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Land reform entails the redistribution of private or public lands. Though it is often broadly associated with struggles for social justice, land reform is a somewhat amorphous term, embracing a huge range of practices and historical experiences in how land is identified and transferred (by force, legislation, or markets), the accompanying institutional and legal changes, and the ensuing property relations. Though many industrialized countries have highly unequal distributions of land, land reform is typically discussed in the context of the developing world. The challenges and struggles associated with land reform have extensive historical roots in the colonial period. For the rural poor in developing countries, two of the most debilitating legacies of European colonialism were the establishment of uneven landscapes and commodity export–dependent economies, which went, and continue to go, hand in hand. In a broad sense, colonialism both magnified and hardened the inequalities where they already existed (in tributary ...
The Telegraph reports that scientists are on the brink of discovering the first Earth-like planet outside the solar system: Professor Michel Mayor, the scientist who led the team that identified the first extrasolar planet in 1995, believes a planet similar in size and composition to Earth will soon be found. Prof Mayor, of Geneva University, said that the prospect of finding a planet habitable for humans had come a step closer through rapid technological advances allowing observation of planets outside the solar system. Addressing a Royal Society conference to mark the 50th anniversary of the Search for Extra-Terrestrial Intelligence (SETI) programme, he said: “The search for twins of Earth is motivated by the ultimate prospect of finding sites with favourable conditions for the development of life. “We’ve entered a new phase in this search.” More than 400 extroplanets have been discovered over the past 15 years, he added. However, it is doubtful that any of these could be inhabited by humans because they are too large, Prof Mayor told the audience, which included representatives from Nasa, the European Space Agency and the UN Office for Outer Space Affairs. Large planets are likely to have very active tectonic plates, making for a highly turbulent environment. To date, the smallest exoplanet found is 1.7 times the mass of the Earth. Another key factor is finding a planet which is the right distance from the star it orbits so that its climate is temperate enough… [continues in the Telegraph]
August is Children’s Eye Health and Safety Month. Here are five things to know about your child’s vision: 1. It starts with the eyes and the brain A newborn baby’s vision continues to develop through early and middle childhood. From the first day you look into those precious eyes, your baby begins to create essential connections between the eyes and brain, which will allow vision to develop focus, eye-hand coordination, depth-perception, and color vision. As months pass, your baby will be able to recognize expressions such as happiness or anger and try to reach out and touch a close person or object. Given how critical these connections are, it is important to ensure your child has healthy vision to positively impact the early stages of development. Nearly half of the human brain is devoted to some form of visual function. 2. Prevalence of eye diseases in children In the largest pediatric eye disease study conducted in America, led by USC Roski Eye Institute Director Rohit Varma, MD, MPH, and a team of researchers, the Multi-Ethnic Pediatric Eye Disease Study (MEPEDS) assessed more than 9,000 Los Angeles-area children ages 6 months to 6 years old. Findings include: - Incidence of childhood myopia (nearsightedness, which is the inability to see objects clearly at a distance) among American children has more than doubled over the last 50 years - 4 to 14 percent of children overall are found to have moderate hyperopia (farsightedness, which is the inability to see objects clearly up close) - Prevalence of hyperopia is highest in Hispanic (26.9 percent) and Non-Hispanic White children (25.7 percent), but lower in African American children (20.8 percent) and Asian children (13.5 percent) - Children with moderate levels of hyperopia were associated with the development of both amblyopia (lazy eye or poor visual development in an eye) and strabismus (misalignment of the eyes) “While research shows there is a genetic component, the rapid incidence of myopia in the matter of a few decades, particularly among Asians, suggests that close work and use of mobile devices and screens on a daily basis, combined with a lack of outdoor activities and sunlight, may be the real culprit behind these dramatic increases. More research is needed to uncover how environmental and behavioral factors may affect the development and progression of eye disease,” says Varma. 3. Poor Vision could lead to developmental delays If uncorrected, vision problems may lead to cognitive and social problems. As a child begins to engage in social settings and is unable to recognize facial expressions or other social cues, the results might be inappropriate emotional responses and learning deficiencies. In a National Eye Institute-funded study, researchers reported a literacy deficiency in children with uncorrected farsightedness. Most notably in this study, children with moderate farsightedness and reduced near visual function such as depth perception, had significant challenges distinguishing letters and words. 4. Common eye diseases and conditions in children - Amblyopia (lazy eye) - Strabismus (eye misalignment) - Uncorrected refractive errors (nearsightedness, farsightedness and astigmatism) - Conjunctivitis (pink eye) - Ptosis (droopy eyelid) - Color vision disorders 5. Early vision screening and what to look for Eye exams at an early age are essential to prevent developmental delays and ensure that children have healthy vision. According to the American Association of Ophthalmology guidelines, see an eye care professional for your child if you observe: - Misalignment of eyes, crossed or a wandering eye - Child is squinting, unable to view objects at a distance - Child is unable to read up close - Swelling, redness, irritation or drooping in one or both eyes - Child is unable to distinguish colors - There is a history childhood vision issues “If you have any concern at all about your child’s eyes or vision, get them examined as soon as possible. In certain cases, children may develop amblyopia, which is one of the most common eye conditions treated in children. Childhood amblyopia or poor vision in one or both eyes is due to the brain “tuning out” or ignoring the images seen by the eyes. Amblyopia can cause permanent vision loss and loss of depth perception, and is much more successfully treated at younger ages,” says Sudha Nallasamy, MD, pediatric ophthalmologist and assistant professor of clinical ophthalmology at USC. Timely diagnosis and treatment interventions of pediatric eye conditions can positively impact the long-term eye health and well-being of a child. Receive skilled treatment tailored to your child’s unique needs from the pediatric ophthalmologists at USC Roski Eye Institute, either online at eye.keckmedicine.org or by calling 800-USC-CARE (800-872-2273).
Designing and planting a garden provides great satisfaction. The maintenance of garden plants involves a commitment to providing basic care to promote healthy growth and vigor in the garden. Caring for garden plants begins with providing an excellent base soil for plants to thrive. Learning proper watering techniques, pruning plants, and providing the correct growing conditions ensure a long life for each garden plant. Obtain a soil analysis to determine exactly what the soil lacks in nutrients to sustain plants. Always incorporate rich organic material such as compost, manure or humus into the planting bed before installation of any plants. Tilling the soil to a depth of at least 12 inches ensures blending of organic additives. Place plants in the correct location. Read the plant labels and follow the instructions carefully--each plant has basic requirements for sunlight, soil and moisture. Recheck the status of your gardens from year to year to determine if light availability changes due to maturing trees or newly added landscape structures. Mulch yearly to restrict weed growth and conserve moisture. Prune garden plants as needed to maintain appearances and for optimum plant health. Remove spent flower blooms from annuals and perennials. Clip back dying branches of shrubs and perennial flowers as soon as you notice them. Water each plant individually and deeply to promote healthy roots. Use a soaker or trickle hose to place water right around the base of each plant. Allow it to absorb into the soil. Fertilize with the correct type of fertilizer at the proper time each year. Resist the convenience of applying all-purpose fertilizer and check out each plant's individual needs. Avoid exposing foliage to fertilizer of any type to limit burning and curling of leaves. Remove weeds regularly to limit competition between ornamental and nuisance plants. Weeds absorb moisture and nutrients from the soil. Conduct weed removal each week to stay ahead of these annoying plants and to maintain the healthy look of your landscape.
You’re looking at a neutrino named Big Bird. This particle, which has an energy 1,000 times that of the protons smashed together at the LHC, traveled across the universe before hitting an atom at the South Pole and being recorded at an enormous underground observatory named IceCube. Neutrinos are tiny ghostly particles. Billions of them are right now streaming through your body without interacting with anything. In order to capture one, researchers built a gargantuan detector at the South Pole buried under a mile of ice. The IceCube neutrino telescope consists of 5,160 light-sensitive diodes that sit frozen in darkness until one of the trillions of neutrinos moving through the observatory happens to hit an oxygen atom in the ice. This releases a flash of blue light, as well as other radiation, which is recorded by the sensors and can tell scientists the direction and energy of the original neutrino. The red region in the image above is the spot where the neutrino hit while the other colors show detectors that were triggered by the secondary radiation. For a long time after it was built, IceCube failed to see any high-energy neutrinos. But in November, the team finally figured out how to hone in on their quarry and discovered two extremely energetic neutrinos, which were nicknamed ‘Bert’ and ‘Ernie,’ along with around 25 less-energetic ones. A third high-energy neutrino was found shortly thereafter, and data about it was presented on Apr. 7 at an American Physical Society conference. In keeping with the theme, this latest neutrino is known as Big Bird. Rather than telling them how to get to Sesame Street, Big Bird the neutrino could point astronomers to distant exotic phenomena in the universe. Energetic processes known as Active Galactic Nuclei and gamma-ray bursts are some of the brightest events seen in the sky. They are also extremely mysterious. Scientists suspect they are powered by supermassive black holes but have yet to understand their mechanics. By providing information about the neutrinos produced in such events, IceCube could help physicists figure out how they work.Go Back to Top. Skip To: Start of Article.
How Hebrew year is calculatedHebrew calendar starts counting years from the Creation i.e. Gregorian year −3761. Hebrew numbers use the alphabet letters which makes them difficult to spot amongst the other letterings of an Israeli coin. You may use the following clues: The second character from the left is most of the time a ״. Also, the right most part usually is התש or תש. As an example the coin on the right reads תשל״ח,meaning 5738, that is 1978 of the Gregorian calendar. How to read an Hebrew dateHebrew calendar starts in −3761. It is synchronized with the Gregorian calendar. Hence, all that's required is to read the year and substract 3760 from it. For example, 5771 is Gregorian 2011. Sometimes, the millennium is not printed. Context allows to know it is the 5th millennium. So, a coin only showing 771 is dated 2011 as well. Reading the yearHebrew numbers use the alphabet's 23 characters. In order to specify it is a number, a gershayim (״) is added just before the last letter (reading right to left). Each letter is allocated a numeral. With all numbers smaller than 1000, the total value is the sum of the numerals, the letters/numerals being typed in decreasing order, right to left. With 1000 and larger numbers, the millennium is written as the first character (to the right). - תשכ״א is 400 + 300 + 20 + 1 = 721 - תש״ך is 400 + 300 + 20 = 720 - התשכ״א is 5*1000 + 400 + 300 + 20 + 1 = 5721 - התשמ״ז means à 5747. This is Gregorian year 5747 − 3760 = 1987. - תשכ״א means 721. The "5" was left out. This is Gregorian year 5721 − 3760 = 1961.
