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Restore IP Address Starting with 169.254 Problem? Internet Protocol (IP) address is an address used by a computer electronic device to identify itself to other devices on a network. It is a numerical label that is automatically assigned to the device when it is connected to the network. IP addresses are commonly represented in the form of 32-bit numbers written in standard dot notation. The address space begins with IPv4 at the first zeroth bit and continues to the 255th bit. Internet protocol address (IP Address) is the unique identifier assigned to each computer or other device attached to a network. The Internet Protocol (IP) is a set of communications protocols that comprise the network layer of the Internet protocol suite. It is the primary means of identifying and locating network devices behind the names used in Internet addressing. IP addresses are important for organizations to communicate with each other over the internet. This is why websites often have a name that is associated with a given IP address, and this makes it possible for the owner of the website to get to their website easily. RECOMMENDED: To resolve Windows issues and improve system performance, go here. If your machine is set to “Obtain an IP address automatically” and it is unable to locate a DHCP server, it will most likely create an IP address similar to 169.254.x.x. Because some modems combine the functions of a router and a modem, you may only need one device. DHCP is always handled by the router. The DHCP server must provide your Windows machine with an IP address. If that process fails, it gives up and generates its own IP address using Automatic Private IP Addressing (APIPA). Your computer may be unable to connect to the Internet or view other computers on your local network as a result of this. There are several possible causes for the difficulty with IP address 169.254.x.x. - What causes the 169.254 IP address error? - What is the solution to the 169.254 IP address error? - Updated on July 2021: - Most Commonly Asked Questions - Frequently Asked Questions What causes the 169.254 IP address error? A valid IP address is required for a computer to connect to the Internet via a network. Using Dynamic Host Configuration Protocol (DHCP), which allows the router to issue an IP address to any device on the network, is the simplest approach to ensure this. Automatic Private IP Addressing (APIPA) kicks trigger when a Windows PC is unable to communicate with a DHCP server. It gives the machine an IP address that starts with the number 169.254. These IP addresses are only usable on local networks; they are useless on the Internet. What is the solution to the 169.254 IP address error? Updated on July 2021: For your error, we now recommend that you use this tool. This utility also corrects common computer faults, protects you from file loss, spyware, and hardware failures, and optimizes your PC for maximum performance. With this software, you can quickly cure your PC problems and prevent others from occurring: - Step 1 : Download PC Repair & Optimizer Tool (Windows 10, 8, 7, XP, Vista – Microsoft Gold Certified). - Step 2: Select “Start Scan” to look for Windows registry issues that could be causing your computer to malfunction. - Step 3: To address all faults, click “Repair All.” Conduct an SFC scan. If your machine is afflicted with proxy redirection, this is extremely important. These problems can be found by scanning your system. - To begin, press the Start button. - Type CMD into the search box. - Command Prompt can be accessed by right-clicking it. - Select the Run as administrator option. - sfc/scannow is the command to use. - Press the Enter key. - Start your computer again. and try again to connect. VPN (Virtual Private Network) - Subscribe to a VPN service. - Install a VPN client. - It should be installed on your computer. - Begin the VPN Client. - Please log in to your account. - Choose a server and connect to it (regardless of location) - Check to determine if you’re still using a 169.254 IP address. By assigning you an IP address other than your ISP’s, a VPN allows you to surf the Internet anonymously. The LAN adapter must be reinstalled. - Right-click on the Start menu to bring up the context menu. to bring up the context menu. to bring up the context menu. - Choose Device Manager. - Locate network adapters. - Extend the list - Right-click on the Ethernet LAN Adapter and select Properties. - Choose Properties - Select the Driver tab. - Select Uninstall from the drop-down menu. - Restart your computer Start the DNS service again. - Right-click on the Start menu - Choose “Run.” - Enter services.msc into the search box. - Go to the Services section. - Choose a DNS Client. - Select with a right-click. Restart Quick startup is disabled. - Right-click on the Start menu - Control Panel should be selected. - Go to the Power Options section of the menu. - Choose an option. Select the functions of the power buttons. - Change settings that aren’t currently available by clicking on Change settings that aren’t currently available. - Scroll to the bottom of the page to find the shutdown options. - Uncheck the box next to Enable QuickStart. - Save your changes by clicking the Save Changes button. RECOMMENDED: To troubleshoot Windows issues and improve system performance, go here. Most Commonly Asked Questions Set the content for your Author Custom HTML Tab on your Profile page. If you’re having a problem with your Internet connection, you’re probably looking for the answer in our handy little guide. There are many different problems that can occur when you’re trying to access the Internet on a computer running Windows XP or Windows Vista. One of the most common problems is your IP address getting reset to 169.254.x.x. It’s a bit annoying, but there are ways to fix this problem. Read more about IP address 169.254.134.56 is and let us know what you think. Frequently Asked Questions What does an IP address of 169.254 indicate? An IP address of 169.254 indicates that the device is using a private network. How do you fix 169.254 XX? 169.254 is the IP address of this website, and XX is the current time. How do I release a 169 IP address? You can use the following command to release a 169 IP address. ipconfig /release 169.254.0.1/24 This article broadly covered the following related topics: - 169.254 ip address fix - 169 ip address apipa - 169.254 ip address fix iphone - what is 169.254 ip address - how to fix 169.254 ip address - Roblox Anime Mania Codes in 2023 And How To Active And Redeem Codes - January 28, 2023 - Google Photos On Roku VIA Screen Mirroring Or Screen Casting In 2023 - January 28, 2023 - How To Know If Someone Muted You On Messenger In 2023 - January 28, 2023
Africa is responsible for just 3% of all CO2 emissions but is the most vulnerable continent to the impacts of… Loss and damage refers to those inevitable impacts of climate change experienced by the Global South that have not been avoided through mitigation and adaptation due to socio-political or economic constraints, or that cannot be avoided because it is impossible to do so. It may encompass a wide range of circumstances, including: Some of these risks can be addressed through adaptation measures. If the measure is not yet available but could become available in the future, the risk is considered to be a ‘soft adaptation limit’. An example of this might be the development and implementation of an early warning system for floods in a region that is becoming increasingly flood prone. However, some risks have a ‘hard adaptation limit’, meaning that the available technologies and actions for averting this risk are not feasible. An example of this might be when an island becomes uninhabitable because of sea-level rise. It is helpful to think about climate risks as being situated along a continuum (see Fig. 1, adapted from here) of avoided risks (risks that have or will be avoided through mitigation), unavoided risks (risks that cannot presently be avoided or reduced due to socio-economic constraints) and unavoidable risks (hard adaptation limits). Loss and damage is centered around unavoided and, particularly, unavoidable risks. While the debate around what loss and damage is, and who should compensate for it, has gained a lot of coverage recently, it has actually been a point of discussion for several decades. The first mention of loss and damage in international fora was in 1991 when the Alliance of Small Island States (AOSIS) proposed an international insurance pool that would compensate low-lying islands for loss and damage associated with sea-level rise. The first time loss and damage was mentioned in UNFCCC documents was in the 2007 Bali Action Plan. This initiated formal UNFCCC activities in the 2010 Cancun Adaptation Framework for advancing technical work on loss and damage. Loss and damage is a contentious and highly politicised topic. This is because while rich nations are responsible for most of the greenhouse gases in our atmosphere emitted since the Industrial Revolution, the warming caused by these emissions is disproportionately impacting less developed countries that have contributed the least to global warming. For example, Africa is responsible for just 3% of all carbon dioxide emissions over the last few centuries but is the most vulnerable continent to the impacts of climate change. By 2030, vulnerable nations may face USD 290-580 billion in annual loss and damage, and this figure could increase to USD 1-1.8 trillion by 2150. By 2050, up to 216 million people may be forced to leave their homes due to climate impacts. UN Secretary General Antonio Guterres describes climate justice as “a case study in moral and economic justice” and believes “polluters must pay” because “vulnerable countries need meaningful action”. Communities across the Global South make up the vast majority of the 3.6 billion people considered ‘extremely vulnerable’ to climate impacts by the UN. Climate justice movements argue that the major emitters in the Global North bear the primary responsibility and a financial obligation for addressing loss and damage, thereby owing huge ecological debt to the vulnerable nations of the south. Emissions from the richest countries caused an estimated USD 2.3 trillion in damages between 1961 and 2000, and it is estimated that the total amount of climate debt could be as high as USD 34 trillion. This debt reflects the financial burden that the industrialised economies of the Global North have imposed on the Global South to mitigate and adapt to climate impacts. This financial burden extends to the devastation caused by colonial extraction. For the first time since its inception, the IPCC mentioned the word ‘colonialism’ in its sixth assessment report in 2022. Extractive industries established by colonial powers helped pave the way for the establishment of the modern world order characterised by global social and economic inequality. These global power imbalances create vulnerability to loss and damage, and so loss and damage is deeply linked to colonial histories. Much of the climate justice debate has focused on who is responsible for the impact of climate change and how the burdens of climate change can be distributed fairly and equitably. In every climate disaster, the poorest are the most vulnerable and hardest hit. However, Global North countries have fiercely hindered progress on loss and damage financing negotiations and are reluctant to commit to loss and damage funding due to concerns around legal liability, fearing that they may become locked into open-ended litigation and compensation for climate-induced disasters. Getting polluters to compensate for loss and damage would be a significant step towards redressing global climate injustice. Attribution has greatly shaped the discussion around loss and damage, and advances in attribution science can show how human-caused emissions have increased the likelihood or magnitude of both rapid and slow-onset events. Attribution science has an important role to play in helping to understand loss and damages, in highlighting the different drivers of climate change and in helping to bring more court cases against polluters. A study published in July this year attributed greenhouse gas emissions from high-emitting countries to substantial economic losses in low-income, tropical parts of the world and economic gains in high-income, midlatitude regions. This is the first study to directly quantify the culpability of nations for historical temperature-driven income changes in other nations. Studies like these can provide critical insight into climate liability and national accountability for climate policy. An example of where attribution science has been used to bring a case against a polluter is a study showing that the melting of the Palcaraju glacier in the Peruvian Andes – which presents a flooding hazard to the city below it – is entirely attributable to rising temperatures. In this case, a Peruvian farmer is holding the German utility company RWE accountable for the role of its emissions in the melting of the glacier, proposing that the company should contribute to the construction of flood defenses. Its contribution would be based on RWE’s share of global emissions, which has been estimated at 0.47%. If successful, this could be a game-changer for getting polluters to pay for climate damages. However, developing nations argue that polluters should also be held responsible for losses and damages that cannot be quantified or recovered at any cost – framed as symbolic reparations. There is no amount of money that can bring back lost territory due to sea-level rise or the cultural heritage, animals and plants, human lives and ancestral lands that could be lost due to climate change. For these impacts, reparations may take the form of official apologies and recognition, the building of museums and memorials, truth and reconciliation conferences and other means of helping to maintain a sense of cultural identity where this has been lost due to climate change. A timeline of milestones can be found here. A submission by the G77 and China on 13 June 2022 to the UNFCCC Secretariat to make “matters relating to funding arrangements for addressing loss and damage” a provisional agenda item for COP27 and CMA4 this year was accepted. The Presidency of COP 26 and the incoming Presidency of COP 27 convened informal multilateral consultations on loss and damage with Group Chairs and Heads of Delegations in July 2022. In these discussions it was acknowledged that: The Climate Vulnerable Forum (CVF) – a partnership of developing countries that are highly vulnerable to climate change – has also played a key role in increasing the focus on loss and damage, including calling for COP 27 to mandate the IPCC to write a special report on the subject. At the closing of the Glasgow Dialogue on Loss and Damage, the CVF stated that “Loss and damage is an emergency agenda, indeed it should be considered as a third pillar under the convention in addition to mitigation and adaptation, its funding shall be considered high in our agenda”. While Article 8 on loss and damage was fundamental in anchoring both in the Paris Agreement, it is compromised by the inclusion of a provision by developed countries stating that it does not “involve or provide a basis for any liability or compensation” (paragraph 51 of Decision 1/CP.21). This suggests support for loss and damage will be on a cooperative basis. Unfortunately, there has been little cooperation between developed countries. The current mechanisms available under the UNFCCC are focused on averting loss and damage through mitigation and adaptation, and there are no means available to help people recover from the impacts of climate change that go beyond their ability to adapt. Major criticisms of the Warsaw International Mechanism for Loss and Damage executive committee established in 2013 workplans are that it is characterised by broad goals that are ambiguous regarding start lines and deadlines. They are also lacking in strong commitments. Many believe the WIM has focused too much on improving understanding and strengthening the coordination of loss and damage rather than facilitating action and addressing loss and damage events that have occurred. Record torrential downpours in Pakistan earlier this year affected 33 million people, with more than 1,730 losing their lives. The economic losses are estimated at USD 30-35 billion. Guterres exclaimed on a recent visit to Pakistan that: “Loss and damage from the climate crisis… is happening now, all around us… I urge governments to address this issue at COP 27 with the seriousness it deserves”. It is thought that the rainfall in Pakistan was at least 50% more intense because of global warming. The representative of Pakistan to the UN and chairman of the G77, Munir Akram, emphasised that while Pakistan is one of the lowest emitters of carbon, it is the fifth-largest victim of climate change. He said that at COP 27, developing countries “will be pressing for the rights of developing countries to equitable treatment, or in terms of support for adaptation as well as compensation for loss and damage”. Pakistan Climate Change Minister Sherry Rehma has also been very vocal on the subject, stating that: “There is so much loss and damage with so little reparations to countries that contributed so little to the world’s carbon footprint that obviously the bargain made between the Global North and global south is not working. We need to be pressing very hard for a reset of the targets”.On a similar note, a recent report suggests with high certainty that the Horn of Africa will be entering its fifth consecutive year of drought. One article suggests that this report has sparked renewed interest in calls for loss and damage compensation for Africa. The outcry in favour of recognising loss and damage, and funding restitution for it, has been growing considerably. Increasingly, climate movements and developing nations have framed the funding of loss and damage as a means of reparation. In general, reparations are founded on equity and justice ideals and endeavour to rectify significant damage caused to vulnerable communities, including the use of financial and non-financial resources. Climate justice movements argue that loss and damage must reside in a matter of restorative justice. This implies acceptance of responsibility by the Global North, followed by measures that seek to address and repair social injustices and the widespread direct impacts of climate change. In addition to financial reparations, demands in the form of technology transfer, the elimination of restrictive immigration policies, and guarantees of non-repetition have been raised by the People’s Agreement of Cochabamba at the World People’s Conference on Climate Change to collectively form a programme for restorative justice. However, these demands have yielded little results, which is why activists and developing nations hope to emerge from COP27 with a concrete package of measures and a sustainable system of long-term loss financing and damage restitution. Several climate strikes organised by movements like Fridays For Future (FFF) have taken to the streets worldwide in the months prior to COP 27 demanding effective and sweeping climate justice and reparations. Activist groups led by the most impacted frontline communities have also long been working on the matter. International NGOs active in the UNFCCC, such as Greenpeace, Earthjustice and the Climate Justice Program, have promoted the use of litigation for addressing loss and damage, and Germanwatch has specifically advocated for litigation around loss and damage. The financing of loss and damage was a key sticking point in negotiations at COP 26 last year. The establishment of a dedicated loss and damage financing facility is supported by many climate-vulnerable and developing countries. But many developed countries feel the financing of loss and damage could be drawn from existing financial institutions. However, these institutions do not provide support for non-economic loss and damage or slow-onset events such as the loss of crop production due to sea level rise, desertification or salinisation. Moreover, loss and damage funding needs to be available at short notice, such as in the event of damage from an extreme weather event, and this is not supported by currently-available adaptation funds. Regarding other financing options, humanitarian aid is unreliable, short-lived and does not deal with slow-onset events, and development finance often prioritises donor preferences. The V20 Multi-Donor Fund, the Global Environment Facility (GEF) and the Climate Vulnerable Forum (CVF) have worked on a pilot loss and damage fund, with the aim of demonstrating that loss and damage financing is possible at scale. The facility is expected to be launched at COP 27. A new report by the Stockholm Environment Institute (SEI) on operationalising finance for loss and damage found that climate finance is largely inaccessible for recipient countries due to stringent proposal requirements and long lags in delivery. In addition, loan-based finance often increases the debt burden of countries and doesn’t reach the most vulnerable communities. The institute recommends that a global loss and damage financing facility should: Africa is responsible for just 3% of all CO2 emissions but is the most vulnerable continent to the impacts of… The most affected argue that extensive loss and damage needs to be addressed by those responsible.
Prepared by Steffen Boch, Anabela Martins, Sara Ruas, Susana Fontinha, Palmira Carvalho, Fábio Reis, Ariel Bergamini & Manuela Sim-Sim Madeira Island belongs to the Madeira Archipelago (Portugal) and is located 600 km northwest of the Western African coast in the Atlantic Ocean. The island is famous for its unique laurel forest on the north coast that occupy altitudes of 300–1450 m a.s.l., where humidity is continuously high. Because of its exceptional biodiversity, including many endemic species, this habitat is a priority for nature conservation and has been designated as a UNESCO World Natural Heritage site. Bryophytes (i.e., mosses, liverworts, hornworts) and lichens are important components of the Madeiran laurel forest biodiversity. 39% of all endemic bryophyte species of Macaronesia (i.e., Madeira, Canary, Azore and Cape Verde islands) are growing in the laurel forest of Madeira. Many bryophytes and lichens have narrow ecological niches with specific substrate or habitat requirements. Given their sensitivity to environmental change, they are ideal biological indicators and study objects for land-use and climate-change research. On Madeira Island, many bryophyte and lichen species are adapted to the continuously humid conditions of the laurel forest. However, although these species are sensitive indicators and contribute greatly to Macaronesian biodiversity, we know very little about their diversity patterns in Madeiras’ forests. Madeiras’ climate projections indicate an average temperature increase of up to 3°C and a precipitation decrease of about 30% until 2100. This will likely trigger a shift in forest distribution to higher elevations and pose a threat to bryophyte and lichen diversity. Today’s warm low-elevation sites can help us to project how climatic conditions at currently colder high-elevation sites will potentially be in future. If species manage to move upward with warming, a study of species composition of current low-elevation sites might allow us to predict the potential future species composition of higher elevated sites. Hence, a study of biodiversity patterns along elevational gradients can help us to understand climate-warming effects. In this study, we investigated macrolichen (i.e., excluding crust-forming lichens) and bryophyte species richness in disturbed stands and undisturbed stands along elevational gradients on Madeira island. Disturbed stands encompassed, for instance, former anthropogenic disturbances such as burning, logging, and agricultural areas. Our findings confirm the value of the laurel forest of Madeira island as a bryophyte and lichen diversity hotspot. One of our novel finds was that disturbance reduced bryophyte and macrolichen species richness by an average of about 20%. This result supports calls for a strict protection status of the laurel forest and for reducing anthropogenic disturbances to a minimum, e.g., by efficient and fast suppression of forest fires. While species richness of bryophytes, in particular of endemic bryophytes, peaked around 950 m altitude, macrolichen richness increased with elevation from the laurel to the more open tree-heath forests, which replace laurel forests at higher elevation. Given projections of a dryer and warmer climate on Madeira Island, our findings imply that bryophyte and lichen diversity will be imperiled. In particularly desiccation-sensitive species, including many endemic taxa, will be endangered because they rely on constantly humid conditions in their current habitats, the closed laurel forest at intermediate elevations or the light and very moist conditions in the more open tree-heath forests at high elevations. The Region of Madeira has a high responsibility to protect the unique laurel forest and its biodiversity. To prevent future species extinctions, it is crucial to curb anthropogenic disturbance and promote natural forest regeneration on disturbed sites. As forest-fire frequencies might increase under the predicted climate-change scenarios, efficient and fast suppression of forest fires will be one of the most important measures. This is a plain language summary for the paper of Boch et al. published in the Journal of Vegetation Science (https://doi.org/10.1111/jvs.12802).
DEFINITIONS OF KEY TERMS To ensure that we all share a common understanding of the fundamental principles behind this work, we will continue to revisit and update these definitions as our process of learning, reflection, and action evolves. Utilizing systems, power, and other actions to actively seek out and include diverse voices and viewpoints in our work. Having diverse perspectives, identities, and abilities present, safe, and welcomed in one place. It is essential to our community that diversity be broadly defined as identities including (but not limited to) race, ethnicity, gender, ability, faith/belief tradition, sexual orientation, gender expression, gender identity, age, socio-economic background, and nationality. The intentional work of analyzing, identifying, and removing artificial barriers to successful outcomes—barriers rooted in historical and contemporary policy, practice, norms, and values—that affect groups of people based on their identities. Giving equitable access to everyone along the continuum of human ability and experience. Accessibility encompasses the broader meanings of compliance and refers to how organizations make space for the characteristics that each person brings. Stands for "Black, Indigenous, People of Color" and is meant to signify all people of color in the work for liberation while intentionally acknowledging that not all people of color experience injustice in the same ways. A commitment to identifying and changing the systemic accumulation of disadvantages for one group or groups to the advantage of another group or groups, based on persisting racist beliefs, with a sustained focus on racism that impacts BIPOC individuals. An individual's innermost concept of self as male, female, a blend of both or neither—which can be the same or different from their sex assigned at birth, and includes non-binary, transgender, genderqueer, or cisgender identities. External appearance of one's gender identity, usually expressed through behavior, clothing, haircut or voice, and which may or may not conform to socially defined characteristics.
Younger forests play a vital role in reducing greenhouse gases in our atmosphere, according to a new study out of England. A University of Birmingham analysis found relatively young forests, where trees are less than 140 years old, sequester more metric tons of carbon per year than old-growth forests. Using 29 years of data and carbon storage models, researchers at the University of Birmingham found that newer forests were better at absorbing carbon than more established forests. The study’s lead author, Dr. Tom Pugh, stated that their findings not only underscore the essential role younger forests play in extracting greenhouse gasses from the atmosphere, it also can provide insights into forestry practices. Said Dr. Pugh of the Birmingham Institute of Forest Research: It’s important to get a clear sense of where and why this carbon uptake is happening, because this helps us to make targeted and informed decisions about forest management. Closer to home, this study affirms the sustainable, science-based practices that private forestland owners adhere to. Washington’s working forests provide numerous environmental benefits, playing a key role in taking carbon from the air by maintaining forest health and planting three trees for every tree harvested. That averages to about 52 million seedlings planted annually in Washington state. The study from Birmingham University joins a growing body of evidence that suggests forestlands that regrow after logging operations and wildfires can sequester large amounts of CO2 gas. According to the Birmingham University report: Previously it had been thought that the carbon uptake by forests was overwhelmingly due to fertilisation [sic] of tree growth by increasing levels of carbon dioxide in the atmosphere. However, the researchers found that areas where forests were re-growing sucked up large amounts of carbon not only due to these fertilisation [sic] effects, but also as a result of their younger age. The age effect accounted for around 25 per cent of the total carbon dioxide absorbed by forests. Furthermore, this age-driven carbon uptake was primarily situated not in the tropics, but in the middle and high latitude forests. The latest report comes on the heels of a story in Forbes that states poorly managed lands are causing California forests to be net carbon dioxide emitters due to catastrophic wildfires. Citing a draft report from the state of California, the Forbes story stated that the “current flux [of CO2] may not be sustainable without forest management.”
- Our Programs - Our Schools - About Us - Our Blog Studies show that when technology is used properly, it helps make our kids smarter. So how can it make our kids more prepared for Kindergarten? The answer is right inside our pockets! If your child likes to tap, swipe, and press buttons, then check out these important K-readiness skills your child can easily learn from using technology. 1. Letter Recognition Letter recognition is one of the most essential K-readiness skills. Your keyboard — even the one on your phone or tablet — mixes up all 26 letters, which are just waiting for your kids. Turn your keyboard into a game. Have a race with your child to see who can tap each letter of the alphabet first. Play nice, now! Be sure to lead your child to success. Hover your pointer finger over the next letter as if you’re still looking for the key. Oh, where is that silly B hiding? Your child’s eye will go to where your finger is. Oh! You got it before me! Not only does this build confidence, you’ll get some great giggles along the way. If your child is learning letters for the first time, make the game easier. Point to the V key. Use silly, exaggerated facial expressions and shake your head in yes/no movements — is that the B? (no) or is this the B? (yes). Lead your child to the right answer and watch how proud they are for finding it. I’ve learned that it’s a lot more fun for kids — and a lot less frustrating for you — when you accompany any verbal cue with silly facial and body movements. It helps young kids hear what you’re saying. Playing these fun games develops other important school skills such as following simple and multi-step directions, not to mention building your child’s attention span. These games are also a great introduction to typing, a skill your child will need in the third and fourth grade, when they’ll be required to type research papers. But if your child starts keyboarding in preschool, they’ll be typing in no time. That means a less stressful third and fourth grade. For your child. And you. 2. Identifying Your First Name Help! Where’s my name tag? Where did my cubby go? Being able to identify your first name is an important K-readiness skill that’s a major part of your child’s everyday life outside your home. For children, finding their first name among all the other kids’ names is like finding one letter on the keyboard among all the other letters. It takes good visual discrimination skills. (These days, we actually make this task even more challenging by choosing “creative” ways to spell our kids’ names.) But technology can help children identify their first name. All technology today has some form of a keyboard built in. Use it with your child to find the letters of your child’s first name. The younger kids should at least know the beginning letter of their first name (K is for Kyle). Kids are really cute when they see they spelled their own name; the end product is a bigger accomplishment than you’d expect. Plus, this skill is guaranteed to impress their teacher! 3. Beginning Sounds Need more of a challenge? If your child knows letters already, then move on to reinforcing the sounds letters make (in fancy terms, phonemic awareness). You name a word (b-b-ball) and your child races you to find the letter B on the keyboard. Identifying beginning sounds is another one that tops the list on school readiness skills. All that tapping, clicking, and typing also builds the little muscles (dexterity and fine motor control) necessary for good handwriting. A cool thing happens when children master the sounds: They start stringing sounds together, one letter at a time until they form a word, and voilà! — they’re reading! And you didn’t even need an app for that! Laura St. John is a busy mom of three and an expert in managing technology’s use with young children. She is the co-creator of the Discovery Kids Puterbugs technology program offered at Childtime. You can follow Miss Laura’s interactive tips and advice for parents on Facebook at www.facebook.com/discoverykidsputerbugs.
How does blood circulation work? The body is a complicated machine, full of weird systems and confusing names for confusing parts. So let’s make the topic of blood circulation a bit simpler. The blood circulatory system, also known as the cardiovascular system, consists of the heart and all the blood vessels that run throughout the entire body. Arteries carry blood away from the heart, while the veins transport it back. There are two additional circulatory systems that comprise the cardiovascular system that you need to know about. These are the systemic and pulmonary systems. Systemic circulation is what transports oxygen and nutrient-rich blood through our arteries to our organs, tissues (that includes our muscles) and cells. When it releases those vital substances, it takes on carbon dioxide and other waste substances (like lactic acid). Now low in oxygen, the blood is collected by the veins and transported back to the heart. Pulmonary circulation occurs when we breathe in fresh oxygen and enters the blood stream, while carbon dioxide is simultaneously released from the blood. And so the cycle continues: The heart acts as a pump, transporting oxygenated blood to our organs, then carrying de-oxygenated blood from our organs back to the lungs to get oxygenated again. This is how blood circulation should work in the body. As you can imagine, the circulatory system is vital for everyone, but especially for athletes looking to perform at the limits of their capacity. With good blood flow comes good distribution of nutrients—especially oxygen. With more oxygen flowing to our muscles, our time to fatigue in exercise is lengthened, which means we can move more weight or run/row/double-under for longer until our muscles force us to stop to take a rest. Having good circulation also helps stabilize body temperature, maintain our pH balance and transports nutrients and waste products to and from cells. If we have a problem with our circulation, our physical capacity and our general health will suffer as a result. The effects of poor circulation Poor circulation occurs when the blood doesn’t flow freely through the body due to a blockage in the arteries. This is bad news, as it means that your organs (including the heart and the brain) aren’t receiving all the nutrients they need in order to function properly. In addition, your extremities, your legs, feet, hands and arms, won’t be receiving enough blood either. Combined, this can lead to many problems, some of which are potentially life threatening. -High blood pressure -Vertigo and dizziness -Carpal tunnel (a condition in which there is excessive pressure on the median nerve. This is the nerve in the wrist that allows feeling and movement to parts of the hand.) -Varicose veins (swollen, twisted, and sometimes painful veins that have filled with an abnormal collection of blood) That’s quite a long list. In addition to having to deal with the ill effects of these conditions on a day-to-day basis, an individual that is suffering from poor blood circulation will struggle to perform athletically. You simply won’t be able to move as much weight, run as fast or recover as quickly when you can’t get oxygen to your muscles and get rid of lactic acid and other waste from the body. What causes poor blood circulation? More often than not, an individual suffers from poor blood circulation as a result of their lifestyle habits. Smoking, lack of exercise and poor diet (typified by high sugar, trans fats and alcohol intake) all contribute to different conditions that affect blood flow. For example, arteriosclerosis—or hardening of the arteries—is a side effect of diabetes and is brought on by smoking, excess weight and lack of physical exercise. This condition comes about when fatty acids such as cholesterol build up in the blood stream and form hard plaques in the arterial walls. This narrows the arteries and restricts blood flow. In addition, prolonged sitting—that’s right, sitting—can lead to poor blood flow in the body. When your muscles aren’t moving, your circulation slows. This means that you’ll be using less glucose (blood sugar that the body uses for energy) and burning less fat, which is not good. Slow blood flow allows fatty acids to clog the heart, which causes high blood pressure and elevated cholesterol. It can also cause blood and other fluids to pool in the legs, which can lead to varicose veins and the formation of dangerous blood clots called deep vein thrombosis. It’s no wonder that people with sedentary lifestyles are twice as likely to develop a cardiovascular disease as those who are more active. How can we improve it? Eat beets or drink beet juice Beets contain a high amount of inorganic nitrates, which is a natural chemical found in the air, soil and water. When consumed, it turns into nitric oxide, which is a potent vasodilator (a compound that opens blood vessels in the body). It’s believed that the nitric oxide dilates the blood vessels and reduces the amount of oxygen required to perform exercise. By helping to facilitate the widening of blood vessels, nitric oxide helps to promote increased blood flow in our skeletal muscle (meaning that more nutrients like oxygen can be moved around the body) and regulate our blood pressure. Yoga can provide a wide range of benefits to an individual, which include lowering blood pressure and improving circulation. Multiple studies have shown this to be the case. High amounts of stress can cause hyperactivity in the sympathetic nervous system, a part of the nervous system that serves to accelerate the heart rate, constrict blood vessels, and raise blood pressure as part of the fight or flight response. Furthermore, chronic stress can also lead to behaviors that increase blood pressure, such as eating and drinking poorly and not doing things that lower blood pressure naturally. This is where yoga can come into play, as multiple poses have been shown to help the nervous system naturally quiet down. Get a sports massage In addition to improving flexibility, reducing pain, decreasing tension and improving sleep, a sports massage helps to improve circulation. In fact, that’s the main goal of a sports massage. After a week of tough training sessions, our muscles and fascia have undergone microscopic damage that needs to be repaired through increased blood flow (as the blood will bring important nutrients to those areas). Massage helps to increase blood flow through the different strokes employed by the masseur. Long stroking movements help fluid move through the circulatory system, and deep massages help to increase permeability in the fibrous tissues, allowing more fluids and nutrients to flow through the tissue. Eat more superfoods There are quite a few superfoods out there to choose from, but we recommend getting as many in to your regular diet as possible. Foods that are high in omega-3 fatty acids (like wild Alaskan salmon, kale and walnuts) can raise the amount of good cholesterol in your blood (HDL) while lowering the amount of bad cholesterol (LDL). Other foods that are high in ‘good fats’ and contain antioxidant and anti-inflammatory properties include: -Organic coconut oil -Raw organic chocolate
16/06/2017 at 16:02 In maths this week, Year 3 have been learning how to measure length (how long something is) and mass (how heavy something is). The children have measured lines to the nearest millimetre. Children working at the expected level would be able to measure accurately and record their answer in centimetres and millimetres (8cm 4mm for example). Children have also explored how they could record this using just one unit and have been considered exceeding the standard if they can write 8cm 4mm as 8.4cm. When measuring longer distances (such as the length of the school hall), the children were asked to choose which measuring tool would be best: a ruler, a metre stick, tape measure etc. Many children correctly chose the longer measuring tools to measure more efficiently. Children also estimated and measured weight to the nearest gram and next week they will solve word problems related to measures. In literacy, the children have been learning how to persuade. Children have learnt about superlatives (yummiest, tastiest, creamiest) and have been looking at the suffix -est. They completed the week by writing a paragraph to persuade someone to buy a banana. Next week, the children will write a letter to attempt to persuade Mr Harris to do something in school. In music, the children have been learning about pulse and rhythm whilst learning the Bob Marley song Three Little Birds. In science, children thought about what they would need to survive if they were stranded on a desert island. At the start of the week, the children completed their moving monsters. Maths homework: this week, the children need to find different objects from around the house and estimate how long they are before measuring their exact length. Children have been sent home with a paper ruler to help them do this. 12/06/2017 at 16:47 Year 3 have been busy, both last week and this morning, creating some moving monster using a pneumatic system. The children spent Wednesday morning investigating pneumatics and used syringes and tubing to try make a balloon inflate. They then went on to see how pneumatics can be used to make things move (such as car jacks and jack hammers). Below are some pictures of 3D in action! Our next sessions were skills based. In these sessions the children were shown how to use a glue gun to join two pieces of wood, how to cut wood using a small saw, how to make joints and joins using split pins and card and they also practised their cutting skills. The children really enjoyed learning these skills and remembered to ‘Be Safe’. Both classes then went on to design a moving monster using their findings to work out how the lid of the shoe box could be moved up. They have drawn detailed plans and used the correct vocabulary.We are really pleased with how these monsters have turned out! PLEASE NOTE THAT SOME OF THE VIDEOS HAVE EXPERIMENTS USING FIRE IN THEM! PLEASE THINK CAREFULLY ABOUT YOUR CHOICES AS YOU MAY NOT BE PERMITTED TO BRING ANYTHING FLAMMABLE INTO SCHOOL. 11/06/2017 at 20:44 Calling all scientists at Farsley Farfield! THE ‘S FACTOR’ COMPETITION needs you!! What is the ‘S Factor’? There has been some amazing science work happening in school this year and there are lots of budding scientists so we thought it was your chance to show off your talents! We are running an exciting science competition and everyone from Reception to Year 6 is invited to take part if they would like to. This was a great success in 2015 and was thoroughly enjoyed by all the children and staff. What do I need to do? You need to design an investigation or create an experiment, at home, that you would like to share with the school. It may be a ‘kitchen sink’ style experiment or a fun investigation. You will have to demonstrate your ‘S Factor’ talent in front of your class during the week beginning the 19th June. The class will vote for the act to go through to the grand final on Friday 30th June – where the winners will perform their experiment again in front of a judging panel. We have lots of super prizes. (More details will follow about timings of the class auditions.) So get your thinking caps on and get planning your exciting and fabulous experiments. We can’t wait to be amazed! Mrs Daniels and Mrs Galbraith The Science Team Here are some ideas to get you inspired! Good luck!! 19/05/2017 at 16:29 This week has been another busy one for Year 3. We have been lucky to have some warmer weather and get outdoors! In literacy this week, we have been looking at a poetry text called ‘On A Salt Marsh’ by Harold Monro. The children have used the text in a number of different ways – to develop their descriptions and use of fronted adverbials, to debate and justify their opinions (who should get to keep the beads and why?) and also to use the text in performance. The children were either goblins or nymphs and performed the poem brilliantly! They worked on actions, speaking audibly and thought about how the characters would speak and act. In maths, we have moved onto geometry after 4 weeks of fractions. This week the children have looked at straight lines – vertical, horizontal, parallel and perpendicular and then moved onto angles. They have become quite adept at using angle checkers to see whether an angle was a right angle with an angle of 90 degrees, , acute (smaller than a right angle) or obtuse (larger than a right angle). Along side the the children have been out into the playground and directed each other around mazes and circuits using language such as clockwise, anti clockwise and turns of 90 or 180 degrees. When they had mastered this they then went on to repeat this with blindfolds on! In science, we have continued our work on plants. This week we have looked at the functions of seeds and also how seeds are dispersed in different ways. The children have had the opportunity to look closely at a large number of different seeds (thanks to our wonderful gardeners who have collected them over the past year). They found how seeds can be transported by wind, water, animals (through eating) catching lifts of animals and exploding – like the plant in the video below! Maths homework due Wednesday 24th May Homework this week is around angles and identifying right, acute and obtuse angles. Learning Log due Wednesday 24th May Our science topic this term is all about plants. For your homework this week, we would like you to find out about plants that we eat (edible plants). Think about the work we have done in class about the parts of a plant – can you tell me which part of the plant we eat, such as the fruit, root, leaves, stem or flower? 07/05/2017 at 09:15 What beautiful days! Two days in a row! Year 3 must have been working hard to earn two glorious days of sunshine! The visit to RHS Harlow Carr Gardens began with a chance to explore the gardens in small groups. The children were amazed by the variety of flowers (big ones, small ones, colourful ones!) and enjoyed attempting to read the Latin names as well. In class, children have learnt about the different parts of a plant and identified their functions. Having studied the roots, leaves and stem at school, a visit to the garden allowed them to begin looking at the function of the flower. After a stop for lunch, the children began their workshop on plant reproduction. The workshop began with children identifying why plants are important: - Plants provide oxygen through photosynthesis - Plants provide food - Plants can be used to build (wood from trees) The children were also shown cotton plants and saw that even the clothes they wear were grown from the ground! Afterwards, children learnt that the flower’s job is to attract pollinators (bees, butterflies, insects) so that flowers can pollinate. Bees, for instance, fly to one flower and ‘accidentally’ collect pollen on their bodies. When flying to a different flower of the same type, the pollen that has been collected rubs off against a different part of the flower. This then leads to the flower creating seeds which leads to more flowers. OK. So that explanation didn’t include a lot of technical vocabulary. The children were shown a similar diagram to the one below to help identify different parts of the flower. Children then explored the gardens to find the different parts of the flower. The children collected petals, carpels, stamen and sepals. The petals are bright and colourful to attract pollinators. The carpels are made up of the stigma (the very top), the style (the main stick) and the ovary (the very bottom). When a pollinator arrives at a plant with pollen in its fur, that pollen rubs against the stigma and travels down the style to the ovary where the plant can create seeds. The stamen are made up of the anther (the very top, where pollen is kept) and the filament (the main stick). Pollinators, when eating nectar, rub against the pollen on the anther before flying off to a different plant where it might rub against the stigma. The sepal protects the plant when it is first growing its flower. After the flower has grown, the sepal is no longer needed and dies. Children were able to find all different parts of the flower around the gardens, collecting the parts and then labelling them back in the work room. The children thoroughly enjoyed their visit to Harlow Carr and the staff were extremely impressed with their scientific knowledge and attitude throughout the day. Well done Year 3! 28/04/2017 at 13:59 Another busy and successful week in Year 3! Mr Sharp and Mrs Daniels have been delighted with the children’s attitude to learning this week. In Maths, the children have learnt how to add and subtract fractions where the denominator (the number on the bottom) is the same. The simple rule is just add or subtract the numerator and keep the denominator the same. For example, 2/5 + 1/5 = 3/5. Children able to complete the following equation would be considered meeting the expectation for adding and subtracting fractions. 2/9 + 10/9 = ? Children were also taught how to convert improper fractions (where the numerator is larger than the denominator) into a mixed number. If the numerator and the denominator are the same, it must mean a whole which is represented using the number 1. So: - 2 halves (2/2) = 1 - 3 thirds (3/3) = 1 - 4 quarters (4/4) = 1 - 5/4 would equal 1 whole and 1/4 - 10/7 would equal 1 and 3/7 These are called mixed numbers. Children able to complete the following equation and answer it using a mixed number would be considered exceeding the expectation for adding and subtracting fractions. 2/9 + 10/9 = ? In Literacy, we have looked at the characters of Horrid Henry. The children have identified that most of the names in the stories are made up of two names with the first name being an adjective that helps describe the character and the second name being a name. The names are also written using alliteration (Moody Margaret, Tough Toby, Dizzy Dave). Children created their own character and produced a piece of writing to describe them whilst also looking at the similarities and differences between Horrid Henry and Perfect Peter. It turns out that the only similarity we could find was that they don’t like each other! In Science, the children designed, planned and carried out their own investigation. The children were tasked with the following investigation title: An investigation to see what happens when celery pieces are placed in different coloured waters. The children had to consider what equipment they would need and how they were going to make it fair (by only changing one thing: the colour of the water). After this, the children carried out their investigation, placing pieces of celery in coloured water. The next day, children observed how the coloured water dyed the parts of the celery that transport water through the stem. These ‘tubes’ are called xylem. The children went on to predict what would happen to the leaves if they were still attached.
