beginning ideas & content • exceptionally clear, focuse. The 6 traits of writing by jennifer heidl-knoblock and jody drake conduct focus lessons on the specific writing strategies for each the six traits of writing. Plan your lesson in reading with helpful tips from teachers like you students will determine character traits (physical and emotional. Traits writing is built on the cornerstones of writing practices: writing traits, writing process, and writing workshop watch a ruth culham video. Lucky for you, there is the six traits of writing is a resource for both students and teachers for students, over 70,000 lessons in all major subjects. This is a thoughtful and logical series of lessons which help classroom teachers integrate the 6 + 1 traits of writing writing lessons--6 per trait--all. Summer boost guided lessons learning resources word choices to complete their writing or a support lesson to the identifying character traits. 6 traits resources here you will find mini lessons for six traits more lessons for each trait, literature connection to the six traits of writing.
- When a guide book provides a comprehensive overview of a subject, this is an example of a situation where the book provides full coverage of the subject. - When the media reports on a story a lot, this is an example of a situation where the story is given full coverage. - When your insurance company takes care of all the costs associated with a medical treatment, this is an example of full coverage. The definition of coverage is the extent to which something is addressed, reported on or included. - the amount, extent, etc. covered by something - Football the defensive tactics of a defender or a defensive team against a passing play - Insurance all the risks covered by an insurance policy - Journalism the extent to which a news story is covered - The extent or degree to which something is observed, analyzed, and reported: complete news coverage of the election. - a. Inclusion in an insurance policy or protective plan.b. The extent of protection afforded by an insurance policy. - The amount of funds reserved to meet liabilities. - The percentage of persons reached by a medium of communication, such as television or a newspaper. (countable and uncountable, plural coverages) - An amount by which something or someone is covered. - Don't go to lunch if we don't have enough coverage for the help-desk phones. - Before laying sod on that clay, the ground needs two inches of coverage with topsoil. - The enemy fire is increasing – can we get some immediate coverage from those bunkers? - There are overlapping coverages on your insurance policies. - The amount of space or time given to an event in newspapers or on television cover + -age
In Beneath Our Feet, students investigate the processes that have helped form the Earth that they now inhabit and discover what rare and precious resources lay beneath their very feet. This program provides excellent support to Primary Connection’s Beneath Our Feet unit and is supported by Earth Ed’s outreach program. Students are introduced to the idea that there are three rock types (igneous, sedimentary and metamorphic), the reason behind this classification, and how these rocks came into existence. They identify how the minerals in rocks are used to produce the common materials that we use in everyday life. They also consider the presence of different soil types that they have encountered, and the properties that they contain. Students will test a sample of soil from their home and compare this to other samples in order to ascertain whether it is suitable for growing a sunflower. They will also perform scientific testing on their soil to measure pH, texture, and water retention. Students use microscopes to make observations about different soil types. In a new addition to the program, students will also travel to Mount Buninyong to make observations about the Ballarat landscape and its geological history. Students will walk to the volcanic crater and develop an understanding of Mount Buninyong’s eruptions. The program culminates with the students having discovered exactly what is beneath their feet, and how it came to be there. Key Learning Outcomes: - Present prior schema that they already have regarding rocks, fossils, soil and landscapes - Consider the implications of a series of data that they have collected in order to reach a hypothesis - Demonstrate current scientific methods of investigation when dealing with fossilised remains, rocks and soil - Investigate the properties of specific rocks, minerals and soils samples - Identify which characteristics help to determine a rock’s type (Igneous, Sedimentary or Metamorphic) Learning Standards (Australian Curriculum): Buried in Time demonstrates the learning addressed through Year 4 of the Australian curriculum standards. In particular, it addresses: Earth’s surface changes over time as a result of natural processes and human activity: - Collecting evidence of change from local landforms, rocks or fossils - Investigating the characteristics of soils - Considering how different human activities cause erosion of the Earth’s surface Science as a human endeavour - Exploring ways in which scientists gather evidence for their ideas and develop explanations - Science involves making predictions and describing patterns and relationships - Science knowledge helps people to understand the effect of their actions Science inquiry skills - Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate - With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge - Suggest ways to plan and conduct investigations to find answers to questions
Preparing America's Next Generation of Innovators Today, 72 percent of high school graduates are unprepared for entry-level college courses in mathematics and science in the United States. As a nation, the U.S. is not adequately preparing our students for science, technology, engineering, and math (STEM) professions. The STEM Education Working Group will focus on: increasing the number of STEM field professionals engaging with teachers and students, developing strategies for attracting more highly-qualified STEM teachers, and increasing opportunities for students to engage in STEM education programs in and out of the classroom. Educators Supporting the development of educators with expertise in STEM fields – and working to keep them in the classroom – will have a dramatic impact on student achievement in STEM field studies. Youth Student-centered approaches to learning – including gaming, the Maker Movement, and media creation – provide innovative ways for getting young people excited about STEM and connecting what they learn to their everyday lives and the issues that matter most to them. STEM Professionals Increasing the number of STEM professionals who engage in effective outreach will help connect education to careers and enhance industry efforts to build a more robust career pipeline for STEM-related jobs. Learning Spaces Students spend the majority of their time outside of classrooms during summer, after school, and on weekends and holidays. These times present enormous opportunities to engage students in non-traditional learning environments that can inspire interest in STEM and prepare young people – particularly students of color and girls – to be STEM literate and engage in STEM learning throughout their lives.