The different plant species that live in the ocean include phytoplankton, diatoms, dinoflagellates, sea-grasses, kelp and algae. These plants have special adaptation features that help them survive in the water.Know More Plants are at the bottom of any food chain and the ocean food chain is not an exception. The various types of plants make life in the ocean possible. Some plants that live in the ocean are kelp, seaweed, seagrass and algae. Ocean plants need sunlight to grow, so all plants are close to the surface of the water.Full Answer > Some examples of ocean plants include phytoplankton, algae, seagrasses and kelp. Ocean plants either contain roots or float on the water, and rooted ocean plants only live in shallow water where the roots can reach the soil and the sun can reach the leaves.Full Answer > Plants are autotrophs, meaning they produce their own food using energy from the sun. Plants can survive underwater as long as they are close enough to the surface that they still have access to enough sunlight to sustain photosynthesis.Full Answer > Some temperate ocean plants include brown algae, kelp and seagrasses. Seagrasses grow in both temperate and tropical waters, forming patches called seagrass beds, which resemble carpet.Full Answer >
'Just like humans': Robot simulation can move, interact without instruction The simulation – created by Georg Martius from the Institute for Science and Technology (IST Austria) and Ralf Der from Max Planck Institute for Mathematics in the Sciences in Leipzig – was developed as the two researchers were looking at how artificial neural networks can develop autonomous, self-directed behavior. The researchers used “bioinspired” robots in physically realistic computer simulations. The robots received sensory input from their bodies, but were not given any instructions or tasks to complete. They successfully developed sensorimotor intelligence, obtaining feedback from their surroundings to learn how to crawl, walk on changing surfaces, and cooperate with other robots. A video can be seen here. “It works just like us humans,” Martius said, as quoted by the Local. “When we touch something, a signal is transmitted to the brain, processed, and converted into a muscle movement.” The research, published in PNAS (Proceedings of the National Academy of Science), led the scientists to theorize that self-directed behavior can happen in the “synaptic plasticity” of the nervous system. Synaptic plasticity is described as a coupling mechanism that allows a simple neural network to generate constructive movements. Martius and Der suggested the results can help improve the understanding of evolution. “It is commonly assumed that leaps in evolution require mutations in both the morphology and the nervous system, but the probability for both rare events to happen simultaneously is vanishingly low,” Martius said. “But if evolution was indeed in line with our rule, it would only require bodily mutations - a much more productive strategy. Imagine an animal just evolving from water to land. Learning how to live on land during its own life time would be very beneficial for its survival.”
Answer the following questions in your own words as a typed document and include in your journal. 1) What is sculpture? 2) What is glass? 3) Define aesthetics. 4) How and/ or why is art important in today’s society? 5) How and/or why is it important to you? 6) Research and find a sculptor who works primarily with glass whose work you are attracted to and find interesting. 8) Describe the work in detail. 9) What techniques do they use to create their works? 10) What do you think the artist is trying to communicate? Create a visually charged Presentation about a glass artist and a kiln working technique. - Share your passion of your chosen artist with your peers. - Paste at least 3 samples of the artist’s work into a power point or other digital story telling device to share with the class. - Your presentation should summarize the research you did and NOT include text or commentary.You are telling the story, offering critical analysis, and describing the work of the artist. - Research glass kiln working techniques. - Find a technique to share with the class and that you might want to try. - Present your findings with images or videos, drawings, etc. - Remember to cite your resources
A nondescript series of pockmarks in rock is actually the captured breath of microbes from 1.6 billion years ago. The fossils come from fossilized mats of microbes found in central India. Most of the microbes are cyanobacteria, according to new research published Jan. 30 in the journal Geobiology. These ancient microbes, among the oldest life on Earth, were photosynthesizers — like modern plants, cyanobacteria turned sunlight into energy, exhaling oxygen as a byproduct. Their ancient exhalations oxygenated Earth's atmosphere beginning around 2.4 billion years ago, paving the way for life as we know it today. Cyanobacteria also excreted minerals that hardened into layered mats called stromatolites. Stromatolites are found in a few places today, notably Shark Bay in Western Australia and in a remote patch of freshwater in Tasmania, but they once dominated Earth's shallow seas. Swedish Museum of Natural History biogeologist Therese Sallstedt and her colleagues studied some of these mats from a thick sedimentary layer called the Vindhyan Supergroup, which may contain fossils of some of the oldest animal life on the planet. [In Images: The Oldest Fossils on Earth] Amid the rock layers, the researchers found tiny spherical voids. Bubbles like this have been found before, the researchers wrote in their new paper, both in fossil microbial mats and in microbial mats that thrive today in hydrothermal water. The bubbles are tiny, just 50 to 500 microns in size (for comparison, a human hair is about 50 microns in diameter). Some of the spheres are compressed, as if the once-flexible mats were squished before they became locked in stone. The mats also contain filament structures that are probably the remains of cyanobacteria, the researchers reported. The bubbles indicate that the mats were filled with oxygen produced by the microbes inside, the researchers wrote. These particular stromatolites contain high levels of calcium phosphate, putting them in a category known as "phosphorites." The discovery of oxygen bubbles within these phosphorites suggests that cyanobacteria and other oxygen-producing microbes may have played a larger role than researchers realized in constructing this type of microbial mat in ancient shallow oceans, Sallstedt and her colleagues wrote. Original article on Live Science.
Which foods contain more proteins ?! An exceptionally important food product for the life of the human body is protein. In the gastrointestinal tract (GIT) of a human, proteins of plant and animal origin are converted into amino acids as a result of hydrolysis. Amino acids, in turn, are the basic elements for the formation of tissues, including muscles. The main source of protein for the human body are eggs, meat, cottage cheese, dairy products, fish and seafood, poultry, that is, products of animal origin. Proteins of vegetable origin, which are found mainly in cereals and legumes, in comparison with proteins of animal origin, have less biological value and are not assimilated by the body so effectively. In proteins contain the so-called "interchangeable" and "irreplaceable" vitally important amino acids for humans. Replaceable amino acids, unlike irreplaceable amino acids, can not at all enter the human body and be synthesized in it autonomously. Irreplaceable amino acids do not possess such properties. The organism of an adult person per day needs protein intake within 1,5 g per kilogram of normal (perfect) weight, which is an average of 90-100. 80% of this amount should be animals, and 20% – plant proteins. In athletes who are engaged in bodybuilding, this rate is much higher and is about 300 g per day, with the optimal dosage calculated individually for each athlete. The ideal scheme for obtaining protein by an athlete is 50 on 50, ie 50% of proteins enter the body with food, and the remaining 50% is a sports nutrition that does not contain fats, carbohydrates and other ballast components. In addition, the cost of protein in the form of bioadditives is equivalent to the value of products containing protein. More accessible to the enzymes of the digestive tract and easier to digest proteins that have been subjected to heat treatment. At the same time, in the process of thermal exposure, some amino acids are destroyed, which reduces their biological value. Foods most rich in protein: It is necessary to take into account not only the quantity, but also the type and composition of the food protein. As you know, different types of proteins consist of different amino acids and have different amounts of proteins. High biological value and ease of assimilation of food protein by the body is ensured by the level of proximity of the structure of amino acids of the protein and organism. The biological value of a protein or food containing a protein is the fraction of the delay in the body of nitrogen from the amount that was absorbed into the body. The higher the level of nitrogen retention in the body with the balanced content of essential amino acids in the protein that ensure the growth of the body, the higher the biological value of the protein. Balanced amino acid composition In the process of synthesis in the human body of the main types of proteins, all 20 amino acids participate in certain combinations. In this process, the ratio of essential amino acids, most approximate to the presence of the human body contained in proteins, is more important than quantity. Any failure in the composition of the amino acids of the food protein can cause the body to violate the process of the synthesis of its own proteins, and disrupt the dynamics of the equilibrium of protein catabolism and anabolism, to provoke the breakdown of its own proteins, including protein-enzymes. In the case of a deficiency in the body of any essential amino acid necessary to ensure the process of protein synthesis, the body automatically uses instead of it other amino acids. And in the case of an excess of essential amino acids in the body, highly toxic exchange products are synthesized that do not participate in the formation of amino acids. In the case of thermal damage to proteins and amino acids during the preparation of food, or in the presence of inhibitors of digestive enzymes present in food proteins, for example, in beans, the availability of individual amino acids may decrease. The level of digestibility (digestibility) of the protein reflects its degree of digestion in the gastrointestinal tract and the further absorption of amino acids into the body. The speed of digestion of food proteins allows them to be arranged (in terms of the degree of reduction) in the following sequence: Net protein utilization is an indicator of the quality of food protein, which in a complex characterizes the degree of nitrogen retention and the amount of digested protein. It also characterizes the level of nitrogen retention in the body, taking into account the digestibility of the protein in the digestive tract. Coefficient of protein efficiency This indicator is based on the hypothesis that an increase in the body weight of growing animals is commensurate with the amount of protein consumed by them. The coefficient of protein efficiency increases when combining food products, the proteins of which organically supplement each other. At this stage, the quality of proteins contained in food is assessed by the value of the coefficient of their assimilation. This factor takes into account the chemical (amino acid composition) and biological value (completeness of digestion) of proteins. The most balanced sources of protein are products having a coefficient equal to 1,0. WHO has evaluated the quality of proteins contained in food products and is in the form of a table. It is known that the biological value of a complex of proteins is much higher than the value of each protein individually. To this end, experts recommend combinations of foods that enhance their biological value: When forming a diet, try to combine proteins of vegetable and animal origin (meat, milk, eggs, etc.). And I, on the contrary, have to. I want to restore the body relief. why not more than 45 minutes? I with the help of protein 7 kg for 1 month typed It is written the same, I, for example, eat a steamed egg, do not eat damp, and also walnuts are useful! I eat: Buckwheat + chicken (without skin) + Oatmeal salad (morning on 1% milk) Rice + fish Soup with beans or peas Gainers, but they liked the expensive ones from the cheap ones (hard masses). PRAW. In a month 4-4.5 kg. Do you have any weight and height now? People, I read and did not understand anything, please tell me what you need to eat in order to gain weight? If you want to get fat, you have to eat it from morning till night and lie on the couch. If the muscles are to grow, eat protein food 6 once a day. a gram of protein should be 2 gr per kilogram of its weight and the basic exercises in a trinazherka is a deadlift, a squat with a barbell and bench press. swing no more than 45 minutes for trinket to failure. and weight popret terrible.