This content is Free Access. Organisms in populations interact with one another in complex ways, where individuals compete for resources such as food, shelter, and mates. These interactions are costly since individuals invest energy to acquire the resource, therefore there are a variety of strategies that organisms adopt to gain an advantage over their competitors. This is observed clearly with polymorphic mating systems, in which one sex, predominantly males, display multiple mating strategies. For example, dominant male sea lions defend harems of females up on the beach, whereas non-dominant males try to increase their chances of mating by staying in or near the water, where they mate with females that have left the beach temporarily 1. Other types of strategies may determine how often an individual will fight for a resource, or how willing they are to cooperate with others. In order to understand how different behavioral strategies evolve, ecologists turn to the game theory, which is a mathematical modeling approach that investigates the outcomes of multi-individual interactions, in which the payoff for any one individual depends its own strategy as well as the strategies of the others 2. In this approach, the relative cost of the interaction and the benefits obtained from the resource determines the net gain or, in some cases, loss incurred by the organism. Different strategies can be assigned costs and benefits based on those faced by an organism. For example, fighting for control of a resource may provide a large benefit, but it also comes with costs that reduce an organism’s net gain. On the other hand, a strategy to avoid conflict will reap fewer benefits but incurs no costs. The organisms with the best interaction strategy maximize their net gain, which in turn will contribute to their fitness. Therefore, over the course of evolutionary time, one strategy may arise that outcompetes all others in a population. This is called an evolutionary stable strategy (ESS) 2. Populations evolve to adopt this strategy once it arises through mutation or is introduced through migration. Therefore, these strategies are mostly genetic or adopted at a young age, and changes in the strategies used by a population over time are determined by the action of natural selection. This concept is often illustrated using the Hawk-Dove game, which compares the success of two strategies for obtaining resources 3. In this example, “hawks” are aggressive, and always fight for resources. “Doves,” on the other hand, are passive, and never fight for resources. In an interaction between two doves, resources are split evenly. When a hawk and a dove interact, the hawk always wins and obtains all of the resources. However, when two hawks interact, they split resources evenly and suffer the cost of their conflict as well 3. Assessing these interactions over consecutive interactions allows modeling of how competing strategies in an evolving population fare against each other, thus emergence of ESS in an experimental setting. As seen with the doves in the Hawk-Dove example, organisms not only compete against each other, but also display cooperative behaviors. The risk of being a population of 100% doves is the arrival of a cheater, or an individual that does not cooperate 4. Cheaters can invade and outcompete the residents, therefore many cooperating populations have strategies in place to prevent invasion, including the ability to switch strategy as necessary or to identify and cheaters, and in some cases, to communicate this information to others in their group to decrease the chances of cheater success 4. The existence of altruism, or a reduction in an organism’s immediate fitness in order to benefit another’s, in wild populations has been held up as a counterpoint to the theory of natural selection, however game theory shows how altruism can evolve under certain conditions. Assuming organisms can identify one another or reasonably expect to interact again in the future, acts of apparent altruism may actually be beneficial over time, as an organism can count on the favor being returned. This is seen when flocks of birds or herds of mammals feed collectively – one individual may sound an alarm call when they spot a predator, making them more vulnerable to attack 5. The net benefit, however, of others frequently doing the same makes this act adaptive. Similarly, a vampire bat may regurgitate its food to feed hungry individuals. When it is unable to find food in future, it may benefit from the same behavior of another vampire bat 6. In addition to the interactions within a single species, the evolution of social interactions can take place between species as well. Besides predator-prey interactions, different species can compete for the same resources and develop strategies to gain advantage over others. However, individuals of a species may also interact cooperatively with members of another species. Interspecies interaction that require cooperation include mutualisms, or situations in which two organisms provide mutual benefits to one another. Many plants form mutualisms with nitrogen-fixing bacteria in the soil, whereby the plants provide complex sugars to bacteria in exchange for nitrogen 7. Should bacteria fail to provide nitrogen, then plants can reduce the amount of sugars available. Since cooperative interactions depend on either being able to identify or retaliate against cheaters, it is possible for invaders to take advantage of existing mutualisms in new environments. Invasive species have the potential to be closely related enough to local species that they are able to form mutualisms with other local species, but distantly related enough that existing recognition or defense mechanisms are ineffective. In Hawaii, an invasive dinoflagellate that forms a mutualism with coral takes more resources than local dinoflagellates. This has a negative impact on coral instead of the expected beneficial one 8. Therefore, studying intra- and interspecies interactions not only allows understanding the development of behavioral strategies in evolving populations but is also essential to assess the behavioral phenotypes of invasive organisms to develop effective strategies against them.
Researchers at the National Institute of Allergy and Infectious Diseases (NIAID), a component of the National Institutes of Health, have discovered a survival mechanism in a common type of bacteria that can cause illness. The mechanism lets the bacteria protect itself by warding off attacks from antimicrobial peptides (AMPs), which are defense molecules sent by the body to kill bacteria. Bacteria are divided into two types, gram-positive and gram-negative, with the primary difference being the nature of the bacterial cell wall. Little is known about how gram-positive bacteria—such as those that can lead to food poisoning, skin disorders and toxic shock—avoid being killed by AMPs. AMPs are made by virtually all groups of organisms, including amphibians, insects, several invertebrates and mammals, including humans. “Gram-positive bacteria are major threats to human health, especially due to increasing problems with drug resistance, and these findings may help chart a path to designing new drugs to bolster our antimicrobial treatment options,” notes NIAID Director Anthony S. Fauci, M.D. Led by Michael Otto, Ph.D., of NIAID’s Rocky Mountain Laboratories (RML), the scientists used the gram-positive bacterium Staphylococcus epidermidis to study its response to a specific human AMP, human beta defensin 3. S. epidermidis is one of several hard-to-treat infectious agents that can be transmitted to patients in hospitals via contaminated medical implants. Findings by Dr. Otto’s research group are published in the May 29 issue of the Proceedings of the National Academy of Science. Other well-known types of gram-positive bacteria include agents that cause anthrax, strep throat, flesh-eating disease and various types of food poisoning. In gram-negative bacteria—such as those that cause plague and salmonellosis—a sensory and gene regulation system named PhoP/PhoQ protects invading bacteria, and scientists believe if they develop a better und erstanding of this system they could develop new drugs that are more effective at protecting people from infection. Likewise, now Dr. Otto and his research group are hoping for similar possibilities for gram-positive bacteria with their discovery of “aps,” which stands for antimicrobial peptide sensor. Aps has three parts: apsS, the sensor region; apsR, the gene regulation region; and apsX, which has an unknown function that Dr. Otto’s group is investigating. Studies show that all three components of aps must be present for the system to function and effectively protect bacteria from AMPs. “We are aware that for gram-negative bacteria, PhoP/PhoQ has been called a premier target for antimicrobial drug discovery, but little corresponding work has been done with gram-positive bacteria,” Dr. Otto says. “Our group is excited by what we have demonstrated—an efficient and unique way that gram-positive bacteria control resistance—and we are continuing our investigation of the aps sensing system being used for drug development.” Source:NIH/National Institute of Allergy and Infectious Diseases Related biology news : 1. Newly-discovered class of genes determines ?and restricts ?stem cell fate 2. Newly discovered virus linked to childhood lung disorders and Kawasaki disease 3. Newly Discovered Compound Blocks Known Cancer-Causing Protein 4. Newly discovered pathway might help in design of cancer drugs 5. Newly Discovered Branding Process Helps Immune System Cells Pick Their Fights 6. Newly discovered protein an important tool for sleeping sickness research 7. Newly discovered genetic disease sheds light on bodys water balance 8. Newly Discovered Role for Heart Response Enzyme May Yield Better Heart Failure Therapy 9. Newly recognized gene mutation may reduce seeds, resurrect plants 10. Newly discovered birdlike dinosaur is oldest raptor ever found in South America 11. Fitting in: Newly evolved genes adopt a variety of strategies to remain in the gene pool
Three Ways to Think About Classroom Technology Integration Today’s students have access to plenty of technology—but is it making a difference in teaching and learning? Most studies suggest that in order for technology to impact student achievement, it needs to be leveraged in ways that transform how students engage with academic material and how teachers shape their classrooms and lessons. But it's not always easy to define what that actually looks like in practice. In order for a school or district to be able to measure the impact of technology on teaching and learning, teachers and administrators must have a common language to talk about what successful technology integration looks like. Rubrics can help school technology leaders define their goals for technology use in the classroom and evaluate the success of technology initiatives in meeting those goals. The three models of classroom technology integration below, while very different from one another, each can provide a starting point for thinking about how technology is used in the classroom today and what teachers and technology leaders may want to aspire to in the future. Substitution, Augmentation, Modification, Redefinition (SAMR) One of the best-known models for thinking about technology integration in the classroom is the SAMR model. Developed by Dr. Ruben Puentedura, SAMR (Substitution, Augmentation, Modification, Redefinition) looks at technology integration from a hierarchical perspective, ranging from simple substitution at the bottom to more transformative uses of technology at the top: - In the Substitution phase, we are simple using digital substitutes to perform the same tasks, with no functional change. For example, you may have students complete an assignment on a PDF and turn it in online. - In Augmentation, students use a digital substitute that includes some functional improvements. In this case, students may use a word processing program with spell check and grammar check to complete an assignment. - Modification involves significant redesign of the task to take advantage of the power of technology. For example, instead of simply completing an individual assignment, students may collaborate to create a shared project using Google Docs, or use media tools to develop podcasts or movies instead of a standard report. - In Redefinition, students use technology to complete new tasks that would not have been possible without the technology. They may use Skype to connect with experts or with other students; use web tools to collect real-time information and data; or develop a wiki project with input from other students across the country or around the world. SAMR divides these approaches into “above the line” and “below the line” applications, with the assumption that teachers should aspire to moving “above the line” in their use of classroom technology. It’s important to note, however, that SAMR doesn’t dictate that ALL use of technology must be in the redefinition or modification categories; the task at hand will shape the way technology is used. Sometimes, simply saving time for teachers may be a good enough reason to use technology vs. pencil and paper, even if that technology usage isn’t “transformative.” Still, SAMR provides a compelling model for thinking about when, how and whether technology should be integrated into classroom tasks and lesson plans. Technological Pedagogical Content Knowledge (TPACK) The Technological Pedagogical Content Knowledge (TPACK) framework provides a very different way of thinking about education technology. Rather than thinking of technology use along a hierarchy, TPACK places technology knowledge inside a larger framework of knowledge bases that teachers need to be effective in the classroom. The TPACK framework extends Shulman’s concept of Pedagogical Content Knowledge. TPACK views technology knowledge as one of three core areas of knowledge teachers much master in order to be effective: - Content knowledge (CK) is the mastery of the subject that they are teaching (e.g. earth science, algebra or English literature). - Pedagogical knowledge is the mastery of the practices, processes and methods of teaching, including assessment methodology, lesson planning, classroom management and teaching strategies. - Technology knowledge is the ability to work with technology tools and resources and apply those tools and resources in effective ways to the task at hand. - In the TPACK framework, these three domains all work together, and teachers should aspire to the center of the circle: The area where all of these domains come together is known as Technological Pedagogical Content Knowledge. The developers of the model describe it this way: “Underlying truly meaningful and deeply skilled teaching with technology, TPACK is different from knowledge of all three concepts individually. Instead, TPACK is the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones.” (Koehler & Mishra, 2006). With TPACK, the question “how should technology be used in the classroom?” can only be answered in the context of the content being taught and the pedagogy being used. The TPACK website provides a large collection of free resources for teachers and other instructional leaders. Technology Integration Matrix (TIM) Another way to think about technology integration is through a matrix. The Technology Integration Matrix (TIM), created by the Florida Center for Instructional Technology, is meant to be a comprehensive framework for evaluating technology integration in the classroom. Originally created to provide administrators with a resource for teacher evaluation, the framework also gives teachers a different way to think about their use of technology. Under TIMS, technology integration is evaluated on a 5-point scale: - Entry: Teachers begin using technology tools to deliver content to students. - Adoption: Teachers are able to direct students in the use of technology tools. - Adaptation: Teachers act as facilitators to help students find ways to use technology independently. - Infusion: Students and teachers are comfortable enough with technology that teachers can define a learning objective and students are able to choose the appropriate technology tools to achieve it. - Transformation: Teachers encourage innovative use of technology tools and use technology tools to enable higher-order learning activities not possible without the technology. In some ways, this scale is very similar to the SAMR model. But the TIMS matrix also introduces five characteristics of the learning environment: - Goal Directed Technology integration is measured in the context of each of these characteristics within a 25-cell matrix. In other words, a teacher may be at the Adaptation level in using technology to support constructive learning, but at the Infusion level in promoting collaboration among students. This provides a more nuanced look at how the teacher is using technology to support an effective learning environment. Each of these models of technology integration provides a unique and useful way to think about the ways we are using technology to support teaching and learning. What do you think? Does one model seem more useful—or usable—to you than the others? Have they changed the way you think about classroom technology? Let us know!
What is inflation risk? This is the probability of loss resulting from erosion of an income or in the value of assets due to the rising costs of goods and services. Where have you heard about inflation risk? The term often comes into play when interest rates are particularly low, e.g. the Bank of England base rate. If the interest on your savings fails to keep pace with inflation, your money will effectively lose value. What you need to know about inflation risk. Inflation charts the rate at which prices rise in a particular country. It causes the purchasing power of that nation's currency to fall, since it costs more to buy goods and services. Inflation risk refers to the negative impact this could have on your investments. If inflation rises sharply, you may find that your investments aren't worth as much as they previously were in real terms. Investors can hedge against the threat of high inflation by placing their money in assets that are expected to maintain or improve their value over time. Find out more about inflation risk. Inflation risk is an important concept for both economists and investors. For further information, see inflation.
Question 1 : How does the race condition occur? It occurs when two or more processes are reading or writing some shared data and the final result depends on who runs precisely when. Question 2 : What is multiprogramming? Multiprogramming is a rapid switching of the CPU back and forth between processes. Question 3 : Name the seven layers of the OSI Model and describe them briefly. Physical Layer - covers the physical interface between devices and the rules by which bits are passed from one to another. Data Link Layer - attempts o make the physical link reliable and provides the means to activate, maintain, and deactivate the link. Network Layer - provides for the transfer of information between end systems across some sort communications network. Transport Layer - provides a mechanism for the exchange of data between end system. Session Layer - provides the mechanism for controlling the dialogue between applications in end systems. Presentation Layer - defines the format of the data to be exchanged between applications and offers application programs a set of data transformation services. Application Layer - provides a means for application programs to access the OSI environment. Question 4 : What is the difference between TCP and UDP? TCP and UDP are both transport-level protocols. TCP is designed to provide reliable communication across a variety of reliable and unreliable networks and internets. UDP provides a connectionless service for application-level procedures. Thus, UDP is basically an unreliable service; delivery and duplicate protection are not guaranteed. Question 5 : What does a socket consists of? The combination of an IP address and a port number is called a socket.
Proteinuria describes a condition in which urine contains an abnormal amount of protein. Proteins are the building blocks for all body parts, including muscles, bones, hair, and nails. Proteins in your blood also perform a number of important functions. They protect you from infection, help your blood clot, and keep the right amount of fluid circulating throughout your body. As blood passes through healthy kidneys, they filter the waste products out and leave in the things the body needs, like proteins. Most proteins are too big to pass through the kidneys' filters into the urine unless the kidneys are damaged. The main protein that is most likely to appear in urine is albumin. Proteins from the blood can escape into the urine when the filters of the kidney, called glomeruli, are damaged. Sometimes the term albuminuria is used when a urine test detects albumin specifically. Albumin's function in the body includes retention of fluid in the blood. It acts like a sponge, soaking up fluid from body tissues. Inflammation in the glomeruli is called glomerulonephritis, or simply nephritis. Many diseases can cause this inflammation, which leads to proteinuria. Additional processes that can damage the glomeruli and cause proteinuria include diabetes, hypertension, and other forms of kidney diseases. Research shows that the level and type of proteinuria (whether the urinary proteins are albumin only or include other proteins) strongly determine the extent of damage and whether you are at risk for developing progressive kidney failure. Proteinuria is also associated with cardiovascular disease. Damaged blood vessels may lead to heart failure or stroke as well as kidney failure. If your doctor finds that you have proteinuria, do what you can to protect your health and prevent any of these diseases from developing. Several health organizations recommend that some people be regularly checked for proteinuria so that kidney disease can be detected and treated before it progresses. A 1996 study sponsored by the National Institutes of Health determined that proteinuria is the best predictor of progressive kidney failure in people with type 2 diabetes. The American Diabetes Association recommends regular urine testing for proteinuria for people with type 1 or type 2 diabetes. The National Kidney Foundation recommends that routine checkups include testing for excess protein in the urine, especially for people in high-risk groups. Who is at risk? People with diabetes, hypertension, or certain family backgrounds are at risk for proteinuria. In the United States, diabetes is the leading cause of end-stage renal disease (ESRD), the result of chronic kidney disease. In both type 1 and type 2 diabetes, the first sign of deteriorating kidney function is the presence of small amounts of albumin in the urine, a condition called microalbuminuria. As kidney function declines, the amount of albumin in the urine increases, and microalbuminuria becomes full-fledged proteinuria. High blood pressure is the second leading cause of ESRD. Proteinuria in a person with high blood pressure is an indicator of declining kidney function. If the hypertension is not controlled, the person can progress to full renal failure. African Americans are more likely than Caucasians to have high blood pressure and to develop kidney problems from it, even when their blood pressure is only mildly elevated. In fact, African Americans are six times more likely than Caucasians to develop hypertension-related kidney failure. Other groups at risk for proteinuria are American Indians, Hispanic/Latinos, Pacific Islander Americans, older people, and overweight people. These at-risk groups and people who have a family history of kidney disease should have their urine tested regularly. What are the signs of proteinuria and kidney failure? Large amounts of protein in your urine may cause it to look foamy in the toilet. Also, because the protein has left your body, your blood can no longer soak up enough fluid and you may notice swelling in your hands, feet, abdomen, or face. These are signs of very large protein loss. More commonly, you may have proteinuria without noticing any signs or symptoms. Testing is the only way to find out how much protein you have in your urine. What are the tests for proteinuria? Containers for collecting urine. To test for proteinuria, you will need to give a urine sample. A strip of chemically treated paper will change color when dipped in urine that has too much protein. Laboratory tests that measure exact amounts of protein or albumin in the urine are recommended for people at risk for kidney disease, especially those with diabetes. The protein-to-creatinine or albumin-to-creatinine ratio can be measured on a sample of urine to detect smaller amounts of protein, which can indicate kidney disease. If the laboratory test shows high levels of protein, another test should be done 1 to 2 weeks later. If the second test also shows high levels of protein, you have persistent proteinuria and should have additional tests to evaluate your kidney function. Your doctor will also test a sample of your blood for creatinine and urea nitrogen. These are waste products that healthy kidneys remove from the blood. High levels of creatinine and urea nitrogen in your blood indicate that kidney function is impaired. How is proteinuria treated? If you have diabetes, hypertension, or both, the first goal of treatment will be to control your blood glucose and blood pressure. If you have diabetes, you should test your blood glucose often, follow a healthy eating plan, take your medicines, and get plenty of exercise. If you have diabetes and high blood pressure, your doctor may prescribe a medicine from a class of drugs called ACE (angiotensin-converting enzyme) inhibitors or a similar class called ARBs (angiotensin receptor blockers). These drugs have been found to protect kidney function even more than other drugs that provide the same level of blood pressure control. The American Diabetes Association recommends that people with diabetes keep their blood pressure below 130/80. People who have high blood pressure and proteinuria but not diabetes also benefit from taking an ACE inhibitor or ARB. Their blood pressure should be maintained below 130/80. To maintain this target, you may need to take a combination of two or more blood pressure medicines. Your doctor may also prescribe a diuretic in addition to your ACE inhibitor or ARB. Diuretics are also called "water pills" because they help you urinate and get rid of excess fluid in your body. In addition to blood glucose and blood pressure control, restricting dietary salt and protein intake is recommended. Your doctor may refer you to a dietitian to help you develop and follow a healthy eating plan. Hope through Research In recent years, researchers have learned much about kidney disease. The National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK) sponsors several programs aimed at understanding kidney failure and finding treatments to stop its progression. NIDDK's Division of Kidney, Urologic, and Hematologic Diseases (DKUHD) supports basic research into normal kidney function and the diseases that impair normal function at the cellular and molecular levels, including diabetes, high blood pressure, glomerulonephritis, and other diseases marked by proteinuria. Points to Remember - Proteinuria is a condition in which urine contains an abnormal amount of protein. - The term albuminuria is also often used because some tests measure this protein specifically and it is the major type of protein in the urine. - Proteinuria may be a sign that your kidneys are damaged and that you are at risk for end-stage renal disease. - Several health organizations recommend that people be regularly checked for proteinuria so that kidney disease can be detected and treated before it progresses. - Groups at risk for proteinuria and kidney failure include African Americans, American Indians, Hispanic/Latinos, Pacific Islander Americans, people who have diabetes or hypertension, and people who have a family history of kidney disease. - You may have proteinuria without noticing any signs or symptoms. Testing is the only way to find out how much protein you have in your urine. - If you have diabetes or hypertension, or both, the first goal of treatment will be to control your blood glucose and blood pressure. National Kidney and Urologic Diseases Information Clearinghouse 3 Information Way Bethesda, MD 20892–3580 The National Kidney and Urologic Diseases Information Clearinghouse (NKUDIC) is a service of the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK). The NIDDK is part of the National Institutes of Health of the U.S. Department of Health and Human Services. Established in 1987, the Clearinghouse provides information about diseases of the kidneys and urologic system to people with kidney and urologic disorders and to their families, health care professionals, and the public. The NKUDIC answers inquiries, develops and distributes publications, and works closely with professional and patient organizations and Government agencies to coordinate resources about kidney and urologic diseases. Publications produced by the Clearinghouse are carefully reviewed by both NIDDK scientists and outside experts. This publication was reviewed by Lee A. Hebert, M.D., Ohio State University. This publication is not copyrighted. The Clearinghouse encourages users of this publication to duplicate and distribute as many copies as desired. NIH Publication No. 06–4732
The learner can use words s/he hears to compose a new tekst. - Paper and pen - Some audio files (radio, tv, …) - Listen together to the chosen audio files. - Tell the learners which words attracted your attention. Write them on the blackboard and create a poem/short text. - Listen together to some more audio files and let the learners make a poem/short text with the words which caught their attention. - Send the learners outside with the assignment to listen to conversations in the building, on the street, in a supermarket and to write down words and sentences they have picked up. - On their return, let them turn those words and sentences into a ‘gossip poem’. - Hang the poems on the wall. Read more about these topics in our manual by clicking on the button.
Writers Guide: The Illinois Country of French Colonial America This article stems from research done for the historical novel, The Pride of the King, copyright 2011, available on Amazon or Barnes and Noble. The saying, “History is written by those who conquer,” seems to be true especially in relation to the French establishing colonies in America. In their rush to write the history of European settlements in Early America, English speaking historians have neglected to teach that the earliest colonies of North America were French colonies along the Mississippi River called the Illinois Country. Today the area is in the states of Illinois and Missouri. Many of the towns still bear their original names such at Ste. Geneviève, Kaskaskia and Cahokia. The name, The Illinois Country comes from the name of the indigenous people of the area, the Illinois Indians. The voyageurs of French Canada were the first to explore the rugged back country. They traded with the Indian people and transported furs via waterways back to Quebec where they were shipped to France for hats and garments. In his explorations and mission work, Father Jacques Marquette of France founded the first settlement of the Illinois Country at the junction of the Mississippi and Illinois Rivers. The village was named Kaskaskia. Most of the original inhabitants of the mission village were Illinois and Peoria tribes. Over time, many of the Illinois women married French voyageurs, settled down and formed the nucleus of what would later become the Illinois Country. Over time European settlers of French background migrated to the area from Canadian settlements to escape the hardships of severe winters. Others migrated up the Mississippi from the harsh, disease ridden Gulf region around New Orleans. In 1717, the Company of the Indies was established in the Illinois Country which encouraged agriculture and mining and brought colonists from France and slaves from Africa. In 1731, the company built several forts, began clearing land and established a town at the base of the Mississippi named New Orleans. The villages thrived and eventually grain and minerals from the Illinois country were shipped downriver to New Orleans in bateaux, flat bottom crafts, paddled by voyageurs and local townspeople. On the return trip supplies needed from France were transported back up the river to the Illinois Country. Early in the 18th Century villages grew into towns, forts and log cabins sprang up as well as churches, shops and inns. Nevertheless, the French government did not have the same passion for colonization that the British did. If the French had encouraged growth in the Illinois Country and New Orleans, the face of a continent would be different today. Many of the settlers participated in the French and Indian war and after the war the settlement in the Mississippi Valley fell under English rule. Gradually numbers dropped in the region due to several factors, recent English rule, flooding and erosion along the banks of the Mississipi. In 1778 during the American Revolution, George Rogers Clark lead an offensive against the Illinois Country annexing the area from the British for Virginia. At this time the Illinois Country ceased to be a European colony and was now part of the new American nation.
What Is Water Conservation ? Water Conservation manages fresh water (rivers, lakes, and wells) as a limited natural resource. Doing so has the additional benefits of conserving energy and sustaining environmental health. While state policies have embraced water conservation for decades, the California Code of Regulations and the Building Standards Codes have lagged behind in codifying regulations which mandate conservation and allow alternate uses of non-potable water resources, such as: - rainwater harvesting - ultra low-flow plumbing fixtures - private property reused water (e.g., clothes washer gray water) - public utility reclaimed water (treated “purple pipe” sewer water) How Is Ground Water Used ? Ground water still provides 33% of the state’s total fresh water supply and 18% of the total public supply. It has been over-pumped (rate of extraction exceeding rate of replenishment) for decades, especially during recurring droughts, which has caused substantial and irreversible land subsidence and permanent reduction of aquifer storage. Local environmental health departments and water districts are responsible for issuing water well permits (construction/ abandonment) and septic system permits. The Department of Water Resources (DWR) and the State Water Resources Control Board (SWRCB) establishes well construction standards. Domestic wells for irrigation and potable (drinking) water must be drilled by a licensed contractor (C57) . What Is The Future Of Water Conservation ? The U.S. population has doubled in the past 50 years, and fresh water demand has tripled. At least 36 states now have systemic water shortages. With global warming affecting weather patterns, water conservation has become a national propriety. Integrating cost-effective water conservation efficiencies in our daily behaviors is critical for assuring an adequate future supply for people, industry, business, agriculture, and aquatic life. Embracing new practices, techniques, programs, and technologies which improve the use and reuse of water will counteract the impact of forecasted long-term diminishment in the ability of California’s water sheds to deliver an adequate supply. Check the Links below for additional information. BUILDING in CALIFORNIA - San Francisco Developer Guidebook-Non Potable Water Use Building Standards Commission Environmental Protection Agency (EPA) USGBC water reduction credits San Francisco Public Utility Commission State Water Resources Control Board Rain Water Harvesting - Rainwater collection-consumer resources (NSF) - Santa Monica-Rainwater Harvesting Programs and Information Regional Water Quality Control Boards State Department of Water Resources
A latifundium is a very extensive parcel of privately owned land. The latifundia (Latin: lātus, "spacious" + fundus, "farm, estate") of Roman history were great landed estates specializing in agriculture destined for export: grain, olive oil, or wine. They were characteristic of Magna Graecia and Sicily, Egypt, Northwest Africa and Hispania Baetica. The latifundia were the closest approximation to industrialized agriculture in Antiquity, and their economics depended upon slavery. During the modern colonial period, the European monarchies often rewarded services with extensive land grants in their empires. The forced recruitment of local laborers allowed by colonial law made these land grants particularly lucrative for their owners. These grants, fazendas (in Portuguese) or haciendas (in Spanish), were also borrowed as loanwords, Portuguese latifúndios and Spanish latifundios or simply fundos. Agrarian reforms aimed at ending the dominance of the latifundia system are still a popular goal of several national governments around the world. The basis of the latifundia in Spain and Sicily was the ager publicus that fell to the dispensation of the state through Rome's policy of war in the 1st century BC and the 1st century AD. As much as a third of the arable land of a new province was taken for agri publici and then divided up with at least the fiction of a competitive auction for leaseholdings rather than outright ownership. Later in the Empire, as leases were inherited, ownership of the former common lands became established by tradition, and the leases became taxable. The first latifundia were accumulated from the spoils of war, confiscated from conquered peoples beginning in the early 2nd century BC. The prototypical latifundia were the Roman estates in Magna Graecia (the south of Italy) and in Sicily, which distressed Pliny the Elder (died AD 79) as he travelled, seeing only slaves working the land, not the sturdy Roman farmers who had been the backbone of the Republic's army. Latifundia expanded with conquest, to the Roman provinces of the Maghreb and in Hispania Baetica, the south of Spain. Large villa holdings in the Campania around Rome, in the valley of the Po and in southern Gaul organized populations in a self-sufficient economy, more similar to the haciendas of Latin America, while they produced oil, wine or garum for exportation. The practice of establishing agricultural coloniae as a way to compensate Roman soldiers formed smaller landholdings, which would be accumulated by large landholders in times of want. Thus the direction, over time, was in larger consolidations of landholdings. Latifundia could be devoted to livestock (sheep and cattle) or to cultivation of olive oil, grain, and wine. However, in Rome, they did not produce grain and Rome had to import grain (in the Republican period, from Sicily and North Africa, in the Imperial era, from Egypt). Ownership of land, organized in the latifundia, defined the Roman Senatorial class. It was the only acceptable source of wealth for senators, though Romans of the elite class would set up their freedmen as merchant traders, and participate as silent partners in profits to which senatores were disqualified. The latifundia quickly started economic consolidation as larger estates achieved greater economies of scale and senators did not pay land taxes. Owners re-invested their profits by purchasing smaller neighbouring farms, since smaller farms had a lower productivity and could not compete, in an ancient precursor of agribusiness. By the 2nd century AD, latifundia had replaced many small and medium-sized farms in some areas of the Roman Empire. As the small farms of the Roman peasantry were bought up by the wealthy and with their vast supply of slaves, the landless peasantry were forced to idle and squat around the city of Rome, relying greatly on handouts. Overall, the latifundia increased productivity so the moralists complained. The fact is free farmers hadn't disappeared: many had become tenants on estates that were two parts: the part directly controlled by the owner and worked by slaves and the other leased to tenants by legal contract. It was one of the greatest levels of worker productivity before the 19th century. Such consolidation was not universally approved, as it consolidated more and more land into fewer and fewer hands, mainly Senators and the Roman emperor. Efforts to reverse the trend by agrarian laws were generally unsuccessful. Pliny the Elder argued that the latifundia had ruined Italy and would ruin the Roman provinces as well. He reported that at one point just six owners possessed half of the province of Africa. which may be a piece of rhetorical exaggeration as the North African cities were filled with flourishing landowners who filled the town councils. But then again, Pliny the Elder was very much against the profit-oriented villas as presented in the writings of Columella. His writings can be seen as a part of the 'conservative' reaction to the gain- and profit-oriented new attitudes of the upper classes of the Early Empire. (Martin 1971) The landscape of the Greek mainland does not lend itself to large estates. Olive oil and wine for trade were typically produced by many small groves and vineyards, concentrated in fewer hands at the presses and shipping ports. The grasslands of Thessaly and Macedon were pasture for grazing horses. Meat was not a staple in Mediterranean diets. In the collapse of the Western Roman Empire, the largely self-sufficient villa-system of the latifundia remained among the few political-cultural centres of a fragmented Europe. These latifundia had been of great importance economically, until the long-distance shipping of wine and oil, grain and garum disintegrated, but extensive lands controlled in a single pair of hands still constituted power: it can be argued that the latifundia formed part of the economic basis of the European social feudal system. The gift of a villa, or of a series of them, owned by a powerful patron was at the basis of all the great monasteries and abbeys founded in Western Europe until the time of Charlemagne, when the land-gifts, significantly, tended to be of forest instead. In the 6th century, Cassiodorus was able to apply his own latifundia to support his short-lived Vivarium in the heel of Italy. Shortly thereafter, Monte Cassino was founded in a former Imperial villa. But in the 10th century, Cluny Abbey in nearby Burgundy was founded on a gift of the duke of Aquitaine's chase (hunting forest). In Sicily, latifundia dominated the island from medieval times. They were abolished by sweeping land reform mandating smaller farms in 1950-1962, funded from the Cassa per il Mezzogiorno, the Italian government's development fund for southern Italy (1950–1984). In the Iberian Peninsula, the Castilian Reconquista of Muslim territories provided the Christian kingdom with sudden extensions of land, which the kings ceded as rewards to nobility, mercenaries and military orders to exploit as latifundia, which had been first established as the commercial olive oil and grain latifundia of Roman Hispania Baetica. The gifts finished the traditional small private ownership of land, eliminating a social class that had also been typical of the al-Andalus period. In the Iberian peninsula, the possessions of the Church did not pass to private ownership until the ecclesiastical confiscations of Mendizábal (Spanish; Castilian: desamortización), the "secularization" of church-owned latifundia, which proceeded in pulses through the 19th century. Big areas of Andalusia are still populated by an underclass of jornaleros, landless peasants who are hired by the latifundists as "day workers" for specific seasonal campaigns. The jornalero class has been fertile ground for socialism and anarchism. Still today, among the main Andalusian trade unions is the Rural Workers Union (Sindicato Obrero del Campo), a far-left group famous for their squatting campaigns in the town of Marinaleda, Province of Seville. Following the Union of Lublin in 1569, large expanses of land in Ukraine came under the control of the Polish Crown, which allowed for their exploitation by the Polish nobility. Over the course of the 17th century, these lands came to be mainly concentrated in vast estates, now commonly referred to as Latifundia, which were owned by a small number of magnate families which came to be the dominant political and social group in the commonwealth. These estates were diminished following the Cossack uprisings of the 17th century and largely disappeared following the Russia's annexation of the Lithuanian lands of the Polish–Lithuanian Commonwealth at the close of the 18th century.
UNDERSTANDING POINT OF VIEW IS A CRUCIAL PART of delivering a solid, well-told story. When we speak of point of view, we talk about the vehicle of narration chosen to present the plot. Stories can be told from the first, second, or third person points of view; these can also have additional nuances (as in a third person limited or omniscient points of view). Generally, point of view (POV) is established within in the first paragraph (if not the first sentence) of a story. Faults occur when the writer disregards the premises inherent in the style of narration chosen. And although not so much a fault as a guideline, some POV styles work better for short stories than for longer work. In first person POV, the narrator is ‘I’ (in some instances, it can also be ‘We’. Everything I say about ‘I’, also applies to ‘We’, because 'we' is treated as a single unit of one voice as it pertains to the narration). ‘I’ is the protagonist telling his story, or an important secondary character who relays events. The premise inherent in ‘I’ is that only ‘I’ has insight into 'I's' thoughts or feelings. If the writer slips in another character’s point of view after the ‘I’ narration has been set, the consistency of the ‘I’ POV is broken – the ‘I’ narrator is no longer exclusively telling his story. A fault like this is jarring because the reader has become accommodated to the ‘I’ narration. Instead of one narrator, a secondary character has entered, offering her thoughts about what is going on. The flow is broken. This kind of error a called a point of view shift. In second person POV, the narrator tells ‘You’ the story. The narrator is usually the protagonist relaying the plot, so his thoughts, as they apply to ‘You’ are still his ideas, opinions, and insights. Therefore, like first person POV, second person POV is also a limited narrative style. Second Person POV has an imperative tone that can create a sense of aggression or urgency. Although second person POV isn’t often used, I’ve seen it handled very effectively in some horror stories, especially when the work has been told in the present tense. POV shifts in second person stories are less likely, because a second character isn’t likely to intrude upon the narrator’s ‘in-your-face’ narration. POV aside, in order to handle second person POV effectively, a writer must know how to write well. If he can’t manage the reigns, second person POV can sound too pushy, accusatory, or feel manipulative. In third person POV, the narrator tells the story from a ‘He’, ‘She’, ‘It’, or ‘They’ point of view. Third Person Omniscient, which offers an overall insight into the minds and hearts of every character, works better for novels or novellas, but even then, it can be tricky. Unless handled extremely well, a purely omniscient narration has a tendency to feel like it's keeping the reader at an emotional distance, whereas third person limited is more involving. In an alternating POV, you will often find that the writer slips back and forth between omniscient and third person limited, but she does it so well, the reader hardly notices. A word of caution - unless you really know what you are doing with POV, it's probably better to learn your narrative ropes by sticking with third person limited. Otherwise you may commit POV shifts, as I show below. As in first person POV, point of view shift errors occur in third person limited if the writer slips in a second (or third) character point of view. When this occurs, the POV is no longer limited because the writer has allowed another to intrude rather than let the main character tell the story from his narrower scope. For example: Have I managed to convince her? Eric wondered, carefully watching Emily’s face. He’s lying, Emily thought, as she left him on the corner, but he’ll have no choice but to come clean soon. There’s a full moon tonight. And then we'll see what we shall see.If a writer must slip in additional points of view, one way to do this is to set each new shift in POV by using a line with an asterisk centered within it, below the initial POV section. There is an underlying assumption that this also suggests a shift in time and/or place. For example: You'll notice in the first paragraph, Eric voices his thought in third person limited. Within the same paragraph, the POV then alternates: the omniscient narrator provides a sentence relating to Eric's plans, although it could be argued, this is still in third person limited. (We're splitting hairs, here. It doesn't really matter.) This is followed by the asterisk, then a new paragraph alerting the reader that the POV has changed again, now from Emily's viewpoint. If the scene were to shift again, another asterisk would be needed to indicate it.Have I managed to convince her? Eric wondered, carefully watching Emily’s face. He left her then, with plans to meet much later.*He’s lying, Emily thought, as she left him on the corner, but he’ll have no choice but to come clean soon. There’s a full moon tonight. And then we'll see what we shall see. Personally, I've always found it helpful to decide ahead of time, who's POV will run each scene, whether I'm writing a short story or a novel. Then, even if I'm penning a crowd scene, or if the POV isn't apparent from the onset due to description, many people talking, or whatever, eventually, one character will claim a limited point of view, usually through inner dialogue about what is going on. This alerts the reader that the scene is actually from that character's POV, seen through his eyes, with all actions performed by the rest of the characters under his interpretation. The trick for the writer then, is to decide who's POV contributes most to the story, and why she should tell it from that particular point of view.
Federalist PartyArticle Free Pass Federalist Party, early U.S. national political party, which advocated a strong central government and held power from 1789 to 1801, during the rise of the country’s political party system. The term federalist was first used in 1787 to describe the supporters of the newly written Constitution, who emphasized the federal character of the proposed Union. Parties were generally deplored as inimical to republican government, and President George Washington was able to exercise nonpartisan leadership during the first few years of the new government (begun in 1789). Strong division, however, developed over the fiscal program of the secretary of the treasury, Alexander Hamilton, whom Washington supported. Hamilton and other proponents of a strong central government formed the Federalist Party in 1791. Differences with the opposition were intensified by ideological attitudes toward the French Revolution, and by 1795 administration supporters had hardened into a regular party, which succeeded in electing John Adams to the presidency in 1796. Over the decade of the 1790s, the Federalists stood for the following economic policies: funding of the old Revolutionary War debt and the assumption of state debts, passage of excise laws, creation of a central bank, maintenance of a tariff system, and favourable treatment of American shipping. In foreign affairs they observed neutrality in the war that broke out between France and Great Britain in 1793; approved the Jay Treaty of 1794, which terminated the difficulties with Britain; and sponsored strong defense and internal-security legislation in the crisis of 1798–99 (see Alien and Sedition Acts), when French demands almost forced open war. These policies were strongly resisted, especially in the South; the opposition, organized by James Madison and Thomas Jefferson beginning in 1791, became the Republican Party, also known as the Jeffersonian Republicans and Democratic-Republican Party. Eventually this organization became the modern Democratic Party. The name Republican was taken over in the 1850s by a new party that espoused Federalist economic ideas and that survives to the present day under that name. The Federalists never held power again after 1801. Their failure is attributable to the Republicans’ political skill and to the Federalists’ own incapacity or unwillingness to organize politically, their internal divisions (especially between supporters of Adams and Hamilton), and their aversion to compromising principles for the sake of winning elections. Furthermore, New England Federalists adopted a divisive policy of sectionalism, moving dangerously near secession in 1808 and strenuously opposing the War of 1812 (see Hartford Convention). By 1817 the party was practically dead, though the opposing Republicans had adopted the Federalists’ principles of nationality and had accepted many of their economic ideas. The accomplishments of the Federalists were great: the party organized the enduring administrative machinery of national government; fixed the practice of a liberal interpretation of the Constitution; established traditions of federal fiscal integrity and credit worthiness; and initiated the important doctrine of neutrality in foreign affairs, allowing the infant nation to develop in peace for more than a century. What made you want to look up Federalist Party?