For the more information about natural sounds and night skies in the National Park Service, please visit http://www.nature.nps.gov/sound_night/. National parks are lands with public treasures and expressions of our American values. They tell stories of the strength of our nation and its peoples, the American frontier wilderness, and the beauty and wonder of nature. Parks are places we can go to for rejuvenation, inspiration, and to delve into the larger world within which we live. Gazing upon the cosmos is just such an experience that deserves to be retained in our parks. Part of the NPS mission is to share these natural lightscapes with the public and to protect and restore them. Whether deep in a mountain wilderness area, at the edge of a historic battlefield, or beside the stone ruins of a 1,000-year-old culture, a natural lightscape is crucial to the overall integrity of parks. The night sky can be one of the most awe-inspiring views we will ever experience. But the night sky and natural darkness are easily damaged and in many places are becoming lost in the glow of artificial lights. The protection of night skies have only recently been recognized as an important cultural, natural, and scientific resource by the National Park Service and the nation. At the turn of the century it was estimated that two-thirds of the country's population live where they cannot see the Milky Way (Cinzano, 2001). As starry skies have become more rare, park visitor interest in stargazing has increased sharply with corresponding economic benefits. Many people seek protected lands, such as national parks and wilderness areas, to experience starry skies and dark nights. Maintaining the dark night sky above many national park units is a high priority for the National Park Service, and we actively seek partnerships to restore this heritage. The NPS strives to enhance the enjoyment of the resource for park visitors. Many visitors to national parks report "never seeing night skies this remarkable" or had "forgotten what the Milky Way looked like." Increasingly visitors are seeking out these experiences, and the NPS is proud to point a telescope skyward for them or guide them on a nighttime walk. A critical step in the management of natural lightscapes is to measure and inventory the night sky condition. To address the measurement of this resource, the NPS Night Skies Team was formed to develop a system to measure and ultimately monitor changes to night sky brightness. Since 2001 the NPS has systematically inventoried night sky quality in approximately 100 parks. The data show that nearly every park measured exhibits some degree of light pollution. A growing pool of knowledge regarding ecological relationships with light, and the understanding of the impact light pollution has on human perception and experiences, combined with growing night sky data, will help the NPS to manage this resource for the benefit of parks and the people who visit them. An essential management action is to work with neighboring communities to ensure that the protection of natural lightscapes is integrated into park and community planning. Basic principles such as using existing zoning to set appropriate outdoor lighting usage, following best management practices, and tracking progress can protect and even restore natural lightscapes. The NPS recognizes the importance of natural lightscapes and supports research and monitoring to protect this vanishing resource. The NPS will preserve, to the greatest extent possible, the natural lightscapes of parks, which are natural resources and values that exist in the absence of human-caused light. To prevent the loss of dark conditions and of natural night skies, the NPS will seek the cooperation of park visitors, neighbors, and local government agencies to prevent or minimize the intrusion of artificial light into the night scene of the ecosystems of park units. The NPS will not use artificial lighting in areas where the presence of the artificial lighting will disrupt dark-dependent natural biological resource components of a park, such as sea turtle nesting locations. Light pollution is a relatively easy environmental problem to resolve. Solutions are immediate, effective, and often save money. Protecting night skies for ourselves and future generations only takes a bit of knowledge and effort in choosing night sky friendly outdoor lighting. Cinzano P., Falchi F. Elvidge C. 2001. World Atlas of Night Sky Brightness, Monthly Notices of the Royal Astronomical Society, 328, 689-707. Last Updated: April 20, 2012
In this example we are going to format a decimal value. In this example we are talking a double value. We are creating an object of DecimalFormat(String format_type) class .In DecimalFormat class we are passing "0.000" .This is used to create an decimal format which display three digits after decimal point. We are using NumberFormat to store the reference of object of DecimalFormat with name of formatter. To apply the format on double value we are using format() method. The code of the program is given below: The output of the program is given below: C:\convert\rajesh\completed>java DecimalFormatExample The Decimal Value is:2192.015 Posted on: June 29, 2007 If you enjoyed this post then why not add us on Google+? Add us to your Circles
The rainforest provides a wealth of study topics and activities for both younger and older children. The animals of the rainforest often capture the attention of children and draw them in to learn more about the habitat. Hands-on activities allow kids to learn about the rainforest while having fun, which generally increases the knowledge retention and effort put forth by the kids. Stuffed Rainforest Animals Stuffed paper rainforest animals allow the kids to create an artistic version of the animals they have studied. Butcher paper provides a workable medium for this rainforest animal craft project. Have each child select an animal and draw a large picture of it on the butcher paper, adding colour with markers, crayons or paint. Place another piece of butcher paper behind the drawing and cut out around the animal so that both pieces of paper have the same shape. The kids can draw the back of the animal on the second piece of butcher paper if desired. Staple the two pieces of paper together, leaving a wide opening on one side for the stuffing. Crumple tissue paper or newspaper and gently stuff it into the animal. Staple the opening to hold the stuffing inside the animal. Devote one corner of the room to creating a rainforest habitat for the kids. Include vines, giant leaves, tropical flowers and rainforest animals in the rainforest environment. Ideas for the rainforest include tree trunks made from large cardboard tubes, leaves cut from green paper, flowers made from tissue paper and vines made from twisted brown butcher paper. The rainforest habitat provides a fun display method for the stuffed rainforest animal activity. The kids will likely have other suggestions for the materials and construction of the rainforest. The rainforest corner can be used for reading, quiet time or rainforest study time. Dramatic play is an enjoyable and educational activity for kids of all ages. The rainforest provides a topic full of possibilities for a child-produced skit. The contents of the skit will vary based on the ages of the kids. Younger children may present a skit with basic information about the rainforest habitat and animals. Older children can go in depth on the rainforest, including the importance of conservation efforts. Allow the kids to lead the production of the skit, assisting as needed. The skit can be presented to other classes, staff members or parents.
Born into slavery, Frederick Douglass made his mark in history as an abolitionist with a special place in his heart for America and its founding principles. Douglass, who knew only that he was born sometime in February 1818, chose the 14th as his birthday because his mother, who died when Douglass was around eight years-old, called him her “little valentine.” It’s only fitting, then, that we remember Douglass on this Valentine’s Day — and his contribution to America. Heritage’s Julia Shaw comments on how his memory can be honored: We can celebrate Frederick Douglass by honoring the principles he held dear. Douglass became devoted to America and its founding after close study of the Constitution and the Declaration of Independence. Coming out of slavery, Douglass had been influenced by abolitionists who blamed America’s Constitution and its founding for the sin of slavery. In America’s dedication to principles of natural human rights set forth in the Declaration of Independence, he eventually found reason to love and identify with his country. He came to understand that America’s original sin was not in its founding principles but a deviation from its founding principles. Read more in our First Principles report, Frederick Douglass’s America: Race, Justice, and the Promise of the Founding.