National Coming Out Day is an annual day to celebrate sexual identity and gender expression and to increase government and social awareness of LGBT issues. National Coming Out Day dates back to 1988 and is celebrated each year on the 11th of October. There is no formal commemoration of National Coming Out Day, but there are ways you can celebrate the LGBT holiday: - Come Out You don't have to come out on National Coming Out Day (coming out should happen only when you are ready); but if you do choose to begin the process of coming out, follow these steps. - Support Someone Who Is Coming Out or Already Out Support a key component of the coming out process. I refer to coming out as a "process" because rarely does one disclose their sexual identity at one time. A person first comes out to themselves, then others and then more over a period of time. It's important to be as supportive as possible to someone you know that's coming out (or already out). Your affirmative acceptance can thwart any fears or pain they may have. Your support creates a positive foundation in their lives before, during and after they come out. - Speak About It Grab your cell or cam and create a YouTube video expressing your feelings about being LGBT. You can also share your coming out story or vid about how you support your LGBT loved ones. Don't stop there: Write about free sexual identity and gender expression on your Facebook Wall; Twitter your followers about your support for LGBT causes; or share a story on your blog or vlog. There are many LGBT organizations, community centers and youth services that need your help. Volunteer your time or resources to help further LGBT causes and help LGBT youth and adults in need. - Recruit A Straight Friend The number of people that support LGBT people is larger than you might think. Reach out to your straight friends and ask them to support LGBT causes.
Duo Diseases: How Tuberculosis Poses A Considerable Risk To Type 2 Diabetes Patients Tuberculosis is an infectious disease that forms from many strains of mycobacteria that attack the lungs. Although the disease primarily affects the lungs, other parts of the body can be affected also. Tuberculosis can get into one’s body by breathing in air from a cough or sneeze of a person infected with the disease, and this is the most common method of transmission of the disease. The elderly, infants and people with already weakened immune systems are the individuals who are most at risk for developing tuberculosis. Tuberculosis affects 9.4 million people and kills approximately 1.7 million worldwide every year. It is a major health issue in low and middle-income countries in the regions of Africa and Asia, which have a high incidence of people with diabetes. Due to the growing prevalence of Type 2 diabetes, this poses a challenge to controlling the spread of tuberculosis also. In many low to middle-income countries, Type 2 diabetes is not as easily controlled as it is in the United States. Scientists have, for a long time, believed that tuberculosis poses a huge risk to individuals with diabetes. Research suggests that people infected with tuberculosis have a lifetime risk of falling ill due to the disease. In several studies, it was determined that individuals who have Type 2 diabetes and tuberculosis do not respond as easily to treatment. The body seems to build a resistance to treatment, or takes longer to respond to any anti-tuberculosis medication. This poses a serious risk to anyone with both diseases, and especially to those who have Type 2 diabetes because of the effects of both diseases on the body. Treatment for tuberculosis varies, depending on whether the disease itself is active or latent. People with latent tuberculosis have it in their bloodstream, but the bacteria are not active and thus, symptoms are not being displayed. Treatment for this form of tuberculosis is easier to administer than treatment for active tuberculosis. Medications such as isoniazid and rifampin are typical drugs given to an individual who has latent tuberculosis. Active tuberculosis can also be treated, but the treatment regimen tends to take longer and the drugs administered are more potent. Patients have several options, but if the person with tuberculosis also has Type 2 diabetes, that can complicate matters even further due to the severe health risk. To definitively prove that tuberculosis has a potentially deadly effect on people with Type 2 diabetes, researchers continue to study certain populations of people. In one study performed by the World Health Organization, roughly 1,250 patients were studied and the scientists found that the patients with diabetes had a drastically higher death rate while undergoing any type of treatment associated with tuberculosis. This showed that individuals taking medications for both Type 2 diabetes and tuberculosis must stick to the instructions and specifications to avoid other complications. To effectively manage both diseases, it is essential that they be detected early enough in order to begin the necessary treatment regimen, and get it properly stabilized. - What Diabetes Supplies Should You Purchase? 29.02.2016
Before cooking up those delicious potatoes tonight, how about using them to learn a bit about the awesomeness of chemical reactions? You can actually build a clock that runs purely on potatoes. Give it a go. 1Gather the items required. These are listed below under "Things You'll Need".Ad 2Separate the two potatoes. Each potato works as a "galvanic cell", releasing electrical energy through chemical reactions. Call one potato A (or 1) and the other potato B (or 2). - The bulk of the potato serves as a case for the cell, holding everything in place. The potato juice serves as the "electrolyte," in which charged atoms and molecules called "ions" dissolve and can flow over time. The dilute phosphoric acid in it also provides hydrogen ions for the reaction. - Some atoms (or molecules) strongly attract extra electrons and become negatively charged ions, called anions ("an-ions"); others are easily stripped of some electrons and become positively charged "cations" ("cat-ions"). Each element attracts electrons with different force, due to the differing charge of protons with which their nucleus attracts electrons and the manner in which the marginal "valence" electrons arrange themselves around the nucleus and other electrons.. The potato juice has dilute phosphoric acid, some of which dissolves dissociated into as hydrogen cations (basically) and phosphate anions. 3Place one galvanized nail in each potato. 4Place one copper nail or wire piece into each potato ensuring that the nails don't touch. At this stage it is really important to understand that this experiment will work only if the galvanized nails and the copper nails/wire are as far apart as possible on the potato because the distance between them is what generates the power. 5Remove the battery compartment lid from the clock. If there is already a battery in it, remove it. Take notice of the battery's polarity in relation to how it connects to the clock. 6Connect the first jumper wire from copper nail or wire of potato A to the positive terminal of the clock. To do this, take one jumper lead and attach the alligator clip to the copper nail or wire and then the other end's alligator clip to the positive terminal (denoted by the symbol + ). 7Connect the second jumper wire from the galvanized nail of potato B to the negative terminal of the clock, denoted by the symbol "-". - When you stick the zinc electrode (the plating on the galvanized nail) and the copper electrode (the copper nail or wire) in the potato, each metal, having less electron affinity than the hydrogen ions, would tend to have its atoms stripped of their electrons by the hydrogen ions. The neutral hydrogen atoms would join together into hydrogen gas molecules and escape; the metal cations would tend to disperse away and more hydrogen diffuse in to continue the reaction slowly bubbling away the acid's hydrogen and consuming the metals. - Zinc has even less electron affinity than copper. So, if you connect the electrodes with a conductor, the wire, some electrons will tend to flow in it from the zinc to the copper. - The removal of some electrons from the zinc electrode then that will make a few of its atoms fall off as cations which are positive and be dissolved away. The excess of electrons at the copper will make hydrogen preferentially take them up there, but also tend to make the copper keep its electrons and not be corroded (or, more precisely, shift the reaction equilibrium so that the copper ions that do fall off tend to regain electrons and reattach for little or no net corrosion). The removal of electrons from the copper and the addition of electrons to the zinc would tend to build up areas of electric charge that would retard the reaction. But more electrons keep conducting through the wire, and more hydrogen and zinc ions keep dispersing through the potato to maintain fresh solution at each electrode, to keep the reaction going. The force with which the copper thus draws the electrons can be used to do work, like run a clock.. 8Connect the third jumper wire to the galvanized nail of potato A. Then connect its other end to the copper nail of potato B. By this stage all three jumper leads are interconnected and the clock should be functioning. 9Check the clock. It should now be running on potato power. - The reaction slows as the zinc metal and the hydrogen ions are depleted. The force with which the hydrogen pulled the electrons off the zinc, in a very roundabout way, is what the cell makes available to you for work--with a little being "wasted", of course. - Wiring the potato cells end-to-end makes a "series circuit", pulling the stream of electrons through the clock with twice as much force as one potato would apply. It also makes them properly called a "battery", because you're using more than one electrochemical "cell". - Once it's working, why not set the time on the clock to the current time! - If the clock doesn't work, check that all connections are secure and in the right order, and double-check the polarity of the clock. If it still doesn't work, your clock might require more power than the very little a vegetable battery can provide. You can satisfy yourself that the battery is producing some electricity with a multimeter and measuring its voltage (electrical pressure) and current (electrical flow, amps). We could really use your help! cell phone reception? - You can buy a potato clock kit. Cheaper ones just have a clock that plugs into the potatoes with wires and electrodes; more expensive ones hold the potatoes in an integrated assembly with cups. - It's not just potatoes you can do this with. Try other fruits and vegetables, such as citrus, avocados, bananas, etc. It will even work in soda. - A lemon battery works about the same way, but with citric acid rather than phosphoric providing the hydrogen ions. Other kinds of batteries similarly allow you to harness the energy of electrons' flow from an area where they are more easily given up to where they are more easily accepted but differ in many details. - The phenomenon of the extra electrons keeping the copper from corroding can be useful, too. If that's your objective, you're said to be using "cathodic protection" rather than making a battery. A cheap chunk of reactive metal, like zinc or magnesium, can corrode itself away and replenish electrons to protect a valuable structure of less-reactive metal, like a bridge or a ship. (Water isn't nearly as reactive as battery acid, so the reactive metal lasts a while, even with no resistance to the current in the conductor.) For a huge structure, one could use direct-current "impressed current" from an on-site generator or line power (with a professionally-designed machine--electricity and water can be dangerous). - The clock is probably a quartz clock, which applies electricity to a tiny quartz-crystal tuning fork to physically "ring" it at its resonant frequency. The fork gives back an electric signal with each vibration. Other parts electronically count the vibrations, compute the corresponding time, and arrange the crystals in the display to show it off. - Israeli researchers have found that they can produce up to 10 times the power when the potato is boiled. - Do not eat the potatoes afterwards. - Young children should be supervised when performing this experiment - nails and wires are sharp and can cause injury if handled incorrectly. Removal of batteries should also be supervised. Things You'll Need - 2 large clean potatoes, or 2 halves of a large potato. - 2 galvanized nails (zinc) - 2 copper nails or wires - 3 jumper wires (with alligator clips on each end) - Battery operated LCD clock (gray display with black numbers, like a cheap watch, normally taking just one 1.5V battery) Sources and Citations - Show Me How, 500 Things You Should Know, pp. 27-28, (2008), ISBN 978-1-74196-327-4 – research source - ↑ http://en.wikipedia.org/wiki/Galvanic_cell - ↑ http://en.wikipedia.org/wiki/Solvation - ↑ http://en.wikipedia.org/wiki/Electron_affinity - ↑ http://en.wikipedia.org/wiki/Phosphoric_acid - ↑ http://en.wikipedia.org/wiki/Hydronium - ↑ Show Me How, 500 Things You Should Know, p. 27, (2008), ISBN 978-1-74196-327-4 - ↑ http://en.wikipedia.org/wiki/Electrical_conduction#Metals - ↑ http://www.teachengineering.com/view_activity.php?url=http://www.teachengineering.com/collection/cub_/activities/cub_energy2/cub_energy2_lesson04_activity2.xml#procedure - ↑ http://en.wikipedia.org/wiki/Chemical_equilibrium - ↑ http://www.carrotmuseum.co.uk/battery.html - ↑ http://en.wikipedia.org/wiki/Irreversible_process_%28thermodynamics%29 - ↑ http://en.wikipedia.org/wiki/Series_and_parallel_circuits - ↑ http://en.wikipedia.org/wiki/Battery_%28electricity%29#History - ↑ http://www.physlink.com/education/askexperts/ae516.cfm - ↑ Show Me How, 500 Things You Should Know, p. 27, (2008), ISBN 978-1-74196-327-4 - ↑ http://en.wikipedia.org/wiki/Lemon_battery - ↑ http://en.wikipedia.org/wiki/Cathodic_protection - ↑ http://www.corrosionsource.com/FreeContent/1/Cathodic+Protection - ↑ http://www.cathodicprotection101.com/ - ↑ http://www.explainthatstuff.com/quartzclockwatch.html - ↑ http://www.huffingtonpost.com/2010/07/30/potato-battery-could-prov_n_665578.html Recent edits by: Daniel Lindsley, EdfTrooper03, LeahlovesGod In other languages: Deutsch: Eine Kartoffeluhr herstellen, Español: Cómo hacer un reloj que funcione con papas, Français: Comment fabriquer une batterie en pommes de terre pour une horloge, Italiano: Come Costruire un Orologio a Patate, Português: Como Fazer um Relógio com Batatas, 中文: 做土豆钟 Thanks to all authors for creating a page that has been read 246,721 times.