The brain's nerve cells (neurons) communicate by firing tiny electric signals. During a seizure (convulsion), the firing pattern of these electric signals suddenly changes. It becomes unusually intense and abnormal. A seizure can affect a small area of the brain. Or it can affect the entire brain. If the whole brain is involved, it is called a generalized seizure. The two most common forms of generalized seizures are: Generalized seizures (grand mal seizures) Absence seizures (petit mal seizures) Both forms of generalized seizures cause a temporary loss of consciousness. An absence seizure causes a loss of consciousness for 30 seconds or less. It is barely noticeable, if at all. The person simply stops moving or speaking. He or she stares straight ahead blankly, and does not respond to questions. The seizure is short and hard to notice. A person can have 50 or 100 absence seizures a day, without them being detected. When the absence seizure ends, the person goes back to his or her normal activities. He or she does not realize that anything has happened. Epilepsy is a brain disorder that causes recurrent seizures if it is not treated. A child with repeated absence seizures is said to have childhood absence epilepsy or petit mal epilepsy. Absence epilepsy can begin at any time during childhood. Most often it starts between the ages of 4 and 15 years. In most cases, the reason for the seizures is unknown. Genetic (inherited) factors may play some role in the development of absence epilepsy. During an absence seizure, a child is temporarily unaware of what is happening around him or her. For a few brief seconds, the child stops what he or she is doing. He or she stares straight ahead and does not respond to people speaking. During a seizure, a child's eyelids may blink or flicker very quickly. Or an arm or a leg may twitch, jerk or move for no obvious reason. After the seizure ends, the child has no memory of the episode. He or she usually resumes previous activities as if nothing happened. There usually is no confusion or recovery period after an absence seizure. A child with absence epilepsy can have many brief seizures during a school day. As a result, the disorder may interfere seriously with their ability to pay attention and participate in class. For this reason, a teacher may be the first adult to notice that something is wrong. If the teacher is not familiar with absence seizures, he or she may complain that the child is not paying attention or appears to be daydreaming. Outside the classroom, the child's symptoms may affect the ability to concentrate when he or she plays sports or does homework. Seizures also may interrupt conversations with friends or family members. The doctor will ask you to describe your child's symptoms. He or she will ask how often the symptoms occur and how long they last. The doctor also will ask whether any other members of your family have had similar symptoms or have received treatment for any type of epilepsy. The doctor will review your child's medical history, including: Any history of birth trauma Serious head injury Infections involving the brain, such as encephalitis or meningitis The doctor will do a thorough physical exam. This will include a complete neurologic examination of your child. Routine blood tests may follow. These will check for common medical illnesses that either can mimic epilepsy or trigger seizures. In most cases, the results of your child's physical exam and blood tests will be normal. As a final step in the diagnostic process, your doctor may order an electroencephalogram (EEG). An EEG is a painless test. It detects the electrical activity in your child's brain and translates it into a series of printed patterns. In many children with absence epilepsy, the EEG shows a specific pattern that confirms the diagnosis. In some cases, your child's doctor may be concerned that the absence seizures are related to a structural abnormality as well as electrical abnormality of the brain. The doctor may order a magnetic resonance imaging (MRI) test or a computed tomography (CT) scan of your child's brain. Reasons for doing an imaging test include: An unusual pattern of symptoms Abnormal findings on the physical or neurological examination A condition that would put the child at higher risk of seizures, such as: Most children outgrow absence epilepsy, usually by their teen years. Before then, anti-epilepsy medication is used to control the symptoms. Absence epilepsy cannot be prevented. If your child has absence epilepsy, the doctor will treat the condition with medication to help control the number of absence seizures your child has. They are known as anticonvulsants (also called antiepileptic or antiseizure drugs). The two most commonly prescribed anticonvulsant medications to treat absence epilepsy are ethosuximide (Zarontin) and valproic acid (Depakene, Depakote). Ethosuximide only prevents absence seizures. Valproic acid is a general anticonvulsant that also is the treatment for tonic-clonic (grand mal), myoclonic and partial seizures as well as absence seizures. Controlling absence epilepsy can help your child reach his or her full potential at school and home. Once your child begins taking a seizure medicine, treatment usually continues for at least two years. Call your child's doctor if you notice that your child has: Brief periods of deep daydreaming Other behaviors that may be symptoms of absence seizures If your child's teacher complains that your child is not paying attention, tunes out or always daydreams, ask the teacher whether your child shows other symptoms of absence seizures. For example, does your child: Stare straight ahead at the chalkboard Twitch while daydreaming Request that the teacher write down a detailed description of your child's symptoms. Have the teacher estimate how long each episode lasts and the number of episodes per day. Once you have this description, check to see whether you notice any of these same behaviors at home. Then call your doctor to discuss the situation. The outlook is very good. Most children with absence epilepsy eventually outgrow the condition without complications. With proper treatment, the child can have a normal life at school and at home. In most cases, there is no long-term effect on brain development, brain function or intelligence. National Institute of Neurological Disorders and Stroke P.O. Box 5801 Bethesda, MD 20824 American Academy of Neurology (AAN) 1080 Montreal Ave. St. Paul, MN 55116 American Academy of Pediatrics (AAP) 141 Northwest Point Blvd. Elk Grove Village, IL 60007-1098 Epilepsy Foundation of America (EFA) 8301 Professional Place Landover, MD 20785
History of mesopotamia: history of mesopotamia, the region in southwestern asia where the world’s earliest civilization developed. The first civilization developed there because of their proximity to two rivers 2 what were the names of the two rivers in mesopotamia. A brief explanation of the history and region of mesopotamia including its people, culture and contributions to civilization. Mesopotamian religion: who inhabited ancient mesopotamia religion ineluctably conditioned all aspects of ancient mesopotamian civilization. Explore the fall of civilizations through four examples: the ancient maya, mesopotamia, the anasazi, and the medieval african empires of mali and songhai learn about. Mesopotamian civilization mesopotamia is a late, greek word for the country we now call iraq (though some parts of mesopotamia are in iran. Ancient mesopotamia civilization facts for kidsits history,culture,daily life. Discover one of the most impressive ancient civilizations: the mesopotamian cities its history, a timeline of its people, culture and society. Mesopotamia is one of the first known civilizations its name in translation from greek actually means between two rivers, as it was located between. They rose due to geography mesopotamia, the land between the rivers, is a very fertile region, and as archaeology has established early humans had at least a working. Mesopotamia is a region of earth that includes present-day iran, iraq, israel, jordan, kuwait. The city of babylon was the center of an empire for two millennia, ruled by influential kings such as hammurabi and nebuchadnezzar. This site covers the history of ancient civilizations for students in primary or secondary schools ancient history of the early four ancient civilizations: ancient. Complete guide about ancient mesopotamia, prehistory, different cities of ancient mesopotamia,, arts and culture of mesopotamia, and many more. Region between euphrates and tigris, and home of sumer, assyria and babylonia map article in the looklex / encyclopaedia. History of mesopotamia including between the rivers, sumer and gilgamesh, sargon and akkad, babylon and assyria. History ancient mesopotamia ancient mesopotamia is called the cradle of civilization the first cities and empires formed here as you will see from the timeline. The size of the site is testimony to the scale of the achievement of mesopotamia, the world's first civilisation inside its silted gates. Ancient mesopotamian civilization was the earliest in world history, and included the sumerian cities, ancient babylon, and the assyrian empire. Kids learn about the history of ancient mesopotamia, the cradle of civilization between the tigris and euphrates rivers educational articles for teachers, students. Mesopotamia, centered in modern-day iraq, is regarded as the birthplace of civilization while the region was widely occupied by humans as early as 12,000 bce. In this lesson, we explore the beginning of one of the oldest civilizations in the world, mesopotamia we specifically discuss the factors that. Why is mesopotamia considered the cradle of civilization sal explains the history of the early empires on the tigris and euphrates rivers. Mesopotamia was a region in the middle east from which all of civilization developed learn about mesopotamia and the birth of ancient civilization. Sumer was the southernmost region of ancient mesopotamia (modern-day iraq and kuwait) which is generally considered the cradle of civilization the name. Mesopotamia was home to some of the oldest major ancient civilizations, including the sumerians, akkadians, persians, babylonians and assyrians mesopotamia housed. The first urban civilizations the sumerians the sumerian people lived in mesopotamia from the 27th-20th century bce they were inventive and industrious, creating. Class, power, politics, war in mesopotamia to 2400 bce.
The most celebrated holiday in the Jewish year, Passover commemorates the Exodus of Hebrew slaves from Egypt to freedom over 3,500 years ago. This colorful book explores the many forms that this weeklong celebration takes worldwide. Deborah Heiligman's rich text details the long lavish meals called seders, at which Exodus is recalled in ritual, prayer, song, and story. The historical significance of the food at these Passover feasts is also explained, and delicious recipes encourage readers to experience the full flavors of this internationally observed holiday. Rabbi Shira Stern's informative note provides parents and teachers with a historical and cultural background of the celebration of Passover. National Geographic supports K-12 educators with ELA Common Core Resources. Visit www.natgeoed.org/commoncore for more information. FINALIST 2007 Sydney Taylor Book Award, Association of Jewish Libraries Holidays Around the World: Celebrate Passover by Deborah Heiligman
Why running could keep you awake at nightVladyslav Vyazovskiy, University of Oxford You’ve probably heard people say they enjoy running because it lets them switch off. Perhaps you feel that way yourself. Well recent research in mice suggests there may actually be a scientific basis for this, because brain activity really does decrease when you’re performing a simple, repetitive action. What’s more, while running may tire your body out, such exercise might actually reduce your brain’s need for sleep. Being awake and being asleep aren’t two mutually exclusive, uniform states. At times you can be more deeply asleep or more wide awake than others, and the boundary between the two can be blurred. Your normal behaviour, such as the ability to react quickly to unexpected events, deteriorates as you stay awake beyond your regular bedtime. We don’t know exactly why this is but it may be that parts of your brain go to sleep even when you’re technically awake. But with the right motivation, we can also force ourselves to stay awake and even restore our performance temporarily. How long we need to sleep or can stay awake for depends to some extent on our genes, but evidence suggests they are also affected by what activities we do while we’re awake. Surprisingly, we still don’t know what is it about being awake that puts pressure on our bodies to sleep, but scientists often refer to is as “Process S”. Like an hourglass, the levels of Process S indicate how long we’ve been awake or asleep and how likely we are to fall asleep or wake up at any given moment. Recent evidence suggests that sleep is initiated not by the brain as a whole but by local networks of neurons that were used more while awake. My colleagues and I wondered if parts of the brain responsible for certain behaviours had more of an affect on our ability to stay awake than others. Up all night with the mice To test this theory, we made use of a well-known tendency for mice to run spontaneously on a wheel, sometimes covering many kilometres every night. When mice run like this, they spend considerably more time awake, as if their need to sleep were accumulating at a slower rate, or if something were overriding it. To shed light on this mysterious process, we investigated exactly what happens in the brain of spontaneously running mice. In our study, we recorded the electrical activity of individual nerve cells in each mouse’s neocortex – the outer layer of the brain – as they ran on a wheel. Typically, when a mouse (or a human) is awake and active, neurons fire at a high rate. This is because the brain has to monitor the surroundings, coordinate movements, and take decisions instantaneously. This constant brain activity requires a lot of energy – an estimated 20% of all energy used by the body. Surprisingly, we found that when the mice ran at high speed, some of their neurons stopped firing altogether. And the overall brain activity in the motor and sensory areas of the neocortex decreased on average by at least 30%. Paradoxically, this suggests that, overall, active physical behaviour and intense movement do not necessarily require a more active brain. We also noticed that when the animals engaged in lots of different behaviour, their neurons would spike in a variety of different ways, from slow to fast discharge. But during the monotonous process of running, the neural spikes became much more consistent. This suggests that running is associated not only with less activity overall but also with an emergence of a more stable, uniform brain state. Our next question was whether this would make a difference to overall brain activity during the course of extended waking periods. Previous studies suggested that the longer you stay awake, the more excitable your brain becomes (the more likely your neurons are to fire). We found that our mice’s neurons on average produced more spikes before they went to sleep than in the period soon after waking up, a few hours earlier. But if the mice spent a lot of time running, this increase in spiking didn’t happen. This suggests that if the neurons are not used then they don’t become more excitable. Running state of mind Based on these observations, we concluded that if a mouse’s day was dominated by tasks requiring repetitive or rhythmic movements (such as running), its brain would be in a fundamentally different state to normal. This state may even allow the brain to rest without entering deep sleep and provide some of the same benefits. Recent evidence consistently suggests that short periods of exercise may be beneficial for cognitive functions in a similar way to sleep. Other examples from nature support this idea. For example, birds sleep far less when they’re flying non-stop for many days or migrating. There is even some evidence of a similar effect in humans, such as a link between meditation and a reduced need for sleep. We don’t know for sure why this happens but it may be that meditation is associated with a brain state where time effectively runs slower. And it could be the same for the mice on the wheel. There are still many questions to be answered about why we need to sleep and how it effects our brains. But what is becoming increasingly clear is that we cannot understand the mystery of sleep without understanding what happens when we’re awake.
This chapter is our first stab at symbolic logic. It introduces what is called "sentence logic" or "SL", the simple logic of compound sentences. Yet for all it's simplicity, SL provides the foundation for the more sophisticated logic we learn later. So, it's essential that you learn all the details! Once again: It's essential that you come to know SL thoroughly because it is the basis of all the later chapters! This chapter goes hand in hand with each of the next two. For instance, your instructor may ask you to move from tutorial two on to chapter four. There is no set order in which to do these chapters. Start with the introductory tutorials presented below, then print out the reference manual for this chapter (that way you'll have a concise statement of this chapter's details to refer to even when away from the computer.) Finally, and most importantly, carefully work your way through the chapter exercises. Tutorials for Chapter Two
Energy Loss & Engery Gain from your body need to be balanced so that your body temperature remains constant. Controlling Body Temperature Requires; - Temperature RECEPTORS in the skin to detect the external temperature. - Temperature RECEPTORS in the brain to measure the temperature of the blood. - The Brain, which acts as a precessing centre, to recieve information from the temperature receptors, responding by triggering the effectors. - Effectors (sweat glands and muscles) to carry out the automatic responce. If your body temperature is TOO HIGH, heat needs to be transferred to the environmnent. This is done by sweating, since evaporation from the skin requires heat energy from the body. If your body temperature is TOO LOW, your body will start to shiver. Shivering is the rapid contraction and release of muscles. These contractions require energy from increased respiration, & heat is released as a by-product, warming surrounding tissue.
Subdivide the plane into a number of regions. All regions have a different shape, that is, no two pieces can be the same after rotation and/or mirroring. All region sizes are in the range given next to the puzzle. Arrows always point from a smaller to a larger region. The example puzzle deals with regions of size 2 to 5. To make this explanation easier, let's assign the digits 1 to 4 to the rows from bottom to top, and the letters A to D to the columns from left to right. Let's start with the region in the upper left corner. It must have size of at least 3 due to the arrow pointing at it. Thus, we can determine that at least A4, A3 and B3 are all in the same region. Since A3 must be in a smaller region than the A2 region, this region must either be size 3 or 4. The region containing B4, therefore, must be of either size 2 or 3. B4 and C4 must be in the same region, as must D4. Thus, this region has size 3, the region containing A4 must be of size 4, and the region containing A2 must be size 5. In order to have a size of 5, the remaining squares in that region must be A1-D1. The remaining two uncompleted regions must now have a size of 4. If the upper left region takes C3 as its last square, then we will have two L shapes, which violates the rule that no two regions can be the same. Thus, the two remaining regions will consist of A4-A3-B3-B2, and the square of C3-D3-C2-D2. This genre was invented by Anurag Sahay from India and first appeared on the World Puzzle Championship in 2008.
Jaundice is the yellowish discolouration of the skin, most obviously seen in the whites of the eye, caused by elevated bilirubin levels in the blood. Bilirubin in the blood is normally removed by the liver and it leaves the body through urine and stool. About 50 to 80 percent of newborn babies develop jaundice in the first week of life, as their liver takes a few days to mature before bilirubin can be removed efficiently. Most babies have mild jaundice, it resolves spontaneously without causing major problems. However, jaundice in babies should be taken seriously, as very high levels of bilirubin can cause brain damage leading to long term problems. All babies with jaundice should be monitored by a doctor or nurse. Jaundice occurs in newborn babies as there are more bilirubin in the blood than they can get rid of. The commonest cause of jaundice in newborn babies is physiological jaundice (there is no underlying disease). This is the result of increase bilirubin from breaking down of blood cells, in combination with immature liver to remove the bilirubin. This cause of jaundice normally appears within 2 to 4 days of birth, tends to disappear within 1 to 2 weeks in a full term healthy baby. Breastfed babies are more likely to get jaundice than formula fed babies, but this occurs mainly in babies who are not nursing well. Breastmilk jaundice can occur within 4 to 7 days of life in 1 in 10 breastfed babies, persisting longer than physiological jaundice. This should be distinguished from breastfeeding jaundice, which tends to occur in first 3 days of life as a result of dehydration from inadequate intake of breastmilk. Other possible causes are haemolysis (excess breakdown of red blood cells due to blood type incompatibility, G6PD deficiency), infection, bruising and metabolic or endocrine disorders (e.g. congenital hypothyroidism). Biliary atresia and congenital hyperbilirubinaemia syndromes (e.g Gilbert’s Syndrome, Crigler Najjaar Syndrome) are rarer causes of jaundice in babies. Jaundice is evident by the yellow pigmentation seen on the baby’s skin, whites of the eye and the inner mouth. In darker skin babies, the yellow pigmentation on the skin may be difficult to see, except by looking at your baby’s eyes or inner mouth. Lethargy, increasing sleepiness, difficult to arouse for feeding, a very high-pitched cry, poor suck, abnormal muscle tone or movements, fever, hearing loss, visual impairment can indicate dangerously high bilirubin level in the baby’s blood. If not treated promptly can lead to permanent brain damage and even death. Pale stool and dark urine in jaundice babies may need further evaluation from your baby’s doctor as it can be due to more serious causes of jaundice. Your baby’s doctor will make a diagnosis and determine the cause of jaundice by first asking you about your baby and the mother’s health; and performing a physical examination of your baby. If your baby has mild to moderate jaundice typically presenting on the second or third day of life, without any symptoms or signs suggestive of serious diseases; usually a blood test to determine the bilirubin levels is adequate. The blood test for bilirubin may need to be repeated, the repeat frequency will depend on the bilirubin levels, its trend and physical examination by your baby’s doctor. More tests might be required if your baby’s doctor thinks that there could be a health problem leading to high bilirubin in the blood. High bilirubin levels that exceed the normal range for your baby will be treated with phototherapy (light therapy). This involves exposing your baby’s skin under a blue light to break down bilirubin. This can be done in the hospital or at home. If your baby’s bilirubin reaches a critically high level, a procedure called exchange transfusion may be required. This involves taking out the blood slowly, replacing it with fresh blood without jaundice. It is important to encourage adequate feeding and hydration of your jaundice baby, as this promotes elimination of the yellow pigments from the urine and stools. You will know if your baby has enough breastmilk or formula if he or she has at least 6 wet diapers a day, and the change of stool colour from dark green to yellow. You are recommended to continue and increase the frequency of breastfeeding, at least 8 to 12 feedings in the 24 hour period. If formula feeding, at least 6 to 10 feedings in 24 hours. Breastfed babies who are dehydrated, continuing to lose weight excessively should have milk supplement with either more expressed breastmilk or formula. It is not recommended to put your baby under direct sunlight as there is a risk of overheating and further dehydration, as sunlight is not effective in reducing jaundince. If your baby’s jaundice is caused by an underlying health problem like an infection, it needs to be treated. Occasionally, early surgery may be indicated if the baby’s jaundice is due to more serious problems like biliary atresia. Dr Yong Lok Sze is a General Practitioner of Lifescan Medical (formerly known as SMG Medical), a subsidiary of Singapore Medical Group (SMG). Her proactive approach to acquire updated advances in medicine and upgrading her skills as a physician has benefited her patients in many ways. Providing the best medical care to her patient is Dr Yong’s main consideration.
May also be called: Manic Depression; Manic-Depressive Disorder; Manic-Depressive Illness; Bipolar Mood Disorder; Bipolar Affective Disorder Bipolar disorder is a type of mood disturbance characterized by episodes of low-energy depression (symptoms include sadness, fatigue, and hopelessness) and high-energy mania (signs include increased energy, sleep loss, and reckless behavior). Bipolar disorder is a type of depressive disorder, a medical condition that affects the way a person's brain functions. Someone with bipolar disorder will go through episodes of mania and at other times experience episodes of depression. Doctors aren't sure exactly what causes bipolar disorder, but they believe it's linked to imbalances in certain brain chemicals called neurotransmitters. If the neurotransmitters aren't in balance, the brain's mood-regulating system won't work the way it should. Often, episodes of mania or depression last for weeks or months, but they can change rapidly, even during the course of a day. During manic episodes, a person with bipolar disorder may have increased energy and activity, an elevated mood, racing thoughts, difficulty concentrating, and less need for sleep. He or she may also exhibit poor judgment and engage in reckless or aggressive behavior. Periods of depression are marked by a loss of energy, prolonged sadness, feelings of guilt or worthlessness, sleeping and eating problems, and thoughts of death or suicide. Treatment for bipolar disorder typically involves the use of medications, such as mood stabilizers, along with counseling or psychotherapy. There's no cure for bipolar disorder, but most people who have it can be helped if a psychiatrist or psychologist diagnoses the disorder. Without treatment, bipolar disorder can get worse, but by following a treatment plan and making a few lifestyle changes — such as reducing stress, eating well, and getting enough sleep and exercise — people living with bipolar disorder can usually control their symptoms and lead normal lives. All A to Z dictionary entries are regularly reviewed by KidsHealth medical experts. \|Pocket Doc Mobile App\| \|Maps and Locations (Mobile)\| \|Programs & Services\| \|For Health Professionals\| \|For Patients & Families\| \|Find a Doctor\|
Classroom assessment is the process, usually conducted by teachers, of designing, collecting, interpreting, and applying information about student learning and attainment to make educational decisions. There are four interrelated steps to the classroom assessment process. The first step is to define the purposes for the information. During this period, the teacher considers how the information will be used and how the assessment fits in the students' educational program. The teacher must consider if the primary purpose of the assessment is diagnostic, formative, or sum-mative. Gathering information to detect student learning impediments, difficulties, or prerequisite skills are examples of diagnostic assessment. Information collected on a frequent basis to provide student feedback and guide either student learning or instruction are formative purposes for assessment, and collecting information to gauge student attainment at some point in time, such as at the end of the school year or grading period, is summative assessment. The next step in the assessment process is to measure student learning or attainment. Measurement involves using tests, surveys, observation, or interviews to produce either numeric or verbal descriptions of the degree to which a student has achieved academic goals. The third step is to evaluate the measurement data, which entails making judgments about the information. During this stage, the teacher interprets the measurement data to determine if students have certain strengths or limitations or whether the student has sufficiently attained the learning goals. In the last stage, the teacher applies the interpretations to fulfill the aims of assessment that were defined in first stage. The teacher uses the data to guide instruction, render grades, or help students with any particular learning deficiencies or barriers. Hundreds of books and articles on classroom assessment have been written, but most, if not all, ascribe to an assessment framework articulated in the 1930s and 1940s by Ralph Tyler (1949), who believed that assessment was an integral componentof curriculum and instruction planning. Tyler developed a multistep modelofcurricular and instructional design that began with consideration of what the educator expected the student to be able to know and do after teaching had occurred. He termed these end results of education, “instructional objectives,” which he stated should be crafted by considering both the mental skill, such as “applies” or “creates,” and the subject matter content the student will develop. Good planning, according to Tyler, involved developing a table that specifies the body of objectives students will develop during the course of a school year, semester, or lesson. After the instructional objectives are formulated, educational experiences can be developed that encompass the teaching materials and instructional opportunities that will be provided to students. Also during this planning stage, teachers must consider how they will determine if students have attained the instructional objectives. Indeed, good objectives are those that clearly define the type of activity the students will accomplish to indicate the degree to which the students have attained the objective. After students experience the learning opportunities provided by the teacher and after assessment has occurred, the teacher's task is to examine the assessment results and decide whether students have sufficiently reached the objectives. If they have not, the teacher can revise the educational experiences until attainment has occurred. Thus, Tyler's model of testing emphasized the formative role of classroom assessment. Tyler did not organize the mental skills that make up objectives in any meaningful way. Benjamin Bloom, who earlier was a graduate student of Tyler at the University of Chicago, orchestrated a committee during the 1950s to develop a Taxonomy of Educational Objectives (Bloom et al., 1956). The committee organized mental, or intellectual, skills in a hierarchical fashion from the most basic levels, knowledge, and comprehension, to the most advanced levels, applications, analysis, synthesis, and evaluation. The Taxonomy has been widely used to organize the types of objectives students of all ages are expected to attain in schools worldwide. Selected- and Constructed-response Formats. Teachers have an array of item formats upon which to measure student attainment of objectives (see Linn & Miller, 2005; Oosterhof, 2003). Assessment items can be classified into two categories: selected- and constructed-response formats. It is the student's duty in selected-response items to choose one or a few correct options among multiple alternatives. Examples of selected-response item formats include multiple-choice, ranking of options, interpretive exercises, matching, true-false, alternate-choice, embedded alternate-choice, sequential true-false, and checklists. In constructed-response items, students must supply an answer to a question prompt. Short answer and essay items are common constructed-response items. Essay items can require students to write either extended or restricted responses. Responses can be restricted by limiting the amount of space available to supply the answer, dictating the number of acceptable answers (“state three reasons …”), or by qualifying in the prompt the expected response length (“briefly describe …”). Restricted-response essays are useful for measuring student attainment of factual knowledge and basic comprehension. Extended-response essays are more appropriate if the goal is to measure students' skills at analyzing, synthesizing, constructing, or evaluating information because they offer students greater latitude in how to organize and present their thoughts. Performance assessments are another type of constructed-response item. With this format, students are expected to perform an activity or set of activities. They can be asked to perform a process, such as delivering a public speech, or produce a product, such as a science notebook or work of art. Many performance assessments, but not all, attempt to represent real-life contexts or applications and are therefore considered authentic assessments. Because students perform activities during these assessment tasks, performance assessments can be integrated well with regular instructional activities. Scoring. Constructed-response items must be scored by a judge, using either a norm- or criterion-referenced scoring procedure. In norm referencing, the teacher compares the quality of a student's response to a reference group, which might include the other students currently in the class or to prior students the teacher has taught. The teacher then assigns a score to the student's response based on how the response ranks or where it falls in the distribution of responses in the reference group. Criterion-reference scoring involves basing a student's score on the degree to which the student has demonstrated the attainment of specified knowledge or skills. Academic standards stipulate what students should know and be able to do, and performance standards specify the degree to which they have mastered the academic expectations. The criteria or expectations often are defined in a scoring rubric, which provide descriptions of responses on a scale. Teachers can use either holistic or analytic scoring rubrics to render criterion-referenced scores. An analytic rubric allows the teacher to score the constructed response on separate and multiple dimensions, such as organization, accuracy, and voice. For holistic scoring, the teacher produces one overall score. A holistic rubric could be based on multiple dimensions, but the teacher considers all of the dimensions simultaneously to yield the score. Analytic rubrics are more useful if the goal is to provide more extensive and deeper feedback to the student, because the student gets separate scoreson multiple dimensions. Holistic scoring takes less time, typically, because only one score per response is made. It works, however, only when there is a high relationship among the dimensions for the responses. For example, if students who are high on organization also tend to be high on accuracy and voice, then holistic scoring can work effectively. If the dimensions are not correlated well (e.g., responses can be high on voice but low on accuracy), analytic scoring is more suitable. Advantages and Limitations of Test Formats. There are advantages and limitations with each item format, and teachers should choose the format that best suits the purposes for assessment. If teachers have less time to score the assessments, selected-response questions are advantageous because they can be scored faster than constructed-response items. Selected-response items also are superior to constructed-response items if the goal is to measure basic levels of Bloom's Taxonomy, such as knowledge or comprehension. Students can respond more quickly to selected-response items, allowing the teacher to assess a broader range of objectives across a given timeframe. Selected-response items also are considered more objective than constructed-response questions because the latter items require teachers to score the responses, introducing rater error to the scores. Because reliability is increased by having more items with less error, selected-response items tend to yield more consistent scores relative to constructed-response items. But given that selected-response items present both correct and incorrect options to students, those items are more prone to guessing than constructed-response items. The probability that students can guess correctly depends on the number of distracters for each question, the test-taking skills of the student, and the quality of the distracters. Constructed-response items also take less time to create, so if teachers have little time to construct an exam, they should consider including more of those items on the test. Crafting reasonable and high-quality distracters and selected-response items that are not prone to guessing is an arduous and time-consuming process. Also, because students must supply an answer for constructed-response items, the format is more suited for measuring more advanced levels of Bloom's Taxonomy in a direct manner. For example, if students are to demonstrate their evaluation skills or show that they can apply their knowledge in a novel situation, teachers must rely on constructed-response questions. Students would only be able to demonstrate that they can identify a proper application or accurate evaluation with selected-response items. Constructed-response items test the recall of information and actual demonstration of advanced skills, whereas selected-response items focus on mental recognition and serve, at best, as indirect indicators of advanced intellectual skills. Report Card Grades. Teachers typically must assign grades indicating student performance based on assessment information. Often the types of grades to be assigned on report cards are determined by the district office. Many districts rely on letter grades, which require the teacher to report student performance in ordinal categories (e.g., A-E), while other districts use percentage grades (0–100), pass-fail marks, checklists, or narratives. It is not uncommon for report cardsto consist of multiple grading methods (Guskey & Bailey, 2000). A relatively new form of grading is standards-based reporting. With this method, teachers report student performance on state or district academic standards using performance levels such as “Falls Below Expectations”, “Approaches Expectations,” “Meets Expectations,” and “Exceeds Expectations.” Many districts have moved to this newer method to encourage teachers to focus on academic standards and toprovide students and parents with an alternative report onstudents' performance on the standards besides state achievement tests. Though districts often determine the grading method, teachers usually have considerable freedom in deciding on how they will transform student performance into grades. Teachers can employ either norm-referenced or criterion-referenced scoring procedures. Norm-referenced methods first require teachers to rank students from the highest to lowest performers. Curving is perhaps the most conventional normative method. After ranking students, teachers set thresholds between performance levels based on percentages that roughly follow the normal (i.e., bell-shaped) distribution. For example, the top 10 to 15 percent of students would be assigned A's, the next 20–30 percent of students would be assigned B's and so on. Teachers can modify curving by changing the proportions of students who receive various grades. Percentage scores can be administered based on norm referencing, that is, by assigning students percentage scores based on their percentile standing in the class distribution. Many teachers have moved away from norm-reference grading because it encourages competition for a limited number of desirable grades and because it provides limited information regarding what students actually have learned. Most grading in classrooms in the early 2000s is based on criterion-reference scoring. The point system probably is the most prevalent grading procedure used by teachers. This method involves assigning maximum possible points for each assignment or exam that comprises the final grade, allocating points for each of the assignments or exams for students based on their performance, and then tallying the total number of earned points for each student. If letter grades are used for reporting, teachers can assign A's to those students with 90 percent or greater of earned points, B's to students who earned between 80 and 90 percent of the points, and so on. Percentage grades also can be assigned by reporting the percent of total earned points per student. Other criterion-referenced methods can be used by teachers to produce standards-based grades (Ainsworth & Viegut, 2006). Teacher classroom assessment commonly is compared to external achievement tests to articulate its strengths and weaknesses. Such comparisons, however, are misguided because the two types of assessment serve quite different purposes. Being standardized assessments, external achievement tests serve to compare the achievement levels of students across many schools, districts, states, or countries at discrete points in time (usually fall and spring) on broad knowledge and skills. Although these tests can serve a formative role, they typically are used for summative purposes. Classroom assessments usually are developed to reflect if students developed the knowledge and skills taught in a given classroom and, thus, are more focused on the specific curriculum and instruction delivered by the teacher. Assessment in the classroom also is an ongoing and continuous process, so its strength is the provision of formative information about student learning and teacher instruction. Items on external achievement tests are subjected to extensive development and review processes. Items are carefully examined for content accuracy and lack of bias and other test flaws. Often external test items are field tested and statistically analyzed before they can be used operationally on test forms. Developers of external tests also expend considerable effort to systematize the scoring of constructed response items. Often they employ multiple judges who have received extensive training to calibrate their stringency levels and increase their reliability. Teachers commonly develop their own items or use items provided in teachers' manuals that accompany textbooks. Items found on most classroom assessments, thus, have not been constructed with the same level of quality control compared to external tests. Further, teachers usually score constructed responses by themselves without applying preliminary procedures to reduce scorer error. Not only are external achievement tests developed with more deliberation, they typically contain more items than classroom final exams, quizzes, or graded assignments. For these reasons, scores from classroom assessments tend to be much less reliable than scores from external tests. Besides yielding less reliable scores relative to external tests, scores across teachers often are not comparable. Teachers in the same school and teaching the same grade can administer tests that differ considerably in terms of item difficulty, cognitive demand, and scoring methods. Thus, students with the same levels of achievement can earn different grades in different classrooms. This situation would be unlikely if the students took the same standardized achievement test. Indeed, the lack of comparability across high school grades led to the development of standardized college admissions tests. There are advantages, however, of assessments that are unique to classroom curriculum, instruction, and teacher expectations. Because most teacher tests are tailored to what students learned in the classroom, they usually provide teachers with richer information about student learning within the context of students' classroom experiences. This more targeted information can be used more effectively by the teacher to modify instruction to actual student needs. Teacher tests, therefore, likely produce more valid scores of the degree to which students attained the instructional objectives generated by the teacher. Frequency of Testing. Though external tests contain more items than classroom assessments, the teacher has the opportunity to administer more items representing a far greater array of item formats during the school year. External tests typically are administered once or twice at most in a given year, and they usually contain one to three item formats. If teachers assess frequently and use an array of formats, they can collect a body of student information that has four major advantages. First, frequent assessment allows the teacher to track student growth and to detect areas in need of more or different instruction. Second, assessing often yields learning information that teachers can use to give constructive feedback to students. Timely feedback focused on what students have mastered and where they need to improve has been linked to greater learning gains (Black & William, 1998). Third, if teachers base final grades on frequent small assessments containing items representing various formats, the final grades likely would be as or more reliable than external achievement tests, given teachers' opportunity to gather more information regarding student attainment than a single test administration. Finally, besides increasing reliability, this assessment approach yields more valid scores. As Campbell and Fiske (1959) noted, validity is delimited by relying on a sole item format or test method because scores are influenced to some degree by those factors. By using various methods, including different item formats and paper-pencil as well as oral testing and observation, teachers can generate information about each student's learning that transcends the method type. Ultimately, it is the prerogative of the teacher to maximize the strengths and limit the weaknesses of classroom assessments. Teachers must make a concerted effort to integrate testing into their teaching plans and practices. Research indicates that teachers who prioritize assessment and use test results to improve their instruction tend to be more effective instructors (Black & William, 1998). Unfortunately teachers vary greatly in the degree to which they value assessment. Some teachers are opposed to testing, while others assess in a haphazard manner. Still others use the same, favorite item format for all assessments, consequently limiting the validity of students' scores. By contrast, those teachers who systematize assessment and rely on it to guide their practice likely produce the highest quality of information available on student learning. Ainsworth, L., & Viegut, D. (2006). Common formative assessments: How to connect standards-based instruction and assessment. Thousand Oaks, CA: Corwin Press. Black, P., & William, D. (1998). Assessment and classroom learning. Assessment in education: Principles, policy, and practice, 5(1), 1–34. Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives, Book 1: Cognitive domain. New York: Longman. Campbell, D., & Fiske, D. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 56, 81–105. Guskey, T. R., & Bailey, J. M. (2000). Developing grading and reporting systems for student learning. Thousand Oaks, CA: Corwin Press. Linn, R. L., & Miller, M. D. (2005). Measurement and assessment in teaching. (9th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. Oosterhof, A. (2003). Developing and using classroom assessments. Upper Saddle River, NJ: Merrill/Prentice Hall. Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.
Researchers at the CNIO discover a gene that is essential for the DNA-replication process Millions of cells in our body are constantly dividing to repair tissue damage and ensure our continuity. This is one of the most complex processes that cells go through and, in order for it to be successful, they must, among other things, produce a copy of their genetic material (DNA). Researchers from the Spanish National Cancer Research Centre (CNIO) have discovered the critical role of the POLD3 protein in this DNA-replication process; without POLD3 cells do not divide, they die, and even the embryonic development process and the birth of a new organism may be curtailed. The study, published today in the printed version of the journal Molecular Cell, overthrows the hypothesis circulating in recent years that POLD3 might be important for tumour cells but not for healthy ones. This data had awakened the interest of scientists around the world given that, on the basis of this hypothesis, a drug blocking POLD3 would be capable of eradicating the tumour with few or no side-effects for patients. Until today, experiments had only been conducted in vitro in the laboratory, without directly studying the effects of the protein on a live organism. However, through genetic engineering, the authors of this study produced mice with the POLD3 gene completely eliminated, revealing the key role of this protein during cell replication. Based on this study, it will be necessary to reassess the state of the field. "Our results reveal that POLD3 is essential for the stability of the complex responsible for the replication of genetic material. Therefore, without POLD3, cells lose the ability to copy their genome and they die; not only tumour cells, but healthy ones as well", according to the authors. A REDUCTION IN POLD3 IS HAZARDOUS TO LIFE When the genome is duplicated, or replicated, a retinue of several dozen proteins is involved: some open the double helix, while others copy or repair it, ensuring that the genetic information contained in the parent cell is transferred as accurately as possible to the daughter cells, with no abnormalities that could jeopardize the viability of the living being. Replication is controlled by redundant mechanisms; for example, the loss of one of the two copies of the genes that generate these proteins and, therefore, the reduction of the proteins by half, is frequently counterbalanced by the remaining copy or by other proteins that are part of the same replication complex. In light of the work of Óscar Fernández-Capetillo, head of the Genomic Instability Group at the Centre and responsible for leading the research, this is not the case with POLD3: the loss of a single copy of the gene is enough to reduce the ability of cells to divide during embryonic development in mice, resulting in some of the heterozygous mice (lacking one of the two copies of the gene) failing to be born or dying during the first month of life. In addition, the complete elimination of the protein in adult animals causes their death after only a few days. "This tells us that POLD3 is an absolutely essential protein for the replication of the genome", affirms Matilde Murga, first author of the study and staff scientist in Fernández-Capetillo´s team. "Its function in DNA replication is so crucial that it is the first protein identified as haploinsufficient in this process. In other words, the reduction of its levels by half is sufficient to significantly affect the duplication of the genome." POLD3 was identified as part of the DNA polymerase complex, which is responsible for making a copy of the DNA molecule. However, two years ago a study suggested that its role was not essential for copying genetic material, but rather for certain types of DNA repair (Break Induced Replication, BIR), which is extremely important for the survival of cancer cells. While this study does not rule out that POLD3 may be involved in DNA repair, it does show that, in addition to this function, it plays another critical role in cellular division. "If we want to take another look at the potential of POLD3 as an anti-tumour target, we will have to identify the means to inhibit its function in DNA repair without affecting replication," says Oscar Fernández-Capetillo.
A form is a way of collecting information via a web page and doing something with it. Some examples include: - Allowing users to send an email directly from a page - Providing directions to your location from a location entered by a user - Providing a Google search of your site - Collecting survey data from your user HTML forms can contain text entry fields, select boxes, checkboxs or radio boxes. - ~select - Create a drop-down list. Create a layer group ending with ~select, all text items in this group will be part of the pulldown, regardless if they invisible or not. - ~button - A submit button is used to send form data to a server. - ~radio - Radio buttons let a user select ONLY ONE of a limited number of choices. - ~checkbox - Checkboxes let a user select ZERO or MORE options of a limited number of choices. - ~textarea - A multi-line input field that a user can enter text into. - ~input - A one-line input field that a user can enter text into. Create a layer group ending with ~input, the text layer in this group will be used within the input box as a placeholder. All input types must be a layer group that ends with ~form. Anything prior to the ~form will be added to the form tag action. This is where you specify the server location that will process the request.
Grammar on the GMAT Understanding parts of speech to master Sentence Correction Whether English is your first language or not, grammar on the GMAT can be a challenge. To master Sentence Correction on the GMAT, it’s important to review basic grammar concepts. Here we will review three important parts of speech you need to know for the GMAT: verbs, nouns, and pronouns. No sentence is complete without a verb. The three most common forms of verbs are: - Action verbs, which tell you what the subject of the sentence is doing. Examples include cook, write, teach and play. - Verbs that act as equal signs. In other words, consider the following example: John is a graduate student. The verb is describes John's being as a graduate student. - Linking verbs that describe the condition of a subject. For example: John feels that his performance on the GMAT was outstanding. On your first day of school, you learned that a noun is simply a person, place or a thing. However, you should also know that nouns function in multiple ways. Of course, the subject of a sentence tells you who or what is the focal point. On the other hand, a direct subject is who or what receives the action of an action verb. Additionally, here are a few other forms nouns can take: - Proper nouns indicate specific entities. Examples include New Jersey, America and The Economist. - Common nouns are more general in describing entities. Think of words like laptop, animal, state and magazine. - Abstract nouns describe ideas or concepts, such as freedom or justice. While nouns are fairly easy to grasp, pronouns can be a little trickier. Typically these are substitutes for a noun or a noun phrase. Some of the most common forms of pronouns are: - Personal pronouns, which include words like I and me (first person), you (second person) and he, him, she or her (third person). - Reflexive pronouns, which indicate that an entity has taken action on itself. For example: Susie drove herself to the store. Typically, these all end in “self.” - Possessive pronouns, which include words like mine, yours, hers and ours. You will have plenty more to dive into before you truly master your parts of speech. Although the concepts we reviewed here are basic ones, they are a great starting point to help even the most seasoned readers refresh their memories.
Paintings have been getting more colourful and more complex in terms of brightness and contrast since the Medieval period, a study in Scientific Reports demonstrates. Digital analysis of nearly 9,000 paintings spanning 10 historical periods (over 800 years) depicts changes in artists’ pallets and identifies signatures that correspond with the development of new painting techniques. Using digital imaging techniques, Hawoong Jeong and colleagues investigate the use of individual colours, the variety of colours, and the variation in brightness of 8,798 western paintings dating from the 11th century to the mid-19th century. The paintings are classified into 10 historical periods: Medieval, Early Renaissance, Northern Renaissance, High Renaissance, Mannerism, Baroque, Rococo, Neoclassicism, Romanticism, and Realism. The analyses quantify the colour palette expansion in the European painting art history after the Medieval period, which was caused by the introduction of oil paints and new kinds of color pigments. Increasing brightness contrast picked up by the analyses reflect the development of painting techniques during the Renaissance, such as sfumato (expressing gradual fade-out between object and background, used by Leonardo da Vinci, 1452-1519) and chiaroscuro (strong contrasts between light and dark, used by Rembrandt van Rijin, 1606-1669). The authors propose that their use of scientific techniques to analyse paintings provides a bridge between the worlds of art and science.