Culture Sharing: History, Politics, Government This Culture Sharing: History, Politics, Government lesson plan also includes: - Join to access all included materials Students explore types of governments and political systems. In partners, students share information about their home country. Classmates work together to prepare a presentation about the history and government of a specific country. 16 Views 26 Downloads - Activities & Projects - Graphics & Images - Handouts & References - Lab Resources - Learning Games - Lesson Plans - Primary Sources - Printables & Templates - Professional Documents - Study Guides - Graphic Organizers - Writing Prompts - Constructed Response Items - AP Test Preps - Lesson Planet Articles - Interactive Whiteboards - All Resource Types - Show All See similar resources: Their Eyes Were Watching God: Culture and History A 13-minute audio guide begins the second instructional activity of a unit on Zora Neale Hurtson's Their Eyes Were Watching God. Once they have listened to the guide and read Chapter 1 of the novel, kids discuss the story as an example... 9th - 12th English Language Arts CCSS: Adaptable How does cultural diversity impact political identity? That is the question researchers face as they continue their examination of the European Union and the programs it has developed in its attempt to achieve unity in diversity. To gain... 9th - 12th Social Studies & History CCSS: Adaptable Advanced Art – Cultural Place-setting Still life Upper graders view a series of films that depict rituals or celebrations as they occur in different cultural settings. They conduct a cultural investigation about one culture, brainstorm and research objects that have cultural or... 11th - Higher Ed Visual & Performing Arts Folk and Popular Culture Good enough for a college class, this resources discusses multiple aspects pertaining to the issues with globalization and the differences between pop and folk culture. It defines major terminology, provides concrete examples, and... 12th - Higher Ed Social Studies & History An Introduction to Bhabha’s The Location of Culture Is there any such thing as a culture without some degree of hybridization? Homi K. Bhabha maintains that all cultures, particularly post-colonial, experience cultural hybridity that reflect in an individual's personal identity. Learn... 4 mins 9th - 12th English Language Arts CCSS: Adaptable Japan in the Heian Period and Cultural History: Crash Course World History 227 When your class thinks of medieval history, they probably think of European castles and knights. But they may not know that the Heian period in Japan, which coincided with the Middle Ages in Europe, saw a significant development in... 14 mins 9th - 12th Social Studies & History CCSS: Adaptable The Victor's Virtue: A Cultural History of Sport Pupils explore the meaning of the ancient Greek word aretê and the place of virtue in historical athletic competition and modern sports. They begin by reading an informational text on the goal of sports in education, and then evaluate... 10th - Higher Ed Social Studies & History CCSS: Adaptable The Impact of Cultural Values in EArly Industrial England Tenth graders analyze works from the period of the Industrial Revolution in England and identify the cultural values depicted and inferred that paved the way for the Industrial Revolution to occur at this time. They create captions that... 10th Social Studies & History Features of Culture Explore the melting pot in your own classroom with a instructional activity that focuses on cultural beliefs, traditions, and traits. Middle and high schoolers examine the details of their own identified cultures before sharing them with... 6th - 12th Social Studies & History CCSS: Adaptable Lesson: Dongducheon: A Walk to Remember, A Walk to Envision: Interpreting History, Memory, and Identity Cultural discourse can start through a variety of venues. Learners begin to think about how our minds, memories, and identities shape our attitudes toward culture and history. They analyze seven pieces from the Dongducheon art exhibit... 9th - 12th Visual & Performing Arts
The Central United States, an important part of the eastern monarch’s breeding range, has received notable attention for the loss of milkweed across large portions of the landscape. There is an urgent need to protect existing milkweed populations and increase the abundance of milkweeds through restoration activities. One immediately available opportunity to increase the planting of milkweed is to encourage their inclusion in regional USDA‐contracted conservation easements. The Xerces Society collaborated with the NRCS and Monarch Watch trhought the MJV to produce a plant guide (“Technical Note”) profiling the region’s native milkweeds and the benefits they provide to monarchs and other pollinators. NRCS Technical Notes provide a crucial link in shaping the way USDA‐contracted conservation easements are managed, and have a direct influence on the seed mix recommendations made by agency staff to landowners. This comprehensive guide to using the native milkweeds of the lower Midwest and Central U.S. in monarch butterfly and pollinator habitat restoration efforts describes the importance of milkweed to wildlife, provides an overview of milkweed establishment practices, and profiles numerous species that are commercially available and can be incorporated into seed mixes and planting plans. The document is now available for download from the Xerces Society, Monarch Joint Venture, and NRCS websites. The Monarch Joint Venture (MJV) is a partnership of federal and state agencies, non-governmental organizations, and academic programs that are working together to support and coordinate efforts to protect the monarch migration across the lower 48 United States.
Models, Theories & Frameworks Models of Behaviour What is important to understand about models is that each has their own assumptions, which, like in economics, rarely hold true. These models are useful to explain underlying factors that influence behaviour; however there are multiple external factors that may also be in operation at any given time, with only some models taking these into consideration. The models also tend to be linear, and focus on change as a cause and effect event. This can lead to a belief that a single intervention (event) can lead to the desired outcome within a short period of time. Some theories of change however show that change is a process over time. The Practical Guide: and overview of behaviour change models and their uses (2000: 19-20) provides the following notes of caution about models: - Models are concepts, not representations of behaviour (i.e. they do not explain why people behave they way they do, they merely present broad underlying factors that influence behaviour), - There is a limit to how far models will stretch (i.e. some models are more specific to behaviours that are being targeted), - Models don’t tend to differentiate between people (i.e. models don’t segment the population, whereas successful interventions do), - Behaviour is complex, but models are deliberately simple (i.e. most models are simple in order to make them usable in explaining behaviour, and they should be treated as an aid to intervention, and not an account of all the potential complexity), - Factors don’t always precede behaviour (i.e. it is possible to change behaviour before social-psychological variables, such as attitude; for example, the Theory of Cognitive Dissonance proposes that people will realign their values, beliefs and attitudes to achieve consistency), - Factors are not barriers (i.e. simply changing factors will not lead to desired behavioural outcomes. People need to be engaged in the change process in order to realign their personal mental models). Theories of change Theories of change build on the models of behaviour to explain how and when change happens. The Practical Guide: and overview of behaviour change models and their uses broadly categorises the theories as change in habit; change in stages; change via social networks; change as learning; and change in systems. Theories around change as learning are worth particular consideration due to the prevalence of ‘community education and engagement’ interventions by local governments in Australia (for example, workshops and seminars). Vare and Scott (2007) present a theory on education for sustainable development (ESD) that looks at two complementary approaches: ESD 1 and ESD2. They note that: “sustainable development, if it is going to happen, is going to be a learning process – it certainly won’t be about ‘rolling out’ a set of pre-determined behaviours” (2007, p192). The two approaches are described in the table below. The approaches are seen as complementary. Comparison of ESD 1 and ESD 2 approach Modified from Vare and Scott (2007) \|ESD 1\|\|ESD 2\| Promotes/facilitates change in what we do (expert driven knowledge) Builds capacity to think critically about (and beyond) what experts say and to test sustainable development