December 16, 2013 Teaching Math Through Pencil Code How young is too young to teach programming? I have been using Pencil Code with children from 1st grade to 12th grade over the last few weeks. All ages have a lot in common: they all need to learn the same programming concepts at the beginning. Even before learning control flow, they need to understand sequencing, debugging, and how to think about the state of the computer. However, there is one big difference between younger kids and older kids: the younger kids have not yet learned a lot of math fundamentals. Using Programming to Reinforce Math Curriculum When a fourth grader asks "what is the command to make the turtle go that way?" it is really a math question. The idea of estimating degrees for a turn seems perfectly concrete to an older student, but if you are a 4th grader, measurement of angles is a new idea that is hard to grasp. The fourth grader wrestling with the turtle's direction is really asking, "how do I measure the angle that I want?" The problem of getting the turtle to turn the right way is a valuable math teaching moment. Do not give away the answer. Instead, give the student a protractor, and the student will align it with the turtle on the screen and pick out the angle they want. Pointing the turtle requires an extra level of care beyond math class, because the student will need to note not only the degrees, but also whether they want a "right turn" or "left turn." But once the proper angle is found and the student has entered "rt 60," they they are rewarded with a working program as well as an insight: angle measurements are pretty useful! When teaching classrooms of fourth graders, I have been using handouts with paper "turtle protractors" that illustrate the turtle in the middle of a compass rose. The printable measurement sheet also includes a "turtle number line" so that younger kids can do the same exercise with linear measurements. These paper supplements are invaluable. Programming Motivates a Range of Math Curriculum Computers speak the language of math, so learning to program your computer is a good reason to learn a bit of math. Math topics that tie directly in with Pencil Code include: Programming is a good way to learn about to the importance of precision in measurements and the use of numbers to quantify many things. Normally this is hard-won knowledge, gained through years of teachers marking mistakes on math homework. But in programming, the purpose of math is not to get a good score on a test. The purpose of the math is to get your program to work. It is a self-teaching lesson. Programming Motivates Advanced Concepts Programming draws kids in to playing with concepts that would normally be considered too abstract and dry for math class. For example, kids particularly love creating programs that draw circles and curves. However, since arc measurements are (sadly) considered an advanced High School concept, they will not have been covered before most beginning programmers try Pencil Code. With Pencil Code we have been introducing arcs using an arc-measurement sheet that is similar to the protractor sheet. Kids can hold it up to the screen it to visualize (for example) the fact that the bottom of a "U" is 180 degrees of an arc of a circle. Fourth graders enjoy measuring arcs as part of their programs: arcs make it possible to create beautiful flowers and sports cars and inscriptions. Perhaps when these Pencil Code fourth graders arrive in high school geometry class years from now, arc measurements will be less of a mystery and more of a "cool" topic. Posted by David at December 16, 2013 03:37 PM \|Copyright 2013 © David Bau. All Rights Reserved.\|
Genesis chapter six presents a narrative of Noah's ark. God gave him specific instructions regarding how to construct the ark, including the dimensions, the type of wood to use, and the placement of the door and roof. Noah is also instructed to coat it with "pitch" inside and out--presumably for waterproofing purposes. Traditionally the "pitch" discussed in Genesis 6 has been understood to be bitumen, a petroleum-based product. Like coal, petroleum-based products are the fossilized by-products of once-living organisms. These by-products take a very long time (millions of years) to form. While this process fits well with an old-earth perspective, a young-earth perspective doesn't allow for a long enough period of time to pass for bitumen to form. Realizing this serious difficulty, some young-earth creationists have speculated that this "pitch" (as it is translated in the KJV) might be tree resin or sap (not a petroleum-based product). They will also point out that tree resin has been used in shipbuilding. Although it's true that in relatively modern times tree resin has been used in shipbuilding, there is no indication that the passage in Genesis 6 is referring to tree resin. The Hebrew word for the waterproofing material is kopher. Bible translations, commentaries, dictionaries, and lexicons all consistently define kopher as some type of bitumen. For example, the Latin Vulgate uses the word bitumine, the Greek Septuagint uses asphaltos (looks familiar, right?), and the New Living Translation uses the word tar. - Jamieson, Fausset, and Brown define kopher as: mineral pitch, asphalt, naphtha, or some bituminous substance, which, when smeared over and become hardened, would make it perfectly watertight1. - Strong's Concordance defines it as: asphalt, pitch (as a covering)2 There is no evidence indicating that the pitch was tree sap. But, for the sake of argument, let's give this idea serious consideration for a moment. Harvesting resin from a tree is a tedious and time-consuming task. The process involves "tapping" the tree and letting the resin run (very slowly) into a bucket. It takes quite a bit of time and effort to collect only a small amount of resin. Moreover, once the tree is cut down, it is obviously no longer able to produce resin. Here is an example of the tree resin collection process at work. Noah would've needed to cut down the trees in order to build the ark, not spend years slowly collecting their resin. Further, lumber was a valuable commodity in Noah's day. It's highly improbable that he would have had enough trees (let alone manpower and time) to use them for both lumber and pitch. Further, he couldn't coat the wood until it was cut, fashioned, and placed into position. It is quite probable that this process couldn't even begin until the ark's construction was at or near completion. How many trees would still be available for use in harvesting resin? Also, consider that God instructs Noah to pitch the ark both inside and out. How much resin would be required to coat both sides of this gigantic vessel? And what of preserving it until needed? It would defeat the purpose if the pitch dried and hardened before it could even be applied! On the other hand, it is well known that bitumen and other petroleum-based byproducts were plentiful in the region where Noah built the ark. An added bonus is that bitumen would've been found in pools. Noah could've collected it quickly by the bucket. Also, it would've been easier to apply. (Imagine trying to spread unprocessed tree sap using a primitive brush!) The tree resin used in modern times for shipbuilding is refined and cut with alcohol. These advanced processing techniques would not have been available in Noah's time. However, bitumen and its related products are known to have been widely available and used (as mortar, glue, etc.) during this time. There is ample biblical support for this usage. For example, bitumen was used as mortar in the making of the Tower of Babel: Now the whole earth had one language and few words. And as men migrated from the east, they found a plain in the land of Shinar and settled there. And they said to one another, "Come, let us make bricks, and burn them thoroughly." And they had brick for stone, and bitumen for mortar. Then they said, "Come, let us build ourselves a city, and a tower with its top in the heavens, and let us make a name for ourselves, lest we be scattered abroad upon the face of the whole earth." Genesis 11:1-4 (RSV) Further, prior to the incineration of Sodom and Gomorrah, the Dead Sea area had open bitumen pits: Then the king of Sodom, the king of Gomor'rah, the king of Admah, the king of Zeboi'im, and the king of Bela (that is, Zo'ar) went out, and they joined battle in the Valley of Siddim with Ched-or-lao'mer king of Elam, Tidal king of Goi'im, Am'raphel king of Shinar, and Ar'ioch king of Ella'sar, four kings against five. Now the Valley of Siddim was full of bitumen pits; and as the kings of Sodom and Gomo'rah fled, some fell into them, and the rest fled to the mountain. Genesis 14:8-10 (RSV) There is also extrabiblical documentation of ancient uses for bitumen.3 So, the evidence is clear that bitumen already existed in the days of Noah. In light of such biblical and scientific evidence, the young-earth interpretation seems implausible. Why? Because it is the flood deposits that are supposed to be responsible for the existence of petroleum biodeposits. If they already existed prior to the Flood, then there is no explanation for them nor the geologic column containing them within a young-earth paradigm. While the existence of bitumen can't be explained within a young-earth perspective, it finds ample support from an old-earth view--and Reasons To Believe's testable creation model. This model anticipates the rich biodeposits as part of God's provision to humanity of these much-needed natural resources.4 by Lane Coffee
America’s Founding Fathers—Thomas Jefferson, Benjamin Franklin, George Washington, Alexander Hamilton, John Adams, James Madison, and the like—created a republican system of government that was, for its time, truly unique. This government reflected the political philosophies of the eighteenth-century Enlightenment. Perhaps more important, the American system of government embodied the conceptions of liberty, equality, and freedom from tyranny held by ordinary Americans. Both the Declaration of Independence and the Constitution reflect these ideals. The Declaration of Independence cut off all of the colonies’ political ties with Great Britain, established the United States as a new nation, and expressed America’s political philosophy. The Constitution created a stable federal system of government in which the individual states and a strong national government share political power. The process in which the Constitution was written and later ratified further reflects American ideals and values.