Super Simple Learning and Baby TV offer free videos of the alphabet song. Each site is geared toward young children with an emphasis on showing the letters while singing. Story Bots also offers a collection of videos for learning each letter.Continue Reading The alphabet song involves singing the letters of the alphabet to the tune of one of Mozart's piano variations of "Ah, vous dirai-je, maman." The tune is also used for "Twinkle, Twinkle, Little Star" and "Baa, Baa, Black Sheep." The song is primarily used to teach kindergarten children the alphabet. American and British versions of the song vary slightly in their repetition of letters. There are also differences in pronunciation, notably the letter "z." Americans pronounce this letter as "zee," while Britons, Australians and Canadians pronounce it as "zed." This has little effect on the song itself, however, as each pronunciation is only one syllable. Users should qualify their Internet searches with the term "American" to ensure the songs use American pronunciation. YouTube also offers a wide variety of alphabet songs, which users can find by entering "alphabet song" or "ABC song" into the search bar. Adding terms such as "Baby Einstein" or "animation" to the search can also narrow the selection.Learn more about Art & Literature
\|Scientific name :\|\|Hynerpeton bassetti\| \|Name meaning :\|\|Creeping Animal from Hyner\| \|Time period :\|\|Late Devonian\| \|Primary diet :\|\|Carnivore\| \|In the programmes\| \|Fatalities caused :\|\|One Scorpion\| \|Appearances :\|\|Walking with Monsters (Water Dwellers)\| \|In the books\| Hynerpeton was a 2-meter long prehistoric amphibian and one of the first vertebrate animals that could live and move on land for an extended amount of time. Despite the dangers of the water, Hynerpeton needed to make sure they were wet or their skin would dry out quickly and they would die. Despite the part in the show that Hynerpeton was evolved from jawless fish like Cephalaspis. In fact, like most tetrapods, it evolved from the lobe-finned fishes, which were jawed fishes. they could adapt to a home at the water’s edge. But still, life for these animals was far from easy. These creatures had evolved complex lungs to exploit the oxygen. Their lungs were like a human’s and they breathed as humans do, forcing air in and out so that their blood could absorb more oxygen. Although they could breathe on land, they were still water-bound. Their skin was much thinner than a human's so they had to keep it wet. But when the sun set, Hynerpeton could spend more time on land. The females of this species were choosy and would only go for males who could defend their territory. But when night arrived for these animals, so did competition. To avoid injury, the males demonstrated their strength in a cute push-up contest. When it came to mating, their eggs were soft and their young had gills, not lungs, so they had to be laid in water.
26 relations: Baire space (set theory), Base (topology), Cantor cube, Cantor space, Clopen set, Countable set, Cover (topology), Descriptive set theory, Dimension, Discrete space, Hausdorff space, Inductive dimension, Lebesgue covering dimension, Locally compact space, Mathematics, Metrization theorem, Open set, PlanetMath, Point (geometry), Polish space, Power set, Ryszard Engelking, Separable space, Subspace topology, Topological space, Totally disconnected space. In set theory, the Baire space is the set of all infinite sequences of natural numbers with a certain topology. In mathematics, a base (or basis) B for a topological space X with topology T is a collection of open sets in T such that every open set in T can be written as a union of elements of B.We are using a convention that the union of empty collection of sets is the empty set. In mathematics, a Cantor cube is a topological group of the form A for some index set A. Its algebraic and topological structures are the group direct product and product topology over the cyclic group of order 2 (which is itself given the discrete topology). In mathematics, a Cantor space, named for Georg Cantor, is a topological abstraction of the classical Cantor set: a topological space is a Cantor space if it is homeomorphic to the Cantor set. In topology, a clopen set (a portmanteau of closed-open set) in a topological space is a set which is both open and closed. In mathematics, a countable set is a set with the same cardinality (number of elements) as some subset of the set of natural numbers. In mathematics, a cover of a set X is a collection of sets whose union contains X as a subset. In mathematical logic, descriptive set theory is the study of certain classes of "well-behaved" subsets of the real line and other Polish spaces. In physics and mathematics, the dimension of a mathematical space (or object) is informally defined as the minimum number of coordinates needed to specify any point within it. New!!: Zero-dimensional space and Dimension · In topology, a discrete space is a particularly simple example of a topological space or similar structure, one in which the points form a discontinuous sequence, meaning they are isolated from each other in a certain sense. In topology and related branches of mathematics, a Hausdorff space, separated space or T2 space is a topological space in which distinct points have disjoint neighbourhoods. In the mathematical field of topology, the inductive dimension of a topological space X is either of two values, the small inductive dimension ind(X) or the large inductive dimension Ind(X). In mathematics, the Lebesgue covering dimension or topological dimension of a topological space is one of several different ways of defining the dimension of the space in a topologically invariant way. In topology and related branches of mathematics, a topological space is called locally compact if, roughly speaking, each small portion of the space looks like a small portion of a compact space. Mathematics (from Greek μάθημα máthēma, “knowledge, study, learning”) is the study of topics such as quantity (numbers), structure, space, and change. In topology and related areas of mathematics, a metrizable space is a topological space that is homeomorphic to a metric space. In topology, an open set is an abstract concept generalizing the idea of an open interval in the real line. New!!: Zero-dimensional space and Open set · PlanetMath is a free, collaborative, online mathematics encyclopedia. In modern mathematics, a point refers usually to an element of some set called a space. In the mathematical discipline of general topology, a Polish space is a separable completely metrizable topological space; that is, a space homeomorphic to a complete metric space that has a countable dense subset. In mathematics, the power set (or powerset) of any set, written, ℘(),, or 2''S'', is the set of all subsets of, including the empty set and itself. New!!: Zero-dimensional space and Power set · Ryszard Engelking (born 1935 in Sosnowiec) is a Polish mathematician. In mathematics a topological space is called separable if it contains a countable, dense subset; that is, there exists a sequence \_^ of elements of the space such that every nonempty open subset of the space contains at least one element of the sequence. In topology and related areas of mathematics, a subspace of a topological space X is a subset S of X which is equipped with a topology induced from that of X called the subspace topology (or the relative topology, or the induced topology, or the trace topology). In topology and related branches of mathematics, a topological space may be defined as a set of points, along with a set of neighbourhoods for each point, that satisfy a set of axioms relating points and neighbourhoods. In topology and related branches of mathematics, a totally disconnected space is a topological space that is maximally disconnected, in the sense that it has no non-trivial connected subsets.
Antarctic whales and the krill they eat The Western Antarctic sector of the Southern Ocean is the regular feeding ground of a large number of fin and humpback whales of the Southern Hemisphere. Around 5,000 fin whales likely migrate to its ice-free waters during summer, along with at least 3,000 humpback whales. These estimates follow a ship-based helicopter survey of whales in Antarctic waters. A net trawl survey for krill* was also conducted to see if the distribution of these whales and specific krill species are connected. The study was led by Helena Herr of the University of Veterinary Medicine Hannover in Germany, and is published in a special issue on "Antarctic Peninsula Shelf Biology" in Springer's journal Polar Biology. Herr's team produced distribution maps that predict the densities in which humpback (Megaptera novaeangliae) and fin whales (Balaenoptera physalus) likely occur in the Bransfield Strait and Drake Passage. It was found that the two whale species do not share the same habitat or feeding grounds around the West Antarctic Peninsula. An estimated 3,024 humpback whales frequented the coastal parts of the Bransfield Strait in summer 2013, while at least 4,898 endangered fin whales were found along the shelf edge in the Drake Passage. The krill survey shows that Euphausia superba is the most widely distributed and abundant source of food available to whales in the area. The krill type Euphausia crystallorophias occurs sporadically in smaller numbers near the coast, and Thysanoessa macrura generally beyond the shelf edge. The relationship between whales and the krill they feed on is not a simple one. At the time of the survey, fin whales fed in an area dominated by Thysanoessa macrura. They are also known to feed on Euphausia superba. Fin whales therefore seem to opportunistically feed on whatever prey aggregates around the shelf edge. There isn't a clear relationship between humpback whales and the presence of a particular krill species either. The whales seemed to be located in all areas of the Bransfield Strait regardless of how much krill was available. Humpback whales did however tend to occur in sectors with at least a medium concentration of Euphausia superba. Humpback whales seem to have adopted migration patterns and foraging strategies that lead them to areas likely to provide, on average, sufficient amounts of prey. "In the light of increasing effort by the commercial krill fishery and climate change-related effects on krill biomass, dedicated surveys that target both krill and their main predators, such as baleen whales, need to be undertaken concurrently. This is to monitor and ensure that habitats in the Southern Ocean will continue to support a humpback whale population that has just touched pre-exploitation numbers," says Herr. Efforts should also be strengthened to investigate the ecology and feeding strategies of endangered Southern Hemisphere fin whales, since little is known about their connection to and dependency on local prey stocks. * Krill are small crustaceans that feed on plankton. They are the main prey of baleen whales, which lack teeth, but have baleen to filter krill out of seawater. Reference: Herr, H. et al. (2016). Horizontal niche partitioning of humpback and fin whales around the West Antarctic Peninsula: evidence from a concurrent whale and krill survey, Polar Biology, DOI 10.1007/s00300-016-1927-9
The Electorate of Brunswick-Lüneburg (colloquially known as the Electorate of Hanover) was a principality within the Holy Roman Empire. In the mid eighteenth century, the region was ruled by the Prince Elector, Georg II. A series of religious wars and a strange quirk of fate had made the house of Brunswick-Lüneburg the heirs to the British throne. Prince Elector Georg II was therefore better known to his English subjects and to history as King George II. In 1755, George II ordered his Hanoverian Guards Regiment to England. The Hanover Military band went with the Guards. One of the oboists of the band was named Friedrich Wilhelm Herschel. Friedrich was something of a musical prodigy: he also played the violin, the cello, the harpsichord and the organ. When the guards came to England, he liked the country and he left the band to move there permanently. He accepted the position as first violin and soloist for the Newcastle orchestra and later became the organist of the Octagon Chapel in Bath (a chapel attached to a very fashionable spa). Throughout his career Frederick William Herschel (for he had anglicized his name) composed a great many musical works including 24 symphonies, numerous concertos, and a large canon of church music. Frederick’s music is forgotten today, but later in his life he found his true calling. As his musical career progressed, he became more and more deeply fascinated by lenses and mathematics. At the age of 35, he met the Reverend Dr. Nevil Maskelyne who was Astronomer Royal and Director of the Royal Observatory in Greenwich. Herschel began making mirror telescopes for Maskelyne, personally grinding the lenses and mirrors for up to 16 hours a day. He also looked at the universe through the telescopes he had made and reported his discoveries. What he found made him one of the preeminent scientists in history (he also became extremely wealthy and was granted a knighthood). Herschel is most famous for discovering Uranus, the first planet to be found since the depths of antiquity. His other discoveries and ideas are perhaps even more remarkable. He was first to find out that the solar system is moving through space. He coined the word “asteroid” as a name for such objects. By observing Mars he determined its axial tilt and found that the Martian ice caps fluctuate in size. His attempts to determine if there was a link between solar activity and the terrestrial climate were unsuccessful (because of a lack of data), but formed the basis for successful work concerning both climatology and stellar physics. Astonishingly, Herschel discovered infrared radiation, the first non-visible electromagnetic radiation to be known. He accomplished this by passing sunlight through a prism and holding a thermometer just beyond the red end of the visible spectrum. He found two new moons of Saturn and two moons of Uranus. He correctly concluded that the Milky Way is a disk. He debunked the notion that double stars were optical doubles and showed that they are truly binary stars (thus demonstrating that Newton’s laws extend beyond the solar system). In honor of his amazing career, numerous objects, devices, institutes and features around the solar system and beyond are named after Herschel (including the giant crater on Saturn’s moon Mimas). Few people have contributed so greatly to science or changed the conception of everything as much as this gifted Saxon oboist!
Worksheet for upper-intermediate and above students. Good for topic-based lessons on ghosts and the supernatural. Good for getting the student motivated. Start of by playing the song all the way through and elicit the gist of the whole song from students. Then hand out the worksheet and go through each task one by one. Try and motivate the students to sing, but this can be tricky depending on their age. Expansion activities: Ask students to write a brief bio of Michael Jackson (this may require students to undertake their own research) Make a comprehension worksheet, write a story about Michael Jackson, and set a list of questions. Ask students to change the words of particular verses, and show the rest of the class. Play the Video of the song, without the music, and ask students to write a story about it or 'what happened next?' activity.
By Megan Scudellari, Jet Propulsion Laboratory Clouds are currently the greatest source of uncertainty in climate change predictions — but not for long. By modeling the complexity of clouds at small scales, researchers at NASA’s Jet Propulsion Laboratory are working to improve climate prediction models in a big way. By the end of this century, the Earth’s surface will warm between 2 and 4 degrees Celsius (roughly 3 to 7 degrees Fahrenheit), according to the Intergovernmental Panel on Climate Change (IPCC). That may not sound like much, but even a single degree fluctuation in Earth’s temperature could have unpredictable consequences on weather patterns, sea levels, animal habitats and more. So atmospheric scientists are working around the clock to narrow the range reported by the IPCC in the hopes of better forecasting the future. And the best way to do that, it turns out, is in the clouds."By understanding more about the physics of individual clouds, we can help refine weather and climate models." Clouds are the single largest source of uncertainty in predictions of climate change, the IPCC declared in 2007. While some climate models — mathematical representations of the physical forces that shape climate — depict an increase in cloud cover by the year 2100, others show a decrease because of the difficulty of accurately representing clouds. “We just don’t know what will happen to the clouds,” says Joao Teixeira, Deputy Director of the NASA Jet Propulsion Laboratory’s Center for Climate Sciences. Today, Teixeira and colleagues at the Jet Propulsion Laboratory (JPL) are on the hunt to find out. Recently, JPL researchers demonstrated the ability to improve large climate change model predictions by simulating the formation of clouds on small scales, at higher resolution than ever before. This effort, to emphasize the trees in order to better see the forest, could help us better understand the future of the planet on which we live. “Smaller scale models are very much a path toward improving our large scale models,” says Chris Bretherton, a professor of atmospheric science and applied mathematics at the University of Washington, who was not involved in the research. “In 20 years, we may be getting close to simulating individual clouds in a global model.” Clouds in a box Clouds cover about 70 percent of the Earth's surface and have an enormous effect on climate: Some clouds, especially low-lying hazy or puffy clouds, reflect sunshine and cool the planet; others, such as high, wispy clouds, trap heat emanating from Earth’s surface and warm the planet. Clouds currently have an overall cooling effect on the planet, but as the Earth heats due to global warming, the type and position of clouds could change. So to predict climate change over the next 10 to 100 years, scientists need to be able to accurately predict what will happen to clouds. But despite simple ingredients — tiny droplets of water or ice crystals — clouds are extraordinarily complex entities governed by competing physical forces, and it takes a significant amount of computing power to calculate how they form and change. “Computers are getting better and better, but still their power is limited,” says Teixeira. In fact, though scientists know the equations needed to model the physical processes that determine the formation and evolution of clouds, today’s computers can’t handle the complex calculations that are required to simulate each and every cloud that forms across the globe. Instead, atmospheric scientists resort to dividing the planet into large boxes, or “grid cells,” ranging from 100 to 300 kilometers (60 to 190 miles) on each side. In each of these boxes, a computer algorithm calculates a coarse estimate of cloud formation and movement. This way the calculation becomes computationally feasible, but at the expense of fine detail. Since clouds are formed by small-scale atmospheric motions, Bretherton says, the interaction and combination of the different atmospheric motions – small and large – is difficult to be accurately represented in the large grid boxes. Because of this, clouds are not realistically simulated in current weather and climate models. But Georgios Matheou, a research scientist with the Climate Physics Group at JPL, has recently made improvements in how clouds are represented in climate models by starting small and thinking big. “By understanding more about the physics of individual clouds, we can help refine weather and climate models,” says Matheou. Together with Daniel Chung, a former JPL postdoctoral fellow and now a lecturer in mechanical engineering at the University of Melbourne in Australia, Matheou divided climate model grid cells of 100-kilometers by 100-kilometers into 10-meter by 10-meter cloud boxes and again into 1-millimeter by 1-millimeter turbulence boxes, like opening a Russian doll to pull out smaller and smaller dolls from inside. In their tiny boxes, Matheou and Chung analyzed turbulence, the chaotic motion that occurs as warm air from Earth’s surface rises and mixes with the air above, forming clouds and storms. The duo developed computer simulations of turbulence on these small scales under various degrees of stratification — in which lighter air sits atop heavier air — and shear — when the upper layer moves faster than the lower one. While shear destabilizes layers of air, stratification stabilizes them, so “it’s like a competition between the two,” says Matheou. “And we’ve tried to figure out the dynamics of this competition.” Using one of the world’s fastest supercomputers, Pleiades at the NASA Ames Research Center in Silicon Valley, California, Matheou and Chung recorded how different levels of shear and stratification affect the amount of turbulence in a small space. They presented their results at the 64th Annual Meeting of the American Physical Society’s Division of Fluid Dynamics in Baltimore, Maryland, in November 2011, and subsequently published them in April 2012 in the Journal of Fluid Mechanics. The images produced (Figure 3) were awarded the Division of Fluid Dynamic’s 2011 Milton Van Dyke Award for artistic value, scientific content and originality. The turbulence simulations are now being used to develop more accurate statistical representations of clouds under different atmospheric conditions in larger grid boxes. “Now we have the tools to predict the amount of turbulence without having to do the simulation,” says Matheou. Their findings will improve large-scale climate models, he says. Scientists will continue to advance our ability to represent clouds and more accurately predict global climate change, says Teixeira. “It’s not an easy problem,” he adds, pausing. “But I’m optimistic. There are a lot of great people working on this, and good things will happen.”
While high winds are commonly associated with severe thunderstorms, hurricanes and nor'easters, they may also occur as a result of differences in air pressures, such as when a cold front passes across the area. High winds can cause downed trees and power lines, flying debris and building collapses, which may lead to power outages, transportation disruptions, damage to buildings and vehicles, and serious injury. To learn more about past weather events, visit the National Climatic Data Center's storm events database.National Weather Service Terms - WIND ADVISORY: Sustained winds of at least 30 mph for one hour or more, gusts from 45 to 57 mph. - HIGH WIND WARNING: Sustained winds at least 40 mph for one hour or more, or gusts to 58 mph or more. Warnings are issued when existing or imminent high winds cover part or all of the forecast area and pose a threat to life and property. - BEAUFORT WIND SCALE: Simplified scale developed to aid in the estimation of wind speed and typical effects: - 25 - 31 mph (Strong Breeze): Large branches in motion; whistling in telephone wires; umbrellas used with difficulty - 32 - 38 mph (Near Gale): Whole trees in motion; resistance felt while walking against the wind - 39 - 46 mph (Gale): Twigs break off of trees; wind impedes walking - 47 - 54 mph (Strong Gale): Slight structural damage to chimneys and slate roofs - 55 - 63 mph (Storm): Seldom felt inland; trees uprooted; considerable structural damage - 64 - 72 mph (Violent Storm): Very rarely experienced; widespread structural damage; roofing peels off buildings; windows broken; mobile homes overturned - 73 + mph (Hurricane): Widespread structural damage; roofs torn off homes; weak buildings and mobile homes destroyed; large trees uprooted
Reflected sounds that are not absorbed will cause as increase in overall sound levels in a space. When the space is acoustically treated the sound build up is eliminated or reduced. The sound level differences between the untreated space and the acoustically treated space is described as the Noise Reduction (NR). Sound measured on one side of a wall and then on the opposite side will reflect the sound transmission blocking characteristics of the wall. The difference between the two measurements is described as the Noise Reduction characteristics of the wall. Treating a noisy reverberant space with acoustical materials can reduce the reflected sound build up that occurs due to the reflective hard surfaces. In a “before treatment” and “after treatment” comparison the decibel level can be calculated. This diagram can be used to compare how the sound reduction will be perceived. Example: An existing room with 500 sabines of absorption prior to acoustical treatment that adds an additional 1500 sabins will have a absorption ratio of The treated room will be perceived to be about 37% quieter than the untreated room.
On this solstice day in December our thoughts go to the sun, the bringer of light and life. In particular our thoughts turn to the element of fire, in the southern hemisphere to the warmth and energy the sun provides on the longest day of the year, in the north to the fires lit to provide warmth and signify a return to longer days. The importance of the Summer and Winter solstices is reflected in many cultures that celebrate them in ritual, ceremony, art and architecture. These activities are intimately entwined with the elements, reflecting the cycle of death, renewal and regeneration associated with the cycle of the sun. The word “solstice” derives from the Latin words “sol” (sun) and “sistere” (to stand still). On these days the sun almost seems to pause in its orbit before resuming its course. The changes in day length are related to the tilt of the earth in relation to the Sun. Today the North Pole is tilted 23°27´ away from the Sun. At noon its vertical rays are directly overhead at the Tropic of Capricorn. As life has experienced since the dawn of time, on this day the sun travels its shortest path in the northern hemisphere and its longest path in the south. If the earth did not tilt like this, the seasons would not exist and the world would be a very different place. Events marking the solstices and the cycle of the sun have been associated with the sowing and harvesting of crops, the mating of animals, the metering of winter reserves between harvests, and no doubt much more. These connections show a deep understanding of and respect for the importance of the elements in our lives. Not surprisingly, most of the information and imagery about the solstices comes from the Northern Hemisphere. For example, in many European pagan traditions, the Summer solstice was called Litha, a day to balance the elements of fire and water. El Castillo, a Mayan pyramid at Chichen Itza in modern-day Mexico, was designed to measure, predict and celebrate the annual cycle of solstices and equinoxes. It is believed that the Mayans used the various shadows and designs formed by the pyramid to signal the beginning of a harvest or of a planting, to predict the best dates to be married or to be buried, and for other ceremonial reasons. Global attention was focused on El Castillo on the December solstice in 2012 when the end of the world or a new age of consciousness was predicted, based on selective interpretations of the Mayan calendar. The primary axis of Stonehenge is also aligned with the solstice, this time to the Winter solstice sunset. Such is the significance of these astronomical events. Taking a bath scented with yuzu (Japanese citrus) and eating kabocha (Japanese pumpkin) are traditionally recommended on the Winter solstice in Japan. Pumpkins are rich in vitamins and carotene and are considered to be good for avoiding colds or the flu. In Japan, today is a special Winter solstice called “sakutan toji”. “Saku” means a new moon, “tan” means dawn and “toji” is the winter solstice. The name indicates that a new moon falls on the Winter solstice day. This happens every 19 years. As it is a rare day, sakutan toji is considered to be very auspicious and signals the beginning of a new era. One of the more well-known examples from the southern hemisphere of the importance of the sun cycle and solstices comes from Peru. The Inti Raymi (“Festival of the Sun”) was a religious ceremony of the Inca empire in honour of Inti, one of the most venerated deities of the Inca. The festival lasted for nine days and celebrated the Winter (June) solstice, the Inca New Year and the mythical origin of the Inca. Inti Raymi is still performed throughout the Andes. More recently many of these celebrations have been blended with western festival of Saint John the Baptist, an amalgam of beliefs from the southern and northern hemispheres. Whether you are experiencing the longest or shortest day of the year today, or on any day of the year for that matter, take a moment to reflect on the cycle of the sun and the elements. These wonderful and awe-inspiring forces of nature have helped define humanity and make us what we are.
Seed Plant Reproduction In this plant reproduction worksheet, students will compare a female cone to a male cone. Then students will review the terms associated with the parts of a plant involved with reproduction. This worksheet has 18 short answer questions. 11 Views 66 Downloads Plant Reproduction—Structure of a Flower What happened to the plant in math class? It grew square roots. Here, a set of 11 worksheets provide a review of plant reproduction. It includes the structure of a flower and each part's function, pollination, fertilization, seed... 9th - 12th Science CCSS: Adaptable Investigating Reproductive Strategies Pass on to your class knowledge about different aspects of reproduction with this simple life science lesson plan. From amoebas to grizzly bears, young scientists read about a variety of organisms as they investigate the advantages and... 7th - 10th Science CCSS: Adaptable The Plants and the Bees: Plant Reproduction This video explains the difference between gametophytes and sporophytes and uses this this information to teach the reproduction process of various vascular plants. Viewers see how ferns, gymnosperms, and angiosperms reproduce. 10 mins 9th - 12th Science CCSS: Adaptable
Extinct volcanoes are numerous in Luzon, and there are smoking cones in the north, and also in the Babuyanes Islands still farther north. Volcanoes also exist in several of the other islands. On Negros is the active peak of Malaspina, and on Camiguin, an island about ninety miles to the southeast, a new volcano broke out in 1876. The large island of Mindanao has three volcanoes, of which Cottabato was in eruption in 1856 and is still active at intervals. Apo, the largest of the three, estimated to be 10,312 feet high, has three summits, within which lies the great crater, now extinct and filled with water. In evidence of former volcanic activity are the abundant deposits of sulphur on the island of Leyte, the hot springs in various localities, and the earthquakes which occasionally bring death and destruction. Of the many of these on record, the most destructive was in 1863, when 400 people were killed and 2,000 injured, while many buildings were wrecked. Another in 1880 wrought great destruction in Manila and elsewhere, though without loss of life. An earthquake in Mindanao in 1675 opened a passage to the sea, and a vast plain emerged. These convulsions of the earth affect the form and elevation of buildings, which are rarely more than two stories high and lightly built, while translucent sea-shells replace glass in their windows. While Java is the most prolific in volcanoes of the islands of the Malayan Archipelago, other islands of the group possess active cones, including Sumatra, Bali, Amboyna, Banda and others. In Sanguir, an island north of Celebes, is a volcanic mountain from which there was a destructive eruption in 1856. The country was devastated with lava, stones and volcanic ashes, ruining a wide district and killing nearly 3,000 of the inhabitants. Mount Madrian in one of the Spice Islands, was rent in twain by a fierce eruption in 1646, and since then has remained two distinct mountains. It became active again in 1862, after two centuries of repose, and caused great loss of life and property. Sorea, a small island of the same group, forming but a single volcanic mountain, had an eruption in 1693, the cone crumbling gradually till a vast crater was formed, filled with liquid lava and occupying nearly half the island. This lake of fire increased in size by the same process till in the end it took possession of the island and forced all the inhabitants to flee to more hospitable shores. THE GREAT ERUPTION OF TOMBORO But of the East Indian Islands Sumbawa, lying east of Java, contains the most formidable volcano—one indeed scarcely without a rival in the world. This is named Tomboro. Of its various eruptions the most furious on record was that of 1815. This, as we are told by Sir Stamford Raffles, far exceeded in force and duration any of the known outbreaks of Etna or Vesuvius. The ground trembled and the echoes of its roar were heard through an area of 1,000 miles around the volcano, and to a distance of 300 miles its effects were astounding.
Movement Stories for Children Ages 3-6 By Helen Landalf and Pamela Gerke 10 stories that encourage young children of all abilities to explore, experiment and create through movement. The tales, based on movement concepts and kinesthetic educational theory, help children develop physical, cognitive, social and emotional skills while having fun! Instructional materials and musical suggestions for recordings are given with each story. Chapter 1: Why Movement? Chapter 2: What Are Movement Concepts? Chapter 3: How To Use This Book Chart: Movement Stories and the Concepts They Cover Chapter 4: The Stories: The Mice Go To the Zoo, The Sculptor Who Couldn't Decide What To Make, The Alphabet Adventures of Little Letter O, Life In the Bass Lane: An Undersea Adventure, The Naughty Shoes, The Painter and the Elves, Kids in Toyland, The Pickle Who Took a Trip, Astronauts In Outer Space, The Monkey and the Dots Chapter 5: Creating Your Own Movement Stories No reviews available. © 2017 West Music Company
Opioids are strong pain killing drugs that mimic the body’s own chemicals. Examples of prescription opioids include heroin (which metabolises to morphine and was banned after 1925), morphine, oxycodone and hydrocodone. As pain killers for acute pain, opioids work. However, over longer periods they become less effective, have more adverse effects, and can lead to tolerance, dependence, addiction, increased pain, and death. Here are some facts about long-term opioid use. - The use of opioids for chronic non-cancer pain is not well supported by clinical trials (Cochrane review, Clinical Journal of Pain review) - Rates of opioid prescription are increasing (here and here) - The increase in prescription rates has been partly attributed to aggressive marketing and under-reporting of harmful effects and rates of addiction by the manufacturer, leading to several lawsuits and fines in the USA (here) - Opioids lose effectiveness over time (here) - Chronic opioid use leads to increased side effects (nausea, headache, constipation and depression of the central nervous system), to increased tolerance and drug dependence, and it may also lead to ‘hyperalgesia’: an increased sensitivity to pain (here, here, here and here) - Increasing prescription rates are associated with increased rates of opioid abuse and addiction (here) - There were 2.4 million opioid abusers in the US in 2010, most from prescription opioids, and the number of new abusers increased 225% between 1992 and 2000 (here) - Opioid prescription rates are higher amongst the poor and unemployed (here and here) - Deaths (intentional and non-intentional) from prescription opioids are associated with social disadvantage (here) - Deaths from opioids are increasing and are currently responsible for more deaths than either cocaine or heroin in the US (here) and in Australia (here) - Prescription opioids were responsible for 14,459 overdose deaths in the US in 2007 compared to 4,041 in 1999 (here), and 475,000 emergency room visits in 2009 (here) - Opioids are often given for chronic back pain, and they are commonly given (long-term) after spine fusion surgery. These studies (here and here) report rates of chronic opioid use of 70% - 80% after spine fusion surgery - Opioids are the biggest cause of loss of life after spine fusion surgery (usually in young patients) (here) and are associated with worse functional outcomes after spine surgery (here) The bottom line 1. Opioids may not be effective for chronic non-cancer pain, and their use in such patients is associated with side effects, tolerance, dependence, and addiction. 2. Despite this, prescription opioid use is increasing and with that, the rates of opioid abuse and opioid related death are also increasing. 3. Harms from prescription opioids are over-represented in the socially disadvantaged.
LESSON ONE: Revolutions in Painting Jackson Pollock and Helen Frankenthaler were part of a group of artists known as the Abstract Expressionists. They changed the nature of painting with their large, abstract canvases, energetic and gestural lines, and new artistic processes. - Students will consider the choices artists make with regard to painting. They will focus on line, material, scale, and the artistic process. - Students will learn how to discuss, compare, and think critically about nonrepresentational, or abstract, paintings. - Students will think about the use of line in painting. - Ask your students to return to their definition of painting from the Setting the Scene section of this guide. Ask them what kinds of paintings they have created. Have them spend a few minutes considering and writing down some of the choices artists make when they paint. They may come up with ideas such as technique, style, scale, material, and subject. - Ask students to define line. Ask them to look around the room and name the different kinds of lines they see. They may come up with ideas such as curvy, straight, dotted, thick, thin, sinewy, or continuous. - Ask students to define the word abstract. Return to this definition as you proceed throughout the lesson. Jackson Pollock: One: Number 31, 1950, oil and enamel on unprimed canvas, 2.70×5.31 m, 1950 (New York, Museum of Modern Art); © 2007 Pollock-Krasner Foundation/Artists Rights Society (ARS), New York, courtesy of The Museum of Modern Art, New York Helen Frankenthaler: Jacob’s Ladder, oil on unprimed canvas, 2.88×1.78 m, 1957 (New York, Museum of Modern Art); courtesy of The Museum of Modern Art, New York - Show students Pollock’s painting One (Number 31, 1950). Ask them to spend time looking carefully at this work. Have them write a list of words that describe this work. Ask them to include nouns, verbs, adjectives, and adverbs. - Now show students Frankenthaler’s work Jacob’s Ladder. Ask them to write down words that describe this work. They should include nouns, verbs, adjectives, and adverbs. - Ask students to compare and contrast these two works of art, using some of the words from their list. What is similar about these works? What is different? - Ask students to discuss how these artists use line. What different lines can they see? How might they describe these lines? Can they tell which lines were placed on the canvas first? How? Pollock and Frankenthaler were both artists working in the 1950s. They both experimented with line, scale, and paint. In doing so, they created a new way of painting. Pollock broke with the conventions of painting by taking the canvas from its traditional easel and placing it on the floor. He then worked around the canvas, dripping, splashing, flinging, and smearing paint. He put holes in the bottom of paint cans, squeezed paint from a tube, and even used a turkey baster or stiff brush. His process caused the paint to build up, layer upon layer. Referring to his process, Pollock said: "My painting does not come from the easel....I prefer to tack the unstretched canvas to the hard wall or floor....On the floor, I am more at ease. I feel nearer, more a part of the painting, since this way I can walk around it, work from the four sides and literally be in the painting. I prefer sticks, trowels, knives and dripping fluid paint....When I am in my painting, I’m not aware of what I’m doing. It is only when I lose contact with the painting that the result is a mess. Otherwise there is pure harmony, an easy give and take, and the painting comes out well." [Jackson Pollock, quoted in Kirk Varnedoe, Jackson Pollock (New York: The Museum of Modern Art, 1998), p. 48.] - Ask students what it means for Pollock to say that he is "in" the painting. How is this way of painting different from the ways in which they may have painted? - Ask students if they see evidence that this canvas was painted on the floor. Why or why not? They may notice that the paint does not drip down, as it would if it was created on an easel. - Read the dimensions of One (Number 31, 1950) to the students. Ask students to measure out the dimensions using string or tape to get a sense of the size. Pollock, like many other Abstract Expressionists, painted very large works. The size of these works affects how the viewer interacts with the paintings. Pollock was interested in murals. He was influenced by some of the Mexican muralists, such as Diego Rivera, Jose Clemente Orozco, and David Alfaro Siquieros. He was also influenced by Pablo Picasso’s large painting Guernica. [Ibid., pp. 33–34.] Like Pollock, Frankenthaler experimented with line and paint. She said that she was influenced by Pollock’s "concern with line, fluid line, calligraphy, and...experiments with line not as line but as shape." [Helen Frankenthaler, quoted in MoMA Highlights, p. 219.] - Ask students to look again at Frankenthaler’s painting. How does she use lines to create shapes? What kinds of shapes do they see in her work? When Frankenthaler saw Pollock’s work for the first time, she said, "It was as if I suddenly went to a foreign country but didn’t know the language, but had read enough and had a passionate interest, and was eager to live there. I wanted to live in this land. I had to live there, and master the language." [Helen Frankenthaler, quoted in Helen Frankenthaler (New York: Harry N. Abrams, 1989), p. 37.] Frankenthaler’s works are large in scale and often have expansive areas of paint. She developed a painting technique in which she thinned pigments with turpentine so that they soaked through and stained the unprimed canvas rather than resting on the surface. The images and colors then become embedded in the picture, in the fabric of the canvas, resembling giant watercolors. - Frankenthaler has spoken about opposites in her work—about a combination of freedom and restraint; accident and control. Ask students what opposites they notice in the work. Ask them to provide visual evidence for their ideas. - Ask students to define the term landscape. Ask them to discuss the traditional elements of landscape. Frankenthaler found that a painterly form of abstraction tended to suggest ideas of landscape. She said that the paintings she used to make in the country were "filled with ideas about landscape, space, arrangement, perspective, repetition, flatness, light, all of which was translated and carried on in my own work and experiments." [Helen Frankenthaler, quoted in Helen Frankenthaler (New York: Harry N. Abrams, 1989), p. 120.] In 1957, Frankenthaler said, "If I am forced to associate, I think of my pictures as explosive landscapes, worlds, and distances held on a flat surface." [Ibid., p. 99.] - Ask students to identify parallels between this painting and a landscape. Inform students that this work is called Jacob’s Ladder. Jacob is a character in the Bible, the son of Isaac and Rebekah. As described in the Book of Genesis, Jacob, in a dream, saw a ladder reaching toward heaven. Like many of Frankenthaler’s paintings, this work combines abstraction with an allusion to a known reference. Speaking about this work, she said, "The picture developed (bit by bit while I was working on it) into shapes symbolic of an exuberant figure and ladder, therefore Jacob’s Ladder." [Helen Frankenthaler, quoted in MoMA Highlights, p. 219.] - Ask students if they agree that the central shape looks like a ladder. Why or why not? - Now that the students have some information about Pollock’s and Frankenthaler’s working processes, ask them to refer back to their lists of similarities and differences. Do they have any new ideas they would like to add with regard to the two artists’ working processes? 1. Your Turn! Ask students to pick a work by Kline, Pollock, or Frankenthaler discussed in this guide and pretend that they are an art critic for a newspaper or magazine. Students should write about the work they chose. Ask them to consider the following questions: What do they like or dislike about the painting? Who is their audience? What tone will the piece take? Will they make comparisons or allusions to popular culture or to contemporary events or artists? Encourage students to use evidence from the work of art itself to support their comments and ideas. 2. Line Dictionary After looking at and talking about these three artists, have your students create a line dictionary. You can give them a list of words, such as buoyant, calm, angelic, frenetic, conflicted, rolling, and sporadic, or you can create your own list. Ask them to create lines that correspond with the words. Ask them to add their own words and draw corresponding lines. Then have them present their lines to the class. An individual student can hold up a line and the class can guess what word they were trying to represent. The student can explain his or her choices. 3. Significant Others: Lee Krasner Pollock was married to an artist named Lee Krasner. Ask your students to research Krasner’s work. How did she influence Pollock and vice versa? 4. Significant Others: Robert Motherwell Frankenthaler was married to the painter Robert Motherwell. Research Motherwell’s work. How did Motherwell influence Frankenthaler and vice versa? Grove Art Online: Suggested Reading Below is a list of selected articles which provide more information on the specific topics discussed in this lesson.
In this lesson you will learn about the basic endings o (for nouns), a (for adjectives) and j (for plural). In addition, you will become acquainted with the roots grand, dom and infan. In this lesson, you will learn about the important prefix mal and will become acquainted with the roots aŭt and bel. The suffixes et (diminishes/weakens the meaning) and eg (augments/strengthens the meaning) are easy and useful. You will learn how to use them in this lesson. In this lesson, you'll learn about the personal pronoun mi (= I) and the verb ending as which shows the present tense. In addition, you will become acquainted with the important roots est and hom. The word ne (= no, not) is essential, so it's really important to learn how to use it. Note that in Esperanto, the word ne is put before the word being negated, for example: "Mi ne ridas." (= I am not laughing / I do not laugh.) kaj (=and) is a very common word. The personal pronoun vi (=you) is also very common. Note that vi is used both in the singular and in the plural, just like "you" is used in modern English. That's why we put it in the middle column of the pronouns group. The affixes ge and in are used when one wishes to indicate sex. In this lesson, you will learn how to use them and the roots afabl (= friendly, kind) and patr (= father). In this lesson you'll learn how to use the suffix ul, which indicates that something has to do with a person, and the root jun. You can also combine these elements to form, for example, "junulo" (= a young person, a youth). The ending i is used to indicate the basic form of a verb - for example, manĝi (= to eat). It is also used after a modal ("helper") verb, such as vol (= want): "Mi volas manĝi." (= I want to eat.) - You will learn about that in this lesson. The word la is used as a definite article. In other words, la is used like "the" - when speaking about something already known, evident, or already mentioned. In this lesson, you will also become acquainted with the preposition en (= in) and the roots urb and mult. In this lesson, you will learn how to use the n ending to express a direct object (accusative case). This is a really important piece of grammar. Please do the lesson multiple times, until you have a good understanding of how it works. (You can also read an explanation in the concise grammar.) In this lesson you will learn to use the personal pronouns ŝi (= she) and li (= he) and the roots am and bon. It's easy enough to count in Esperanto, thanks to the regular system of numbers. In this lesson, you'll learn about that. In this lesson you will learn how to write large numbers in Esperanto. Note that only tens and hundreds are written as a single word (for example, kvindek - 50, tricent - 300), but not thousands (ok mil - 8000). You probably already know that we use as to indicate the present tense in verbs. In a similar manner, we use is to indicate the past tense and os to indicate the future tense in verbs. Now you will learn more about that. The common prepositions al (= to) kaj el (= from, out of) are discussed in this lesson. In this lesson you will learn how to create an adverb using the e ending and how to use the suffix ebl. (If you aren't sure about what an adverb is, please put your mouse arrow over "Common short words and adverbs" and read the explanation that appears there.) In this lesson you will become acquainted with two very common words from the set called correlatives, namely kio (= what, what thing) and tio (= that, that thing). Note that we create correlatives by combining a first part (for example ki- and ti-) and a second part (for example, -o). In this lesson you will learn about two more personal pronouns, namely ni (= we) and ili (= they). In addition, you will become acquainted with the important preposition pri (= about) and the roots pens and oft. In this lesson you will learn how to create ordinal numbers. When you write an ordinal number larger than "deka" (= tenth), you usually use a hyphen. For example: "dek-tria" (= thirteenth) The verb ending u is used when one wants to command someone to do something, for example: "Manĝu!" (= Eat!) - In this lesson, you will also learn how to use the words mem (= his/her/itself) and ankaŭ (= also) and the root dir. In this lesson you will learn about the correlative kiel (= how, in what way, as) and the root fart. In this lesson you will learn about the verb ending us, which is used for the conditional mood. The us ending is often used in combination with the word se (= if) To create a question with a yes or no answer, the word ĉu is used. You'll learn about that in this lesson. You will also become acquainted with the pronoun ĝi (= it) and the word jes (= yes). In this lesson, you will become familiar with the correlatives that end with -u. Don't worry if you don't remember them all immediately; most people need quite some time to memorize the correlatives. In this lesson, you will learn to use the prepositions kun (= with) and per (= by means of) and the roots vojaĝ and labor. In this lesson, we will discuss the prefixes re and ek and also the words tuj (= immediately) and baldaŭ (= soon). In this lesson, you will learn three more correlatives: kia, kie and tie. In addition, you will learn to use tre (= very), ali and interes. In this lesson we will deal with the comparison words plej (= most), pli (= more) and ol (= than). We will also use the very useful root ŝat. Here are a few more correlatives: kiam (= when) and kiom (= how much). In addition, you'll learn how to use the preposition da in combination with kiom. Some new roots are okaz and problem. In this lesson you'll learn about the pronouns oni (= one, someone, anyone) and si (= oneself), which are important but not entirely easy. In addition, you will become acquainted with the word mem (= self, emphatic) and the roots demand and parol. The preposition de is used in many ways; you'll learn about that in this lesson. In addition, you will become acquainted with the word nun (=now) and the root temp. In this lesson you'll learn how to use the suffix em and the preposition pro (=because of, due to). The words kial (= why, for what reason) and ĉar (= because) are often used as a pair; to answer a "kial" question, a "ĉar" answer is often used. You'll learn about these useful words in this lesson. In this lesson you'll learn to use the words ĉi and dum (= during, while). The suffixes ig and iĝ are very important, but not entirely easy. In this lesson, you'll learn how to use ig and iĝ. (If you want to gain a deeper understanding later, take a look at the course Verbumado.) The word ke (= that) doesn't really show any meaning, but it shows the beginning of a subphrase that doesn't have any other word to introduce it. In this lesson, we will occupy ourselves with ke, among other things. In this lesson you'll learn (among other things) how to use the suffixes ind and end. In this lesson, you will see how to use the passive participles. In this lesson you'll see how to use the active participles.