ideas (learning as a collaborative and reflective process) Promoting (informed, skilled) behaviours and ways of thinking, where the need for this is clearly identified and agreed Exploring the contradictions inherent in sustainable living Can be measured through reduced environmental impact Outcomes are the extent to which people have been informed and motivated, and enabled to think critically and feel empowered to take responsibility. The dominant approach of ESD 1 needs to be augmented by a participatory learning approach for long term sustainability. Interestingly, Vare and Scott deem social marketing as an ESD 1 approach, though it is our belief that this depends on the application of social marketing. Well researched and applied community based social marketing should lead to the critical thought and actions required to change towards a more sustainable lifestyle. In terms of measurement, Vare and Scott note that evaluation needs to go beyond the impacts on resource use, and capture the outcomes in terms of people’s motivation, ability to think critically, and ability to take responsibility for change. Frameworks for Change Frameworks for change are the practical implementation of theories of behaviour and models of change. Below we present three popular frameworks, Community Based Social Marketing, The Seven Doors model, and Persuasive Communication (TORE Model). The three models are not mutually exclusive. For example, CBSM provides a clear method for scoping which behaviours to target, and identifying the barriers to change, as well as the benefits. The tools of change presented in CBSM include making change convenient, social norms, and communication. The Seven Doors model highlights the importance of peer networks and influential others as a means for effective communication and a way to develop new social norms. Persuasive communication provides a framework to develop strategic communication so that once real and perceived barriers to change are overcome, a person is motivated to change behaviour. So a successful behaviour change project is not about choosing one framework, but understanding the components of the frameworks below and how they can be applied to your context. Community Based Social Marketing Community Based Social Marketing (CBSM) is a framework that is increasingly being used by organisations and governments to change behaviour. The CBSM framework is a sequential process that identifies behaviour(s) to change, and then requires research to uncover the barriers and benefits related to the new behaviour(s) and the existing behaviour(s). It is only then that tools of change are matched to overcome the barriers, and amplify the benefits of the more sustainable behaviour being promoted. In this, it is important to note that barriers lie with specific activities that make up behaviours (for example, composting is a behaviour that is made up of many activities- buying a bin, knowing how to set it up, knowing where to site it, having a container to put organic kitchen waste etc). It is also important to note that barriers are not homogenous to groups, so it is important to segment the population into target groups of like-individuals (for example, by socio-demographic, or gender). Once tools are identified, a strategy is matched to the tools. CBSM places great focus on the extensive research work associated to uncover barriers to behaviour change, as well as on the sequential process that places the design of the strategy (for example advertisements, home audits, workshops) as the final piece of the puzzle before piloting the strategy. The difficulty (and also the rigour) of CBSM is that it relies on extensive research prior to determining a strategy. It focuses on very specific behaviour(s); the more behaviours that are targeted (eg. purchasing renewable energy, switching to energy efficient lamps etc), and the broader they are (energy efficiency, greenhouse gas reduction), the less successful the behaviour change is likely to be because the barriers to the multiple behaviours will be numerous. Thereby the focus of the intervention is lost and the ability of people to change is diminished (people are less able to change multiple behaviours at one time). Circumventing the sequential process of research and design for expediency has implications on the evaluation of behaviour change. For example, it is possible that the evaluation method is attempting to attribute change to a variable which is not effective, or that the evaluation focuses on specific variables without regards for external effects or unintended consequences. For an example of research undertaken as part of the CBSM process, see the Community Survey Findings report as part of the Townsville Residential Energy Demand Program (Townsville: Queensland Solar City). The Seven Doors model The Seven Doors model developed by Les Robinson, provides a framework for change at the community level. The model determines that change occurs at the collective level through social diffusion or peer contact, rather than at the individual level. Robinson uses the analogy of a behaviour change facilitator firing arrows packed with information and facts randomly at the target population in the hope that the arrows will hit their mark. In this approach, there is a ‘change space’ (willingness to receive and act on change) that every person is in and different behaviour change processes influence people according to their change space. Through surveys, Robinson determined what prompted people who had made significant and long term changes in their lives. It was found that 19% received information arrows, 6% received bad news or a shock; and 75% interacted with a significant person and a critical, behaviour changing conversation occurred. Given the above change space information, the arrows of information that we often send out randomly to the public, family or friends are not useful. We really need to be out there having conversations with people, interacting and making connections. This has important implications in terms of how we attempt to facilitate behaviour change, given that only one quarter of our audience may react to information packets or bad news stories. Spending time with people explaining new systems and answering questions about a behaviour change process seems like a logical way to increase behaviour change in that environment. Thematic Persuasive Communication Professor Sam Ham has developed an approach to behaviour change that is focussed on persuasive communication called the TORE model. TORE stands for Thematic, Organised, Relevant and Enjoyable, but more about that later. Persuasive communication is about getting people to change their behaviour towards more sustainable (or preferred) options through the use of strategic messages based on understanding the difference between the people who already do the preferred behaviour (compliers) and those that don’t (non-compliers). The premise is that removing barriers to the desired behaviour is not enough, you must also get people to ‘want’ to do the behaviour (or in other words, you can get the horse to water, but you may not get it to drink!). Persuasive communication has its background in a couple of psychological models- the Elaboration Likelihood Model (ELM) and the Theory of Reasoned Action. Very basically, the ELM proposes that people’s behaviours can be influenced through two pathways, a central “effortful thought” one that leads to a greater likelihood of sustained change, and a peripheral pathway that leads to short term changes in behaviour. The peripheral pathway doesn’t get people to think about the message, but rather uses superficial qualities such as celebrity endorsement to influence behaviour. This is often the process used in marketing. An example of this peripheral route is a recent study that showed that celebrity endorsement influenced parents to purchase junk food. The central route is achieved by getting the target audience to think about the message and process it as something that they want to do, and that the can do. This is much more difficult to achieve. This is where the Theory of Reasoned Action (and its more current iterations, the Theory of Planned Behaviour or Reason Action Model) comes in. This theory describes changes in behaviour resulting from the alignment of three factors: - a person’s beliefs about the outcomes or consequences of doing the behaviour (and whether they think each outcome is good or bad). This leads to their attitude to the desired behaviour (whether they think it is a good or bad thing to do) - the normative beliefs about the desired behaviour (important others’ opinions about the behaviour) - control beliefs (perceived internal and external barriers to undertaking the behaviour, such as lack on knowledge, inconvenience, infrastructure etc) and perceived facilitators (factors that make doing the behaviour easier) To achieve successful persuasive communication, you need to find out what is significantly different between the beliefs and attitudes of