Here at the library we see a multitude of high school research topics. Each topic comes with its own challenges. One problem students writing papers about climate change experience is finding reliable sources for research and data. There’s just so much opinion based on political ideology or wishful thinking that sometimes it’s difficult to find raw numbers based on science. And even if the student finds research from a reliable source, it frequently requires a Ph.D. to decipher. The United Nations Climate Change Portal represents the final word on climate change research while solving these problems. The site is easy to navigate, current, and covers all aspects of climate change. Research and findings from 38 different international organizations and U.N. agencies can be accessed via this portal. Users can find information about mitigation technology, the economics and politics of climate change and, of course, the science behind the numbers. Clicking on the tab marked science reveals multiple subheadings including facts. Many teachers like to read a paper supported with cold, hard facts and this screen provides just about any fact a student needs. One reoccurring argument in the climate debate is rather the arctic is melting and if this in turn is leading to rising sea levels. The United Nations Climate Change Portal facts page has the following quick fact on this issue: “Arctic sea ice — Annual average Arctic sea ice extent shrunk by 2.7 per cent per decade. Sea-ice decreases overall in summer by 7.4 per cent. Paleoclimate information supports the interpretation that the warmth of the last half century is unusual in at least the previous 1300 years. The last time the polar regions were significantly warmer than present for an extended period (about 125,000 years ago), reductions in polar ice volume led to 4 to 6 meters of sea level rise.” But this portal doesn’t stop at numbers. An added annoyance for students is finding photographs to support their papers. This site includes photographs covering diverse climate topics such as the global seed vault at Longyearbyen, Norway, the retreating Polar ice rim and Switzerland’s decreasing glaciers. For students researching climate change, folks just wishing to settle an argument, or learn about the latest finding, visiting United Nations Climate Change Portal facts page should do the trick. And don’t forget to visit the libraries many journal databases. You can find a wealth of material on climate change, and just about any other topic, with your library card. Submitted by David Ryan Business, Science & Technology/Social Sciences Department
- Students will write a persuasive letter - Write opinion pieces on topics or texts, supporting a point of view with reasons and information. - Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. - Provide reasons that are supported by facts and details. - Link opinion and reasons using words and phrases - Provide a concluding statement or section related to the opinion presented. - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. During this unit, students will learn the process of writing an opinion. Students will focus on answering the essential question, "What things in my life can I fix?" Students will pick a topic, create an opinionated thesis statement, and write a persuasive letter to make a different in their life and hopefully those around them. Watch before you begin unit! I hope you're excited for this series of 7 flipped lessons on creating a persuasive letter! Our overarching question for this assignment is, "What things in my fix can I fix?" Through this persuasive letter, I'm hoping you can improve something meaningful to you. We have an opportunity to do this respectfully and responsibly. Lets get started! Remember, its extremely important to complete your work in the following order: 1. Before beginning day 1, watch my Intro Video! 2. Begin each day by watching my Daily Intro Video 3. Watch the LearnZillion Instructional Video (Sign into your account!) 4. Keep Notes! (See how here) 5. Complete Daily Reflection - Access your reflection via Google Classroom. You can use the doc, type, or both. Be creative with how you show me your learning! I want to see your imaginations come alive as you reflected! For example, Explain Everything would allow you to combine text, pictures, visual aids, and your voice to explain what you learned. 6. If you have trouble at home, remember I have Office Hours from 7-7:30pm! Meet me on Hangout! 6. Come to class read to discuss and get to work collaboratively. I won't be talking AT YOU. We'll be spending our class time working TOGETHER. Mr. C's Daily Introduction Videos Source: Linda Hoyt
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Solving Equations and Using Variables as Placeholders Transcript of Solving Equations and Using Variables as Placeholders to determine geometric and angle-problem relationships determine the algebraic relationship between the number of faces, edges, and verticesof a polyhedron relate the geometric and algebraic representations of the Pythagorean theorem determine the formula of the area (including surface area) and volume of various complex shapes determine and formulate the equation of a line determine the point of intersection of two linear describe the connections between each algebraic representation and the graphs solve problems involving the urface areas of prisms, pyramids, and cylinders, and the volumes of prisms, pyramids, cylinders, cones, and spheres solve problems that arise from realistic situations described in words or represented by given linear systems of two equations involving two variables The Solving Equations and Using Variables as Placeholders theme aims to provide students with opportunities to develop their ability to make generalizations and deepen their algebraic understanding. Students will explore, develop, select, apply and compare a variety of techniques when solving equations. Students will be initially introduced to variables that serve as unknown placeholders and in the latter grades will use these variables to create equations that define rules for relationships (Edugains, 2010) (The Ontario Curriculum Grade 1-8 Mathematics, 2005) (The Ontario Curriculum Grades 9 and 10 Mathematics, 2005). Around the Math World Solving Equations and Using Variables as Placeholders Learning Station By: Hannah Lee Key Student Learning In Grades 7-10 mathematics students will develop and deepen their problem-solving strategies and understanding by: students will create and solve a diversity of algebraic equations by substituting known values into a formula to find the unknown value represent linear growing patterns using concrete materials, graph, and algebraic expressions and algebraic equations simplifying algebraic equations create equations that define rules for relationships and make generalizations learning specific components of algebraic equations such as variables, equal sign, constants, operations solve related algebraic equations that arise from realistic situations connecting algebraic equations to real life examples such as economics, industry, yield, speed/distance/time, business (Edugains, 2010) (The Ontario Curriculum Grade 1-8 Mathematics, 2005) (The Ontario Curriculum Grades 9 and 10 Mathematics, 2005). IN GRADE 7, STUDENTS LEARN... develop and represent a linear growing equation, involving on operation model everyday relationships involving constant rates, using algebraic equations with variables to represent the changing quantities in the relationship compare pattern rules that generate a pattern by using various operations to get the next term with pattern rules that use the term number to describe the general term translate simple mathematical relationship phrase into algebraic expressions, using concrete material evaluate algebraic expressions by substituting natural numbers for the variables make connections between evaluating algebraic expressions and determining the term in a pattern using the general term solve linear equations in the form of ax = c, c = ax, ax + b = c, c = bx + a (where a, b, and c are natural numbers), using a variety of methods IN GRADE 8, STUDENTS LEARN... describe different ways in which algebra can be used in everyday situations translate mathematical relationship statement into algebraic expression and equations use equations to generalize patterns evaluate algebraic expressions with up to three terms by substituting the variables solve simple linear equations using inspection, guess and check, and balance model IN GRADE 10, STUDENTS LEARN... solve first-degree equations involving one variable, including equations with fractional coefficients using a formula, determine the value of a variable with an exponent of one express the equation of a line in the form y = mx + b (where m is the slope and b is the y-intercept) , given the form ax+ by + c = 0 (where a, b, and c are natural numbers) manipulate algebraic expressions to understand quadratic relations solve two linear equations involving two variables with integral coefficients, using the algebraic method of substitution or elimination choose appropriate algebraic or graphical method to represent real life situations Connections Across Grades IN GRADE 9, STUDENTS LEARN... understand what are inverse operations and how it can used to simplify expressions and solve equations explain the relationship between algebraic and geometric representations with one variable where the highest exponent of the variables in this equation is up to three evaluate algebraic expressions involving exponents identify variables and the relationship between the two variables IN GRADE 9 (APPLIED), STUDENTS LEARN... add and subtract polynomials with the same variable that has the highest exponent up to three multiply a polynomial by a monomial involving the same variable using a variety of tools solve first-degree equations with non-fractional coefficients, using a variety of tools and strategies substitute into algebraic equations and solve for one variable in the first degree IN GRADE 9 (ACADEMIC), STUDENTS LEARN... add and subtract polynomials with up to two variables multiply a polynomial by a monomial involving the same variable expand and simplify polynomial expressions involving one variable solve equation where the highest exponent of the variables in this equation is one (first degree) using a variety of tools rearrange formulas with variables in the first degree with and without substitution compare solutions of algebraic methods to other solution methods Unto the next adventure.... Connections Across Strands Concepts related to solving equations and using variables are not only incorporated in the Patterning and Algebra unit, but are also included in the Number Sense Unit, Measurement Unit, Geometry Unit, and Data Management Unit (Edugains, 2010). IN Later years, STUDENTS LEARN... Depending on students' choice to continue with math it will determine the degree to which they apply their understanding of concepts related to solving equations and using variables. Algebra is required to: solve for length, width, height and perimeter of various shapes develop equations to solve for the area of composite figures and trapezoids develop equations to solve for the volume of right prisms with polygonal bases develop equations to solve for the circumference and area of a circle determine and solve the formula for the volume and surface area of a cylinder develop formulas and solve for various shapes such as pyramids, cones, spheres and triangles (Pythagorean theorem) solve problems involving similar triangles and primary trigonometric ratios Algebra is required to: understand estimation, evaluate expressions with decimals, fractions and integers represent and solve problems involving operations with integers and exponential notation solve for unknown variables in a proportion Algebra is required to: draw conclusions from data identify trends in data compare the theoretical and experimental probability interpret and draw conclusions from data identify trends based on rate of change of data Common Challenges and Misconceptions 2) Students may ignore the letter which represents a variable and replace them with numerical values, or regarded the letters as standing for shorthand names. (For example: 3m students may get it confused for 3 meters. But, in algebra, 3m means 3 times some unknown number of meters.). Important to be careful with what letter you use and be explicit that it is a variable (Booth, 2008) 3) students may consider ab to mean the same as a + b (Booth, 2008) 1) Understanding what positive and negative sign means. Failing to tie the negative sign to the term it modifies or to understand how changing or moving a negative sign impacts the equation can cause many problems when learning of equation-solving procedures (Booth, 2008) 4) Equality and the meaning of the equals sign in particular are difficult for students who are in the process of transitioning from arithmetic to algebraic thinking. Students often think of the equals sign as an indicator of the result of operations being performed or the answer to the problem rather than of equivalence of two phrases. One way of helping students understand is making a scale where you can add numbers so both sides of the scale are equal (Booth, 2008) 5) Students think that only the letters x and y can be used for variables 6) The variable is always on the left side of the equation 7) Understanding distributive property and integer operations when solving linear equations 8) Making a mistake when solving the equation. To overcome this challenge put your answers back into the equations, they should make both equations true when you plug them in (ACCL) 9) students’ misinterpretations of the distributive law 10) Students may have a hard time understanding the difference between adding/subtracting exponents and multiplying/dividing exponents 11) Re-arranging the equation and then substituting it back into itself. This will make everything cancel out (ACCL) Teacher Resources (Activites) 1) Solving One and Two Step Equation Mazes The activity is a compilation of mazes that will help students learn to solve simple one and two step equations. Author Unknown. (2010). Continuum and Connections - Solving Equations and Using Variables as Placeholders. Edugains. Retrieved from http://www.edugains.ca/resources/LearningMaterials/ContinuumConnection/SolvingEquations.pdf Booth. J.L., & Koedinger, K.R. (2008). Key Misconceptions in Algebraic Problem Solving. Carnegie Mellon University, PACT Center. Retrieved from Ontario Ministry of Education. (2005). The Ontario Curriculum Grades 1-8, Mathematics. Toronto, ON: Queen's Printer for Ontario. Ontario Ministry of Education. (2005). The Ontario Curriculum Grades 9 and 10, Mathematics. Toronto, ON: Queen's Printer for Ontario. System of Equations - Common Mistakes. Retrieved from http://www.epcc.edu/CollegeReadiness/Documents/CM_Systems_of_Equations_20-50.pdf TeachersPayTeachers. Retrieved from https://www.teacherspayteachers.com/ 2) Choose Your Own Adventure In this assignment you'll explore a mystery country. As you make choices and solve problems you'll receive pieces of information about where in the world you are. 3) Solving Multi-Step Equations Stations Maze Each group will begin at a station. The students will answer the questions and move to the stations that correspond with their answer. For example, group 5 should begin at station 5. If their answer says to go to station 9, that’s the station they will visit next. They should follow this procedure until that have visited all of the stations. If a group is sent back to a station they have previously visited, they know they have made a mistake and should go back and check their work. 4) Multi-Step Equations Relay Race In groups of 4 each member does one problem and passes it on to the next member when they complete it 5) Bingo Equation Game Standard bingo game where the caller calls out equations and students have to solve and match with numbers on their card. Teacher Resources (Web) If you have any questions please put them in the comment box below.