TV and Monitors HD 4k: Resolution Resolution is the number of distinct pixels in horizontal and vertical that can be displayed. A Full HD panel, for example, is composed by 1920×1080 pixel, that is 1920 horizontal pixels and 1080 vertical pixels. Multiplying these two values we obtain the total pixels on the screen, which in this case are more than two million. A higher resolution corresponds to a more detailed picture. The word Pixel, is the contraction of Picture Element. These small colored dots form any type of digital image, and are each composed of sub-pixels that contain RGB colors (red-green-blue), next to each other and, illuminated with a certain intensity, go to form all combinations of the specific color palette available. The parameter that measures the ratio between resolution (number of pixels) and the display size (diagonal in inches) is said pixel density and is indicated using the abbreviation DPI (Dots Per Inch) or PPI (Pixel Per Inch). For example a 24 inches display that shows a Full HD image (1920×1080) has a density equal to 91,79 PPI. The same screen at a 4k resolution (Ultra HD, or 3840×2160) has a density equal to 183.58 PPI. √(1920² + 1080²) = 2203 / 24 inches = 91,79 PPI √(3840² + 2160²) = 4406 / 24 inches = 183.58 PPI Human organs of perception have physical impassable limitations. A healthy human ear perceives frequencies from 20Hz to 20kHz. Stir sounds of frequency lower or higher than this range, it would not produce noticeable results. Something similar happens with our eyes. An healthy eye can perceive details up to 1 arc minute (1/60 of a degree). Beyond this distance objects are mixed among themselves and are blurred. This is because, as in all optical systems, the eyes have an angle of resolution minimum below which they are not able to perceive details. Under normal contrast and considering the minimum distance of focusing, we can distinguish between 250 and 290 DPI. But the spatial resolution decreases dramatically increasing the viewing distance (after 1 meter we’re just under 75 DPI) and even falls in situations of low contrast. To make this issue less technical, we can do a simple experiment. Take two pictures of a black X on a red background; both images have the same physical size, but are rendered at different resolutions, respectively 8×8 and 16×16. Looking at the animation, we can notice how pixels of the image on the right mix faster than those of the image on the left. Since the pixel density increased, the distance between pixels (measured in pixel pitch) decreases, allowing our eyes to merge them into a unique object, giving us the illusion of looking at a uniform image instead of a series of squares. On the other hand, if we put in front of us two screens of the same size but with different resolution and we gradually approach them, the screen with a lower resolution will lose quality much more quickly than the one with higher resolution. This means that: The higher the resolution, the lower may be the distance from the screen before the picture collapses in pixels. The lower the resolution, the greater must be the distance to make pixels capable to compose uniform objects. But there’s more, because the spatial resolution of the eye is not uniform. Nearby the central region of the retina, visual acuity is very high, but it degrades rapidly as you move away from the fovea. This means that our peripheral vision is much less detailed (blurred) than central. If we move too close to the image, the field of view is too broad and does not allow us to see the peripheral details. On the other hand if we’re too distant, the spatial resolution diminish drastically impairing the image in its entirety. In the next chapter we will see how to get the most out of HD and Ultra HD panels, taking into account the correct viewing distance. - The Limits of Human Vision – Michael F. Deering ⬆ - Minimum angle of resolution (MAR) is the smallest distance where two lines are perceived as separate and depends on health of the retina and the accuracy of the optical system – WebVision ⬆ - Though the eye receives data from a wide field, the acuity over most of that range is poor. To form high resolution images, the light must fall on the Fovea – Hyperphysics ⬆
Why They Matter Humans Need Clean Water Clean, fresh water is an essential ingredient for a healthy human life, but 1.1 billion people lack access to water and 2.4 billion don’t have adequate sanitation. By 2025, two-thirds of the world’s population may be facing water shortages. Poor water quality can expose people to diseases, such as cholera and typhoid fever, which kills 2 million people each year, mostly children under the age of 5. Freshwater habitats come in many forms, including lakes, rivers, streams, springs and wetlands. These systems support more than 100,000 species, but they are some of the most endangered habitats in the world. Species at Risk Freshwater systems, home to more than 100,000 species, tend to hold a greater proportion of species threatened with extinction. More than 20% of freshwater species have become threatened, endangered or extinct in recent years.
- culture area Anthropol.a region having a distinct pattern of culture. * * ▪ anthropological conceptIntroductionalso called cultural area, culture province , or ethno-geographic areain anthropology, geography, and other social sciences, a contiguous geographic area within which most societies share many traits in common. Delineated at the turn of the 20th century, it remains one of the most widely used frameworks for the description and analysis of cultures. Well-known examples of culture areas and their traditional residents are found on every continent except Antarctica and include Scandinavia, homeland of the Vikings (Viking); the North American Plains, home of the Plains Indians (Plains Indian); and Africa's Al-Sudd (Sudd, Al-), the seasonal wetland that is home to the Nuer, Dinka, and other cattle pastoralists. Australia, home of the Australian Aborigines (Australian Aborigine), is often treated as a single culture area despite its considerable cultural and geographic diversity.The ancestry of the culture area approach can be traced to the classification of living things proposed by Swedish botanist Carolus Linnaeus (Linnaeus, Carolus) in Systema Naturae (1735) and further developed by French biologist Jean-Baptiste Lamarck (Lamarck, Jean-Baptiste) and others. These taxonomists used the underlying morphology, or physical structures of organisms (such as flowers, shells, and bones), to illuminate the relatedness of groups of living things. To denote information about the relations their data suggested, they created a biological nomenclature that ultimately consisted of the categories kingdom, phylum, class, order, family, genus, and species.taxonomy's success in organizing living things encouraged scholars in other fields to conceptualize their work through the tropes of biology. Just as a zoologist might study a relatively small group of birds (such as the many varieties of canaries (canary)) before moving to the family of which the group is a member (finches (finch) more generally), so a historian of the arts might evaluate a single artist's paintings before moving to those of a period or region, and an anthropologist might focus on a group's subsistence system before undertaking the analysis of its culture as a whole.The Danish archaeologist Christian Jürgensen Thomsen (Thomsen, Christian Jürgensen), curator of the National Museum of Denmark (1816–65), was among the first to use the taxonomic approach in the social sciences. In a painstaking study of the bracteate, a type of ancient pendant found in northern Europe, he charted a variety of morphological categories, such as insignia and size. By combining the typologies thus created, he showed that these Nordic ornaments had developed from earlier Roman coins. Thomsen later used similar techniques with a much larger body of data and eventually developed the basic chronology for Old World antiquities: the Stone Age, Bronze Age, and Iron Age.Ideas and expressive culture also proved susceptible to taxonomic analysis. The American ethnologist Lewis Henry Morgan (Morgan, Lewis Henry) gathered data from a large number of Native American tribes and created a typology based on their kinship terminology, which he presented in Systems of Consanguinity and Affinity of the Human Family (1871). Influenced by the evolutionary theses of Charles Darwin (Darwin, Charles) and Herbert Spencer (Spencer, Herbert) and by Thomsen's three-age system, Morgan later proposed a universal sequence of cultural evolution in his book Ancient Society; or, Researches in the Lines of Human Progress from Savagery Through Barbarism to Civilization (1877). In this work he suggested that all cultures went through a clearly defined series of evolutionary stages: first savagery, which was characterized by a hunting and gathering economy; next barbarism, the stage at which agriculture appears; and finally civilization, represented by hierarchical societies such as those of ancient Greece, ancient Rome, and Victorian England.As one might suspect from Morgan's choice of terms, 19th-century social sciences were intrinsically linked to the colonial endeavours of the period. This was the case whether the colonial effort took place domestically, as in the United States and Canada, or abroad, as it did for the countries of Europe. Although the labeling of a group as “savage” or “barbarous” was to some extent intended to convey specific technical information, the use of such easily misinterpreted labels also made the era's overtly racist colonial policies more palatable to the general public: it was considerably less morally taxing to “civilize the savages” than to “forcibly assimilate an indigenous people.”One of the principal preoccupations of social scientists at this time was the recording of “vanishing” indigenous cultures. This was often undertaken as part of a frank pursuit of the knowledge needed to achieve social and political control over a region, whether in domestic or in overseas contexts. Thus, many early ethnographies (ethnography) and cultural geographies were written by civil servants, military personnel, or missionaries.Innovation and diffusion, particularism and relativismBy the close of the 19th century, enough data had been amassed that it was clear that certain objects and ideas associated with “civilization”—the wheel, metalworking, patrilineality, monogamy, monotheism, and the like—were unevenly distributed over space and time. This appeared to support the evolutionary frameworks promulgated by Morgan and others, but a clear explanation of the cause of cultural differences was yet to be found. Soon there was consensus that cultural evolution occurred through one of two means: new technology and cultural practices were either locally invented in one place after another (innovation), or they were created in a few localities from whence they spread over a wide area (diffusion).Because they could observe diffusion firsthand—a wide array of products (guns, livestock), ideas (Christianity), and peoples (European) had certainly spread rapidly throughout the colonies—the vast majority of academics supported the diffusionist hypothesis. They often conflated cultural complexity and biological evolution in ways that upheld the insidious racism of the era. For instance, many diffusionists posited that the “Negroid” and “Mongoloid” “races,” and possibly the lower forms of “Caucasoid” peoples, were essentially incapable of invention. Having made that claim, they suggested that the “cultural lag” evident among these peoples resulted from a combination of this biological shortcoming and these groups' distance from well-known centres of innovation such as the Fertile Crescent and, later, northern Europe. Diffusionists also felt that such factors provided adequate explanation for the poverty and disenfranchisement experienced by the “lower races.” The most doctrinaire of the diffusionists were advocates of the Kulturkreis (German: “culture circle”) concept, which posited a very few centres of innovation.Those who were skeptical of diffusionist claims offered an alternative theory that became known as independent innovation: humans were by their very nature inventive, and, given time, each culture group would invent whatever it needed. The logic of independent innovation implied that all the “lower” peoples were as intrinsically able as the “higher races.” This perspective suggested that the circumstances of the “lower” groups arose from economic or political causes rather than genetic ineptitude (see race). Such claims presented an inherent challenge to racist views and to the morality of colonial conquest.Although the political implications of the innovation-diffusion debate were profound, they were generally of less interest to scholars than was its resolution—not least because it created the interesting methodological problem of how one might scientifically determine the primacy of either process. Otis T. Mason, curator of ethnology at the Smithsonian Institution (1884–1908), suggested one such method in an 1887 article published in Science: a systematic comparison of individual traits accomplished without reference to the materials' cultural and environmental contexts. His suggestion did not imply an ignorance of the role that such contexts played in shaping each other; Friedrich Ratzel (Ratzel, Friedrich), Paul Vidal de la Bache (Vidal de La Blache, Paul), and other scholars had published widely on human geography, and Mason himself had used the term culture area to gloss such confluences a few years earlier. However, he held that the study of traits within such broad contexts would do little to advance an understanding of the laws that governed cultural evolution. A taxonomic approach was more appropriate to that pursuit: if a biologist could study variations in the wing form of birds, ultimately creating a sequence from the wing's most basal to its most advanced form, an ethnologist could apply the same methods to see if a cultural trait such as basketry had been independently developed (as demonstrated by many basal forms) or spread through diffusion (with a single or very few basal forms). A series of such studies, analyzing a multitude of traits, would eventually result in a preponderance of evidence supporting either innovation or diffusion, thus resolving the question of causation in cultural evolution.Shortly thereafter, Science published a letter challenging Mason; its author was Franz Boas (Boas, Franz), a German-born ethnologist (at the time, Boas was employed by the journal as an editor, but his letter represented only his own point of view, not that of Science). Over a period of weeks, Boas, Mason, and eventually John Wesley Powell (Powell, John Wesley) (the director of the U.S. Bureau of Ethnology, the branch of the Smithsonian that employed Mason) exchanged a combative series of notes in the journal. Boas insisted that the description of vanishing cultures, rather than the elucidation of cultural evolution, was the most appropriate role for the social scientist; that cultures should be treated as holistic, indivisible products of historically particular events; and that, in ranking cultures as higher or lower according to their traits, the comparative method Mason espoused was intrinsically biased and, therefore, ascientific. Boas also held that museum exhibits—which at the time were organized by object type, having, for example, halls of armour, dress, and so on—would be better organized by tribe.Boas's philosophy became known as particularism, for it defined each culture as the product of unique, historically particular events. The evolutionists felt that particularistic culture histories were immaterial in their quest for lawlike statements about the human condition and thus dismissed many of Boas's statements as mere truisms. They felt that it was obvious that history was different from place to place, for instance, but that, because local events had little or no effect on broad evolutionary trends, they were not of scientific concern.Although the evolutionists dismissed some parts of Boas's challenge rather handily, they strongly objected to his claim that their approach was not scientifically valid. Thus, Boas's most important challenge was not particularism per se but his proposition that there were no truly objective criteria with which to rank cultures; instead, he held that all cultures should be viewed as equally able to fulfill the needs of their members. This perspective became known as cultural relativism.Merging relativism and cross-cultural comparisonIn 1896 Boas became curator of ethnology at the American Museum of Natural History, and in 1899 he took a concurrent faculty position at Columbia University. Unhappy with changes in the museum's administration, he resigned from his position there in 1905. The curatorship was subsequently offered to and accepted by Boas's assistant, Clark Wissler (Wissler, Clark)—an act Boas saw as evidence of disloyalty. Wissler remained at the museum until his retirement in 1942; for much of this period, he held a concurrent position in anthropology at Yale University (1924–40).Although he had clearly absorbed Boas's ideas about the organization of museum exhibitions and perpetuated the tribally based installations that his mentor had advocated, Wissler felt that the particularist emphasis on cultural history was ascientific. Like Mason and Powell, he sought to expose the laws of culture and felt that this could not be accomplished except through comparative analyses. Rather than submit to or perpetuate a scholarly agenda of which he disapproved, Wissler sought a method that would be widely acceptable to particularists while also reinserting cross-cultural analysis and its production of lawlike statements into anthropology.Wissler merged the culture traits approach developed by the evolutionists with Boas's cultural relativism and used the resultant hybrid perspective to investigate the indigenous cultures of the Americas. He published the results in The American Indian (1917), an ethnology in which he systematically described the material and social traits of the New World's native cultures. He used 13 categories to organize his analysis of living cultures (and related, but somewhat different, categories for ancient cultures): food, domesticated animals and transportation, textiles, ceramics, decorative arts, tools, fine arts, social organization, social regulation (such as marriage customs), ritual, mythology, language, and physiology. By working within these constituent components, Wissler could ensure he was adhering to the Linnaean model of scientific analysis—that is, that he was comparing “morphologically” (in this case, functionally) similar traits among cultures. Wissler described and mapped the variation he found in each category. The food areas map, for instance, indicated the boundaries within which a particular staple food dominated; he mapped regions, from the Arctic to Tierra del Fuego, in which caribou, salmon, bison, corn (maize), cassava (manioc), and guanaco each prevailed in turn.Although it had been generally recognized that some traits generally co-occurred (for instance, Native American bison hunters lived in the grasslands and commonly rode horses, wore leather clothes, eschewed ceramics, and so forth), Wissler was the first to recognize that patterns of coexisting traits were crucial to an understanding of innovation and diffusion. Whereas Ratzel had described cultural variation over space and Mason and others had focused on the minutiae and comparison of individual traits, Wissler demonstrated the close relationship that particular cultural complexes shared with the boundaries of broad environmental zones such as temperate forests, grasslands, and deserts. He combined the cultural and geographic patterns, defining 15 culture areas in North, Central, and South America.More important, Wissler then posited mechanisms for the diffusion and conservation of culture traits. He proposed that novel ideas and tools that were developed within one society would readily spread to groups of the same “culture pattern” (e.g., among bison hunters) but that those invented outside the culture pattern were less likely to be adopted—that is, that culture itself could prevent or slow diffusion. For instance, bison hunters ate plant foods but were not likely to give up hunting in favour of the diet of wild seeds common among their neighbours in the arid Great Basin. He also noted that obstacles to diffusion could be environmental rather than cultural. For instance, although the territories of North America's bison hunters were contiguous with those of its salmon fishers and these groups occasionally engaged in trade, the Rocky Mountains prevented the staple animals upon which each group relied from reaching the other.Having established mechanisms that could help or hinder diffusion, Wissler further suggested that innovations were, in Boasian terms, historically particular. He argued that culture elements have a general tendency to diffuse equally in all directions from their locus of invention. It can therefore be inferred that, taking into account such cultural and environmental obstacles as could be recognized, the element or elements having the widest distribution would be the oldest—that is, they would have been in the process of diffusion the longest. Wissler felt that this distribution was a basis for inferring age and called this aspect of his approach the age-area hypothesis. Heavily criticized as overly simplistic, the age-area hypothesis soon lost scholarly traction. The culture area approach as a whole, however, endured.The endurance of the culture area approachWissler's culture area research provided anthropology with not only a meticulously executed case study but also the necessary theoretical foundations for nonevolutionary cross-cultural investigations. Although Wissler and Boas never reconciled—probably due to Wissler's growing interest in eugenics, which Boas abhorred—Boas actively promoted the culture area approach for the remainder of his career. A.L. Kroeber (Kroeber, A.L.), the senior anthropologist at the University of California at Berkeley (1901–46) and the most prominent Boasian other than Boas himself, further developed Wissler's thesis and published the immensely popular Cultural and Natural Areas of Native North America, which remained in print almost continuously from 1939 until 1976. Kroeber's close colleague at Berkeley, geographer Carl Sauer (Sauer, Carl O), and the many students each fostered also promulgated the culture area approach to a wide audience.The concept of the culture area thus became one of the most common lenses through which social scientists, and especially Americanists, viewed their work. It continued to be used as a teaching device and as a typological structure for ordering data and museum displays in the 21st century, and it has become so ingrained in popular culture that it is used to organize displays of retail goods ranging from decorative arts to music to imported foods. Its fundamental assumptions remain valid, and most social scientists still specialize in just one or two culture areas.However, most social scientists also recognize that the culture areas originally framed by Wissler and others no longer exist per se. In the early 20th century it was almost universally assumed that traditional cultures would be completely assimilated into colonial cultures within a few decades, thus undermining the strict application of comparative anthropology. Indigenous peoples have proven this notion wrong, but the widespread conviction that colonial policies and the large-scale changes they initiated—globalization, urbanization, ecological change, religio-ethnic conflict, and others—would disrupt long-standing ties between specific peoples and places has indeed been proven correct.Elizabeth Prine Pauls * *
Validate your knowledge in English 6 To be validated Today we have great possibilities to learn English through different ways; studying, playing games on the internet, reading novels, articles, manuals etc. , travelling and working abroad. Maybe you do not have the mark in English 6, which is required, but have used English in many ways and feel that you have the knowledge according to the core content of English 6. Compare your knowledge while reading the core content of English 6 from page 7: Contact a counsellor If you think that you have knowledge according to the core content, contact one of our counsellors at Lärcenter, and tell them about your knowledge of English; studies, how you have used your English in different ways etc.. They will contact and set up a meeting with an English teacher. The first meeting with the English teacher At your first meeting with an English teacher you will be tested on your reading and listening comprehension, to make sure that you have the required level of knowledge in English 6. If you pass the tests, you will prepare yourself for a validation. Preparation for being validated Prepare yourself for a validation by doing the following assignments: - Answer the questions 1- 15 connected to the core content! See next page! (Here you will only be able to read the 5 first questions. Your teacher will hand-out the whole document after you have passed the reading and listening comprehension) - Read the article and write a summary of it! Asses the reliability of it! Write three questions to discuss! Send the summary and the questions to the teacher before your meeting! The teacher will give you an article. - Watch a film and prepare according to the questions! The teacher will tell you which film you are going to watch. English 6 - ENGENG06 The course English 6 covers points 1–5 under the heading Aim of the subject. Teaching in the course should cover the following core content: Content of communication - Concrete and abstract subject areas related to students' education and societal and working life; current issues; thoughts, opinions, ideas, experiences and feelings; ethical and existential issues. What have you studied in your country? What profession do you have? Tell me about your working life! - Themes, ideas, form and content in film and literature; authors and literary periods. What kinds of films do you like? Tell me about the latest book that you have read! What do you know about authors and literary periods? - Living conditions, attitudes, values, traditions, social issues as well as cultural, historical, political and cultural conditions in different contexts and parts of the world where English is used. Tell me about the living condition in your country! What do you know about the living conditions in English speaking countries? What do you know about their attitudes, traditions, and cultures? - Spoken language, also with different social and dialect features, and texts, including complex and formal texts, which relate, discuss, argue, report and provide descriptions, also via film and other media. Watch the film and answer the questions! What is your opinion of the film? Give arguments for your opinion! Read the review and compare with your opinions! This content you will also test in a reading and listening comprehension! - Coherent spoken language and conversations of different kinds, such as debates, lectures and interviews. In this interview you will practice this core content, by discussing the film and being interviewed. This content you will also test in the listening comprehension!
Resistance: Ross's Legacy Related ImagesSee the photographs related to this lesson Begin the class by asking students, individually or in groups, to create a working definition for the word "resistance." Working definitions are not found in the dictionary; rather, students create them based on what they know. To help the class reach these definitions, consider the following question: In what ways do people resist? Have the students participate in a Gallery Walk Gallery Walk of the photographs. To frame this gallery walk, ask the students to think about how the photographs might change their definitions of "resistance." When the students have completed their gallery walk, ask them to revise their working definition to include any new ideas they have gathered from the photographs. Have each group share their original working definitions and their new definitions. Ask them to explicitly identify the ways the photographs affected their definitions of "resistance." Transition to a whole group debrief of the exercise using these questions: It was very risky for Henryk Ross to take and hide these photographs. Why do you think he chose to take this risk? How is photography, particularly Henryk Ross's, an act of resistance? What other examples of resistance occurred during the Holocaust? How are these acts of resistance similar to or different from Ross's actions? Photograph of Henryk Ross and his photographs at the Eichmann Trial in Jerusalem. The Ringelblum Archive was clandestinely compiled between 1940 and 1943 under the leadership of historian Emanuel Ringelblum in the Warsaw Ghetto.
Scientists have created for the first time mice with two fathers by transforming male mouse stem cells into female cells in the laboratory. That raises the remote possibility of doing the same for people, though experts caution that very few mouse embryos are born alive, and no one knows whether the same technique would work in human stem cells. However, “It’s a very clever strategy that’s been developed to convert male stem cells into female stem cells,” said Diana Laird, a stem cell and reproduction expert at the University of California, San Francisco, who was not involved. in research. “It’s an important step for both stem cells and reproductive biology.” The scientists described their work in a study published Wednesday in the journal Nature. First, they took skin cells from the tails of male mice and turned them into ‘induced pluripotent stem cells’, which can develop into many different cell types or tissues. Then, through a process that involved growing them and treating them with a drug, they converted male mouse stem cells into female cells and produced functional egg cells. Eventually, they fertilized those eggs and implanted the embryos into female mice. About 1% of the embryos – 7 out of 630 – grew into live mouse pups. The cubs appeared to be growing normally and were able to become parents themselves in the usual way, research leader Katsuhiko Hayashi of Kyushu University and Osaka University in Japan said last week at the third international summit. on human genome editing. In a commentary published alongside the Nature study, Laird and his colleague, Jonathan Bayerl, said the work “breaks new ground in reproductive biology and fertility research” for animals and people. Down the road, for example, it may be possible to breed endangered mammals from a single male. “And it could also provide a model for allowing more people,” such as male same-sex couples, “to have biological children, while sidestepping the ethical and legal issues of donor eggs,” they wrote. But they raised several caveats. The most notable one? The technique is extremely inefficient. They said it’s not clear why only a small fraction of the embryos placed in the surrogate mice survived; the reasons could be technical or biological. They also stressed that it is still too early to know whether the protocol will work on human stem cells. Laird also said scientists need to be aware of the mutations and errors that can be introduced into a culture dish before using stem cells to produce eggs. The research is the latest to test new ways to create mouse embryos in the lab. Last summer, scientists in California and Israel created “synthetic” mouse embryos from stem cells without a father’s sperm or a mother’s egg or uterus. Those embryos mirrored natural mouse embryos up to 8.5 days after fertilization, containing the same structures, including one resembling a beating heart. The scientists said the venture could eventually lay the groundwork for creating synthetic human embryos for research in the future. The Associated Press Health and Science Department receives support from the Science and Educational Media Group of the Howard Hughes Medical Institute. The AP is solely responsible for all content.
This post does a geometric compare and contrast of the circular functions Cos(x) and Sin(x) with the hyperbolic trig functions Cosh(x) and Sinh(x). I will do this by showing points of the form (Cos(t), Sin(t)) are points on the unit circle, and by showing points of the form (Cosh(t), Sinh(t)) are points on the unit hyperbola. I will start the discussion by doing a quick review of radian angle measure and the definitions of the circular trigonometric functions Cos(θ), Sin(θ), and Tan(θ) where the input variable θ is the radian measure of a central angle of a circle with center at (0, 0) and radius equal to r. The text box below gives the definitions of the circular functions Cos(θ), Sin(θ), and Tan(θ) along with the radian measure of an angle and the formula for the area of a sector of a circle for angle θ. The formula for the area of a sector of a circle follows from the definition of radian angle measure and the fact that the area of a circular sector is proportional to the length of the arc that subtends the central angle. The graph below illustrates the circular trig relationships in the text box above when r = 25 units, θ = α = 1.2870 radians and θ = β = -2.8578 radians. α, β, arc lengths and areas of circular sectors are rounded to 4 decimal places. When the circular trig functions are defined in terms of the unit circle, r = 1, the input variable of the circular trig functions can be treated as an angle with angle measure = t radians, arc length = t length units, or time = t time units. This makes it possible to model periodic motion and periodic processes with circular trig functions. The text box below gives the definitions of Cos(t), Sin(t), and Tan(t) in terms of the unit circle. The unit circle graph illustrates the unit circle relationships when t = 2.58 units and t = -1.6 units. Notice that the area of the circular sector of arc length t = \|t\|/2 units2. It’s now time to take a look at the unit hyperbola and the hyperbolic trig functions x = Cosh(t) and y = Sinh(t). My previous post discussed the derivation, the graphs, and some identities for hyperbolic trig functions. If you have not read that post, I strongly suggest that you read it before continuing. The text box below summarizes the key points that are pertinent to this discussion. The graph illustrates the unit hyperbola relationships when t = 2.2 and t = -1.6. An understanding of integral calculus is required to understand the derivation of some hyperbolic relationships. If you are interested in Einstein’s theory of special relatively, you will find The Geometry of Special Relatively by Tevian Dray a must read. The author shows an elegant way to express the Lorentz transformations in terms of Cosh(β) and Sinh(β) where β is implicitly defined by the equation Tanh(β) = v/c where v is some constant velocity and c is the speed of light. To my amazement, I learned that the Lorentz transformations are just hyperbolic rotations! Dray’s book inspired me to think more deeply about the circular trig functions, hyperbolic trig functions, and the difference between the two geometries. Dray warns the reader that hyperbola geometry should not be confused with hyperbolic geometry which is the curved geometry of the two-dimensional unit hyperboloid. I will conclude this post with some of my personal observations about circular trig functions and hyperbolic trig functions, and finish with a wonderful example from Dray’s book that really clarified for me the difference between Euclidean geometry and hyperbola geometry. The diagram below shows a right triangle in hyperbola geometry. The results are astonishing when you consider the definitions of Cos(θ), Sin(θ) and Tan(θ) for Euclidean right triangles. Of course, the triangle below would be impossible in Euclidean geometry, but possible in hyperbola geometry. Just think of the diagram as a clever way to picture time and space quantities in spacetime physics. In hyperbola geometry, a triangle is a right triangle if and only if the lengths of the sides satisfy the Pythagorean Theorem of hyperbola geometry, a2 – b2 = c2 where a = cCosh(β), b = cSinh(β), and β is an angle of the triangle. From the formulas for the inverse hyperbolic trig functions, it follows that β = arcCosh(5/4) = arcSinh(3/4) = arcTanh(3/5) = 0.693147181. Notice that the hypotenuse of the hyperbolic right triangle is not the longest side.
A new study has shown that certain nutrients play an important role in the development of leukemia in children. This is especially true of an amino acid called valine. The molecular building block of many animal proteins, the amino acid valine, plays a key role in the development of acute lymphoblastic leukemia in children. This is the conclusion reached by researchers from the University of New York. Their work showed that the genes involved in the use of valine in cells are more active in malignant cells than in normal ones. And blocking these valine-related genes not only led to a decrease in the amino acid level in leukemic blood T cells, but also stopped the growth of tumor cells in the laboratory. Only 2% of malignant T-lymphocytes remained viable after blocking valine-related genes. Experiments have also shown that mutations in the DNA code of the NOTCH1 gene, which are most often observed in patients with leukemia, partially contribute to the growth of cancer by increasing valine levels. This study included experiments with human leukemia cells grown in the laboratory and transplanted into laboratory mice. After that, they developed blood cancer, which originates in bone marrow leukocytes. Further experiments showed that if mice with leukemia were fed food with a low valine content for three weeks, this interrupted the growth of the tumor and somewhere also reduced the number of cancer cells circulating in the body by at least half (in some cases even to an undetectable level). Repeated introduction of valine into the diet led to the progression of cancer.
Recognize that there were compromises in developing the Constitution, such as the Great Compromise—the formation of the House and Senate—and the promise of the Bill of Rights. Date Adopted or Revised: 12/08 This access point is an alternate version of the following benchmark(s). This access point is part of these courses. 2100380: Visions and Their Pursuits:An American Tradition-U.S.History to 1920 2100470: Visions & Their Pursuits:An AmerTrad-U.S. Hist to 1920 Honors 2106310: United States Government 2106320: United States Government Honors 2106340: Political Science 2106350: Law Studies 2106370: Comprehensive Law Studies 2106375: Comprehensive Law Honors 2106380: Legal Systems and Concepts 2106450: The American Political System: Process and Power 2106460: The American Political System: Process and Power Honors 2106468: Constitutional Law Honors 2106800: Florida's Preinternational Baccalaureate United States Government 7921015: Access United States Government 2106315: United States Government for Credit Recovery 2105355: Philosophy Honors: Ethics 2106410: Humane Letters 1 History 2106415: Humane Letters 1 History Honors Vetted resources educators can use to teach the concepts and skills in this access point. Vetted resources students can use to learn the concepts and skills in this access point. Vetted resources caregivers can use to help students learn the concepts and skills in this access point.
What are stem cells and how they help the body when it is in trouble A stem cell is a undifferentiated cell that has the ability of transforming into other types cell in the body. Under suitable conditions, stem cell can either self-renew and give rise to undifferentiated daughter cells or transform in specialized tissue cells such as blood cells, bone cell, heart cells, skin cell, brain cells, lung cells, etc. As long as a stem cell in the bone marrow remains an undifferentiated stem cell it is immortal. When a stem cell reaches a tissue and begins the process of proliferation and differentiation, it loses telomerase and is no longer immortal. Therefore the bone marrow is in the body the reservoir of master cells responsible for repairing and renewing the organs and tissues of the body. Stem cells research is probably one of the most prolific field of research in medicine, with tens of thousands of studies carried every year worldwide. Ultimately, the aim of all these studies is to find ways of treating or mitigating degenerative human diseases. Current use or research modalities: - Drug development: The testing of new drugs must always be done on animals first and then adapted to humans. Oftentimes safety and efficacy in animals are not quite the same in humans. Using stem cells, especially Embryonic Stem Sells (ESC) and/or induced Pluripotent Stem Cells (iPSC), it is possible to develop human tissue cells, offering the possibility of testing new drugs on human tissue, saving enormous cost and time. - Transplanting tissues: Since stem cells have the ability of becoming virtually any kind of cell of the body, the possibility exists that one day science will be able to regrow organs that can be transplanted into humans. This is an emerging field referred to as Tissue Engineering. Already scientist have developed scaffolds in which stem cells are seeded to form new tissue such as cartilage, airways, bladder, and even kidney, pancreas and heart. Although still not ready for clinical use, this is a very promising field of research. - Disease formation: the ability of developing human cells and human tissues also gives the ability of studying in vitro the formation of diseases. The genesis of stem cell Although the picture can rapidly become more complex, there are essentially 3 types of stem cell: Embryonic Stem Cells (ESC): These are found in the 8-10 days old embryo. Destined to form an entire organism, ESC can multiply endlessly and turn into any type of cell in the body. While ESC are considered to be the most versatile and potent type of stem cell, they carry a high risk of developing tumors and are therefore not used clinically. Their main use is for drug development. Adult Stem Cells (ASC): They are present in the body after birth. While residing primarily in the bone marrow, they also exist in virtually every tissue of the body in the form of progenitor and tissue-committed resident stem cells. While more limited in their proliferation potential, ASC can transform into cells of virtually any tissue of the body. Given their high level of safety compared to ESC, they are the main type of stem cells used clinically. ASC currently utilized for clinical treatments are derived mainly from the blood, fat tissue, bone marrow and dental pulp. Induced Pluripotent Stem Cells (iPSC): The DNA of any cell of the body is identical to the DNA found in the ESC that were present a few days after conception. The genes encoding for “stemness” simply become silent as an individual matures. iPSC are produced by using a somatic cell and activating the genes encoding for “stemness”, turning back the clock and transforming this cell into an embryonic-like stem cell. The main use of iPSC is drug development and tissue engineering. Perinatal stem cells: Stem cells are present in the amniotic fluid and umbilical cord blood. These cells are technically considered ASC. Wide networks of collection and storage have been developed, and these stem cells are extensively used for various treatments. Issues regarding embryonic stem cells There are two issues that have hindered and largely prevented the use of ESC for research and treatments. The first issue is the ethical question of technically destroying a human embryo for the purpose of research or therapeutic treatment. Christians believe that ensoulment occurs at the time of conception, therefore as stated by Pope John Paul II, “A free and virtuous society must reject practices that devalue and violate human life at any stage from conception to natural death.” ESC used for research come from in vitro fertilization and even though they are destinated to be destroyed anyway, this ethical view has largely prevented the use of ESC in research and therapies. The second issue is the fact that ESC carry a significant probability of tumor formation. Unlike ASC that will only differentiate into cells of the tissue in which they find themselves, ESC can at all times differentiate into various types of cells and oftentimes lead to the formation of teratomas. Stem cell therapy – Saving Lives Stem cell therapy refers to the use of stem cells or their derivatives for the regeneration of diseased or damaged tissue. While Tissue Engineering holds a lot of promise for cases of organ failure in which the only solution is organ transplant, currently the most common therapeutic use of stem cells is the injection of ASC isolated from one’s own fat tissue or from umbilical cords. Fifteen years ago techniques were developed and used to multiply ASC in vitro, promote their differentiation into a specific type of cells, and inject them into specific tissues like the heart. Now it is increasingly recognized that stem cells will 1) multiply in the body just like in the test tube, so no need to amplify them in vitro, 2) differentiate into the cell type of the tissue in which they find themselves, so no need to promote their into one specific type of cells, and 3) find their way to the damaged tissue, so they can be simply injected in the bloodstream. Endogenous Stem Cell Mobilization (ESCM) is another novel and promising method of tapping into the potential of ASC. In essence, the outcome of a stem cell injection is an increase in the number of circulating stem cells. ESCM consists in stimulating stem cell mobilization from the bone marrow, which is a natural phenomenon, thereby increasing the number of circulating stem cells by the release of one’s own stem cells. Significant benefits in cases heart disease, Parkinson’s, diabetes, spinal cord injury, stroke, and other degenerative diseases have been reported. Tissue specific stem cells can also be used for the treatment of specific problems like corneal burn. By using corneal stem cells remaining on the edge of the cornea, even after severe burn, it is possible to completely regenerate the cornea and give back sight to individuals who had been technically blind for years. iPSC are increasingly used for drug development using human cells and tissues developed in the lab, saving precious time in the development of potential life-saving remedies. One of the most active field in Tissue Engineering is the development of new skin for the treatment of severe burns. It is possible to generate thin layers of one’s own skin on a scaffold, which can then be integrated to the damaged area, accelerating wound closure and reducing scar formation. While much research remains to be done and many might consider the use of ASC as the medicine of the future, tapping into the regenerative potential ASC is very much already a medicine of today.
For the first time, microplastic-like particles have been found in human blood . The researchers examined blood samples from 22 healthy adults and found traces of microplastics in 17 of them. Half of the samples were PET plastic commonly used in beverage bottles, one third polystyrene, which is used to package food and other items. A quarter of the blood samples contained polyethylene, from which the plastic bag was made. This discovery shows that particles can travel throughout the body and stay in organs. But researchers are concerned that microplastics could enter the body and cause millions of premature deaths each year, causing damage to human cells. It’s an astonishing discovery, but we all join as scientists rush to uncover the potential health effects. Microplastics are everywhere on Planet Earth A huge amount of plastic waste is dumped into the environment and microplastics are currently polluting the entire planet, from the top of Mount Everest to the deepest oceans. Humans have been known to ingest small particles through food and water and breathe them in, and they have been found in the feces of children and adults. “Our study is the first sign that we have polymers in our blood – it’s a groundbreaking result,“Professor Dick Vethaak, an ecological toxicologist at Vrije Universiteit Amsterdam in the Netherlands.”But we had to expand the study and increase the sample size, the number of polymers evaluated, etc.“He also said that further studies have been done on this result. “It is certainly reasonable to be concerned,“Vethaak said Guardians. “The particles stay there and are transported throughout the body.“He also said that previous work has shown that microplastics are 10 times higher in the feces of infants than in adults, and that children fed with plastic bottles are swallowing millions of microplastics every day. “In general, we also know that infants and young children are more vulnerable to chemicals and particles,“he say.”That worries me a lot.“ The great impact of microplastics Scientists are increasingly vocal about the potential health impacts of microplastics, both on humans and on wildlife. These plastics contain chemicals that are believed to mimic and alter our natural hormones, which can even be harmful or disruptive to children. Some studies have also suggested that the accumulation of these plastics may also have the potential to directly damage human cells. In 2020, a major report made by environmental and hormone researchers declared that plastic is a global health threat. At the same time, the researchers caution that the findings are based on a very small sample size, although they say other research groups are already planning larger studies to confirm the results. There is also wide variation in the amount of plastic that can be found in people’s blood. And while some studies have found a link between plastic exposure and various conditions like inflammatory bowel disease, type 2 diabetes and even cancer, the exact extent of the harm plastic has yet to be identified. “The big question is what’s going on in our bodies?“Vethaak said.”Are the particles retained in the body? Are they transported to certain organs, such as across the blood-brain barrier? And are these levels high enough to trigger disease? We urgently need funding for further studies so we can find out.“ “Plastic production is set to double by 2040,“Jo Royle, founder of the Common Seas charity.”We have a right to know all this plastic does to our bodies.“Common Seas, together with more than 80 NGOs, scientists and doctors, is asking the UK government to allocate £15 million for research into the impact of plastic on human health. EU. funded research on the effects of microplastics on fetuses and infants, and on the immune system. A recent study found that microplastics can adhere to the outer membranes of red blood cells and limit their ability to carry oxygen. The particles are also found in the placenta of pregnant women, and in pregnant rats, they travel rapidly through the lungs to the heart, brain, and other organs of the fetus. A new review paper, co-authored by Vethaak, assessed cancer risk and concluded, “More detailed research into how micro and nanoplastics affect the structure and processes of the human body, and whether they can transform cells and produce carcinogens, is needed. necessary, especially in the context of exponential growth in plastic production. The problem is becoming more urgent every day.“Also, because there are so many threats to public health, there’s no time to waste. This new study was funded by the Netherlands’ National Foundation for Health Research and Development and the Common Sea, a social enterprise that works to reduce plastic pollution.
Teen Mental Health - What Parents Can Do It has been over 1 year since the American Academy of Pediatrics, American Academy of Child and Adolescent Psychiatry, and Children’s Hospital Association declared a national emergency in child and adolescent mental health. Untreated mental health problems interfere with all aspects of development. Youth with poor mental health may struggle with , friendships, self-esteem, and their physical health. Mental health problems in teenagers are often associated with risky behaviors which affect their physical health as well, such as , sexual behaviors, and experiencing violence. Many health behaviors are established in adolescence and carry over into adult years. So what can parents do to help their children through this crisis? Research shows that feeling connected to family and school helps promote positive mental health and protect adolescents from poor mental health and risky behaviors. Building strong bonds and relationships with friends and adults in school, the community and at home provides youth with this sense of connectedness. Teenagers need to know someone cares about them. Connections can be made virtually or in person. However, there is some evidence the connections online are less emotionally satisfying and can lead to greater feelings of social isolation for some teens. Supporting your child in building self-esteem is a protective factor in the face of disappointment. Self-esteem is the understanding that as individuals we are of value and have a purpose. Adolescents who think of themselves as valuable are more likely to believe they can be successful and set goals for themselves, and they are more likely to stand by their own beliefs and not be influenced as much by peer pressures. The best way to help children and teenagersdo instead of what they have or how they are perceived by others, they are happier and better prepared for future success. is to get them involved in something that they’re interested in. It could be sports, music, building, volunteering, anything that they enjoy and gives them confidence. When kids learn to feel good about what they can Give your child a happy home. Communication is paramount for this. Talk with your teenager without judgement, ask open ended questions, show interest in what they have to say, and give them your full attention. Make your home a safe place for them to express their thoughts and feelings. Let them know that you love them and that you value what they say. This is not the same as not having expectations about behavior or grades. Have expectations without judgment and without making your child feel as if you don’t like them for who they are. Let your teen know that you love them no matter what, that they can say what they feel, and that you will always help them. Do your best to listen more than you talk; be empathetic and forgiving. The impact of social media on children and adolescents’ mental health has been a topic of great concern. There have been many studies linking use of social media with negative mental health outcomes, however this does not mean that it is causative. There are both positive and negative effects that need to be considered. Electronic devices and social media connect teens with friends but can also contribute to problems with mental health. Most teens report positive feelings associated with social media use, however about 25% of teens say that social media makes them feel worse about their own lives. Additional negative effects can be an entire article on its own, and some teens are more vulnerable than others. Parents need to watch closely to see how electronic use and social media use affects their child and have open communication about curated images and edited feeds. Make sure your child is getting enough sleep and physical activity and offer healthy, nutritious foods at home to support both physical and mental health. School aged children need 9 to 11 hours of sleep. Teenagers need 8 to 10 hours of sleep. Parents also need to pay attention to their own mental health and electronic use. Children pay more attention to what parents do than what they say. We are in the midst of a pediatric mental health crisis, but children and teenagers are resilient, and it is never too late to make changes to promote positive mental health. If your child is showing signs of anxiety or depression, call the office and make an appointment to talk with a doctor. Further information and resources: Watch our video tips on Teen Mental Health, from another one of our Behavioral Health providers.