known compliers and non-compliers. Once you know the difference, you can craft a message to get the change towards the desired behaviour. An important thing to know is that a more successful message will emphasise reasons in favour of doing the desired behaviour (ie. why it is good to do the behaviour) rather than why doing the problem behaviour is bad (eg. don’t do this because…). This leads to Sam Ham’s TORE model of persuasive (or thematic) communication. The TORE model states that effective communication is not achieved by presenting general facts and figures to the audience in order to get them to think logically and rationally, but rather presenting a message that provokes them into ‘thinking’ (or as the ELM stated, creating ‘effortful thought’). As such, the message has to be centred on a theme that provokes people to pay attention and process your message. Themes are linked to beliefs, so a strong theme is important. It is also important that the message is relevant to people (ie. meaningful and personal to what they already care about). The message must also be enjoyable and organised so that even an audience that isn’t obligated to process the message will choose to do so. In comparison, think of brochures or posters that you have seen where you can’t recall the desired behaviour being targeted due to the amount of information that is provided. The TORE model is depicted below, and explained by Sam as in the following (Ham, 2007 p46): In the best-case (“stronger path”) scenario, when an interpreter’s theme is strong (box a) and s/he delivers it in a way that motivates the audience to focus on it and process it (box b), it provokes the audience to think and make meanings related to what is being presented (box c).1 Depending on how well these meanings fit the people’s existing beliefs, reinforcement, change or the creation of new beliefs will result (box d). The new status quo can, in turn, influence the people’s attitudes (i.e., what they like, dislike, or care about) with respect to the theme that was developed (box e)2. If these attitudes are strong enough, we would expect them to lead to behavioral choices that are consistent with them (box f).3 If an attitude was the result of a lot of provocation, it would be stronger, more enduring, and more predictive of future behavior. However, if the attitude occurred as a result of less thinking, it would be weaker and shorter-lived, but possibly still predictive of behavior in the immediate time frame. This possibility is shown by the small (“weaker path”) arrow directly connecting box c to box e (and bypassing box d). Some further reading (downloads) to help you change the world \|The Pschyology of Climate Change Communication\|\|Creatures of Habit: the art of behavioural change\| Some light bedside reading (to buy or borrow from the library)
While traveling through America in the early 1800's I discovered you'd be fascinated and very intrigued with the idea of American politics, art, literature, and music because it was a not only a time where America was beginning to discover itself but it was also a time for the Americans to discover themselves too. You'd be very proud to be an American and you'd want to show it by getting involved with traditions and the different creative styles America was beginning to discover. America has a sense of individualism because you are allowed to have an opinion and be heard. Being an American means promoting national unity because its about having pride and encouraging your country, and that's what Americans did during this time. During this period in time, as the creative aspects of America were beginning to develop so were the politics not only for some people but for the whole country. In America from 1816-1824 it was known as the Era of Good Feelings due to the national unity that was being developed, this began during president James Monroe's presidency. National unity was when the government created a group during an emergency, and the group would be unified by the love of its nation. "Unity is strength... when there is teamwork and collaboration, wonderful things can happen."(Mattie Stepanek). As this began federal power over the states and the growth of capitalism began to strengthen with the help of John Marshall, the Supreme Court justice chief. Even proposals for the federal government to become more active in developing the nations economy was encouraged. Art in america was known but in the 1800's that's when people began expressing themselves in that art. Many ordinary people would make folk art, art made by ordinary people. "Art is the most intense mode of individualism the the world has known."(Oscar Wilde). Art was so liked that both men and women loved to create art. Men would carve things such as weather vanes and hunting decoys, and women would sew clothes into quilts. Other creations from the 1800's were signs, murals, images, and portraits. Different techniques of art that were discovered were Hudson River School a nature painting, John James Audubon are bird portraits, and George Catlin drawings of native people. In America while we began developing literature, many creations of literature included American aspects in their creations like the painters did of Hudson River School did. Literature is a very inspirational creation of art because it may be a form of your emotions but others might be able to relate to those emotions as well. "The primary duty of literature is to tell us the truth about ourselves by telling us lies about people who never existed."(Stephen King). Washington Irving was one of the first to be famous for his literary creations, his two amazing creations were "Rip Van Wrinkle" a creative story about escaping the harshness of life and "The Legend of Sleepy Hollow" a western mystery. James Cooper, the nations first novelist, wrote about the life of a frontier and American Indians that helped depict the troubles of fighting for freedom. Davy Crockett was a real frontiersman who made up tales about his life like a regular man being bigger than he is. Henry Wadsworth Longfellow was on of the first American poets who created an epic poem called The Song of Hiawatha, based on American Indians.
Present tense verbs are normally conjugated by taking the stem of the verb then applying the appropriate ending to it depending on the subject of the sentence. However, there are some spelling rules to observe in certain situations. The verb spreken (to speak), and some others like it, needs some additional adjustment. Spreken consists of two syllables, an open syllable and a closed syllable (spre~ken). However in the singular forms the verb changes (Ik spreek. Jij spreekt). This is because the stem on its own is a single closed syllable. This means that the long vowel must double up, hence the “e” becomes “ee”. The verb kennen (to know) consists of two closed syllables (ken~nen). Because the vowels are not doubled up they are short vowels. When the verb is reduced to its stem it becomes simply ken. In the singular persons the conjugations are ik ken, and jij/hij/zij kent. Some verbs change the last consonant of the stem when the ending changes. The z and s interchange, and v and f interchange. For example, the z in lezen (to read) becomes an s in the following forms: ik lees, and jij leest, but wij lezen stays the same as the infinitive. Another example is that the v in schrijven (to write) becomes an f in the following forms: ik schrijf, and jij schrijft, but wij schrijven stays the sam
K.L.1a, K.CC.3 K.CC.5 Alphabet and Numbers Handwriting For those students who can work more independently, these worksheets are designed to help children practice handwriting skills. Each worksheet allows children to practice phonics skills with targeted sounds placed at different places in each word. The numbers worksheets let the children practice writing the number and number word. Each number page includes counting sets, and comparing sets, shape activities, and writing numbers that come next. For practice with writing their first words, there are also color and number words practice pages. Aa-Zz Handwriting Practice Practice phonemic awareness skills Numbers and Number Words Handwriting Practice Writing numbers that come next Color and Number Word Practice This file has 69 pages of handwriting fun!
Roland Piquepaille writes "Researchers have discovered that ordinary cellulose is a piezoelectric and smart material that can flap when exposed to an electric field. ScienceNOW reports that electricity can give life to cellophane. When you put a very thin layer of gold on each side of cellophane, and that you apply electric current to the gold layers, one positive, one negative, the cellophane curved toward the positive side. If you switch the voltage fast enough, the cellophane starts to act as a wing. So it should be possible to use it to build lightweight flying robots carrying cameras, microphones or sensors for surveillance missions. Read more for additional references and pictures about this electroactive paper (EAPap)."