I was riding my bike over to Whole Foods down a flooded bike trail earlier, when I had a Eureka moment. (Something about water seems to stimulate those.) I realized that is possible to empirically disprove global warming theory. Venus has a fixed lapse rate of about 8ºK/km through its troposphere, which is similar to Earth – despite very different atmospheric chemistry. This in itself is strong evidence that temperature is not closely tied to atmospheric composition, but is not the basis of this proof. The atmosphere of Venus is about 95% CO2, and at 1 bar pressure (50km elevation) the greenhouse effect is weak – because there is little water vapor. Note that the absorption bands of CO2 are very narrow compared to H2O, which means that Venus has a weak greenhouse effect at one bar pressure. However, the pressure at the surface of Venus is almost 100 bars, and that does something to the CO2. The absorption bands broaden and occupy much more of the LW spectrum. What this means is that the greenhouse effect on Venus is much stronger near the surface than it is at 50km. If the greenhouse effect controlled the temperature profile of the Venusian atmosphere, we would necessarily have to see a greater lapse rate closer to the surface – where the greenhouse effect is stronger. This is because the increased resistance to radiative heat transfer closer to the surface, would create a larger temperature gradient. But we don’t see that – the lapse rate is fixed throughout Venus’ troposphere . This means that the temperature profile of Venus troposphere is not controlled by the greenhouse effect. There is no way to get around this argument. Conclusion : Even a huge increase in the greenhouse effect as we approach the surface of Venus, has no impact on the lapse rate. Observations on Venus demonstrate that increasing the greenhouse effect even by a large amount, has little impact on the temperature profile of a convective atmosphere. i.e. greenhouse gas driven global warming theory simply does not work in a convective atmosphere. David Appell told me that I would get a Nobel Prize if I could disprove global warming. I expect him to nominate me. BTW – here are some pixs I took on my flooded bike ride in Fort Collins this evening. The air here smells like drowned campfire.
How to Practice Preschool Letter and Name Writing - All About Preschool: Phonics and Phonemic Awareness - Writing in First Grade: It Takes Practice - Preschool Math: Mastering Number Recognition and Counting - Preschool Learning: More than ABCs and 123s - Preschool Science: Learning at the Park! - The Essential Guide to Preschool Math A young child begins her journey of reading and writing as she learns to read and write her first word. For most children, that first word is her name. But just how do preschoolers make the jump to writing their names and the other letters of the alphabet? And is there a right and wrong way to teach your child to write? “Ideally, the first materials used are not markers and pencils but materials that allow children to strengthen the muscles in their hands needed to properly hold writing implements," says Mara Guckian, early childhood specialist and managing editor for Teacher Created Resources. "We add a tactile (kinesthetic) component when we practice shaping the letters with different materials. Shaping letters with dough, tracing them on textured paper cutouts, and writing in the sand or salt trays all help children internalize the shape of the letter, while developing their fine motor skills.” Young children learn best when they are taught using a multisensory approach, involving as many senses as possible. Try a few of these hands-on letter formation and name writing activities for beginning writers and your child will have all the skills she needs as a beginning writer. Try a few of these fun activities to help your beginning writer learn the correct strokes when writing the letters of the alphabet: - Air Writing. Have your child write letters in the air first. These large muscle movements will help your child process what she is writing and make it more likely to stick. As she writes the letter, have her say the letter name or the directions for writing the letter. For example, for the letter T, she might say, “Start at the top, go straight down. Pick up your pencil and cross it.” - Foamy Fun. While your child is in the tub, spray a bit of shaving cream on the side of the tub or wall. On a hot day this is also fun to do outside, and your patio table will sparkle when you're done! Allow your child to practice writing letters, and then erase and try another set. A playful challenge will get your child even more excited to write. - Kitchen Tracing. Pour a small amount of sand or salt in a cake pan or baking dish. Allow your child to practice tracing letters without the pressure of more permanent writing utensils such as markers and crayons. If she makes a mistake, she can simply erase what she wrote and try again. - Paint Practice. For a non-messy alternative to fingerpaint, put a bit of fingerpaint inside a quart or gallon zipper bag. Remove the air, seal the bag and double the seal with some masking or duct tape. Your child can practice tracing letters on the outside of the bag, manipulating the paint with no mess or cleanup! - Learn Your Letters. When she is ready to move to paper, give her large sheets of paper and show her the strokes to make different letters. If you can give the letters human characteristics, it will be even more fun! (For example, a letter E is a straight line with a hat, a belt and a shoe.) - Kindergarten Sight Words List - First Grade Sight Words List - 10 Fun Activities for Children with Autism - Signs Your Child Might Have Asperger's Syndrome - A Teacher's Guide to Differentiating Instruction - Theories of Learning - Child Development Theories - Social Cognitive Theory - Curriculum Definition - Why is Play Important? Social and Emotional Development, Physical Development, Creative Development
The Reproductive System The reproductive system makes life possible. An individual does not need the system to survive, but the human race does. Without the reproductive system, babies would not be born to grow into adults to give birth to more babies. The human cycle would end. All living things on the planet reproduce more of their own kind, and they do so in one of two ways. Some organisms reproduce by splitting in half or by growing buds that eventually turn into copies of the original organism. This method, in which a single organism reproduces itself, is called asexual reproduction. The reproductive method whereby a male and female of a particular species interact and exchange genetic material to create offspring is called sexual reproduction. Humans reproduce by this latter method.
Match the Numbers with the Fruits How many of each fruit are there? Practice tracing curved lines by counting the fruit then drawing a line to match the fruit with the correct number. This will prove to be a fruitful activity for your preschooler! For more practice with drawing curved lines, click here.