Maps and The Globe worksheets for 2nd and 3rd graders. 11 printable activities. Save money and download EVERYTHING with the All Access Pass! ♥ Maps and The Globe Worksheets This 12-page Worksheet Packet is perfect for your Unit Study of Maps and The Globe! In this Map Worksheet Packet: - North, South, East, and West! – Develop a mnemonic to help remember the 4 cardinal directions - All About Maps Word Search - Maps and Globes: Fill in the Blank - Continent and Ocean Identification – Name the correct continent and ocean at each location - Write Your Own Directions! – Using the guide, write detailed directions to a destination in your yard - Map Skills – Using the included map, follow the directions to practice map skills - Pine Tree Park – Draw an aerial view of the park using the included directions - Learning the Globe – Use the globe to find the landmarks and answer the questions - Maps and Globes Venn Diagram – Compare and contrast a map and globe - Map and Globe Vocabulary Words – Use the vocabulary words in correlation with the definitions page - Maps and The Globe Crossword Puzzle Worksheets are always geared towards 1st-3rd Graders. However, they can easily be used with younger learners (with mom’s help) or possibly even 4th-5th graders. Tiffany E. Hicks Why is the site not allowing members to log in today? Tiffany – the delivery method I using to deliver packets is making my site crash, so I’m moving to Plan B. Be on the lookout for an email from me in the next couple of hours with instructions on how members can download! I apologize for the inconvenience!
NASA scientist creates expanded list of habitability possibilities for other worlds (Phys.org) —A NASA scientist based at Ames Research Center has compiled a checklist of habitability possibilities for planets or other bodies in the solar system or beyond. In his paper published in Proceedings of the National Academy of Sciences, Christopher McKay outlines ways that life could be possible on other planets, moons, or even other bodies. Research here on Earth, McKay notes, has led to findings that show that life can exist under what would previously have been considered impossible environmental conditions. Thus, it seems logical that what we define as the conditions possible for life existing in other places should expand as well. Not all life forms need the same requirements as most of the life we see around us, some can survive or even thrive in very extreme conditions. He notes that some types of microorganisms, for example, have been found to live in environments that are consistently well below freezing or well above the boiling point. Thus, it would not make sense to rule out a planet simply because it's too cold or too hot. He also notes that not all life forms require as much water as was once thought. Some algae, for instance has been found living inside of rocks, where very, very little water is available. Not unlike the water that is trapped in rocks on the moon, as just one example. The need for light or some other form of energy source might have been overstated as well. Creatures have been found living in the sea, for example, at depths almost beyond where sunlight can penetrate. Might that mean that some planets have been wrongly excluded as possible life holders, simply because they are too far away from their star? No one knows, but perhaps we should start including more of them on our list of possibilities. There's also the problem of radiation—too much of course and life should not be able to survive—but what about those microbes that have been found living inside of nuclear reactors? Perhaps we've been too narrowly focused in this respect as well. And finally, being creatures that need a lot of oxygen to survive, it would seem only natural that we would expect other habitable worlds to have it as well. But research has shown that it too isn't always necessary and is sometimes even fatal to some forms of life, such as a type of bacteria living in soil. Nitrogen, on the other hand seems to be far more critical. Perhaps it should be one of our primary clues. In short, McKay is reminding us that we maybe ought to be more careful in what we exclude when looking for life elsewhere, perhaps now more so than before as our technology improves to the point where we might finally have what we need to actually prove that life does exist out there, somewhere—even if it's in a form we never might have imagined was possible before. More information: Requirements and limits for life in the context of exoplanets, Christopher P. McKay, PNAS, DOI: 10.1073/pnas.1304212111 The requirements for life on Earth, its elemental composition, and its environmental limits provide a way to assess the habitability of exoplanets. Temperature is key both because of its influence on liquid water and because it can be directly estimated from orbital and climate models of exoplanetary systems. Life can grow and reproduce at temperatures as low as −15 °C, and as high as 122 °C. Studies of life in extreme deserts show that on a dry world, even a small amount of rain, fog, snow, and even atmospheric humidity can be adequate for photosynthetic production producing a small but detectable microbial community. Life is able to use light at levels less than 10−5 of the solar flux at Earth. UV or ionizing radiation can be tolerated by many microorganisms at very high levels and is unlikely to be life limiting on an exoplanet. Biologically available nitrogen may limit habitability. Levels of O2 over a few percent on an exoplanet would be consistent with the presence of multicellular organisms and high levels of O2 on Earth-like worlds indicate oxygenic photosynthesis. Other factors such as pH and salinity are likely to vary and not limit life over an entire planet or moon. Journal information: Proceedings of the National Academy of Sciences © 2014 Phys.org
- Spraying aerosols in the stratosphere, especially radiation-scattering ones such as sulphates, does have a cooling effect. However, scientists warn us about its unintended consequences - There is some reason to believe that the ‘summerless year’ that followed the eruption of Mt. Tambora in 1816 inspired the novels Frankenstein and The Vampyre. - A sufficiently powerful volcanic eruption can spew sulphates and other aerosols into the stratosphere, cooling the air there. This fact has motivated people to artificially do the same thing to slow global-warming. Moon dust coolers - A recent media buzz on this front is from a paper published in the journal PLoS Climate on February 8. - Researchers from the U.S. have proposed that billions of tonnes of dust can be launched from the moon to a point in space where the earth’s and the Sun’s gravitational fields cancel each other out. The dust will thus be ‘parked’ there, casting a shadow on earth and dimming sunlight to offset carbon emissions. - While aerosols in the stratosphere, especially radiation-scattering ones such as sulphates, do have a cooling effect, let’s not forget the consequences of the 1816 eruption. - The ‘cool’ summer sent crop yields plummeting worldwide, leading to disease and starvation. Many climate models have confirmed that dimming the amount of incoming sunlight with stratospheric aerosols will have similar outcomes. - Some studies have argued that the resulting drought won’t be as harmful and that the GDPs of most countries will be positively affected by such solar radiation management (SRM). - But even state-of-the-art climate models are skilled only at simulating the temperature response to changes in solar radiation. - These projections are also best at the continental scale and not at the regional scale, which matters when it comes to heatwaves and drought. Concerns about SRM models - Climate models are still woefully inadequate at estimating the precipitation response to solar radiation perturbations at all scales. - Any projections related to changes in rainfall, as a result of blocking sunlight, will be highly uncertain. - Therefore, concluding that SRM won’t have unintended consequences in the form of drought and crop losses, based on models that can’t reliably predict precipitation, would be foolhardy. - Many natural as well as social scientists have expressed grave concerns about SRM science and governance. - Compensation for the accidental outcomes of SRM will be more contentious. The University of Oxford and the Asilomar Conference have proposed some guiding principles for attempts to geoengineer the climate. - These include that those involved must clearly and explicitly report the science and technology of these approaches along with their consequences; deployment and monitoring, verification, and reporting mechanisms should be democratic and inclusive; and stakeholders must agree on compensation mechanisms for any harm beforehand. - Finally, a major caveat of the aerosol-loading approach is that there will be a rebound effect once spraying stops and the aerosols are washed out of the atmosphere. - So, when the temporary cooling effect is on, we must still reduce emissions. If we don’t, the cooling effect will end and the heating period will recommence. SOURCE: THE HINDU, THE ECONOMIC TIMES, PIB
A language is not just made of words. If you memorized plenty of French vocabulary, that wouldn’t make you fluent in French. To speak French fluently and eloquently, you also need to know how to arrange that vocabulary so it flows nicely in your sentence. This is when French grammar comes into play. What is grammar ? What we call grammar in language acquisition is the set of rules which controls the language. In other words, Grammar is a language within the language: it’s a way for words to communicate between themselves, and send extra info to your brain. Pretty cool, don’t you think? For example, in English, when you use “He” with a verb in the present, you usually add an S. This is a grammar rule, more precisely a conjugation rule. The fact of adding an S to the verb connects these the “he” and the verb together: because you added an S, your brain groups “he” and “speaks” closely together: no doubt about it, he’s the one speaking. Grammar reinforces the message to your brain. French grammar features many rules. And French students spends decades learning them. Unfortunately, many foreign students have never learned the key words French grammar uses to describe the sentence elements, such as “nouns, adjectives, pronouns, verbs, agreements”… These terms describe what you could understand as jobs for the words. And these jobs will determine where the word goes in the sentence, how it is spelled and pronounced. Many students just think a word is a word. They don’t understand the various jobs. That’s why for many French as a foreign language students, French grammar is so very frustrating! The shame of not understanding grammar terms English grammar is rather simple compared to French grammar. Most English speakers have had some grammar school teachings at one point in their studies, but many don’t remember it. I’ve met many extremely intelligent and cultivated English speakers who couldn’t point out a direct object in a sentence. Knowledge of formal grammar terms is just not something that is typically insisted upon in the English culture. However French grammar is something French people spend at least ten years studying in French school. The terrible news is that many French teachers just assume grammar is common knowledge. So they start blasting rules full of grammatical terms foreign students don’t really understand. And since the students often feel they ‘should’ know them somehow, they don’t dare interrupt the class. Then they don’t understand anything. They feel ashamed. And they associate French grammar with terrible frustration. French grammar clearly explained But there’s hope! Once you understand the French grammar terms used by books and French teachers, you will be able to concentrate on the rule itself and it will all make sense to you. I promise. French grammar is a wonderful tool. It’s an extra layer of logic which binds words together and will help you – yes, I mean really help you – become more fluent and eloquent in French. Grammar is something you can count on. You don’t need to second guess it. One you understand the rule, you apply it. And it works! By studying French grammar, you will discover a whole new layer to the French language. Chances are that you’ll discover a lot about English as well. Grammar is deeply rooted in the French language: French grammar will affect the way a word is spelled, where you place it in the sentence, and often change the pronunciation as well. It really is fascinating! What follows is a quick overview and recap of what these different French grammar terms mean: all these concepts are clearly and progressively explained in my audiobook French learning method À Moi Paris where I compare French to English grammar, explain everything in English, then provide plenty of examples. The whole learning method is then illustrated by a level-adapted ongoing novel, entirely recorded and translated into English. Check it out! I know this is a lot to memorize, but believe me, knowing these terms will be a huge help to understand French (or any language) grammar. So let’s start with a key term in French grammar and explain what an agreement is. What is an Agreement in French Grammar? In French grammar, some words are said to “agree” with each other. In English, when you add an “s” to the 3rd person singular (as in “she singS“), you apply a subject-verb agreement. In other words, you make the verb and the subject agree – or match – to say “hey, this verb is working with this subject !!” Grammar reinforces the link between these two words: it makes an extra connection in your brain. Agreements are not very common in English. But they are very common in French grammar. You will have to change some words or parts of words (like the endings of verbs or French adjectives) to match other French words related to them. In French, words have a language of their own: they speak to each other. You could say that grammar is the inner language of the words… Let’s see an example of word agreements in French: La fille blonde est assise. The blond girl is sitting. - The noun “fille” is feminine singular. Because of this, I chose “la”, not “le”. - I wrote a silent “e” at the end of the adjective “blond –> blonde”. - I conjugated my verb “to be” to the “is” form to match the subject (the girl: 3rd person singular). - I also wrote an “e” at the end of “assise” to match the gender of girl. So, there’s all types of agreements: - an article agreement (la), - an adjective agreement (blonde), - a subject/verb agreement (est) - and finally a past-participle agreement (assise). The fact that I’m talking about a feminine word ricochet throughout the French sentence! In English, the fact that my subject is feminine doesn’t change anything at all. So grammar is a point where French and English differ quite a bit. Hence, it’s totally normal that an English speaking student learning French need some gentle guidance and time to get accustomed to this new layer of thinking they need to add to speak French! Now let’s see different category of words in French grammar. 5 Essential French Grammar Terms There are five essential terms which are always repeated in French grammar: verbs, nouns, pronouns, adjectives and adverbs. If you want to understand your French grammar class, you need to understand what these terms mean. What is a Verb? A verb indicates an action. It can be: - physical (to walk, to run, to go), - mental (to think, to laugh), - or a condition (to be, to have). A verb is “conjugated” to match (we also say to agree with) its subject: he does, she has, the dogs were… Would you like to know how to conjugate a French verb? Here is an article about the French verb être with audio. I also invite you to browse the French verb category of this blog, where you will find many free French verb lessons. What is a Noun? A noun is the name of a person, an animal, a thing, a place, an idea… Nouns can be common nouns: man, dog, cup, home, love… Or they can be proper nouns: Mary, Paris, France… What is a Pronoun? A pronoun replaces one or several nouns. When you speak of John, instead of repeating his name over and over, you use the pronoun “he”. “Him”, “his” are other kinds of pronouns, although they also refer to Paul. You will choose the correct pronoun according to its role in the sentence. Each word in a sentence has a job. Grammar will explain to you the different kinds of jobs, and how a word is to behave. - “he” is used to replace a noun subject of the verb, - “him” for an object pronoun, - and “his” for a possessive pronoun. French pronouns tend to be complicated for English students, because students often don’t really “understand” pronouns in English: they don’t know the different jobs pronouns can do! I’ve written a free blog lesson about French pronouns which I invite you to read for more info. French pronouns are explained in depth and progressively, with many examples in my French audiobook learning method À Moi Paris level 3. What is an adjective? An adjective describes a noun or a pronoun in different ways: - A descriptive adjective indicates a quality: tall, blond, intelligent. - A possessive adjective shows possession: my book, their dogs. - A demonstrative adjective points out a noun: this book, that dog. - An interrogative adjective asks a question about a noun: what book, which dog? French adjectives follow very different rules than their English counterparts. Most descriptive adjectives go after the noun in French, when they go before the noun in English. Une fille blonde. A blond girl. French adjectives will agree in what we call gender and number with the noun they modify, and this will affect both their writing and their pronunciation. This too will take some training and getting used to :-) What is an adverb? An adverb describes a verb, an adjective or another adverb (well, very, soon). Many adverbs end in “ly” in English (happily) and in “ment” in French (heureusement). French adverbs are invariable, which means they (almost) never agree with another word. But there are rules for where to place them in the sentence… Il parle bien français. (Bien is the adverb) He speaks French well. The Key To French Grammar 🔐 As you now understand, the very first thing is to understand the French grammar terms.: what is a noun? A pronoun? An adverb? Then, you need to learn how to recognise them in a sentence, and sometimes figure out their specific job (is it a descriptive adjective? A demonstrative, possessive, interrogative adjective? Then, and only then, you can concentrate on learning the rules which control them. Now that you know these essential grammar terms, let me explain more grammatical words you will certainly come across during your French language studies. 5 French Grammar Terms Useful For Verbs Let’s start with French grammar terms closely related to verbs. What is a Subject? In grammar, we call ‘subject’ the person or thing that does the action of the verb. There is an easy way to find the subject of a sentence. - First, find the verb. - Then ask: “who + verb” or “what + verb”. - The answer to that question will be your subject. A subject is a noun or a pronoun (here is my free lesson about French subject pronouns). A subject can be a person, a thing, a place, an idea… - I paint. “I” is the subject. - Camille is teaching French. Who is teaching? Camille is teaching. “Camille” is the subject. - What is happening to Camille? What is happening. “What” is the subject (This one was trickier, wasn’t it? I told you: grammar is like a game!!) - Was freedom won easily? What was won? Freedom was won. “Freedom” is the subject. What is a Person? In grammar, the term ‘person’ refers to the different pronouns used to conjugate a verb. I, you, he, she, it, we, they. They are divided between singular and plural (for this concept, read my French blog article on gender and number). - I is the first person singular - You is the second person singular - He and she are the third person singular - We is the first person plural - You is the second person plural (when it’s more than one person) - They is the third person plural What is a Verb Conjugation? The conjugation is the way a subject changes a verb so they match. In English, the conjugation of verbs is quite simple. The verbs don’t change much (I, you, we, they speak – he, she, it speakS) except for the verb to be (I am, you are, he is). It is not so in French, where the verb form changes with almost each different person. Je parle, tu parles, il/elle/on parle, nous parlons, vous parlez, ils/elles parlent. The way French verbs are written and their pronunciations are also very different, this is why it’s important to study your French verb conjugations with audio. What is the Infinitive of a Verb? The infinitive is the form of the verb before it is being conjugated. It’s the basic verb name: “to speak”. In English, the infinitive is usually preceded by “to”: “to study”, but not always (example: “can”.) In French, there is no “to” before the verb. The infinitive form is shown by the last two or three letters, usually “er”, “ir” or “re” that will also determine the conjugation pattern of the verb if the verb is regular. What is a Regular Verb and an Irregular French Verb? Some French verbs are called “regular” because they follow a predictable conjugation pattern (such as adding an “s” to the 3rd person singular in English). Here is my lesson about how to conjugate French regular ER verbs in the present tense. Some French verbs are called “irregular” because their conjugation pattern is not predictable (like the verb “to be” in English). Let’s move on to more advanced French grammar terms you will run into when studying how to conjugate a French verb. French Grammar Terms – Intermediate French Conjugation What is an Auxiliary Verb in French? An auxiliary verb is a verb used to conjugate another verb. For example: I have washed the dishes. Used this way, the auxiliary verb (have) loses its own meaning (to have = possession), it’s just a way to change the time frame of the action of the main verb (in my example “to wash”). The auxiliary verbs in French are “avoir” (to have) and “être” (to be). You absolutely need to know their conjugations and pronunciations inside out, not only because you’ll use them all the time as “to have” and “to be”, but also because since they are auxiliary verbs, you’ll use them all the time to conjugate other verbs to build various French tenses. Examples of French tenses using auxiliary verbs: - J’ai chanté – le passé composé using the auxiliary verb avoir - Je suis allée – le passé composé using the auxiliary verb être - J’avais chanté – le plus-que-parfait - J’aurai chanté – le futur antérieur - Tu serais allée – le passé du conditionnel The various past and future tenses of the Indicative mood are explained in depth in my French audiobook learning method – Upper Intermediate level. What is a Tense? A tense indicates when the action of the verb is taking place: now, in the past or in the future. - A simple tense consists of only one verb form (ie: ‘I speak’). - A compound tense consists of one or more auxiliary verb + a main verb (ie: ‘I am speaking’, “I have been thinking’). You need to memorize that in French grammar, the adjective “simple” doesn’t mean “easy” but means “NOT compound” – using only one verb, not an auxiliary + a verb. What is a Mood? The mood indicates the position of the subject towards the verb. Is the subject… - making a statement (indicative mood = l’indicatif, the most common mood) - giving a command or order (imperative mood = l’impératif) - describing a condition or the possibility of something (conditional mood = le conditionnel) - expressing doubt, unlikelihood or subjectivity (French subjunctive mood = le subjonctif, a mood very rare in English but quite common in French) The mood will affect the conjugation of the verb. Note that there are also impersonal moods in French, which are invariable, meaning they always use the same form, the verb doesn’t change according to who is speaking. - Adjectival form of the verb (the participle = le participe) - Nominal form = the name of the verb (the infinitive = l’infinitif) What is a Voice? The voice (la voix in French) indicates the relationship between the subject and the verb. There are three voices in French: - The subject performs the action of the verb (the active voice, la voix active). This is the most common voice. Je lave le chien = I am washing the dog. - The subject performs the action on itself (the pronominal voice, la voix pronominale/reflexive). This voice is very common in French, not so much in English. Je me lave = I am washing (myself). In English, it’s unlikely you’d say that. You’d probably say “I am taking a shower/ a bath”… - The action is being performed onto the subject – by a third party (the passive voice = la voix passive). Le chien est lavé par le toiletteur = The dog is being washed by the dog groomer. What are Affirmative and Negative Sentences? A negative sentence is a sentence whose verb is negated with the word “not” and an affirmative sentence is… the contrary :-) In French, the regular way to negate a verb is to use “ne + verb + pas”. However there are other negative words such as rien, jamais, personne… More about the French negative. What are Declarative and Interrogative Sentences? - A declarative sentence makes a statement. It is the most common way of speaking. - An interrogative sentence asks a question. How to ask questions in French and the many French interrogative expressions, as well as interrogative adjectives have been studied in my French Audiobook À Moi Paris Level 3 as well as in Secrets of French Conversation. I understand this list may be a bit overwhelming. There is limits to what I can explain in one lesson: in my downloadable audiobook method, I introduce all these concepts gradually and logically, I take my time to explain them thoroughly with plenty of examples in English and in French, and then every point of the method is illustrated within an ongoing bilingual novel: you learn the theory, and you learn through practice. I post new articles every week, so make sure you subscribe to the French Today newsletter – or follow me on Facebook, Twitter and Pinterest. Please react! Leave a comment, make a suggestion, share this article… Your engagement really encourages me to create more free French lessons!
- Is not or python? - Is there a ++ in Python? - Why do we use == in Python? - What does i += 1 mean in Python? - How do you call a function in Python? - Is there an OR function in Python? - Is Python for free? - Is equal to Python? - What does not mean in Python? - What does %s mean in Python? - What is the opposite of == in Python? - How do you write if in python? - How do you write not in Python? - What does * mean in Python? - What does != In python mean? - WHAT IS AND and OR in Python? - Why is there no ++ in Python? - IS NOT NULL in Python? - What does the if not condition do? - Can you use != In Python? - What is difference between and == in Python? - What is Python mainly used for? - Is Python a keyword? - Is not in list python? - How do you break in Python? Is not or python? is and is not are the identity operators in Python. They are used to check if two values (or variables) are located on the same part of the memory. Two variables that are equal does not imply that they are identical.. Is there a ++ in Python? Python, by design, does not allow the use of the ++ “operator”. The ++ term, is called the increment operator in C++ / Java, does not have a place in Python. Why do we use == in Python? The == operator compares the value or equality of two objects, whereas the Python is operator checks whether two variables point to the same object in memory. In the vast majority of cases, this means you should use the equality operators == and != , except when you’re comparing to None . What does i += 1 mean in Python? The operator is often used in a similar fashion to the ++ operator in C-ish languages, to increment a variable by one in a loop ( i += 1 ) There are similar operator for subtraction/multiplication/division/power and others: i -= 1 # same as i = i – 1 i = 2 # i = i 2 i /= 3 # i = i / 3 i = 4 # i = i 4. How do you call a function in Python? How to call a function in python? Once we have defined a function, we can call it from another function, program or even the Python prompt. To call a function we simply type the function name with appropriate parameters. >>> Is there an OR function in Python? In short, the Python or operator returns the first object that evaluates to true or the last object in the expression, regardless of its truth value. In this example, the Python or operator returns the first true operand it finds, or the last one. This is the rule of thumb to memorize how or works in Python. Is Python for free? Python is a free, open-source programming language that is available for everyone to use. It also has a huge and growing ecosystem with a variety of open-source packages and libraries. If you would like to download and install Python on your computer you can do for free at python.org. Is equal to Python? ‘is’ and ‘==’ operators in Python The == operator is used when the values of two operands are equal, then the condition becomes true. The is operator evaluates to true if the variables on either side of the operator point to the same object and false otherwise. What does not mean in Python? The ‘not’ is a Logical operator in Python that will return True if the expression is False. The ‘not’ operator is used in the if statements. For example: if not x. If x is True, then not will evaluate as false, otherwise, True. What does %s mean in Python? Conclusion. The %s operator lets you add a value into a Python string. The %s signifies that you want to add a string value into a string. The % operator can be used with other configurations, such as %d, to format different types of values. What is the opposite of == in Python? 5.10. Logical opposites¶operatorlogical opposite!===<>=<=>><=2 more rows How do you write if in python? An “if statement” is written by using the if keyword….Python supports the usual logical conditions from mathematics:Equals: a == b.Not Equals: a != b.Less than: a < b.Less than or equal to: a <= b.Greater than: a > b.Greater than or equal to: a >= b. How do you write not in Python? The syntax for not equal in Python There are two ways to write the Python not equal comparison operator: != <> What does * mean in Python? The asterisk (star) operator is used in Python with more than one meaning attached to it. For numeric data types, * is used as multiplication operator >>> a=10;b=20 >>> ab 200 >>> a=1.5; b=2.5; >>> ab 3.75 >>> a=2+3j; b=3+2j >>> a*b 13j. What does != In python mean? In Python != is defined as not equal to operator. It returns true if operands on either side are not eual to each other, and returns false if they are equal. WHAT IS AND and OR in Python? and is a Logical AND that returns True if both the operands are true whereas ‘&’ is a bitwise operator in Python that acts on bits and performs bit by bit operation. Why is there no ++ in Python? Because, in Python, integers are immutable (int’s += actually returns a different object). Also, with ++/– you need to worry about pre- versus post- increment/decrement, and it takes only one more keystroke to write x+=1 . In other words, it avoids potential confusion at the expense of very little gain. IS NOT NULL in Python? There’s no null in Python. Instead, there’s None. As stated already, the most accurate way to test that something has been given None as a value is to use the is identity operator, which tests that two variables refer to the same object. In Python, to represent an absence of the value, you can use a None value (types. What does the if not condition do? When an if statement tests a scenario with not , then our if code executes when that particular situation didn’t happen. When the situation did occur, the if clause tests False and the optional else code runs. Can you use != In Python? You can use “!= ” and “is not” for not equal operation in Python. The python != ( not equal operator ) return True, if the values of the two Python operands given on each side of the operator are not equal, otherwise false . What is difference between and == in Python? What is the difference between = and == in Python ? The = is a simple assignment operator. It assigns values from right side operands to the left side operand. While on the other hand == checks if the values of two operands are equal or not. What is Python mainly used for? Software Development Python is often used as a support language for software developers, for build control and management, testing, and in many other ways. SCons for build control. Is Python a keyword? The is keyword is used to test if two variables refer to the same object. The test returns True if the two objects are the same object. The test returns False if they are not the same object, even if the two objects are 100% equal. Use the == operator to test if two variables are equal. Is not in list python? In & Not in operators Returns true if the element is present in the list otherwise returns false. “not in” operator − This operator is used to check whether an element is not present in the passed list or not. Returns true if the element is not present in the list otherwise returns false. How do you break in Python? Python break statement The break statement terminates the loop containing it. Control of the program flows to the statement immediately after the body of the loop. If the break statement is inside a nested loop (loop inside another loop), the break statement will terminate the innermost loop.
Rutgers University Institute of Marine and Coastal Sciences A blackbody is defined as an object that absorbes all incoming radiation and emmits all energy at full efficiency for all wavelengths. The amount of energy emmitted by a blackbody can be calculated for different wavelengths. The following equation is used to calculate the magnitude of this wavelength dependent radiation. A plot of this equation for different temperatures is shown below. The x-axis is wavelength, and the y axis is radiation intensity (B). As the temperature increases the magnitude of the peak increases and shifts toward shorter wavelengths. The following equation describes the temperature dependence of the Using the above equation the wavelength that yeilds the most radiation can be calculated for a given temperature. While the above equation is based on an ideal blackbody, approximations can be made for other objects. Wein's Displacement Law provides scientists with a means to calculate these peak wavelengths for any known temperature. The following figure illustrates the relative locations of the blackbody peaks for the sun and the earth. **Note:The magnitude of the Earth curve has been magnified 500,000 times. The radiation maximum for the sun and earth occur at two distinct wavelengths of radiation. The solar peak is located in the visible portion of the spectrum. Therefore it is probably not a coincidence that our eyes are very sensitive to this specific band of radiation. Other radiometers specific to this band can be used to measure reflected sunlight and detect cloud formations. It is this type od sensor that collects teh information that generates weather maps. The temperature of the earth is much less than that of the sun and consequently the radiation peak is smaller and pushed to longer wavelengths. The earth radiation peak corresponds to the infrared portion of the spectrum. Oceanographers have therefore designed radiometers that are sensitive to both the visible solar radiation peak and the infrared peak of terrestrial radiation. Useful Blackbody Radiation Links -No pictures, but a really good set of definitions -This page has an abundance of pictures to describe the properties of The Electromagnetic Spectrum
Like all allergies, ocular allergies occur when the immune system identifies an otherwise harmless substance as an allergen. This causes the immune system to overreact and produce antibodies called Immunoglobulin E (IgE). IgE travels throughout the body to cells causing chemicals to be released which in turn causes an allergic reaction. In the eye, this is called allergic conjunctivitis as the allergen irritates the conjunctiva: the thin, clear membrane covering the white of the eye and the inner portion of the eyelids. This clear layer of mucous membrane is the same type of mucous membrane that lines the inside surface of the nose. As these two areas are so similar, the same allergens can trigger a similar allergic response in the eyes, nose, and throat. The symptoms of allergic conjunctivitis can be very annoying and bothersome, but pose little threat to eyesight, except temporary blurriness. Unlike a bacterial or viral conjunctivitis, generally known as ‘pink eye,’ allergic conjunctivitis is not contagious. Seasonal (SAC) and perennial (PAC) allergic conjunctivitis are the two most common forms of ocular allergy. Both are classified as type 1 or immediate hypersensitivity reaction: SAC typically involves an acute reaction to seasonal allergens, but may present as a chronic irritation in some patients, while PAC is typically a chronic condition caused by household allergens that are always present, but may present as an acute reaction in some situations. Seasonal pollens can also exacerbate PAC. In the below images, you can see a visual of what a IgG antibody looks like and how it interacts with allergens (antigens). It is at this point when the allergen attaches, or binds, with the IgG antibody that your allergies start to show physical or visual symptoms that can lead to red, ichy eyes for starters. Read about additional symptoms below. Approximately 20% of the population suffers from allergic conditions, most commonly environmental allergies. According to the American Academy of Allergy, Asthma, and Immunology (AAAAI), the most common causes of allergic conjunctivitis are seasonal allergens such as ragweed, mold spores, grass or tree pollen. People with allergic rhinitis, asthma, and eczema or hay fever can be even more sensitive to environmental allergen. Up to 80% of hay fever patients may have allergic eye conditions. However, some patients can suffer year-round if they are sensitive to things like dust mites, smoke, perfumes, or pet dander. Those symptoms resulting from outdoor allergens tend to be worse than indoor causes. Usually symptoms affect both eyes. They can occur alone or in conjunction with allergic rhinitis and usually occur shortly after being exposed to the allergen. - Eyelid swelling or puffiness around the eye - Itchy eyes - Watering or tearing - Sandy, gritty feeling in the eye - Sensitivity to light - Burning of the eyes Don’t think you have to live in bubble or find a new home for Fluffy yet. Most of the time, symptoms can be managed by a few simple changes in routine or lifestyle, as well as with over-the-counter or prescription strength medications. The first defense against allergy is very low-tech - hygiene. Rinsing away the allergen on and around the eyes and showering and changing clothes after exposure can often help allergy suffers make it through their worst seasons. Of course, avoidance can be very effective at decreasing symptoms if you know a particular trigger. Keeping windows closed during high pollen season and of course frequent hand washing is an easy way to minimize exposure. In addition, wearing a wide brim hat and/or sunglasses outdoors can help protect the eyes from airborne allergens. Similarly, anti-allergen covers on bedding, frequent hot washing of sheets and pillowcases, and proper ventilation or even use of a humidifier to control airborne dust in bedrooms and living spaces can work wonders in controlling symptoms. Non-prescription medication is the second line of defense against ocular allergies. Over-the-counter oral antihistamine pills and topical antihistamine eye drops often provide needed relief that is easy and cost effective for short-term treatment. Often people wait until the allergy response is more severe to take allergy medication, but most allergy medications work best when taken just prior to being exposed to the allergen. For mild symptoms frequent use of artificial tears can dilute the allergen and mediators enough that other pharmacological treatments are unnecessary. Some of the artificial tears that we frequently recommend include Blink, Systane Complete, Refresh, and Theratears. If we deem that a medication might be helpful to a patient, we sometimes start with an over-the-counter antihistamine eyedrop such as Alcon’s Zaditor or Bausch and Lomb’s Alaway, both of which use ketotifen fumarate ophthalmic solution as the active ingredient which can combat ocular itching and irritation. If symptoms are chronic or more severe, stronger prescription medications such as corticosteroids or immunotherapy may be necessary. Continuous monitoring of the condition while on these medications may be necessary because of an increased risk of certain side effects. There are several classes of drugs at our disposal to treat ocular allergy symptoms. These are: - Mast-cell stabilizers - Combination mast-cell stabilizers/antihistamines - Topical steroids Mast-cell stabilizers prevent the release of histamine and inhibit eosinophil migration into tissue. This is what causes the allergic response. Eosinophils are a fancy term for a special white blood cell that fights allergic disease and certain infections. These types of medications typically do not provide immediate relief and work best if taken prior to exposure to an allergen. Some of the more common drugs in this class are Alamast, Crolim, Alomide, and Alocril. Combination mast-cell stabilizers/antihistamines combine medications for a dual mechanism of action in one drop. They provide almost immediate relief from itching through their antihistaminic activity and provide longer-term protection by reducing the release of mast-cells, eosinophils and other cells - also known as mast-cell degranulation. Optivar and Elestat are popular choices for this class of medications. Newer drugs available include Bepreve (bepotastine besilate 1.5%, Ista Pharmaceuticals) which is a highly specific drug which blocks the receptors in the body that respond to histamine. Pataday (olopatadine hydrochloride 0.2%, Alcon) has a higher concentration of olopatadine than Patanol and is approved for once a day dosing. The recently launched Lastacaft (alcaftadine ophthalmic solution 0.25%, Allergan) also offers a once-a-day dosing regimen. Topical steroids are ideal for the immediate relief of symptoms. Topical steroids have potent anti-inflammatory actions and also suppress the immune response. These drugs are typically dosed four times per day, so wear contact lenses while on treatment may be tedious as they must be removed prior to installation. If a topical steroid is prescribed for a twice daily dosage, be sure to wait 10-15 minutes before contact lenses are reinserted. Alrex and Lotemax are examples of these drugs. Immunotherapy can be in the form of allergy shots or tablets. These are usually prescribed by an allergist and are designed to help desensitize your body to the offending allergen by building up an immunity to specific triggers. Although this desensitization process is not completely understood, suppression of allergen-specific IgE production is thought to play an important role. Multiple immunotherapy trials are under way or recently completed in the United States Most rashes produced by cosmetics and makeup are irritations and not ocular allergies. An eye care professional can distinguish an allergic reaction from a simple irritation. Other skin problems such as rosacea, atopic dermatitis, and seborrheic dermatitis can go hand in hand with eye allergy symptoms. The rash produced by such a reaction often appears as a scaling, dry, itchy, red area, usually confined to the area where the cosmetic was applied. An example would be a reaction around the eyes with a new mascara or a full facial rash due to application of a lotion or moisturizer. Sometimes the reaction may occur soon after applying the offending agent and sometimes it may occur 1-2 days later. A full range of symptoms can occur including redness, stinging, burning, hives, welts, and itching. Less commonly, we see blackheads, follicules, or darkened skin. Keep in mind, any ingredient can cause a reaction, but certain ingredients are more likely to cause problems. Examples include parabens, alcohols, fragrances, lanolin, and quanternium-15 (a preservative). Milder reactions will usually resolve with no treatment and simply avoiding the offending trigger. If treatment is necessary, some reactions with respond to a 1% hydrocortisone cream that is available over-the-counter. Stronger topical steroids can also be prescribed by a healthcare provider. To make this area of concern even more confusing is the fact that cosmetics and makeups are not regulated by the US Food and Drug Administration (FDA). The use of hypoallergenic, natural, and pure are used simply as marketing tools and have little to do with consumer safety. Per the FDA website: “FDA does not have the legal authority to approve cosmetic products and ingredients (other than color additives) before they go on the market. We also do not have a list of tests required for any particular cosmetic product or ingredient. However, a manufacturer or distributor of a cosmetic is legally responsible for ensuring that a marketed product is safe when consumers use it according to the directions in the labeling or in the customary or expected way. FDA can take action against the manufacturer of a cosmetic on the market if we have reliable information to show that a cosmetic does not meet the legal requirement for safety." A square face has defined angles and balanced lines along the forehead, chin and cheeks. An oval or round frame will complement these strong features and soften them. The width and height of a round face will be roughly similar. In order to elongate and play down the fullness of the cheeks, select a frame with strong angles and straight lines. An oval face is defined by higher cheekbones and a chin that is narrower than the forehead. Frames that sweep upward complement the cheekbones and slim down the jawline. A heart-shaped face has a long, pointed jawline, with the chin being the smallest feature. Over-sized frames complement this shape and balance out the forehead and narrow chin.
Article originally posted by Ellen Buikema (Practical strategies for life) - Sing, play, and talk with your child. Children love to hear your voice. It doesn’t matter if you sing on or off key. Interaction is what children crave. - Read aloud to your child every day. Reading to your child is the next best thing to a hug. Bring books along to the dentist, doctor, or on other errands where there will be some wait time. Read to children as part of a bedtime ritual. Routines are reassuring. - Have a variety of reading material that is easily available. Place books in baskets in different parts of the home, including in the bedroom, bathroom, kitchen, and TV areas. This allows children to choose books on their own and makes cleaning up after themselves easy. Consider putting together a backpack prefilled with books to grab and go for short or long distance travel. - Read many types of books. Children love learning about their world, how things work, and all kinds of animals. Reading for information is important for childrens’ future. They love books with rhyme, silly words, and fairy tales. Start bringing your children to the library when they are young, and visit regularly. - Pace the reading. Read with expression! Change the quality and volume of sound while reading to make listening to stories fun. Take your time, don’t rush. Stop now and then during reading time to let your child think about the story. Ask questions to encourage thinking. - Repeat. Children enjoy reading favorite stories over and over again, even after they are able to repeat all the words by heart. Encourage them to read their favorite lines with you. Point to the words as you read them together. Talk about your child’s favorite characters in different contexts, like “What do you think The Cat in the Hat would do if he was in our kitchen right now?” - Find words and letters everywhere. As early as age two, children may identify logos they see often at home and other places they travel. This important milestone is the beginning of the knowledge that print has meaning. Cereal boxes are great to use for finding letters and logos, as are menus, calendars and occupant mail. Take turns finding the same letter with your child. Write to do and grocery lists together. Have him make words with magnetic letters on the refrigerator. - Help your child learn about letter sounds. Show her how to write her name. A child’s name is her first “stamp” on the world. Say the sounds of each letter as you print them. Sing an alphabet song and include the sounds of the letter in the song, for example: https://www.youtube.com/watch?v=BELlZKpi1Zs . Encourage your child to write but try not to correct him. Beginning writing should be playful. - Limit tube time. Select TV programs with your child in advance. Watch TV and talk about the programs together. Monitor time on other electronic devices. Video games are good fun and many of them are educational, but balance is needed. Too much close work does not give the eyes enough exercise. - Get involved with your child’s school. You are your child’s first and best advocate. Get to know your child’s teacher. Find out how you can support your child in her academic goals. If at all possible, volunteer time in the classroom. Work schedules make this difficult, but advance planning can help make this happen. You are your children’s first teacher. Reading to them is a great start in preparation for life in school and beyond. To find out more over this website: http://ellenbuikema.com/ten-tips-to-help-your-child-learn-to-love-reading/
The Mediterranean Action Plan (MAP) was established in 1975 as a coherent legal and institutional framework for cooperation through which all Mediterranean countries decided to jointly address common challenges of environmental degradation while linking sustainable resource management with development. It was soon followed by the Barcelona Convention and seven Protocols addressing issues relevant to the conservation and sustainable use of marine and coastal resources as well as to many policies and measures aiming to improve its management. English PDF \| French PDF The Mediterranean Basin is one of the most highly valued seas in the world. The region comprises a vast set of coastal and marine ecosystems that deliver valuable benefits to all its coastal inhabitants, including brackish water lagoons, estuaries, or transitional areas; coastal plains; wetlands; rocky shores and nearshore coastal areas; sea grass meadows; coralligenous communities; frontal systems and upwellings; seamounts; and pelagic systems. The Mediterranean is not only complex in ecology, but also sociopolitically – twenty-one countries border this heavily used sea. The Convention for the Protection of the Marine Environment and the Coastal Region of the Mediterranean (Barcelona Convention) embodies international partnership to protect the sea, its coasts, and the uses and livelihoods that it supports. The Barcelona Convention provides a critical framework for setting environmental standards and targets that are agreed to by all the Contracting Parties, as well as for sharing important information for management. The Barcelona Convention’s main objectives – to assess and control marine pollution; to ensure sustainable management of natural marine and coastal resources; to integrate the environment in social and economic development; to protect the marine environment and coastal zones through prevention and reduction of pollution, and, as far as possible, elimination of pollution, whether land or sea-based; to protect the natural and cultural heritage; to strengthen solidarity among Mediterranean Coastal States; and to contribute to the improvement of the quality of life – have spurred much progress. As Contracting Parties to the Barcelona Convention, the Mediterranean countries, together with the European Union, are determined to meet the continuing and emerging challenges of protecting the marine and coastal environment of the Mediterranean while boosting regional and national plans to achieve sustainable development.