Home to gray whales, salmon, puffins, and life giving swarms of krill, the Pacific Ocean off Oregon is one of the richest temperate marine ecosystems in the world. Yet like much of the world’s oceans, Oregon’s coastal and ocean ecosystems are facing increasing threats, including ocean warming, acidification, overfishing, pollution and development. Increasing human uses of our oceans and coasts have lead to steep declines in fish and wildlife populations and habitat loss that threatens the long-term sustainability of biological resources. Identifying Important Ecological Areas is a critical first step in coastal marine spatial planning, helping to improve the health of ocean ecosystems and plan for long-term sustainable uses. This report presents the scientific basis and Geographic Information System (GIS) analysis used to identify IEAs off the Oregon coast, the design of an ecologically significant network of marine reserves and protected areas, and the state policy framework shaping ongoing conservation planning.Download the Report
Metals are normally present in the ecosystem at low concentration. Their presence at high concentration (above the regulation limits) can be due to a pollution event, particularly frequent in proximity of factories like galvanic or steel plant or to an accidental leak of organic compound (es hydrocarbons) which would cause the leaching of iron, manganese or arsenic normally present in soil. Depending on where a metal contamination occurs (water or soil), the approach for a remediation treatment is different: - Groundwater: in situ metal precipitation - Soil: soilwashing with natural biosurfactants Each metal is characterized by a biogeochemical cycle which regulates its presence in the environment. In groundwater, a good strategy to neutralize a toxic metal is to change its oxidation state. This can turn a dangerous, persistent and mobile species, into a poorly bioavailable and immobile element that has lost most of its toxic character . This result can be achieved by controlling parameters in groundwater as the redox potential, the pH, and the dissolved oxygen. The metal contamination of soils and sediments can be considerably decreased by washing the matrix with surfactant solutions obtained with a natural process. These surfactants exert on the metal a chelating function, carrying it in solution and effectively removing it from the solid matrix.
Start a 10-Day Free Trial to Unlock the Full Review Why Lesson Planet? Find quality lesson planning resources, fast! Share & remix collections to collaborate. Organize your curriculum with collections. Easy! Have time to be more creative & energetic with your students! Possible Outcomes 5 In this outcome worksheet, students read a short story problem and create a list of all possible combinations to fit the situation. They draw a possibility tree to graph the combinations. 3 Views 2 Downloads
When Joseph Stalin was born in Russian Georgia in 1879, Europe and the world were in the midst of a long century of peace, economic growth, and political reform during which European power had extended across the globe. But strong historical forces were brewing that would bring that peace to a crashing halt as the end of the 19th century witnessed the chaos of two World Wars and innumerable revolutions. Chief among these forces were the linked and competing ideologies of nationalism and Marxism. As Stalin was himself a Marxist, Marxist ideology merits the most attention in understanding the events of his life. Named for the 19th-century German thinker Karl Marx, Marxism claimed to have unlocked the "scientific" mechanisms of history--and to be able, therefore, to predict the future development of society. Declaring that human history was determined by class warfare, Marx predicted a worldwide revolution initiated by the victims of industrialization, the urban working class. This revolution would lead to a utopia free of all class distinctions, and free of the oppressive forces of national government and religion. Disastrous consequences ensued when Stalin and his fellow Bolsheviks attempted to put this ideology into practice in Russia, for two main reasons. First, Marx had been quite vague as to the actual structure of the workers' paradise that would result from his predicted revolution; thus, Predictably enough, the "paradise" turned out to be a place in which the revolutionaries ruled in the name of the workers, and in order to enforce their rule, assembled one of the most terrifying police states known to history. Secondly, Marx's theory of classes had been based on an industrial economic system--but Russia was still a largely agrarian society. This led to Lenin's decision to blame the "kulaks," or wealthy peasants, as the agents of oppression. In turn, Stalin collectivized agriculture using horrifying methods; such hate had accumulated for the kulaks that he met little opposition in his Holocaust-like annihilation of them. Another force with which Stalin had to contend was the worldwide emergence of nationalism. While Marxism demanded an international order based on class, nationalists insisted on a national order based on blood, or ethnicity. The Soviet Union, in order to maintain its control over the former Russian Empire, clamped down on nationalist movements within its borders, including those rising in Stalin's own birthplace, Georgia. But nationalist ideology soon posed an external threat as well--in the form of Hitler's Nazi Germany, where ideas of nation and race had been taken to an expansionist, and murderous, extreme. In order to combat the Nazi threat, Stalin was forced to draw on nationalism of his own, as he turned World War II into a "Great Patriotic War" for "Mother Russia," an idea totally antithetical to Marxist ideology. And even after the war, Stalin's expansionist foreign policy and belligerent tactics bore a striking resemblance to the traditional politics of a nationalistic Russia--as did his domestic persecutions of Russia's Jews. In a sense, then, despite Stalin's Marxism, it was nationalism that made the deeper mark on his life and legacy, as the prospects of an international workers' revolution gave way to the gritty realities of power politics. And it would make the deeper mark on the Soviet Union, as well--today, Marxism remains unrealized, and nationalist sentiments have broken up Stalin's empire into a dozen smaller states. Take a Study Break!