From Wikipedia, the free encyclopedia - View original article A globe is a three-dimensional scale model of Earth (terrestrial globe or geographical globe) or other celestial body such as a planet or moon. While models can be made of objects with arbitrary or irregular shapes, the term globe is used only for models of objects that are approximately spherical. The word "globe" comes from the Latin word globus, meaning round mass or sphere. Some terrestrial globes include relief to show mountains and other features on the Earth's surface. There are also globes, called celestial globes or astronomical globes, which are spherical representations of the celestial sphere, showing the apparent positions of the stars and constellations in the sky. A globe is the only representation of the earth that does not distort either the shape or the size of large features; flat maps are created using a map projection that inevitably introduces an increasing amount of distortion the larger the area that the map shows. A typical scale for a terrestrial globe is roughly 1:40 million. This corresponds to a globe with a circumference of one metre, since the circumference of the real Earth is almost exactly 40 million metres. Sometimes a globe has surface texture showing topography; in these, elevations are exaggerated, otherwise they would be hardly visible. Most modern globes are also imprinted with parallels and meridians, so that one can tell the approximate coordinates of a specific place. Celestial globes show the apparent positions of the stars in the sky. They omit the Sun, Moon and planets because the positions of these bodies vary relative to those of the stars, but the ecliptic, along which the Sun moves, is indicated. A potential issue arises regarding the "handedness" of celestial globes. If the globe is constructed so that the stars are in the positions they actually occupy on the imaginary celestial sphere, then the star field will appear back-to-front on the surface of the globe (all the constellations will appear as their mirror images). This is because the view from Earth, positioned at the centre of the celestial sphere, is of the inside of the celestial sphere, whereas the celestial globe is viewed from the outside. For this reason, celestial globes may be produced in mirror image, so that at least the constellations appear the "right way round". Some modern celestial globes address this problem by making the surface of the globe transparent. The stars can then be placed in their proper positions and viewed through the globe, so that the view is of the inside of the celestial sphere, as it is from Earth. The sphericity of the Earth was established by Greek astronomy in the 3rd century BC, and the earliest terrestrial globe appeared from that period. The earliest known example is the one constructed by Crates of Mallus in Cilicia (now Çukurova in modern-day Turkey), in the mid-2nd century BC. No terrestrial globes from Antiquity or the Middle Ages have survived. An example of a surviving celestial globe is part of a Hellenistic sculpture, called the Farnese Atlas, surviving in a 2nd-century AD Roman copy in the Naples Museum, Italy. Early terrestrial globes depicting the entirety of the Old World were constructed in the Islamic world. According to David Woodward, one such example was the terrestrial globe introduced to Beijing by the Persian astronomer, Jamal ad-Din, in 1267. Another early globe, the Hunt-Lenox Globe, ca. 1510, is thought to be the source of the phrase Hic Sunt Dracones, or "Here be dragons". A similar grapefruit-sized globe made from two halves of an ostrich egg was found in 2012 and is believed to date from 1504. It may be the oldest globe to show the New World. Stefaan Missine, who analyzed the globe for the Washington Map Society journal Portolan, said it was "part of an important European collection for decades." After a year of research in which he consulted many experts, Missine concluded the Hunt-Lenox Globe was a copper cast of the egg globe. A facsimile globe showing America was made by Martin Waldseemueller in 1507. Another "remarkably modern-looking" terrestrial globe of the Earth was constructed by Taqi al-Din at the Istanbul observatory of Taqi al-Din during the 1570s. Globus IMP electro-mechanical devices including five-inch globes have been used in Soviet and Russian spacecraft from 1961 to 2002 as navigation instruments. In 2001, the TMA version of the Soyuz spacecraft replaced this instrument with a virtual globe. Traditionally, globes were manufactured by gluing a printed paper map onto a sphere, often made from wood. The most common type has long, thin gores (strips) of paper that narrow to a point at the poles, small disks cover over the inevitable irregularities at these points. The more gores there are, the less stretching and crumpling is required to make the paper map fit the sphere. From a geometric point of view, all points on a sphere are equivalent – one could select any arbitrary point on the Earth, and create a paper map that covers the Earth with strips that come together at that point and the antipodal point. Modern globes are often made from thermoplastic. Flat, plastic disks are printed with a distorted map of one of the Earth's Hemispheres. This is placed in a machine which molds the disk into a hemispherical shape. The hemisphere is united with its opposite counterpart to form a complete globe. A globe is usually mounted at a 23.5° angle on a meridian. In addition to making it easy to use this mounting also represents the angle of the planet in relation to its sun and the spin of the planet. This makes it easy to visualize how days and seasons change. \|This section needs additional citations for verification. (September 2013)\| The first terrestrial globe[verification needed] was made in 1492 by Martin Behaim (1459-1537) with help from the painter, Georg Glockendon. Behaim was a German mapmaker, navigator, and merchant. He called his first invention of the globe, “Nürnberg Terrestrial Globe.” Behaim sailed to different places before he invented the globe. He sailed to Portugal in 1480 as a merchant, to inform King John II about navigation. He then went on a voyage to the coast of West Africa with the Portuguese explorer Diogo Cão in 1485-1486; during the trip, he discovered the Congo River. After his return to Nürnberg in 1490, he then began to construct his globe, which seemed inadequate at that time. During the time that Behaim made the globe, there were many blank spots in the map. On the same year that the globe was made, Christopher Columbus landed in a place he thought was the East Indies. But another explorer named Amerigo Vespucci realized that it was the ‘gap’ on Behaim’s globe. The continent of North and South America had been unknown to the people of Europe and Asia until 1492. The new continent was named America by Martin Waldseemueller, a man of the cloth, map and globe maker by trade. Explorers were sent out by emperors, kings, and queens to find and conquer a new land. Upon their return, they would tell their stories of their journey. Soon, the blank spots were disappearing. After years of filling the gaps, the globe has been completed. The globe later then expanded and manufactured to different places. It first started out from Nuremberg, where Behaim started the making, then later to Amsterdam. Followed by Venice, Paris, Rome, and London. The United States were last to manufacture in 1810 by James Wilson. Eartha, the largest rotating globe in the world. Multitouch spherical Globe with digital EARTH based on multitouch software \|Wikimedia Commons has media related to Globe.\|
Global warming's effect on oceans is greater than realized, researchers say Effect of climate change on upper-ocean temperatures has been underestimated by 24 to 58 percent, a study by NASA and Livermore Laboratory concludes. The world's upper oceans may have stored far more heat from the warming climate than previously thought, according to a new study that purports to provide the first rough estimate of the amount of heat researchers have missed in their attempts to measure changes on the oceans' heat content. If the results hold up to additional scrutiny, they suggest that global warming's effect on upper ocean temperatures between 1970 and 2004 has been underestimated by 24 to 58 percent, largely the result of sparse long-term measurements in the southern oceans, according to Paul Durack, the lead author of the study conducted by researchers at the Lawrence Livermore National Laboratory in Livermore, Calif., and NASA's Jet Propulsion Laboratory in Pasadena. Getting ocean heating right is important for estimating the amount of sea-level rise caused by the expansion of seawater as it warms and the amount attributed to melting of land-based glaciers and ice sheets, researchers say. Ocean heat storage also influences estimates of how sensitive the climate system is to changes in greenhouse-gas levels, a key piece of the puzzle climate models must have to project possible trajectories for human-triggered climate change. Regionally, it influences the pace at which glaciers carrying ice from the world's major land-based ice sheets on Greenland or Antarctica flow to the sea. Ice shelves along the coast, which act as breaks on the pace of ice loss from these outlet glaciers, melt from underneath as warm water wells up from depth and flows beneath the shelves. Just as the oceans absorb a significant proportion of the carbon-dioxide humans add to the atmosphere, mainly through burning fossil fuels, the oceans take up about 90 percent of the heat attributed to this build-up of greenhouse gases. Southern-hemisphere oceans represent about 60 percent of the world's oceans. The notion that scientists have underestimated ocean warming isn't new, noted Dr. Durack in a prepared statement. But this new study represents "the first time that scientists have tried to estimate how much heat we've missed," he added. The team used ocean-temperature measurements for the upper 2,300 feet of the oceans, satellite measurements of sea level, and the latest computer models to hunt for the missing heat. They based their hunt for the missing heat on the idea that sea water expands as it warms, raising global average sea levels. The team found that the rate of sea-level rise the models produced tracked fairly closely with the rise satellites measured for each hemisphere. The researchers then used the models to estimate the rate of change in ocean temperatures needed to produce each hemisphere's sea-level rise and compared them with the measured temperature changes. Modeled upper-ocean warming rates needed to be increased for both hemispheres to match the measurements, but the southern hemisphere's results needed far more adjusting. The researchers attribute this to a paucity of temperature measurements in the southern oceans between 1970 and the early 2000s, when robotic floats aimed at making the measurements were released in large numbers. These numbers aren't the final word, researchers note, because inferring ocean-temperature changes from changes in sea-level rise can get messy. At this stage, for instance, melting land ice is contributing about as much to sea-level rise as is thermal expansion of sea-water itself, note Gregory Johnson and John Lyman, both researchers with the National Oceanic and Atmospheric Administration. Still, the results – as well as those of a companion study finding no significant temperature changes in the deep ocean – point to a need to continue detailed measurements of the upper ocean, as well as begin a comparable effort to track changes in temperature at greater depths. Both studies and the comments from Drs. Johnson and Lyman appear in this week's issue of the journal Nature Climate Change.
What is a Virus? This 22-page booklet will help you introduce children to viruses. It includes an introductory lesson on how viruses replicate, information on virus names and their etymologies, and illustrations of viral particles. Activities include building a scale model of an adenovirus and suggestions for a model of a coronavirus. There is a list of websites and book resources as well. This is a pdf that you can print. Its illustrations are in black and white. It is extracted from the second edition (2016) of the book, Kingdoms of Life Connected: A Teacher's Guide to the Tree of Life, with an additional page on modeling a coronavirus.
The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features a set of primary documents designed for groups of students with a range of reading skills. This curriculum teaches students how to investigate historical questions by employing reading strategies such as sourcing, contextualizing, corroborating, and close reading. Instead of memorizing historical facts, students evaluate the trustworthiness of multiple perspectives on historical issues and learn to make historical claims backed by documentary evidence. To learn more about how to use Reading Like a Historian lessons, watch these videos about how teachers use these materials in their classrooms.