TOPIC :- Animal Hibernation – Its Causes and Function What is Hibernation? Hibernation as the term denotes is a state of inactivity and metabolic depression in endotherms.Hibernation refers to a period of heterothermy that is characterized by low body temperature, slow breathing and heart rate and low metabolic rate. The calculative changes that occur during hibernation include a) 50% to 100% drop in breathing rates. b) Heart rates between 3 to 10 beats per minutes are Typical. c) Metabolism drops to 2% of the previous rate. Some animals undergo extreme changes during hibernation. As for example, the body temperature of arctic ground squirrel goes below freezing. Because of this heat stress, it loses bone density, brain tissue and even teeth. Many hibernators do not eat or drink at all. Therefore they do not urinate. The urea is broken down into amino acids and recycled in the body. Hibernation is not Sleep Sometimes hibernation is referred to as deep sleep, but this is completely inaccurate. During sleeping the brain remains in a resting stage for a wide period. Body temperature, breathing rates, heart rates vary but not to a greater degree. But Hibernation is more of a suspended animation. During hibernation, the brain never rests but remains in an active stage, but with suppressed activity. In general, animals rising from hibernation shows signs of sleep deprivation and often have to sleep for days to be rested. Types of Hibernators Basically,There are two types of hibernators present: the obligate hibernators and the facultative hibernators. The obligate hibernators are animals that naturally and annually enters hibernation regardless of ambient temperature and access to food. Obligate hibernators include many species of Ground Squirrels, rodents, European hedgehog, etc. Unlike obligate hibernators, Facultative hibernators only enter hibernation when there is cold stress, food scarcity or both. A good example of facultative hibernators includes black-tailed Prairie Dog. What is aestivation? Aestivation derived from the Latin word “Aestas” meaning summer is a state of animal dormancy similar to hibernation characterised by inactivity and lowest metabolic rate in conditions of high temperature or desert conditions. Invertebrates and vertebrates are known to enter this state to avoid damage from high temperatures and risk of desiccation. Causes of Hibernation Hibernation is an adaption that helps many animals conserve energy by remaining inactive, slowing down their metabolic activity and reducing their body temperature for days, weeks or even months. In general, animals hibernate to survive for a greater period when foods are scarce. Hibernating animals eat a lot of food before hibernation and then survive off the energy stored in their fat. Hibernating animals uses 70 to 100 times less calorie than when active, allowing them to survive till food is plentiful. List of Hibernating Animals Name of the Animals Hibernating conditions 1. Wood Frogs Hibernate inside logs or burrows, under rocks or leaf piles. During winter season they stop breathing , heart stops and ice crystals form in their blood. During warm condition they defrost, their lungs and heart go back into action. 2. Deer Mice Have Light Hibernation( short Torpor) period. During cold weather, they show light hibernation from morning to late afternoon and spend the night searching for food. 3. Common Poorwills Only species of bird that goes into hibernation. Hibernates when the temperature gets cold, really hot or when food is scarce. If necessary, they can hibernate while incubating their eggs. 4. Ground Squirrels Most types of ground squirrel hibernate, and some do for nine months a year. They have light hibernation during the other times of the year. 5. Hamsters Have light hibernation. Hamsters usually torpor few days to a week at one time when the weather is cold. 6. Skunks Skunks also have a light hibernation during the cold winter months. During their period of Hibernation, they occasionally wake up in search of food. 7. Bats Undergoes true hibernation i.e., they are in such a deep sleep that appear to be dead. During Hibernation a bat’s heart rate slows down from 400 to 25 beats per minute and its breathing continues slowly. 8. Bears Bears are true hibernators. Instead of hibernating bears goes into a torpor (light hibernation). During their hibernation period they don’t eat or drink for about six months on average, and they rarely urinate. 9. Hedgehogs Hedgehogs hibernate anywhere for a few weeks to six months depending on the weather conditions. It also undergoes aestivation when the weather is extremely hot. 10. Prairie Dogs Prairie dogs are not actual dogs, but they are rodents. Depending on the species of prairie dogs and the area it lives in, it either hibernates or goes into light hibernation. Functions of Hibernation in Animals Hibernation allows a broad range of animals to exhibit seasonal dormancy which might increase survival and cosequently associated with relatively slow life histories. Hibernators shows approximately 15% higher annual survival rate than non- hibernating species. Hibernation are mainly controlled by endocrine systems. Glands in the body control the hormone secretion which in turn controls the physiological behaviour of hibernation. The parts involved are Thyroid and Pituitary. When a mammal enters hibernation, it becomes somewhat like cold blooded animals whose body temperature varies depending on the temperature surrounding it. However, there is a starting temperature known as the set point. When the mammal body temperature reaches the set point, the metabolic activity starts thereby burning the reserve fat present. This reserve fat generates energy. Hibernating conditions in humans. Current researches are going on to find out on how to induce hibernation in humans. The ability to hibernate can be useful for a number of reasons, as for eg, saving a life of seriously injured people by putting them into the state of hibernation.
Year 7 - 8 students The chain in my lunchbox He raupapa kame kei roto i taku pouaka tina. New Zealand Curriculum connections NZC connections provide a starting point for aligning the content and inquiry on this page with NZC achievement aims, including core subjects like mathematics and English. Investigating in science (NoS). Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations. Build on prior experiences, working together to share and examine their own and others’ knowledge. Understanding about science (NoS). Identify ways in which scientists work together and provide evidence to support their ideas. Participating and contributing (NoS), Use their growing science knowledge when considering issues of concern to them. Explore various aspects of an issue and make decisions about possible actions. Life processes (L3-4). Recognise that there are life processes common to all living things and that these occur in different ways. Ecology (L3-4). Explain how living things are suited to their particular habitat and how they respond to environmental changes, both natural and human-induced. Chemistry and society (L3-4). Relate the observed, characteristic chemical and physical properties of a range of different materials to technological uses and natural processes. Overview: The chain in my lunchbox Agricultural society is the basis for modern civilisation. The macronutrients in our food are carbohydrates (also called sugars), fat, fiber, protein, and water. A food web describes the feeding connections between organisms in a community. Agriculture and Horticulture Agriculture and horticulture is the difference between there being a few million people on Earth and there being billions of people on Earth. Farmers learned early in the history of agriculture and horticulture that managing soil to ensure that soil conditions are ideal for plant growth is critical for healthy plant and animal growth and therefore food production. Providing additional nutrients in the form of fertilisers and composts allows soils to remain productive. As crops are harvested nutrients that have been used by the growing plants are removed from the soil system and must be replaced if soil is to remain productive. Having a society based on survival from produce created a need to protect the investment people made in the land including the productivity of the land. Māori land use (More information at Te Ara.) Early Māori were great farmers and brought with them knowledge of soils. Like modern soil scientists, they used observation and experimentation to gather data and developed processes to modify the soil. Māori added stones, and charcoal to lighten and to help warm the soil. The kūmara were planted into mounds (puke) to improve drainage and arranged into rows to improve access. All the food that humans eat contains nutrients that plants have taken from the soil (N, P, K) and captured from the atmosphere (C ). As plants grow the nutrients become part of the fruit, leaves and seeds that animals and humans eat. Those nutrients have entered the food web. Fruits and vegetables provide us with carbohydrates, fats, fibre and protein, as well as important vitamins and minerals. Protein contains carbon (C ) and nitrogen (N). It is found in food such as eggs, cheese, milk, legumes, meat and fish. Fats mostly contain carbon (C ). Foods that contain fats are butter, oil, nuts, meat, fish, and some dairy products. Carbohydrates mostly contain carbon. Whole foods that contain carbohydrates include grains, fruit, and vegetables. Some carbohydrates are much better for you than others. The difference is to do with the amount of fibre or indigestible carbohydrates that are present in the food. Carbohydrates from whole foods such as fruit, grains and vegetables contain lots of fibre, which is very good for you. We get lots of other important nutrients from our food such as vitamins and minerals. Food chains and food webs Toxins can also enter food webs and be transferred in the same way as nutrients through food webs. Both energy and nutrients flow through a food web, moving through organisms as they are consumed by an organism above them in the food web. A single path of energy through a food web is called a food chain. Plants are at the bottom of the food chain and people are at the top. No animals eat us. Unless... How nutritious is my lunch? Ask what is in the children’s lunchboxes in order to discuss the components of food and a healthy diet. Use Google searches to find out the nutritional value of the food in the lunchboxes. Connect the inquiry to class or individual publishing about the nutritional value of common lunchbox items. “Nutritional content of food can be found by searching Google for [nutrient] content of [food]” Stewardship of our land, Aotearoa. Explore ethical issues related to farming and environmental sustainability. Learn about the range of perspectives among stakeholders. By the end of this activity, students should be able to: Explain some of the science involved in the issue Explain some of the ethical aspects of the issue Have some ideas about possible solutions. Publishing provides an opportunity to integrate science capabilities or different curriculum areas. "The task of creating a sustainable food production system on a global scale will be a challenge for future generations." Tackling the wicked problem The challenge of sustainable food production appears to have solutions when first considered. However, it gets complex when New Zealand's expected role of food producer for a growing world population is considered. When combined, the inquiry becomes a wicked problem - a problem that has no complete or immediate solution.
‘Organic Agriculture is a production system that sustains the health of soils, ecosystems and people. It relies on ecological processes, biodiversity and cycles adapted to local conditions, rather than the use of inputs with adverse effects. Organic agriculture combines tradition, innovation and science to benefit the shared environment and promote fair relationships and a good quality of life for all involved. This is an agricultural system based on principles. These principles are the roots from which organic agriculture grows and develops. At the same time they express the contribution that organic agriculture can make to the world. Composed as inter-connected ethical principles to inspire the organic movement — in its full diversity, they guide our development of positions, programs and standards. Principle of Health – healthy soil, plants, animals and humans = a healthy planet Principles of Ecology – emulating and sustaining natural systems Principle of Fairness – equity, respect and justice for all living things Principle of Care – for the generations to come for more information please see: IFOAM (International Federation of Organic Agriculture Movements)
If your toddler shouts “A is for Andy!” every time he encounters “his” special letter, indulge his interest in the alphabet with some simple lessons in the ABCs. There’s no need for flash cards or pop quizzes — in fact, skip the academics altogether. Instead, let letter-learning come naturally, through everyday exposure and play. Since many toys (and educational TV shows) feature letters, numbers, and other concepts, you’ll have ready-made reinforcements. The key is to key in to your child’s curiosity, rather than forcing the alphabet on him. Not every kid is into the ABCs right now, and that’s okay too. Time is on your side! ABCs all around The best place to start: your child’s name, of course! Write it often (on drawings, labels, chalkboards, or in the bathtub with soap crayons), post it (on his bedroom door or over his hook in the coat closet), and point it out (on packages he receives and when you see it in books). Spell it aloud. Let him trace the letters after you write them and expose him to the rest of the ABCs through alphabet books, magnetic letters, and “environmental” reading — traffic signs, cereal boxes, and so on. Labeling toy shelves and other objects in your home helps him associate letters and words with the objects they represent — alphabet learning at its finest! Looking out for number 1 (and 2 and 3) Just as you point out letters around you, do the same with numbers. Count as you help him put on mittens and socks or snap up his sweater; count as you place cheese cubes on his plate; count as you watch one, two, three squirrels chase one another in the park. Think aloud: “There are four people in our family, so we need four plates at the dinner table.” Sing counting songs and chants, like “One Potato, Two Potato” or “Ten Little Monkeys Jumping on the Bed.” Sorting (his bath toys), classifying (his shapes), grouping (his stuffed animals), matching (his socks), and making patterns are all pre-math skills too. More on Early Learning Colors of the rainbow Small kids love big colors, on everything from toys to dishes to clothes to crayons — so it shouldn’t be too tough to point out lots of beautiful hues around your house and beyond. More great ways to learn about colors: Invest in finger paints for some simple lessons in color-mixing (blue + yellow = green, for example). Or, if your child is game, consider a day (or a lunchtime party or playdate) devoted to one color: Wear red clothes, eat red foods, play with red toys (have your child sort them out ahead of time), color with red crayons, and well, you get the (red) picture. As your tot plays with his shape sorter or builds with his blocks, casually mention the names of the shapes he’s using — even trickier ones like “pentagon” or “trapezoid.” Or get some simple cookie cutters and bake a batch of sweet shapes together (you can also use the cutters on sandwiches, pancakes, or waffles). During drawing sessions, make a square or circle for your toddler to copy. Or show him how you can turn a square into a house or a circle into a face. What other ideas does he have? Searching for shapes is a super waiting-room game too. You may be surprised at what your pint-sized detective can spy with his little eye!See more toddler growth and development tips.
How to Read the Bible in Context The Bible is not just any book. It is God’s Word to us, given using a number of literary genres, through the stories of a cast of rotating characters, and over the span of a few thousand years. So how do we read such a book? This question is important when picking up any document, from paperback to newspaper. You wouldn’t read a historical novel on WWII the same way you would a nonfiction historical account of the same time. And we read the newspaper's front page differently than the opinion-editorials (or at least, we ought to read them differently). How, then, should we read the Bible? It starts with context. In Christ from Beginning to End, authors Trent Hunter and Stephen Wellum outline six different contexts—three specific, three general—to help you read the Bible well. For Hunter and Wellum, understanding these 6 contexts is like reading the directions before playing a board game: If you know the rules, the game will make sense and you might even enjoy it. But learning the rules can be a bit tedious and frustrating until you start to see how they fit into the larger game. (41) The same is true for the Bible. Grasping these rules will help you read the Bible in context and therefore help you better study the Bible. 1. Consider the Historical Context “Every passage of Scripture emerges in the course of history” (47). Which is why in order to read the Bible in context, we need to read it in its historical context—beginning with the author and the original audience. “When thinking about the original audience,” Hunter and Wellum explain, “we should distinguish the original characters in the story from the original readers, those who were reading Scripture about those characters” (47). For example, we read about Abraham and his journey from Moses’ point-of-view as he led Israel through the wilderness on the way to the promised land. An important question to ask, then, is: “What is Moses teaching the Israelites about Abraham and the Patriarchs?” (47). The Gospels serve as another example: [I]n his Gospel account, John tells his post-resurrection readers about events that weren’t fully understood until after the resurrection, not only preserving historical accuracy but also reminding us that the original audience was reading the Gospel after Christ’s resurrection. (47) As with the Five Books of Moses, the Gospels illustrate the principle that the historical context of the Bible is informed both by the original authors and the original audience. 2. Consider the Cultural Context Coinciding with historical context is the cultural context of a biblical book. This includes the original cultural circumstances that gave rise to the book, as well as the cultural features of the time. Consider Revelation 3:14–22, where John wrote to seven churches addressing specific circumstances. “We should not forget that these were real churches with real locations in the first century” (47). And in Revelation 3:15–16, the Laodicean church is described as neither “hot” nor “cold”—reflecting the cultural features of two nearby cities: Hierapolis had hot springs that were of medicinal value, while Colossae had cold springs that brought nourishment and refreshment; Laodicea’s water was lukewarm, tasteless, and useless. The cultural features of Laodicea inform the historical circumstances: “the spiritual life of the church had become like her city’s water supply— lukewarm and useless” (47–48). Remember that there were real-life circumstances that gave rise to the Bible's narrative books and poetry, the Gospels and the letters. Hunter and Wellum help readers understanding these circumstances along with the cultural features of the time, helping us read the Bible in context. 3. Consider the Literary Context ”Reading a text in its literary context involves interpreting it in light of its flow of words and the form the words take” (45). First, considering the texts literary flow involves reading a text in terms of the words around it. “Words mean something in the sentences, paragraphs, chapters, and books in which they are used” (45). That’s why we don’t start reading a novel in the middle, because each word, paragraph, and chapter all add up to something important. And yet this is often how we approach the Bible, by starting in the middle with little regard to the literary flow that adds up to specific meaning. Hunter and Wellum explain: Since it’s a long book and pastors preach out of different sections each week, we get used to entering and exiting portions of Scripture without considering the context of the books in which they are found, let alone their location in the rest of the Bible’s storyline… But this practice can also reinforce our tendency to read passages in isolation. (45–46) The authors offer a solution: “if you take the time to read and reflect on a book as a whole, then every part of that book will start to make more sense” (46). Second, properly reading the Bible in its literary context means considering the literary form the author chose in writing. “The Bible’s words are written in the form of minimally three different kinds of texts: discourse, narrative, and poetry” (46): - “Discourse texts are simply words spoken or written from one person to another” (46) - “Narrative texts are words that tell a story” (46) - “Poetic texts…[convey their] meaning through images, and [these texts are] structured" formally; consider English poetry's rhyming lines (46) While these three are often combined, forming other genres, “learning to spot the form or the kind of text the author writes will greatly help you in your personal Bible reading” (46). That concludes a summary of the 3 specific contexts for understanding a biblical text. The summary only scratches the surface of what Hunter and Wellum discuss in their book. Now we transition to a summary of 3 general contexts: 4. Look Down at the Close Context “When we look down at the page, we seek to understand the words in their immediate context. The close context takes into account the divine inspiration and human character of the words written” (42–43). This general kind of context includes the chosen words, communicated ideas, and the specific book we’re reading, understood within its historical setting. It’s everything we see when we read the page in front of us, both the divine and human aspects of the book. Scripture as a divine book means it is unified, from one Author, coherent, sufficient, perfect, and urgent. These truths carry several implications for how we read the Bible: - “We should read it with creaturely humility because these words are from our Creator and Lord” - “We are to read with expectation” - “We should also read with caution, recognizing that we are inclined to misunderstand what God has written” - “We should read the Bible patiently to accurately discern what God has said” - “We don’t stand over Scripture; we stand under it in submission to God” (44–45) Since the Bible is also a human book, we need to pay attention to its human aspects. We must not focus on the Bible’s divine character to the extent we neglect its human ones. Hunter and Wellum remind us that “God speaks to us through what the authors wrote, which demands hard work from us to discern what the authors intended to say. Reading a given text in its close context means reading it in its literary and historical context” (45). Hunter and Wellum remind us to “take seriously every word and read them in keeping with their divine and human intent” (48). 5. Look Back at the Continuing Context Since the Bible was written over time and spanning several centuries, “we must look back in the story to discover how a given passage relates to what preceded it” (49). We need to discern the deeper shape and flow of the story, understanding the movements of characters and events and how they relate to the underlying structure of the Bible. But how? One way is simply to work through the Bible, starting at the beginning with Genesis. But this has limitations because the Bible isn’t necessarily compiled chronologically as we often think of books. Instead, Hunter and Wellum suggest we concentrate on tracing two of the Bible’s major divisions: its plot movements and covenants. First, the Bible’s story can be outlined in four major plot movements, which explains the story of reality: creation, fall, redemption, and new creation. “These four plot movements are helpful because they follow the Bible’s own plot and help us think about the Bible’s unique worldview against other worldviews” (51–52), which answers four major questions: - Where did we come from? (Creation) - What went wrong? (Fall) - What is the solution to our problem? (Redemption) - Where is history ultimately going? (New Creation) Second, the Bible’s covenants bring order, direction, and focus to God’s story. What is a covenant? “A covenant is a chosen relationship between two parties ordered according to specific promises” (55). In our case, God’s relationship to humanity and his promises to us. Hunter and Wellum identify five important covenants that define the contours of the Bible’s story: - God’s covenant with creation through Adam and Noah - God’s covenant with Abraham and his children - God’s covenant with Israel through Moses - God’s covenant with David and his sons - God’s new covenant in Christ “As we read the Bible’s story, we are always asking ourselves, How does this covenant reveal the God who saves and the Savior he sends?” (62) Hunter and Wellum help you explore this question and make sense of the covenants. 6. Look Ahead to the Complete Context “The complete context—what we can also call the canonical context—is where we look ahead to discover the fullness of God’s intent in light of the fullness of Scripture’s message” (63). There are at least two ways Scripture connects the details of the Bible’s big picture. The first way is the promise-fulfillment theme, which centers on Christ. “There is continuity between the promises God makes and the fulfillment he brings. Promise and fulfillment glue the Bible’s diverse phases together. Knowing this helps us discern how a given part of Scripture relates to the Christ of Scripture” (64). The Old-New Testament distinction best reveals the promise-fulfillment structure of Scripture. It reminds us how God’s promises are now fulfilled in Christ. In other words: “the Old Testament is the story of God’s promise and the New Testament is God’s fulfillment of all he has promised” (64). The second way is the unfolding of typology through the biblical covenants. Typology is the way in which certain thematic patterns are traced through the covenants as the Bible’s story unfolds. These types or patterns “help us see how the revelatory features of God’s unfolding plan in the past relate to his new revelation in Christ” (65). There are three general categories of these types: people, events, and institutions. One example is how Moses points to Christ as a greater prophet than himself. They also outline several characteristics these types share: - Types are patterns rooted in history. “Types are not merely imaginative ideas; they are real people, events, and institutions that signify something greater to come” (67) - Types are designed by God. “Types are not random; they are purposeful in God’s plan” (68) - Types involve progression toward fulfillment in Christ. “As types are unpacked through the covenants, they move from lesser to greater in scope and significance for God’s purposes, especially as they come to final fulfillment in Christ” (68) Why We Need to Study the Bible (Not Just Read It) “If you’ve been puzzling over the Bible for a few years, you might be in a place where you’re familiar with its many parts but are unsure of how they fit together” (27–28). This is why we need to take the time to study the Bible, with all of its various components and pieces—and not just read it. As the authors explain: Like a puzzle, the pieces of the Bible—the various books, letters, characters, and stories—do fit together. The Bible contains mysteries, but its meaning is not intended to be mysterious or hidden from us, especially in its central teaching. God does not try to hide truth from us; he reveals it. The Bible reveals more than a picture for us to enjoy. It reveals a person for us to know. (28) And, like any puzzle, we need to put the pieces of the Bible together in order to get a clear understanding of the Bible’s unity and central message. When we do, we will become more competent in reading the Bible for ourselves—all in order to do as Paul says: comprehend “how wide and long and high and deep is the love of Christ, and to know this love that surpasses knowledge—that you may be filled to the measure of all the fullness of God” (Ephesians 3:18–19). Justin Taylor says of Christ from Beginning to End, “In this book you’ll learn what Scripture is, how to read it, and how it all hangs together. Who wouldn’t want to pick up a book like that?” Pick up your copy today to better understand how every part of Scripture fits together to reveal the glory of Christ Jesus, and read the Bible in its many contexts. You May also Like These Articles Sign up complete.
An STL, or Standard Template Library, is a standardized computer exchange file which contains a 3D model. The representation of the surfaces of the objects in the file is in the form of one or more polygon meshes. The meshes in an STL file are entirely composed of triangular facets. The name STL is taken from its extension, .stl, originally because the files were intended for a rapid prototyping process called Stereolithography. The file format has become a world standard for exchanging 3D mesh type objects between programs, and .stl’s are now used as input for virtually all rapid prototyping processes, as well as some 3D machining. Nearly all 3D programs can export an STL and most can import them. Mesh representations of objects are faceted, i.e. they are not smooth, but composed of an array of small faces which, if fine enough, can represent smooth surfaces with a given degree of accuracy. This is similar to how what appears to be a smooth 2D image is actually composed of many tiny discreet dots (pixels). If the individual facets in a mesh model are too coarse or there is too much of an angle between them, the model appearance will be rough, and it will lack precision. The parallel to this in the 2D world is an image whose resolution is not fine enough, resulting in a grainy look. (You can actually distinguish the individual dots.) If the individual facets in a mesh model are too fine, the surface representation will generally be good, but the model will be data heavy and the file large. This may cause problems with the generating or receiving software, as well as the visual display on the screen. The goal is to create an STL model with enough accuracy and resolution for the final process, without going too far and making the model too fine. The best resolution will depend on what that process is to be. In one way, mesh precision may be thought of as the greatest difference allowed between the faceted mesh representation of the surfaces and the smooth surfaces themselves. For objects composed of planar surfaces, this is not a problem. The facets will correspond exactly with the surfaces. For curved surfaces, the triangles will not necessarily lie entirely on the surface. So the degree of approximation becomes important. The prototyping process used to create the final object determines the optimum level of precision and tolerance required for the model. Rougher processes like FDM can successfully use models with lower tolerances (lower precision) than something like a machining process which is capable of very fine detail. In general, the precision target of the model should be around one order of magnitude smaller than (1/10 the size of) the maximum precision of the process. For FDM, which can reproduce about 0.1mm detail, an STL with .01 is good. For machining, which can reproduce .01mm and finer, an STL precision of .001 or finer is necessary. Since an STL mesh is composed entirely of triangles, it is the simplest form of mesh model format. Each facet is by necessity planar. In principle, rapid prototyping processes require completely closed objects. The mesh completely encloses a volume, with no holes, gaps, or overlaps. We sometimes speak of this as a watertight solid. Also, some processes require that there is only one object (volume) in the file. In actual practice, some tolerance is allowed. Small errors or gaps may be tolerated by the prototyping software, or can be quickly repaired. Each process and software will work differently. Some are more error-tolerant than others. So, in general it is best to aim for a perfect 100% closed model. Otherwise, depending on who is doing the prototyping and what process is being used, it may be time consuming (read: expensive) to fix. Rhino models are created with mathematically determined smooth curves and surfaces called NURBs (Non Uniform Rational Basis Splines). These surface models need to be translated into (approximated by) triangular meshes to be exported via STL. The values in Rhino's custom mesh settings box determine the translation's accuracy. The most important setting is the maximum distance edge to surface setting, which determines how close the mesh is drawn over the surface (and how smooth and accurate it will be). For RP purposes it is very important that the Rhino surface model be a closed volume (closed valid surface or polysurface). Even when it is, under some conditions the mesh translation of the object may be open or have gaps somewhere. In general, these are minor and usually easily repaired, often directly in Rhino. It is a good idea to reimport your STL into Rhino and check for naked edges. If none are found, great! – You’re done. If there are a few naked edges, you can usually use the V3 bonus mesh tools or V4 mesh tools to fix them. Commands like MatchMeshEdge, AlignMeshVertices and UnifyMeshNormals are useful. You can also go in and create or delete individual mesh faces. Once fixed, you can re-export the mesh as a new STL. Otherwise, you can just mesh your model in Rhino, check and edit it if necessary, and then export the mesh as an STL. The custom settings for Mesh and STL export are the same. See the Mesh FAQ page for more info on meshing. We recommend that you use the custom/detailed settings to produce your mesh model or export STL. Each process will have a different group of settings. Below is a listing of settings people have found useful for various RP processes: (Please contribute your settings. We can format them later!) Polyjet printer (Objet) Solidscape Wax printer For FDM use, I have found a reasonable group of settings are: Max angle: 30 Max dist edge to srf 0.01 Initial grid quads 16 All others 0 All others unchecked. For Jewelery (rings) printing on a Solidscape t66 I found a simple set of settings. Units are millimeters. (Don't use these settings on big models!): Min Edge length: 0.02 Max Edge Length: 0.3 to 0.6 (0.3 takes longer, but is worth it) Max dist edge to srf 0.001 to 0.005 (0.001 takes longer, but is also worth it) All other settings = 0 All others unchecked
10 mess-free sensory learning activities to try at home It's important to understand that toddlers’ food preferences are innate: they will naturally prefer salty and sweet tastes and reject bitter ones, just as our hunter-gatherer ancestors enjoyed an oyster or some wild honey, but avoided a bitter-tasting toxic berry. So toddlers may initially prefer a banana to the more bitter broccoli. Some toddlers also go through a normal phase called neophobia, where they will be unwilling to try new foods, preferring to stick with familiar ones. The good news is that you can help your toddler discover and enjoy new foods through repeated sensory exposure – seeing, hearing, touching, smelling and tasting foods. One way to help your toddler discover new food is to make it part of everyday life. When you’re out shopping with your toddler in the trolley, show them the food you are buying and talk about it - they could also help you choose it. Include food in play sessions - you could play shops and cooking games with toy fruits and vegetables, as well as singing songs and reading stories about food. Keep a fruit bowl on the table, and if you have space to grow some veg, what could be nicer for your toddler than picking a sun-warmed cherry tomato off a plant and popping it in their mouth? Family mealtimes are a great way to ‘model’ the enjoyment of new and different foods for your toddler. Modelling helps toddlers learn how the rest of the family behaves, so if they see everyone enjoying a wide variety of foods, they are more likely to copy the behaviour and try them as well. Toddlers who eat a wide range of foods with their families are also more likely to have a varied, balanced diet. Although it might not always be possible to eat as a family all the time, the more often you can do it, the better. Toddlers respond to routine. Try to make sure nap times are planned around meals so you’re not trying to give a new food to a tired and uncooperative toddler. Include plenty of play and exercise throughout the day so they enjoy their food and maybe try something different. Avoid snacks near mealtimes, and give water, not milk beforehand. Toddlers are more likely to enjoy their food and try new ones when they can play with, smear, squidge and feed it to themselves. Resign yourself to the mess, accept that this is an important part of learning to become independent, and encourage your toddler to play with their food. Cut sandwiches into interesting shapes with biscuit cutters, create forests of broccoli and cauliflower ‘trees’ and be thrilled when your toddler paints you a hummus masterpiece. Give lots of praise for trying a new food or one they’ve previously turned their nose up at – they’ll be more likely to eat it again. You might need to offer a food up to 15 times before your toddler finally decides they like it. Persevere – you’ll get there in the end! Your toddler knows when they have had enough, so take your cue from them and clear away in a calm, relaxed manner when they have finished. Try to avoid bribing, coercing, punishing, pressurising or trying to force-feed a child – this could be damaging, as negative associations with a food could put a child off it for good. Make mealtimes happy times to help your toddler enjoy different foods. By giving your child lots of exposure to a varied, balanced diet and making food and mealtimes positive experiences, you can help set your child up to have healthy eating habits for life. Aptamil Growing Up milks are tailored to your toddler’s stage of development. As your toddler begins to discover new foods, Aptamil Growing Up milks contain specific nutrients tailored to support their growth and development, as part of a varied, balanced diet. Aptamil Growing Up milks contain: Source: The Huffington Post UK Welcome to Careline via WhatsApp Our experts are available to chat Monday to Friday, 8am–8pm. By clicking start, you will open a new chat in your WhatsApp app with our Careline team.
Children learn language from hearing it around them, but much of the language they hear directed to themselves and others occurs in noisy or multi-talker environments. The language learning systems of the brain evolved in what were presumably far quieter ambient environments than present-day settings, where noise from traffic, television, and electronic devices are ubiquitous. Recent work suggests that children are affected by background noise much more than are adults, limiting the extent to which they can benefit from the language input they receive, and leading to a catch-22: young children who are still trying to learn language have a greater need for understanding speech in noise, but are simultaneously less equipped to do so. Yet the underlying reason for these age-related differences remains unclear, as is the effect that such differences actually have on learning. We are examining limitations of children’s ability to understand and learn from spoken language in the context of other noise; this will have vital implications for child-rearing practices, and for understanding potential causes for language delay.
JULY 3, 2019 by Tom Abate, Stanford University Decades ago, computers were costly, complex and rare. The personal computer revolution changed all that, providing most of us with readily accessible and cheaper gadgets that were smaller, faster and easier to use. Scientists benefited too. They developed computerized techniques to study the inner workings of cells, the orbits of planets around distant stars and other phenomena once far beyond their powers of observation. But for researchers at the cutting edge, a certain irony has emerged: New and sophisticated instruments are starting to produce so much data that supercomputers are needed to analyze experimental results. And scientists who try to analyze such huge datasets often struggle to master the complexity of the software needed to program the hardware. Enter Regent, a new programming language developed by a group led by Stanford computer scientist Alex Aiken. Among other things, Regent makes supercomputers easier to use. “We wanted to create a programming environment that doesn’t require every researcher to be a computer scientist,” says Aiken, the Alcatel-Lucent Professor in Communications and Networking. Regent helps solve one of the biggest challenges in supercomputing: Today’s supercomputers are far more complex than ever before, and existing programming languages have struggled to keep pace. A supercomputer may appear in the popular imagination to be one giant machine, but it is in fact an array of thousands of microprocessors that work together. Scientists typically program these arrays using C++, a software language invented some 40 years ago—an eon in computer science time. Back then, the predominant microprocessor was the central processing unit, or CPU, the chip that launched the PC revolution. CPUs solve large problems quickly, one computation after another, in what programmers call a serial fashion. More recently, however, a second type of microprocessor has become important to supercomputing: the graphics processing unit, or GPU. First used to control millions of pixels on computer screens to improve the visuals of video games, GPUs can perform many similar computations simultaneously, or in parallel, as programmers would say. Parallel processing has proven extremely useful in applications such as machine learning. C++ has been upgraded to keep up with these and other hardware changes. Unfortunately, the accretion of patches has made the language increasingly difficult to use. Regent, however, makes it easier for a supercomputer programmer to do things like assign serial processing tasks to CPUs and parallel processing tasks to GPUs. Once Regent has framed the program on a conceptual level, the programmer’s intentions are translated—or, to use the technical term, compiled—into a second software layer called Legion, which Aiken also developed. Legion generates machine code—precise instructions directing the supercomputer’s hardware how to carry out the program. The tight integration between Regent and Legion makes it easier for programmers to make other important decisions; notably, where to store the data that the supercomputer must analyze. Elliott Slaughter, a scientist at the SLAC National Accelerator Laboratory who has worked on Regent and Legion almost since their inception, says the integration between the two layers saves programmers both money and time. Computers consume energy, which has a cost. But the energy cost of moving data can be 100 times the cost of performing computations on that data. Moreover, big experiments often rely on instruments that collect enormous amounts of data. Slaughter said some instruments can collect the data equivalent of 20 video DVDs every second for experiments lasting 15 minutes. Even moving at the speed of light over fiber optics, getting that much data from instrument to supercomputer may create lags that could gum up the analysis. “Where you put the data turns out to be one of the most important decisions a programmer makes,” Slaughter says. Regent and Legion save money and time by giving the programmer unprecedented control over where to store the data while it is awaiting computation. Will Regent become widespread? The researchers say new languages must overcome a great deal of inertia. “Regent is a very different way of programming,” Aiken says. “It will take a while for researchers to adopt the required mindset.” But two factors operate in its favor. First, supercomputing hardware continues to improve. The U.S. Department of Energy is driving developments with its Exascale Computing Project, which aims to achieve a 50-fold increase in supercomputational power sometime around 2021. DOE is supporting software projects, including Regent, to help programming keep pace. Moreover, many scientists who would like to use supercomputers are unfamiliar with the current tools and leery of the steep learning curve required to program big experiments. Even experienced supercomputer programmers may find the current system cumbersome and wonder if there isn’t a better way. “We regularly to talk to scientists who realize how much easier Regent makes life for them,” Aiken said.
Iowa Core Standards IA.CC.RH.6-8. Reading Standards for Literacy in History/Social Studies Craft and Structure RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally). Range of Reading and Level of Text Complexity RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. H.4. Understand the role of individuals and groups within a society as promoters of change or the status quo. H.4.1. Understand that specific individuals and the values those individuals held had an impact on history. H.4.2. Understand significant events and people, including women and minorities, in the major eras of history.
The Backchannel and Information Resourcing Since I used the term backchannel in a different form it becomes a fluid term as we make associations to educational practices and digital literacy. Now all we have to do is identify some backchannel tools and apply them to our understanding of the three formative assessment strategies of providing feedback, reinforcing effort and reframing conceptual awareness. Twitter, for example, can be used as a backchannel tool . Creating A Backchannel Through a social media software protocol like Twitter, students can share their thoughts and ideas about the information being presented with others. The key to any backchannel dialog is it must include not only the information that is being exchanged, but also the management of the communication. Some teachers perceive management of classroom information as a priority and because of this reasoning, rule out the use of social media in their classrooms. These teachers believe that information sharing using Twitter is to loosely fit for the classroom. The over cautious teacher should be commended for classroom values but at the same time, given examples of how to setup classroom social media norms. These types of teacher apprehensions are normal in protected learning environments where there is a concern that a student might express thoughts with nuances of attitude and bad intentions. To offset this fear the instructor needs to set up patterns of classroom expectations "digital citizenship norms," that are appropriate in sharing ideas during a mini lesson or information sharing session. The goal of any effective classroom experience is getting students involved in discussion while protecting the integrity of all ideas being shared. These are some of the skills that need to be taught and are a part of digital literacy. These are also the same norms we set up for our classrooms in expectations for appropriate social interaction. Any teacher who is a master at classroom management will also provide the same guidance in the promotion of digital literacy. One method found to be successful in setting up a twitter backchannel is to create a hash tag discussion forum for a classroom event. To provide information management and to get students more involved, is to plan ways that allows for mini sessions opportunities to take during Twitter breaks. Another method to use on a Twitter backchannel would be to push out preliminary content prior to the start of a classroom session. Pre- content assignments are real time notifications that provide students reminders of what content is required for any given session which can also be used for post session assessments. A second type of backchannel used for information sharing is a one way response application, established by the classroom teacher that is a synchronous form of communication. Asynchronous means that information sharing is not synchronized at predetermined or regular intervals. These are the backchannels that closely resembling actual, real-time conversations. There are several different types of a synchronous backchannel software protocols available that require teacher management and setup. The two most suggested and easy to use are TodaysMeet and Google Moderator. The initial setup for an asynchronous backchannel requires the teacher to establish a specific website address that points to the discussion board. The purpose for establishing the web address is to reference participants to a virtual meeting place. Within seconds of writing a comment online, everyone else logged-into the system can view and immediately respond to these initial remarks. The best suggested method for introducing a backchannel to your classroom would be to develop a virtual jigsaw. This will allow the students to participate in a virtual conversation while being facilitated by the classroom teacher. Backchannels that are asynchronous can be used for various classroom formal or informal discussions about current events, collaborative projects, readings, portfolios, and many other content specific activities generated by the teacher. The purpose behind the asynchronous backchannel is to provide immediate feedback or responses to learner. The teacher can also generate questions on the backchannel to support students in the construction of a project. Students can use the backchannel to describe their work to others; while other participants provide feedback or advice. Participation on the backchannel can help in the formation of a community among groups of learners who otherwise would be unable to communicate formally or informally. Harvesting Ideas on the Backchannel To create deeper meaning or an understanding of an idea, presentation or concept in a traditional method would be for a student to take notes on a directed reading. Note-taking skills are important in any academic environment. It helps the student reflect their thoughts on what they have heard or read during a learning experiences. It is both a form of documentation and keeping records on portions and segments of an assignment. The best method for sharing ideas on a backchannel is to keep the channel open until the assignment has been completed. This method of open sharing ideas provides students to create summaries of shared ideas available for review. In a non traditional method we could use a backchannel to support the sharing of multiple resources artifacts of information within a network of contributors. This type of learning provides a different approach to the learning process as the teacher provides social networking tools to harvest information summaries.
(Photo credit: Jiro Ose/UN Foundation) Tens of millions of people around the world have been forced to flee their homes because of conflict, disaster, and other humanitarian emergencies. Food, shelter, water, and medicine are all essential to their lives: So is energy. Quality energy solutions are required for lighting, heating, and safety, particularly for girls and women. Yet often in refugee camps or other emergency settings, reliable, safe, and quality energy is unavailable. Kerosene lamps, firewood, and candles pose fire hazards in camps, tents and other rudimentary shelters for displaced people. Solar lighting, including solar lanterns and street lights, are safe and clean solutions to help improve the lives of refugees and displaced people. The United Nations, with the global responsibility for responding to humanitarian crises, has made expanding sustainable energy solutions a priority. Here are five reasons why: 1. Solar lighting reduces the risk of fires. In emergency relief settings, women often use firewood for light in their make-shift shelters. Tents or shelters that are often close together can easily catch fire and the flames can get out of hand. Solar lights can provide a life-saving alternative. 2. Girls and women can be safer. Without electricity, refugee camps are dark at night, and girls and women are vulnerable to sexual assault when they have to walk in the dark to use a latrine, for example. Adequate lighting, particularly solar powered street lights, can make life in refugee camps safer for girls and women. 3. Children can study at night. In many refugee settings, people remain in shelters for long periods. Without access to electricity, children in refugee camps lose the ability to study in the evenings. With solar lights, children can continue to learn without the health and safety risks from lighting provided by smoky firewood or kerosene lamps. 4. Solar lighting offers a healthier solution. In many refugee settings, toxic and unsafe kerosene lanterns are commonly used. Children may be especially at risk – mistakenly consuming the kerosene, suffering burns or respiratory problems from the toxic smoke. 5. Solar lights are a more environment friendly alternative. Collecting firewood for lighting not only puts women in refugee camps at risk of violence, it also contributes to deforestation. Solar lanterns offer a cleaner and greener alternative for lighting even as it cuts down the time taken foraging for firewood. Under the UN’s Sustainable Energy For All initiative and through cross-cutting partnerships such as the UN High Commissioner for Refugees (UNHCR) led initiative, “Safe Access to Fuels and Energy,” the UN Foundation’s Energy Access Practitioner Network support the UN’s efforts to provide the world’s displaced populations with access to clean energy solutions. TAKE ACTION: You can take action today by helping raise awareness of this important issue.
Music in Foundation Stage Music in Foundation Stage1 Taken from 'Development Matters' for EYFS - Providing children with matching items to encourage adult and child to mimic each other in a cooperative game. e.g. two identical musical instruments. - Moves whole bodies to sounds they enjoy, such as music or a regular beat. - Music to stimulate exploration with rhythmic movements. - To be provided with CD and tape players, scarves, streamers and musical instruments so that children can respond spontaneously to music. - Use music of different styles and cultures to create moods and talk about how people move when they are sad, happy or cross Music in Foundation Stage 2 - Creates movement in response to music. - Captures experiences and responses with a range of media, such as music, dance and paint and other materials or words. - Extend children’s experience and expand their imagination through the provision of pictures, paintings, poems, music, dance and story In Foundation Stage, singing is a very important part of the day. Children use song to learn. Singing helps children to stay calm and express themselves. Singing as part of a group ensures children feel as part of the class and a fun way to learn aspects of the curriculum. Children may take part in nursery rhymes, repeating what the teacher is singing and lots of other things.