Hatching frog eggs and raising larval amphibians to metamorphosis can be a fascinating and educational experience for children and adults alike, and can add immensely to the enjoyment of these creatures. If you'd like to give this a try, the following guidelines will help. Objectives: Students will learn about the metamorphic changes frogs undergo in their lifecycle. Students will understand the habitat needs of frogs. 1. Have students collect eggs and larvae. To collect frogs in Wisconsin, you need a valid fishing license or a small game license. You don't need a license to collect frog eggs. Frog season opens on the Saturday nearest May 1 and runs through December 31 each year. Each person may collect up to one clutch of eggs, but once they transform, you are only allowed to retain up to five individuals. The balance of any eggs, tadpoles or transformed individuals must be released ONLY to the pond where the eggs originated, and these must show no signs of being sick or diseased. You will find a short list of rules in the "Spearing and Netting Regulations" pamphlet available at DNR offices and other license outlets. Document where the eggs are collected from with a small flag or by marking the exact location on a map of the area. This information will be needed to release the amphibians to the same location once they are grown. Never remove eggs or larvae from public areas such as parks, refuges, or conservation areas. Ask permission before removing specimens from private land. Also make sure you are not collecting eggs or tadpoles of the protected Blanchard's cricket frog (see illustration and check out the guide to frog egg identification and metamorphic timing). Only collect as many as your bowl or aquarium can hold without over-crowding (1 gal. per 2 tadpoles). Please Note:Frogs are selective and only breed when temperatures in the air and water are just right. To make things more fun, each frog's eggs look different and hatch at different times. Be sure to take a look at this guide to frog egg identification and metamorphic timing to help you with this activity. Ponds, small lakes, and creeks are ideal places to find amphibian eggs and catch tadpoles. Have students use small dip nets or jars to collect eggs and larvae and transport them to the classroom in clean jars, plastic bags or plastic containers. Have students also take a temperature reading of the water. Then have them put the eggs or larvae in an insulated bag or cooler in order to maintain the approximate temperature of the water. Take an extra container of water from the water body where the specimens were collected to place in the aquarium. 2. Have students set up the "habitat." Eggs and tadpoles can be kept in a large, flat pan, fish bowl, aquarium, or a large glass jar. Set up their new home ahead of time. Use water from the pond where you collect the eggs or larvae to give them a head start. Chlorinated tap water destroys bacteria and algae and it can harm or kill amphibian eggs and larvae. If you need to use tap water, treat it with a dechlorinator. You can buy it at a pet store. Or, let a jug of water stand a few days with the lid off so the chlorine can dissipate. Provide at least 1 gallon of water for every two tadpoles to prevent over-crowding, and use an air stone and air pump to provide a constant stream of fine bubbles. It is not necessary to provide sand or gravel. Eggs found in submerged habitats should be kept submerged, and those found floating should be allowed to float. 3. Have students feed the frog and toad tadpoles. Discuss the diet of tadpoles and frogs throughout their lifecycle. Ask the students to think of ways they can provide these animals with the specific foods they need. Have students devise a feeding plan and schedule. Note about food: Note about food:Tadpoles usually eat algae and other minute plant matter, but this may be hard to get in sufficient quantities at home or school. Finely ground commercial goldfish food, a commercial Trout Chow, or algae from another aquarium should be fed twice daily. As a substitute you can boil and cool 2 tablespoons of fresh spinach or lettuce (not cabbage). If available, crush rabbit food pellets and feed them to tadpoles as a dietary supplement. Small flakes of hard-boiled egg yolk can be added twice a week as a protein supplement. Feed only what the tadpoles can eat in a hour to avoid fouling the water. Remove any uneaten food promptly. As tadpoles become frogs, their diet changes from eating plants to feeding exclusively on live animals such as insects and small crustaceans. It's a real challenge to find enough food to maintain most juvenile frogs for very long. Tiny meal worms or aphids from infested houseplants are your best bet, but you might want to simply release the little frogs to ensure their survival. 4. Have students record transformation to adult stages. Tadpoles undergo three remarkable changes that are easy to observe. First, they grow legs -- back legs first; front legs last. Second, they slowly lose their tails. As the front legs grow, the tadpoles will no longer eat. The tail shrinks as the tissue is reabsorbed as food by the tadpole. Finally, the tadpole switches from breathing with gills to breathing with lungs after it grows legs. Have students record daily observations and document how long it takes for each stage to occur. Once the tadpoles' hind legs appear, you need to rework the landscape in their container. Discuss with your students the habitat needs of tadpoles versus frogs. Create a habitat design for the tank. Be sure that students provide a gently sloping place where the froglets can crawl out of the water. When the froglets are ready to leave the water, they must be able to do so quickly, or they may drown. A small pile of rocks is fine. Driftwood also works, but avoid all types of treated lumber. 5. Have students return amphibians to their natural habitat. After students complete their observations, have them release the critters back into the wild where they were originally collected as eggs or larvae. Have students find the flags used to mark the location of collection or follow the property map they marked when collecting eggs. Do this before the end of September so the froglets have time to find places to hibernate for the winter. Discuss how some amphibians migrate to find the habitat they need during the winter, and what type of habitat each one needs during different times of the year. Discuss with students how amphibians survive during the winter. Note:Do not release animals that were not collected in Wisconsin or are not naturally found here. It's against the law for a good reason. Introducing species that are not found here could jeopardize native species; foreign genetics, diseases and/or parasites can pose severe problems. Also, never release an animal obtained from a pet store or biological supply company. A tragic example occurred in Calaveras County, California. The celebrated jumping frog of this locale was eaten not only by gold miners in the 19th century, but unfortunately they were completely eaten into extinction by the eastern bullfrogs that were brought West and released for food and hunting in the 20th century. This tragedy was avoidable and serves as a good teaching tool of how introduced species can affect native amphibians.