10 recommendations for parents on ensuring the appropriate use of the Internet and smart devices by their children Remember that what you’ve taught your child about being a good person applies to the digital world, too. Explain to your child that she/he has to behave just as politely online as she/he does at home and at kindergarten or school. Lead by example rather than words. Bear in mind that your child copies what you do – so be mindful of how often you use the Internet, what you do online and what sort of example you’re setting. An ability to cope in the digital world is vital and is something that has to be learned. Keep yourself up to date on the latest developments in all things digital. Make sure you know what opportunities and risks come with using the Internet and smart devices, and talk to your child about them. Decide which websites you want your child to be visiting. There are plenty of age-appropriate educational sites online that provide opportunities for both playing and learning. Set some ground rules with your child about using the Internet and smart devices and make sure both of you follow them. If you buy your child a smart device or give her/him one to use, set the rules for its use straight away. These should be agreed on in line with your child’s age and should be adapted as she/he gets older and her/his skills and knowledge increase. Do stuff together in the digital world. Take an interest in what your child’s doing on the Internet – visit websites and social networks with your child and plays games she/he enjoys. Ask them why she/he likes certain sites or activities. Make sure you know how social media works. Find out what apps and services your family, friends and acquaintances are using. If you try using a certain site or app you may find you understand social media better and also realise why your child likes it. Use the same social media as your child, but respect their privacy. Talk to your child about how she/he wants to be connected to you and other family members in social media and what kind of information (including photos and videos) she/he should be sharing of themselves and her/his family. When uploading photos and videos yourself, keep your child’s interests in mind and ask her/him first whether it’s OK to upload anything she/he is in. Always try to understand before judging. Your child must feel that no matter what happens she/he can always talk to her/his family and friends about it. If you don’t have all the answers, try to find them. You’ll find useful information on the use of the Internet and smart devices online at www.targaltinternetis.ee. You can also get help and advice by calling the free hotline 116111 or online at www.lasteabi.ee. More information also from web constables https://www.politsei.ee/et/nouanded/veebikonstaabel/ And remember – neither a computer nor a smart device is a substitute for a parent! Download the leaflet 10 recommendations for parents……
Prior to the 19th century, transatlantic crossings were undertaken in sailing ships, and the journeys were time consuming and often perilous. The first trade route across the Atlantic was inaugurated by Spain a few decades after the European Discovery of America, with the establishment of the West Indies fleets in 1566, a convoy system that regularly linked its territories in the Americas with Spain for over two centuries. Portugal created a similar maritime route between its ports in Brazil and the Portuguese mainland. Other colonial powers followed, such as Britain, France and the Netherlands, as they colonized the New World. Transatlantic crossings became faster, safer, and more reliable with the advent of steamships in the 19th century. Grand ocean liners began making regularly scheduled crossings, and soon it became a symbol of national and company status to build the largest, fastest, and most luxurious ocean liner for transatlantic crossings. The United States, United Kingdom, France, Germany and Italy built the most famous ocean liners. Examples of some famous transatlantic liners are RMS Titanic (had only made one voyage that was unsuccessful due to striking an iceberg), RMS Lusitania, RMS Mauretania, RMS Olympic, SS Rex, SS America, SS United States, RMS Queen Mary, SS Île de France, SS Normandie, RMS Queen Elizabeth, SS France, Queen Elizabeth 2, and RMS Queen Mary 2. The Blue Riband is awarded for the record fastest crossing by transatlantic liner. The current eastbound record was set by the American ocean liner United States in July 1952: the ship made the crossing in 3 days, 10 hours, 40 minutes. Guinness Book of World Records has awarded world records to various classes such as luxury liners, sail boats, and rowing boats. During World War II the transatlantic crossing was very important for the United Kingdom as much of Europe had been taken over by Germany and its allies preventing trade and supplies; the struggle is known as the Battle of the Atlantic.
Rusts are foliar diseases caused by several species of Puccinia and Uromyces fungi. P. sorghi and P. polysora cause common and southern rust, respectively, on field and sweet corn. Southern rust is much less common in Illinois but has the potential to be more damaging to sweet corn than is common rust. P. asparagi causes rust on asparagus. Uromyces phaseoli causes rust on snap bean. Regardless of host, these diseases are fairly easy to diagnose in the field. Rust can be identified by the minute, circular to elongate, golden or reddish brown to cinnamon brown pustules that form on the upper and/or lower leaf surfaces. These pustules break through the leaf surface and release rust-colored, powdery spores. On asparagus, the first symptom, occurring in April or May, is the presence of inconspicuous, light green, oval spots on the first shoots or spears. If the spears are not harvested, these spots develop into yellow, cup-shaped lesions containing fruiting bodies in a concentric ring. Spores are released from these fruiting bodies, infecting new tissues and producing the pustules and powdery spores described above. Rust life cycles are complex. Some species require infection and alternation between two completely different hosts to fully complete the life cycle. However, once rust is present in a field, the fungus can produce large numbers of repeating spores that reinfect the same or additional plants during a single growing season. Repeating spores of the sweet corn rust come from previously infected corn plants in the South (where the rust survives year-round) and are windblown progressively northward. Rust progresses most rapidly in susceptible hybrids or varieties when the temperature is near 80 F with high humidity and frequent dews. Whenever possible, plant hybrids or varieties that are resistant to rust. Early season sweet corn hybrids often escape infection due to low levels of inoculum (spores) or environmental conditions that are not favorable to disease development. In susceptible hybrids or varieties, or when conditions are extremely favorable for development of an epidemic, foliar fungicide applications may be feasible, starting when pustules first appear on the leaves. One method to help manage asparagus rust involves breaking the life cycle by removing the fruiting bodies and spores. Because the fungus can remain on the stubs of spears, you can eliminate them and break the rust life cycle by cutting spears below the soil line. Beds that are three years old or older should be cut until the danger of infection has passed, usually around the first part of July. Old, unused beds or wild asparagus within 300 yards of the planting should be destroyed. After harvest, suggested fungicides can be applied to the fern stage on a seven- to ten-day schedule to protect against infection.
When information is considered as a concept; "The ability to form or construct any theme, the ability to have the necessary material about its form". The information word generally described as "what is known on a subject" takes its place on the philosophical level as "each of the essential minds that are comprehended mentally or that must be known to make a judgment". Knowledge is the only thing produced by the human brain. In addition, an important feature of information is that it is a product that does not become extinct as it is used, but reproduces in the contrary, produces new information by taking new, proliferating forms. For this reason, information has always existed since the beginning of humanity and played the most important role in the development of societies. Information is not available in nature, there are objects and events in nature, but there is no information. It is the person himself who creates and produces the information, with his work on the nature and with his intellectual contribution to this work. The formation of knowledge takes place in four consecutive phases; Perception / Awareness, the creation of "design", an image of the sensual organs affected by nature, the image of the objective reality of nature in human consciousness. Analyzing, starting to work on the mind; The resulting new design, compared to other conscious designs. Designing, consolidating and comparing all sorts of designs. Solutions, The analysis is divided into the elements of all the informational designs and the links between them. The formation of knowledge and the resulting process of having opinion; Starts with sensations, is produced with thought, takes place in practice. The word "knowledge" in our Turkish language describes three concepts, directly or by analogy: "Data", "Information" and "Knowledge". - "Data" dictionary meaning: "data" but "raw" data. - "Information" is in dictionary: "information", but "processed". - "Knowledge" also in dictionary: "information", but "interpreted" and associated data. The word "informatics" in our language is evaluated with the term "enformatik". Information is the science of knowledge. It examines how information can be stored, accessed and processed in the most efficient way, taking the place of science as the science that most rapidly advances every year, showing the fastest progress with genetic science in all scientific history. Knowledge has always been a source of progress since mankind has found writing by combining pictures and language, about 5000 years ago, so that it is possible to transfer and store information. Gutenberg's press technique developed in the 15th Century, or inventions such as radio, television and computer in the 20th century, revolutionized the exchange of information and increased the speed of information exchange. All these differences complement each other and empower them, new environments do not stop using old environments in all cases. In the 21st century, the world becomes a multi-media information society. Some thinkers accept the existence of other ways of acquiring information besides the five senses. Especially intuition and inspiration are the most common of these. The intuition of the sources of information mentioned above, the emergence of an existing but implicit reality with a sudden internal move, inspiration can be defined as the creativity born to the person. Knowing something else is important to do. In order to do it, both method knowledge and intuitive reasoning are needed. According to Bergson, the arbitrary qualification of the soul can only be grasped by intuition, which is a fine angel of the mind. A number of qualities are beyond the intuition, heel is never understood with five senses. Some information can only be reached through intuition, except for mediators such as reasoning, five senses. Intuition is regarded as an information source provided that the information obtained is checked. The existence of two kinds of information is accepted. These are objective knowledge that can be demonstrated by experiment and observation, It is subjective knowledge acquired with Inspiration and Intuition. Scientific knowledge, on the other hand, is information that can be tested and converted into an objective, whatever the source. Objective information is acquired through observation and experimentation, while subjective knowledge is acquired through means such as inspiration and intuition. Information is universal and can not be restricted and restricted. The nature of ignorance has changed, but the things that have to be learned have also increased.
Through the study of Geography, students will develop independent enquiry skills. They are encouraged to use these to explore and investigate key issues which affect the modern world through a mixture of Human and Physical Geography. Students develop ICT skills, data handling skills, debating and thinking skills, together with decision making techniques. What you will study Students study Geography for two periods a week at Key Stage 3 and three periods at Key Stage 4. In Year 7, students cover a diverse number of enquiry based topics which range from developing map-reading and atlas skills, to the study of why settlements develop and spread. In Year 8, students study the growth of tourism in Britain and the wider world. They examine a naturally occurring landform such as Niagara Falls, whilst also studying the water cycle, the course of a river, weather and climate, and environmental issues. Students engage in an intense study of four different nation states throughout Year 9. These include enquiries into the Brazilian rainforests and the Australian Great Barrier Reef; an investigation into Japan and the natural phenomenon of a Tsunami; a study of Kenya. GCSE Geography follows the OCR Specification B course. This enables students to investigate the four key geographical themes of natural hazards, population and settlements, rivers and coasts and economic development. There is also a fieldwork enquiry project which requires students to study urban redevelopment in Sheffield. Clubs and Trips Staff ensure that students have every opportunity to enrich themselves through the study of Geography. There is a wide range of extra-curricular activities both within the Academy and externally. There is a Humanities Club and a homework club with a regular revision booster sessions that run twice a week from Easter onwards.
Researchers have developed a new technique for making metamaterials with nanoscale structures that can be tuned with strange optical properties. Using gold nanoparticles attached to strands of DNA that would shrink and stretch on demand, the team was able to change the color of the material, but future versions could use the mechanism to turn any color, acting as an environmental or medical sensor, or even a cloaking device. To develop their new material architecture, the researchers combined top-down lithography with a new DNA-driven technique. The end result is a "superlattice" of stacks of nanoparticles held together with strands of DNA. The lengths of those strands can be changed in response to certain stimuli, so the optical properties of the materials can be tweaked as needed. "Architecture is everything when designing new materials, and we now have a new way to precisely control particle architectures over large areas," says Chad Mirkin, co-corresponding author of the study. "Chemists and physicists will be able to build an almost infinite number of new structures with all sorts of interesting properties. These structures cannot be made by any known technique." To make the superlattices, the researchers start by drilling tiny holes in a polymer resist using lithography techniques similar to those used to make computer chips. Since these holes are just one nanoparticle wide, they form landing pads for nanoparticles to be dropped into. These particles have been modified with strands of DNA, and when a second or third are dropped in on top, they all bind together, with the landing pads keeping them in a vertical stack. For their prototype, the Northwestern researchers used nanoparticles of gold. When they exposed the material to solutions containing different concentrations of ethanol, they found that the DNA strands would change length, in turn changing the color of the material from black, to red, to green. "Tuning the optical properties of metamaterials is a significant challenge, and our study achieves one of the highest tunability ranges achieved to date in optical metamaterials," says Koray Aydin, co-corresponding author of the study. "Our novel metamaterial platform – enabled by precise and extreme control of gold nanoparticle shape, size and spacing – holds significant promise for next-generation optical metamaterials and metasurfaces." The researchers say that using their method, scientists can exert huge amounts of control over the precise layout of particles over a relatively large area. By changing the size, shape and type of nanoparticle used, material engineers could design completely new metamaterials with virtually any optical properties needed. That could include devices that turn virtually any visible color, or even those that can bend light to "cloak." The study was published in the journal Science. Source: Northwestern University Want a cleaner, faster loading and ad free reading experience? Try New Atlas Plus. Learn more
Day 1 Teaching Discuss story structure (Beginning→ Build-up→ Conflict/Problem→ Resolution→ Ending) and how this can happen within chapters. Demonstrate with Chapter 7 of Goth Girl and the Ghost of a Mouse (see resources), noting the rise and fall in tension. Introduce the unit task: to write a new chapter, set after the first book ends. Individually, children plan a short story, set in the world of Goth Girl, where a new villainous character comes to stay with an evil plan. Support is available in ‘Story Ideas’ (see resources). Day 2 Teaching Read the opening sentences of Goth Girl and the Ghost of a Mouse, considering how story openings draw the reader in. Model writing the opening of a new chapter, using relative clauses to add detail. Create a list of tips for writing an effective story opening (see adult notes in resources). Children write their story opening, using their plans and the criteria agreed. Remind chileren to use relative clauses to add detail. Day 3 Teaching Discuss the build-up and conflict parts of children’s story plans. Explain that adverbs of possibility can be useful for hinting to build tension, e.g. ‘Maybe, the new governess was not who she said she was.’ Create a list of tips for writing effective build-up and conflict (see adult notes in resources). Children write the build-up to their new chapters using their plans. Encourage children to use adverbs of possibility to build tension. Day 4 Teaching Discuss PowerPoint: Dialogue in Stories (see resources). If punctuation errors persist in the class, revise dialogue punctuation here. Plan to use dialogue in today’s writing. Agree and list criteria/tips for writing the problem/conflict and resolution. Children write the conflict/problem part of their story. Encourage children to include 3-4 pieces of powerful dialogue. Children may finish their chapters today, ensuring that the resolution links directly to the conflict/problem. Day 5 Teaching Discuss ways to improve the chapters, once children have finished writing them: for accuracy and for impact. Pick a few areas to focus on, reminding children that they can use thesauruses for improving language choice. Create a proof-reading checklist for children to follow. Children finish their chapter. They then read the whole story and look for ways to improve it, using the checklist created in the input. Children can do this with a writing partner or independently. At the end of the unit, recommend other books in this series. Play clip to inspire further reading.
This website is for teachers of physics in schools and colleges. It is a collection of experiments that demonstrate a wide range of physical concepts and processes. Some of the experiments can be used as starting-points for investigations or for enhancement activities. Many have links to carefully selected further reading and all include information and guidance for technicians. Physics is a practical science. Practical activities are not just motivational and fun: they can also sharpen students’ powers of observation, stimulate questions, and help develop new understanding and vocabulary. Good quality, appropriate physics experiments and investigations are the key to enhanced learning, and clarification and consolidation of theory. We have published a new set of resources to support the teaching of practical science for Key Stages 3-5. Related: SCIENCE - Physics & Physical Science
Thirteen-lined ground squirrels (Ictidomys tridecemlineatus) live in the prairies and grasslands across North America. Faced with deep cold over the winter months, the animals retreat into their burrows and enter hibernation. Hibernation is characterized by seasonal heterothermy in which body temperature tracks changes in ambient temperature although a minimum body temperature (about 0-5°C) is maintained if ambient temperature falls below 0°C. A regulated suppression of metabolic rate to less than 5% of euthermic resting rate allows the squirrels to conserve up to 90% of the energy that would otherwise have been needed maintain euthermia throughout the winter season and includes a strong suppression of all vital functions (e.g. breathing, heart rate) as well as many energy-consuming cellular activities such as protein synthesis. Hibernation is supported by a period of high intensity eating during the late summer that builds up huge reserves of body lipids that fuel the nonfeeding winter months. Animals cycle through long periods (days or weeks) of torpor that are interspersed with short periods (<1 day) of arousal back to euthermia. The heat generation needed to rewarm their bodies during arousal comes mainly from a specialized tissue called brown fat.
The Water Rights Process A water right is a legal entitlement authorizing water to be diverted from a specified source and put to beneficial, nonwasteful use. Water rights are property rights, but their holders do not own the water itself. They possess the right to use it. The exercise of some water rights requires a permit or license from the State Water Resources Control Board (State Water Board), whose objective is to ensure that the State’s waters are put to the best possible use, and that the public interest is served. In making decisions, the State Water Board must keep three major goals in mind: - developing water resources in an orderly manner; - preventing waste and unreasonable use of water; and - protecting the environment. The State Water Board’s duties are by no means limited to permits and licenses. It may be called upon to adjudicate water for entire systems or to act as a “referee” or fact-finder in court cases involving water rights. These activities are described later. - Water Right Law - GroundWater Rights - The Permit Process - Additional Duties - Public Trust - Water Transfers Water right law in California and the rest of the West is markedly different from the laws governing water use in the eastern United States. Seasonal, geographic, and quantitative differences in precipitation caused California’s system to develop into a unique blend of two very different kinds of rights: riparian and appropriative. Other types of rights exist in California as well, among them reserved rights (water set aside by the federal government when it reserves land for the public domain) and pueblo rights (a municipal right based on Spanish and Mexican law). Riparian rights usually come with owning a parcel of land that is adjacent to a source of water. With statehood, California adopted the English common law familiar to the eastern seaboard; such law also included the riparian doctrine. A riparian right entitles the landowner to use a correlative share of the water flowing past his or her property. Riparian rights do not require permits, licenses, or government approval, but they apply only to the water which would naturally flow in the stream. Riparian rights do not entitle a water use to divert water to storage in a reservoir for use in the dry season or to use water on land outside of the watershed. Riparian rights remain with the property when it changes hands, although parcels severed from the adjacent water source generally lose their right to the water. Water right law was set on a different course in 1849, when thousands of fortune seekers flocked to California following the discovery of gold. Water development proceeded on a scale never before witnessed in the United States as these “49ers” built extensive networks of flumes and waterways to work their claims. The water carried in these systems often had to be transported far from the original river or stream. The self-governing, maverick miners applied the same “finders-keepers” rule to water that they did to their mining claims. It belonged to the first miner to assert ownership. To stake their water claims, the miners developed a system of “posting notice” which signaled the birth of today’s appropriative right system. It allowed others to divert available water from the same river or stream, but their rights existed within a hierarchy of priorities. This “first in time, first in right” principal became an important feature of modern water right law. In 1850, California entered the Union as the thirty-first state. One of the first actions taken by its lawmakers was to adopt the common law of riparian rights. One year later, the Legislature recognized the appropriative right system as having the force of law. The appropriative right system continued to increase in use as agriculture and population centers blossomed and ownership of land was transferred into private hands. The conflicting nature of California’s dual water right system prompted numerous legal disputes. Unlike appropriative users, riparian right holders were not required to put water to reasonable and beneficial use. This clash of rights eventually resulted in a constitutional amendment (Article X, Section 2 of the California Constitution) that requires all use of water to be “reasonable and beneficial.” These “beneficial uses” have commonly included municipal and industrial uses, irrigation, hydroelectric generation, and livestock watering. More recently, the concept has been broadened to include recreational use, fish and wildlife protection, and enhancement and aesthetic enjoyment. Up to the early 1900’s appropriators – most of them miners and nonriparian farmers – had simply taken control of and used what water they wanted. Sometimes notice was filed with the county recorder, but no formal permission was required from any administrative or judicial body. The Water Commission Act of 1914 established today’s permit process. The Act created the agency that later evolved into the State Board and granted it the authority to administer permits and licenses for California’s surface water. The act was the predecessor to today’s water Code provisions governing appropriation. These post-1914 appropriative rights are governed by the aforementioned hierarchy of priorities developed by the 49ers. In times of shortage the most recent (“junior”) right holder must be the first to discontinue such use; each right’s priority dates to the time the permit application was filed with the State Board. Although pre- and post-1914 appropriative rights are similar, post-1914 rights are subject to a much greater degree of scrutiny and regulation by the Board. Riparian rights still have a higher priority than appropriative rights. The priorities of riparian right holders generally carry equal weight; during a drought all share the shortage among themselves. In most areas of California, overlying land owners may extract percolating ground water and put it to beneficial use without approval from the State Board or a court. California does not have a permit process for regulation of ground water use. In several basins, however, groundwater use is subject to regulation in accordance with court decrees adjudicating the ground water rights within the basins. The California Supreme Court decided in the 1903 case Katz v. Walkinshaw that the “reasonable use” provision that governs other types of water rights also applies to ground water. Prior to this time, the English system of unregulated ground water pumping had dominated but proved to be inappropriate to California’s semiarid climate. The Supreme Court case established the concept of overlying rights, in which the rights of others with land overlying the aquifer must be taken into account. Later court decisions established that ground water may be appropriated for use outside the basin, although appropriator’s rights are subordinate to those with overlying rights. Permittees run the gamut from water districts and electric utilities to farmers and ranchers. Besides riparian right holders and ground water users, permits are not required of users of purchased water or those who use water from springs or standing pools lacking natural outlets on the land where they are located. However, unauthorized appropriation of water is against the law and can result in court action and fines. Water right permits carefully spell out the amounts, conditions, and construction timetables for the proposed water project. Before the Board issues a permit, it must take into account all prior rights and the availability of water in the basin. The Board considers, too, the flows needed to preserve instream uses such as recreation and fish and wildlife habitat. Records of water appropriation and use statewide are maintained by the State Board’s Division of Water Rights. To obtain a permit, the prospective appropriator must follow these steps: - Filing an Application. The process is initiated when a permit application is filed by the person or agency desiring to divert water. This application specifically describes the proposed project’s source, place of use, purpose, point(s) of diversion and quantity to be diverted. - Acceptance of Application. The Board notifies the applicant within 30 days whether the application is incomplete or accepted. Acceptance establishes priority as the date of filing. - Environmental Review. Consideration of environmental effects is required by the California Environmental Quality Act before a permit can be issued. Large projects that could endanger or degrade natural habitat or water quality usually require preparation of an Environmental Impact Report. The Board examines the proposed project’s potential environmental impacts and determines whether conservation measures will be needed. - Public Notice. The State Board then publishes a notice of the applicant’s intent and invites comment. Copies of any protests are given to the applicant who is required to respond. - Protest Resolution. The Board takes actions to resolve any protests that have been filed. If both parties can agree to mutually acceptable conditions, the protest is resolved at this point in the process. In the event it is not resolved for small projects, the issue may be solved through an engineering field investigation report from the Board’s Division of Water Rights. For appeals from the report and for large projects, a formal hearing is held before one or more members of the State Board. The Board’s decision is based upon the record produced by the hearing. - Permit Issuance. Two initial Board findings are required before a permit can be issued: that unappropriated water is available to supply the applicant, and that the applicant’s appropriation is in the public interest, a concept that is an overriding concern in all Board decisions. The permit is then issued if the Board determines that the proposed use of water best meets these criteria. If it determines otherwise, conditions may be imposed to ensure they are satisfied or the application may be denied. In most cases, the applicant is required to begin project construction within two years of permit issuance. Other conditions are placed on the permit, such as construction completion dates and when water use is to be completed. The permittee may petition for an extension. Unlike riparian rights, appropriative rights are quantified as the maximum amount that would ultimately be needed by the proposed project (or “beneficial use[s]”), for as long a time as the project is deemed reasonable and diligently pursued. Any change in purpose, place of use, or point of diversion requires Board approval. The proposed change cannot initiate a new right or injure any other legal user of water. - Licensing. When the project is completed, the terms of the permit have been met and the largest volume of water under the permit is put to beneficial use, the Board confirms the terms and conditions and issues a license to the appropriator. This license is the final confirmation of the water right and remains effective as long as its conditions are fulfilled and beneficial use continues. The Board has the authority to enforce the conditions of both permit and license and is empowered to revoke either in case the conditions are not met. Other, less severe action may be taken or the Board may issue a cease and desist order to ensure that the terms are complied with in a timely fashion. The State Board has several other major water right responsibilities in addition to administering the permit and licensing system. These duties include statutory adjudication and court reference. Statutory adjudication is a process by which the comprehensive determination of all water rights in a stream system is made. This happens if a claimant petitions the State Board for an adjudication and the Board finds the action necessary and in the public interest. The California Supreme Court has held that claimants or petitioners can include not only water users, but also those seeking recognition of public trust values on a streamwide basis. After granting the petition, State Board staff investigates the matter and issues a report which includes a draft Order of Determination. A hearing is then held on objections to the draft report, after which the State Board adopts a final Order of Determination and files it with the appropriate Superior Court. Objections to the final order are heard in a court hearing, after which the court may determine their merits. The final step is a court decree that determines all water rights within the disputed system. The State Board may also be called upon to act as a “referee” in water right lawsuits, either recommending a decision on the entire case in dispute or answering questions of physical fact. Board staff carefully studies the matter, then issues a draft report to which the interested parties may file objections; a hearing on these objections is authorized but is not required by law. The Board’s report becomes evidence, but the court is also required to hear any other evidence offered in rebuttal. As increasing emphasis is placed on protecting instream uses – fish, wildlife, recreation and scenic enjoyment – surface water allocations are administered under ever-tightening restrictions, posing new challenges and giving new direction to the State Board’s water right activities. Under the public trust doctrine, certain resources are held to be the property of all citizens and subject to continuing supervision by the State. Originally, the public trust was limited to commerce, navigation and fisheries, but over the years the courts have broadened the definition to include recreational and ecological values. In a landmark case, the California Supreme Court held that California water law is an integration of both public trust and appropriative right systems, and that all appropriations may be subject to review if “changing circumstances” warrant their reconsideration and reallocation. The courts also have concurrent jurisdiction in this area. At the same time, it held that like other uses, public trust values are subject to the reasonable and beneficial use provisions of the California Constitution. The difficulty comes in balancing the potential value of a proposed or existing water diversion with the impact it may have on the public trust. After carefully weighing the issues and arriving at a determination, the Board is charged with implementing the action which would protect the latter. The courts also have concurrent jurisdiction in this area. As with all the other pieces of the California water puzzle, allocating the limited resource fairly and impartially among many competing users represents one of the Board’s greatest challenges. The State Board also is responsible for investigating possible illegal, wasteful or unreasonable uses of water, either in response to a complaint or on the State Board’s own initiative. If the State Board’s staff investigation determines that a misuse of water is occurring, the Board generally notifies the affected persons and allows a reasonable period of time to terminate the misuse. The State Board may also hold a hearing to determine if a misuse of water has occurred or is occurring. Water users who do not terminate a misuse of water are subject to various administrative enforcement measures including possible fines and revocation of a permit or license. In appropriate cases, the State Board may also seek judicial relief in the courts. In recent years, temporary transfers of water from one water user to another have been used increasingly as a way of meeting statewide water demands, particularly in drought years. Temporary transfers of post 1914 water rights are initiated by petition to the State Board. If the Board finds the proposed transfer will not injure any other legal user of water and will not unreasonably affect fish, wildlife or other instream users, then the transfer is approved. If the Board cannot make the required findings within 60 days, a hearing is held prior to Board action on the proposed transfer. Temporary transfers are defined to be for a period of one year or less. A similar review and approval process applies to long-term transfers in excess of one year.
value, in economics, worth of a commodity in terms of other commodities, or in terms of money (see price). Value depends on both desirability and scarcity. The marginal theory of value, pioneered in the late 19th cent. by Leon Walras, Stanley Jevons, and Carl Menger, has been highly influential in economics. It takes account of both scarcity and desirability by holding that the total value of a good depends on the utility rendered by the last unit consumed. It developed in opposition to David Ricardo's earlier labor theory of value, which holds that the value of a good derives from the effort of production, based on supply. Ricardo asserted that the cost of production can be reduced to the cost of labor, either paid in wages or used as capital, the physical means of production. In the marginal theory of value, there is an exchange value, as Ricardo postulated, but there is also a use value, which signifies the utility of a given commodity for satisfying a human desire. This distinction is equally important in Marxian economics. Marginal theory is fundamental to modern economics, because it points out that both supply and demand have an impact on the price of a commodity. See M. H. Dobb, Theories of Value and Distribution Since Adam Smith (1975); M. Allingham, Value (1983); B. Fine, ed., The Value Dimension (1986). The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved. More on in economics value from Infoplease: See more Encyclopedia articles on: Economics: Terms and Concepts
Throughout the years, the growing needs for storage led to the invention of simpler ways to manage file storage. But this isn’t an easy task because storage users also want efficiency and control together with great service levels, all necessary things in order to keep up with an ever-changing business world. This is how file virtualization came into action. Storage systems rely on special hardware, software, and disk drivers in order to deliver fast and reliable storage for data processing and computing. Managing storage and data is a complex and time-consuming activity; storage virtualization improves this, making it possible to have back-ups and achieving tasks in an efficient matter. This technique is by no means a new one, but it became hugely popular in recent years due to its many benefits. Storage virtualization basically aggregates the physical storage from multiple networks storage devices, so that it looks like a single storage device; beyond the reduced complexity of the entire storage management process, it also offers a better disaster recovery in case the storage area network (SAN) gets destroyed. Block virtualization and file virtualization There are two primary types of virtualization that occur when talking about storage systems: block-level virtualization and file-level virtualization. The first type is located in the SAN environment of large businesses and enterprises. It basically means that every block in a block-level system can be controlled as an individual hard drive and the blocks are managed by the server based operating systems. A physical storage device has a number of blocks and a set of commands to read and write blocks of data which block-level virtualization imitates in order to transmit the same commands and get the same results. Using block-level storage protocols like iSCSI (Internet Small Computer Systems Interface), Fibre Channel or Fibre Channel over Ethernet, the storage blocks are made visible and accessible by the server-based operating system. File system virtualization fundamentally refers to the aggregation of multiple file systems into a single, larger virtual file system. This technique serves applications that need to access data in the form of files rather than block-by-block and these files are usually found in file systems located on Network Attached Storage (NAS) devices. One of the main purposes that led to the file virtualization was the desire to shelter the users from the complicated processes pertaining to the storage environment. This storage technology is usually configured using a protocol such as Network File System (NFS) or Server Message Block (SMB)/ Common Internet File System (CIFS). The advantages of using file virtualization The virtual file system interface, usually referred to as the v-nod interface is responsible for creating a connection between the physical systems - containing the actual data that is stored – and the logical file systems, which are basically a representation of the physical files. File virtualization has the ability to eliminate the dependencies between the data accessed and the location where the files are physically stored. This means that storage usage and server consolidation have an improved efficiency and that file-migrations can be done with minimized disruptions. This type of virtualization favors a certain level of flexibility for storage managers and increases data mobility thanks to the location independence between file systems, files from the applications and users. It can also provide a solution to file size limitations because it can save storage space for files on different servers. File virtualization: a global namespace One of the key benefits brought by file virtualization is the fact that it provides a global namespace to index files on network file servers. A global namespace has the role of simplifying storage management in environments where there are many physical file systems. It’s also a good solution for fast growing environments where data needs to be accessed without having to know where it’s physically located. A global namespace gives an organization the opportunity to access a virtualized file system namespace, while it can also open more storage pools and help reduce the number of mount points in an environment. All in all, the evolution of storage virtualization means that previously unstructured data has become easier to manage, thus revolutionizing the technological world by transforming multiple network storage devices into what basically amounts to a single storage unit.
By Lisa Benjamin and Adelle Thomas TEMPERATURES this summer are soaring across the globe. A heat wave, aptly named Lucifer, has brought scorching temperatures of over 100°F to southern Europe. Wildfires have been sparked in Portugal, France and Greece, resulting in several deaths. Industries such as tourism, agriculture, as well as public transport services, have all been negatively affected. Emergency alert warnings of the high temperatures have been issued in several European countries. In the Pacific Northwest of the United States, unusually high temperatures peaked at over 100°F, with temperatures being recorded in cities such as Seattle and Portland of 104°F and 107°F respectfully. Earlier this year in April, a severe heat wave hit Pakistan, causing temperatures to soar over 120°F. Here at home, it has been an unseasonably hot summer, with temperatures regularly reaching over 90°F. Higher than average air and sea surface temperatures do not bode well for the upcoming hurricane season. Are these high temperatures due to a changing climate? Climate and weather are two different, but related, concepts. Climate looks at average or long-term weather patterns. Weather looks at short-term changes in temperatures, rainfall, etc. The difference can be remembered with the short phrase, 'Climate is what you expect. Weather is what you get.' Climate science therefore looks at changing patterns in the Earth's climate over the long term- over decades and even hundreds of years. Climate science and modelling future scenarios of a changing climate is very complex, including many variables. As a result, climate scientists are reluctant to attribute one single weather event to climate change. Instead, they may say that these soaring temperatures are in line with the impacts we can expect to see due to a changing climate. What scientists are certain of is that average global temperatures have been increasing and that it is clear that humans have contributed to this warming. The last 30 years have been the warmest three decades in over a millennium. Since the 1880s, the globally averaged land and ocean temperature has increased by 0.85⁰C which has had significant impacts on many natural and human systems including melting of snow and ice, changes to ecosystems, increased intensity of tropical storms, decreased crop yields and sea level rise. As the global temperature average continues to rise, these impacts, and many others, are expected to increase. Increased temperatures and impacts are particularly disturbing for small island states such as the Bahamas. If temperatures continue to increase, sea level rise can threaten the very existence of many low-elevation islands. Because of this, small island states have been advocating in international climate negotiations to keep the global average warming to a maximum of 1.5⁰C. Although there will still be impacts from climate change with this level of warming, there will be more adaptation options and increased ability of small islands to survive. However, with 0.85⁰C of warming already being experienced, there must be urgent and significant action to limit warming to 1.5⁰C. While small islands are one of the groups most at risk to climate change impacts, they are among the lowest emitters of greenhouse gases, the drivers of warming. Thus, it is imperative that industrialized countries and high emitters such as the USA, China and Russia curb their emissions to limit warming and resultant impacts. More information about climate change can be found on the Climate Change Initiative's website: www.climatechangebahamas.org. - Lisa Benjamin and Adelle Thomas are assistant professors at The University of The Bahamas, and co-founders of the Climate Change Initiative
$100 Question from H1 Find the lateral and surface area of the trapezoidal prism. $100 Answer from H1 Lateral Area = 312 m 2 Surface Area = 375 m 2 $200 Question from H1 Find the lateral and surface area of the trapezoidal prism. $200 Answer from H1 Lateral Area = 264 ft 2 Surface Area = 506 ft 2 $300 Question from H1 The surface area of a cereal box in the shape of a rectangular prism is 1726 cm 2. The length of the cereal box is 19 cm and the height of the cereal box is 29 cm. Determine the width of the cereal box. Hint: Use the base dimensions of 29 x 19. $300 Answer from H1 The width of the cereal box is 6.5 cm $400 Question from H1 Find the length of the apothem if the surface area of the regular pentagon is 459 yd 2. $100 Question from H2 A soup can has a diameter of 4 cm and a height of 8 cm. I want to put a label around the soup can. The label will cost $0.03/sq cm to print. How much would it cost to print 350 labels? $100 Answer from H2 Lateral Area (1 label) = 100.48 cm 2 Cost for 1 label = $0.03(100.48) = $3.01 Cost for 350 labels = 350($3.01) = $1053.50 $200 Question from H2 Given a right cylinder, determine the lateral and surface area. $200 Question from H3 Determine the slant height and the surface area of the right square pyramid with a base length of 9 cm and a pyramid height of 7 cm. $200 Answer from H3 Slant Height = 11.4 cm Surface Area = 49.5 cm 2 $300 Question from H3 Find the lateral and surface area of the regular pentagonal pyramid. $300 Answer from H3 Lateral Area = 264.6 cm 2 Surface Area = 392.7 cm 2 $400 Question from H3 Determine the lateral and surface area of the regular hexagonal prism. $400 Answer from H3 Lateral Area = 504.9 m 2 Surface Area = 818.4 m 2 $500 Question from H3 The Great Pyramid of Giza, Egypt, was the final resting place for Pharaoh Khufu. At the time it was built, its height was 481 feet. Each edge of the square base was 756 feet long. What was the lateral area of the pyramid? Round your answer to the nearest whole number. $500 Answer from H3 Lateral Area = 925,000 ft 2 $100 Question from H4 Determine the lateral and surface area of the cone. $200 Question from H4 The roof of the tower in a castle is shaped like a cone. The height of the roof is 30 feet and the radius of the base is 15 feet. What is the lateral area of the roof? Round your answers to the nearest tenth. Final Jeopardy You must cover both of these figures with paint. For the cone, you are required to cover it with exterior, semi-gloss paint which costs $13.97/gallon and covers 35 square feet. For the triangular prism, you are required to cover it with interior, semi-gloss paint which costs $6.79/quart where each quart covers 12 square feet. YOU CANNOT BUY FRACTIONAL CANS OF PAINT! a. How much is it going to cost you to paint the cone? b.How much is it going to cost you to paint the triangular prism? c.C. Combined, what is it going to cost you? You must show all of your work and be able to explain your reasoning! Your daily points will be dependent on this question! Final Jeopardy Answer Turn it in … if you get the answer correct, you will earn 3 points extra credit! EVERYTHING MUST BE CORRECT _ No Mistakes!
Chapter 11 Fresh Water 11.1 The Water Cycle • Identify how Earth’s water is distributed among saltwater and freshwater sources. • Describe how Earth’s water moves through the water cycle. Engage/Explore • Have a student • • describe a rainstorm. Where does the water come from that falls as rain? How does the water get into the clouds? Discover - Where Does the Water Come From? • Fill a glass with ice • cubes and water, being careful not to spill any water. Wait 5 minutes. Observe the outside of the glass and the surface it was sitting on. Introduction - Notes • Why is Earth called • • the “water planet”? From space, this is the image that astronauts see. Oceans cover nearly 71 percent of Earth’s surface. I. Water on Earth - Demo • Most of Earth’s water is 97% percent salt water • that is found in oceans. Only 3% is fresh water. – – – – 76% ice masses .037% atmosphere (water vapor in a gaseous form. Less than 1% is fresh water available for human use. Some of the Earth’s fresh water is deep underground. A. Oceans • All Earth’s oceans are connected to form a single world ocean. B. Ice - Artic and Antarctica • Icebergs are formed from frozen fresh water. C. Rivers and Lakes - St. Lawrence Seaway to the Great Lakes D. Below Earth’s Surface • Groundwater - water • that fills the cracks and spaces in underground soil and rock layers . Far more fresh water is located underground than in all Earth’s rivers and lakes. II. The Water Cycle • Water Cycle - the • continuous process by which water moves through the living and nonliving parts of the environment. All the water on Earth has been through the water cycle. II. The Water Cycle • In the water cycle, water moves from bodies of water, land, and living things on Earth’s surface to the atmosphere and back to Earth’s surface. • The sun is the source of energy that drive the water cycle. • Prentice Hall video and activity A. Water Evaporates • Exploring the water cycle p. 363. • Evaporation - the process by which molecules at the surface of a liquid absorb enough energy to change to the gaseous state. • Ocean water that evaporates isn’t salty because the salt remains in the ocean. Plants • Plants take in water • • by drawing in water form the soil through their roots. Transpiration - water given off through the leaves as water vapor. Plants give off a large amount of water. B. Clouds Form • Condensation - clouds • form when condensed droplets of water clump together around tiny dust particles in the air, forming clouds. Water vapor condenses when it travels up in the air because the air is colder. Cold air holds less water vapor than warm air, so some of the water vapor condenses. C. Water Falls as Precipitation • Precipitation - water that falls to Earth as rain, snow, hail, or sleet. Precipitation occurs when water droplets in a cloud grow larger and larger. They become so heavy that they fall to Earth. • Most water falls in the ocean which may stay there for many years. • Some water falls on land & evaporates immediately. • Some water runs off into rivers and lakes. • Some water trickles down into the ground. • Precipitation is the source of all fresh water on and below Earth’s surface. • The water cycle renews the usable supply of fresh water on Earth. • The total amount of water on Earth has remained fairly constant and balanced. • Water cycle song - “Clementine” Questions • What are the three processes in the water cycle? • Answer: evaporation, condensation, precipitation • Which process begins the cycle? • Answer: a cycle has no beginning and no end. The water cycle is continuous. How Do People Use Water? Ch. 11.2 Icebergs - p. 376 • P. 376 in text • Titanic movie clip Icebergs • Titanic movie clip • Glaciers move over land • • • and when they hit water they become an iceberg. 10,000 form every year from Greenland. Only about 10 percent of an iceberg is visible. 90% of an iceberg lies below the surface. Iceberg • The underwater part • is a hazard to ships because it is often much wider than the visible part of the iceberg. The International Ice Patrol is now set-up to track icebergs.
This product may be purchased even when out of stock. Please allow a minimum of 2 weeks for the product to be brought in. Build your first grader’s understanding of physical, life, and earth science with this full-color activity book! Engaging reading selections, activities, and hands-on projects will motivate your child to learn science concepts that are based on the most current science standards. The simple hands-on activities help your child understand and retain science concepts in a memorable way. Each lesson includes reading selections and activities that focus on one science concept, covering the following first grade topics: Space and Earth Science - Animals and Eggs - Mothers and Babies Environment and Ecology Science - Night Sky - Our Sun Engineering and Design Ideal for practice at home and classroom enrichment, Skill Sharpeners: Science: - Uses of Wood - Earth Materials - provides practice of reading comprehension, vocabulary, and writing skills - offers striking photography and scientific illustrations to help children connect science to the real world - is based on Next Generation Science Standards and state science standards - includes an answer key

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