Definition and Overview Personality disorder refers to clusters or classes of characteristics or personality traits that are often characterized as deviation from cultural or social norm. Every person has a personality that is defined by how he or she thinks, feels, and behaves. It is affected by several elements, including experiences, interactions with other people, and the person’s own perception of himself or herself and the rest of the world. Since every person is unique, no personality is also alike. However, for an average person, personality can develop and even change depending on certain circumstances and as time passes. This is how he or she copes with stress and other people’s personality. Personality disorders are classified into three clusters: Cluster A are personality disorders characterized by the oddity or eccentricity of the person’s behavior. The main keyword is fantasy—that is, he or she tends to create a world or situation that is so far-fetched from reality. Some of the disorders that are under cluster A are paranoia, schizophrenia, and schizotypal. Because they already have their own set of beliefs and living in a world completely different from what’s real, they have a hard time forming relationships. Cluster B refers to personality disorders characterized by difficulty in controlling one's own feelings. Their behavior therefore can be unpredictable, and the lack of power over their feelings can sometimes force them to respond more excessively than others in certain situations. Examples are those who are antisocial and narcissistic. Cluster C refers to personality disorders characterized by enhanced feelings of fear and anxiety, which take control over their own emotions, thoughts, and behavior. Examples are those who are avoidant, obsessive-compulsive, and overly dependent. Causes of Condition It’s unclear how some people develop personality disorders, but there are theories. First, they may have experienced an event in their lives that is life changing, traumatic, or influential. These events are typically experienced during the younger years since personality starts to develop at an early age. For instance, a person who has been left behind by a parent may eventually have an overly dependent personality disorder or the extreme need of others for love and care. They fear of being abandoned and thus would often do anything to keep the person around, including being overly submissive to their partners. Another theory is that genetics may be playing a huge role. Many studies, for example, have established a link between symptoms of schizophrenia and genetics. People who have first-degree relatives diagnosed with the disorder have around 55% chance of developing the same than the general population. Meanwhile, at least half of the cases of clinical depression are attributed to heredity. Genes can influence the way the brain’s function. It may prevent the proper transfer of information, which then results to convoluted ideas, thoughts, or behavior of a person. However, having relatives with mental or personality disorders doesn’t have to mean the person will also develop them. But the possibility will remain high. Symptoms of personality disorders can vary depending on the cluster or the specific mental problem. Some of the common ones include: - Feeling of extreme fear and anxiety - Obsession over a certain object, event, or person - Compulsion to do something repeatedly or even against own judgment - Feeling of worthlessness and guilt - High level of distress - Inability to cope with stress - Difficulty in understanding other people’s personality - Socially inept (solitary or withdrawn) - At risk of self-harm including cutting and suicide - Prone to uncontrolled or unreasonable anger - Over-reliance on other people - Difficulty in accepting criticism or advice - Eccentric behavior Some people exhibit very mild symptoms of personality disorders, making it difficult for them to be diagnosed. Others, on the other hand, have extreme signs they can sometimes be a threat to themselves and others. More often than not, stress can aggravate the symptoms. It’s also common for patients to develop complex mental disorders. For instance, a person with avoidant personality disorder can also be diagnosed with depression. Who to See and Treatments Available It’s hard to “cure” personality disorders since they are already innate in a person. However, symptoms can be controlled or managed to allow the person to establish better relationships with themselves and others. A person who believes to have a personality disorder can approach psychologists and psychiatrists, who have received adequate training, education, and experience in dealing with behaviour, thoughts, and emotions of people. Depending on the results of the consultation, the practitioner may recommend psychotherapies that include cognitive behavioral therapy (CBT). In CBT, a person with a personality disorder is believed to have a distorted negative perception that affects his own actions, feelings, and overall personality. For instance, a person who has failed in an exam may feel stupid, and thus, any mistake he or she makes at work or at home, he or she attributes to his “stupidity.” All the other events therefore only serve as a validation of his or her negative thoughts. Clinicians would use different techniques including journaling to explore the root cause and teach the person coping mechanisms to correct and improve the negative perception. Other options include group therapy, which is more in depth, and reflective therapy, which deals with the negative experiences of the person that may have contributed greatly to the development of the personality disorder. So far, there’s no known medication for personality disorders. Most of the drugs recommended are for controlling the symptoms of the disorder. SSRIs (selective serotonin uptake inhibitors), for example, can be given to patients who have significant depressive symptoms. People with personality disorders can react differently with each of these options, so clinicians must be able to modify, adjust, and even completely change the programme whenever necessary. - Blais MA, Smallwood P, Groves JE, Rivas-Vazquez RA. Personality and personality disorders. In: Stern TA, Rosenbaum JF, Biederman J, Rauch SL, eds. Massachusetts General Hospital Comprehensive Clinical Psychiatry. 1st ed. Philadelphia, PA: Elsevier Mosby; 2008:chap 39.
The official blog of the Lung Institute. It might sound strange, but the respiratory system and the digestive system depend on one another for optimal function. Because oxygen is essential to the proper functioning of the body, one of the main concerns for people with chronic lung diseases is maintaining enough oxygen in their blood. The body needs energy and oxygen, so let’s take a closer look at oxygen levels and the digestive system. What does the digestive system do? The digestive system breaks down food so that it can become energy for the body. The digestive system is comprised of a complex system of organs, nerves, hormones, bacteria and blood work together to digest food. Digestive organs include the stomach, small intestines, large intestines, liver, pancreas and gall bladder. What’s the connection between the respiratory system, oxygen levels and the digestive system? The respiratory and digestive systems work together to power the body. A properly functioning respiratory system delivers adequate oxygen to the blood. Because the digestive system breaks down food and uses muscular contractions to move food through the digestive tract, it needs oxygen to function properly. In turn, the respiratory system depends on a properly functioning digestive system to provide the fuel it needs to work effectively. Each function of the body depends on other functions, and all parts of the body need fuel and oxygen. What are the risks of having lung disease and digestive system conditions? In many cases, oxygen levels and the digestive system go hand-in-hand. COPD and other chronic lung diseases carry a risk for certain digestive disorders. Because some foods and drinks can cause symptom flare-ups, it’s important to know what to eat and what to avoid. Foods such as dairy and cruciferous vegetables are linked to increased mucus production and gas. Certain foods can also make GERD symptoms worse. GERD or gastroesophageal reflux disease is common among people with COPD. GERD is a digestive disorder in which the stomach valve that keeps stomach acid down weakens or malfunctions, allowing stomach acid into the esophagus. If stomach acid reaches the lungs, it can result in irritation, increased coughing and shortness of breath. GERD Symptoms include: - Dry cough - Chest pain - Difficulty swallowing - Hoarseness or sore throat - Burning in the chest or throat - Sensation of a lump in the throat - Regurgitation of stomach contents What can I do to improve my blood oxygen levels? Talk with your doctor about any new or worsening symptoms. See your doctor regularly, even if you’re feeling well. Now that you have information about oxygen levels and the digestive system, discuss your oxygen, food and exercise needs with your doctor. You and your physician can decide, together, on the best treatment plan for you. Stem cell therapy also helps many people with chronic lung diseases breathe easier by promoting the healing of lung tissue from within the body. The Lung Institute extracts stem cells from a patient’s blood or bone marrow tissue, separates them and then returns them intravenously. The stem cells travel with the blood through the heart and into the lungs to become oxygenated. Once in the lungs, the majority of the stem cells become trapped in the pulmonary trap, and the now oxygen-rich blood travels to the rest of the body. In fact, many patients report improved lung function and are able to come off their supplemental oxygen after treatment. We’re happy to help you and to answer your questions, so contact us at (800) 729-3065.
School To Home Chapter 2 Newsletter Below are examples of skills students have been learning. Add and Subtract Within 20.2.OA.2* Add and subtract within 20. Fluently add and subtract within 20 using mental strategies.1 By end of Grade 2, know from memory all sums of two one-digit numbers. Printable Addition Table; Printable Subtraction Table; Flash Cards; Worksheets Math Stations: Making Arrays, Pattern Block Squares, Chapter 1 Review Place Value Activities 2.NBT.1 100 can be thought of as a bundle of ten tens — called a “hundred.” -The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). Math Journal: Choose a number between 100 and 999. Show how many ways you can represent this number. Math Stations: Place Value Challenge, Abacus Place Value

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