The spacecraft will come as close as 9.86 solar radii (6.9 million km or 4.3 million miles) from the center of the Sun. A spacecraft launched in 2018 and dubbed the Parker Solar Probe is set to touch the Sun and become the first spacecraft to get as close as possible to our solar system’s star. It is the first spacecraft to ever fly into the low solar corona. This will allow scientists to study the coronal plasma and magnetic field’s structure and dynamics, expanding our understanding of the Sun. The spacecraft’s mission is to probe and observe the outer corona of the Sun, and to do so, it will come as close as 9.86 solar radii (6.9 million km or 4.3 million miles) from the center of the Sun. It is expected that by the year 2025, the Parker Solar Probe will travel, at the closest approach, as fast as 690,000 km/h (430,000 mph), or 0.064% the speed of light. Studying the Sun The first data from NASA’s Parker Solar Probe shows a more dynamic solar wind than observed from close to Earth. In particular, scientists expect the full dataset— downlinked to Earth in May 2020 — to reveal dynamic structures, such as small coronal mass ejections and magnetic flux cords in their early stages of development, that cannot be seen with other observatories observing from further away. Connecting structures like this, previously too small or too distant to see, with the solar wind and near-Earth measurements can help scientists better understand how the solar wind changes throughout its lifetime and how its origins close of the Sun affect its behavior throughout the solar system. “This period provides perfect conditions to trace the solar wind from the Sun to Earth and the planets,” said Giuliana de Toma, a solar scientist at the High Altitude Observatory in Boulder, Colorado, who led coordination among observatories for this observation campaign. “It is a time when we can follow the solar wind more easily since we don’t have disturbances from the Sun.” For decades, scientists have gathered observations during these periods of solar minimum. For each of the last three solar minimum periods, scientists combined observations from an ever-growing list of observatories in space and on the ground, hoping that the vast amount of data on the undisturbed solar wind would reveal new information on how it forms and evolves. For this minimum solar period, scientists began collecting coordinated observations beginning in 2019 under the WHPI (Whole Heliosphere and Planetary Interactions) program. This particular campaign comprised a broader range of observations than ever: it covered not only the Sun and the effects on Earth but also the data collected on Mars and the nature of space throughout the solar system, all in concert with the fourth and closest solar flyby of the Parker Solar Probe. In addition to the data gathered by the Parker Solar Probe, astronomers make use of detailed observations and data of the Sun and its atmosphere gathered by other spacecraft from NASA like the Solar Dynamics Observatory and the Solar and Terrestrial Relations Observatory. Furthermore, the Solar and Terrestrial Relations Observatory, more popularly known as STEREO, has a unique view of the Sun from its vantage point about 78 degrees away from Earth. Join the discussion and participate in awesome giveaways in our mobile Telegram group. Join Curiosmos on Telegram Today. t.me/Curiosmos
Chromosomes are responsible for carrying our genetic information and are present within every cell in our body. The ‘sex chromosomes’, either ‘X’ or ‘Y’, are a pair of chromosomes that denotes a baby’s genetic sex. A female foetus carries two X chromosomes (XX), while a male carries one X chromosome and one Y chromosome (XY). Occasionally, a male child is born with an extra X chromosome known as Klinefelter Syndrome or XXY syndrome. XXY Syndrome at a Glance While the XXY syndrome does have physical manifestations, they are varied and inconsistent. Consequently, men who have the condition do not realise until they reach adulthood and have low sperm count when they are trying for a baby. XXY syndrome is a relatively common condition, and around 1 in 660 males tend to have it. A male foetus typically ends up having an XXY chromosome due to either the ova or the sperm containing an extra X chromosome. Statistically more probability of XXY syndrome is observed in male babies delivered by an older mother approaching menopause. XXY syndrome is manifested in a male in three different forms: - The most common type of XXY syndrome exhibits an extra X chromosome in all cells of the body. - Mosaic Klinefelter is a milder form of the XXY syndrome, in which only some cells of the body contain the extra X chromosome. - The rarest and severe form of XXY syndrome involves multiple extra X chromosomes per cell. Symptoms of XXY Syndrome While most males with XXY syndrome are diagnosed in adulthood, multiple symptoms are indicating the condition across various stages of maturity. Current diagnosis is made on the extent of these symptoms: Based on age, the symptoms of XXY syndrome vary as illustrated below: 1. Symptoms Of XXY Syndrome in Babies- - Stunted motor development - Testicles that have not descended into the scrotal sac - Slower to learn to talk and unusually quiet - Weak musculature 2. Symptoms of XXY Syndrome in Children and Adolescents- - Delayed onset of puberty or puberty is incomplete - Taller than expected based on the average height of the family - Relatively broader hips, short torso, longer limbs - Small penis and testicles - Relatively leaner musculature and scanty body or facial hair - Gynecomastia (abnormally large breast tissue in a male) - Weak bones - Socially inept due to low confidence, shyness, lower energy levels and difficulty connecting with peers - Learning disorders such as ADHD, under-developed problem-solving skills - Behavioural issues including stunted maturity and impulsive nature 3. Symptoms of XXY Syndrome in Adults: - Low sperm count leading to infertility - Low libido - Lower testosterone levels - Erectile dysfunction - Larger breast tissues than typical males - More belly fat - Leaner musculature - Scanty beard or body hair - Degenerating bones Complications Of XXY Syndrome Due to the physical manifestations of XXY syndrome, as well as the stunted behavioural, learning, and motor development, patients are susceptible to psychiatric health issues such as anxiety, depression, and low self-esteem and occasionally with an autism spectrum disorder. Infertility and other issues debilitating healthy sexual function are an anticipated complication. Other probable complications of XXY syndrome include: - Osteoporosis, or bone degeneration - Male breast cancer - Cardiovascular diseases - Lung diseases - Autoimmune diseases compromising the body, including rheumatoid arthritis and lupus - Oral disorders, including tooth degeneration and susceptibility to cavities - Hypertension, or high blood pressure - Hypothyroidism, or underactive thyroid - Type II Diabetes - High Cholesterol Diagnosis and Treatment of XXY Syndrome The treatment for XXY syndrome is preceded by two diagnostic tests: chromosome analysis and a hormone test. While XXY syndrome cannot be ‘cured’, there are various avenues to treat the symptoms, thereby keeping the disease under control. Testosterone Replacement Therapy: Since most of the physical manifestations of the disease (apart from testicle and penis size) are related to the testosterone levels, testosterone replacement therapy is one of the most effective treatments. The procedure must be continued periodically through the patient’s lifetime to enhance the stereotypically male physical attributes (such as beard and musculature). This treatment can also help mitigate other associated long-term problems of XXY syndrome. Since men with XXY syndrome produce very little or no sperm, they may resort to intracytoplasmic sperm injection (ICSI) to inject their extracted sperm directly into an ova using a needle. It is feasible, only when the man is capable of producing some amount of sperm. Breast Tissue Removal: A form of plastic surgery, which flattens the chest in a man with larger breasts as a result of XXY syndrome Psychological And Behavioural Therapy: These will allow a patient not only to combat their psychiatric health issues but also their behavioural problems. Consequently, the patient will be better equipped to adjust socially. Precautions Against XXY Syndrome XXY syndrome is a random genetic event that could occur during fertilisation, and there are no precautions that one can take to prevent it. Statistically, if the mother is older than 35, the male child bears a higher possibility of having XXY syndrome. It cannot be directly inherited from either of the parents since it is caused by an extra X chromosome (which is present in both the male sperm (XY) and female ova (XX). FAQs of XXY Syndrome: - How is the Klinefelter syndrome diagnosed? The diagnosis of Klinefelter syndrome begins with a physical examination of the chest, testicles, penis, etc. Other typical symptoms of the disease are also discussed during the check-up. The session may also include checking your reflexes to gauge motor development. The doctor would then prescribe blood tests for Chromosome analysis and hormone tests to confirm the disorder. - What is the life expectancy of a person with Klinefelter syndrome? Klinefelter syndrome is not a terminal disease and does not reduce life expectancy. According to research, the associated disorders, such as cardiovascular and lung impairments, may reduce the male’s lifespan by a couple of years than the average. - Are all men with Klinefelter’s infertile? Not all men with XXY syndrome are infertile. While, in some cases, the male produces no sperm or a very low sperm count. Fertility treatments such as ICSI can allow a man with low sperm count to have children. - What is the most common treatment for Klinefelter’s? The most common treatment for Klinefelter’s is Testosterone Replacement Therapy. This treatment can be started right after puberty and must be continued at regular intervals through the patient’s lifespan. Testosterone replacement therapy will help accentuate the stereotypically male features, such as muscle tone, facial and body hair, and a deeper voice, which is suppressed due to the extra X chromosome. - Who is most likely to get Klinefelter syndrome? XXY syndrome in a male child is a random genetic event, and cannot be traced back to any specific catalyst. However, the risk of the foetus having an extra X chromosome does statistically increase if the mother is over 35 years.
A 61-year-old woman comes to your office for intermittent dizziness for the past 2 weeks. At times, she misses work due to the dizziness. When she awakens in the morning, she states, “The entire room spins.” Nausea accompanies the dizziness. The episodes last less than a minute. - What other components of the history are important to ask? - How would you classify the patient's dizziness? - What alarm symptoms should you ask about to determine the severity of the diagnosis? Dizziness is classically categorized into 4 subtypes: vertigo, presyncope or syncope, dysequilibrium, and light-headedness (undifferentiated dizziness).1 However, it may be difficult to identify a single category in every patient, particularly in the elderly, who often manifest more than 1 subtype. Medications may also cause more than 1 subtype of dizziness. \|Dysequilibrium\|\|Impaired walking due to difficulties with balance. It is sometimes described as dizziness “in the feet.” Formally speaking, dysequilibrium does not occur in the nonambulatory patient.\| \|Light-headedness\|\|Dizziness that is not vertigo, syncope, or dysequilibrium; this form is also called undifferentiated dizziness.\| \|Presyncope\|\|The feeling that one is about to faint or lose consciousness, but actual loss of consciousness is averted. Syncope is defined as sudden, transient loss of consciousness (see Chapter 29).\| \|Vertigo\|\|An illusion or hallucination of movement, usually rotation, either of oneself or the environment.2\| \|Benign paroxysmal positional vertigo (BPPV)\|\|BPPV is a common peripheral vestibular disorder that is usually caused by migration of inner ear otoliths (calcific particles) to the posterior semicircular canal. The otoliths amplify any movement in the plane of the canal, resulting in brief episodes of vertigo following changes in head position.\| \|Ménière's disease\|\|A peripheral cause of vertigo characterized by the triad of fluctuating hearing loss, tinnitus, and episodic vertigo. Aural fullness or pressure is often present. Excess endolymph results in increased pressure within the semicircular canals.2\| \|Vestibular neuronitis\|\|A peripheral acute vestibular syndrome that typically lasts for a day or longer and is often accompanied by nausea, emesis, and unsteadiness.2 Some episodes are associated with a preceding infectious illness. Labyrinthitis has a similar presentation but also includes hearing loss.3\| \|Vertebrobasilar insufficiency (VBI)\|\|Reduced blood flow to the brainstem that can manifest as the following: vertigo, cranial nerve dysfunction (eg, diplopia, hoarseness, dysarthria, dysphagia), or cerebellar dysfunction (eg, ataxia). Sensory and motor impairment may also occur. VBI (from artery-to-artery embolization, low flow, or vertebral artery dissection) may result in transient ischemic attack (TIA) or stroke.\| The etiology of dizziness depends on the clinical setting. A systematic review including over 4500 patients from 12 clinical settings (primary care offices, n = 2; specialty clinics, n = 6; and emergency departments, n = 4) showed that dizziness was due to peripheral vestibular or psychiatric causes in roughly 60% of cases.4 The cause was unknown in approximately 1 in 7 patients. In contrast, in a study of ...
A joint or articulation (or articular surface) is the connection made between bones in the body which link the skeletal system into a functional whole.They are constructed to allow for different degrees and types of movement. Some joints, such as the knee, elbow, and shoulder, are self-lubricating, almost frictionless, and are able to withstand compression and maintain heavy loads while still executing smooth and precise movements. Other joints such as sutures between the bones of the skull permit very little movement (only during birth) in order to protect the brain and the sense organs. The connection between a tooth and the jawbone is also called a joint, and is described as a fibrous joint known as a gomphosis. Joints are classified both structurally and functionally. Damaging the cartilage of joints (articular cartilage) or the bones and muscles that stabilize the joints can lead to joint dislocations and osteoarthritis. Swimming is a great way to exercise the joints with minimal damage.A joint disorder is termed arthropathy, and when involving inflammation of one or more joints the disorder is called arthritis. Most joint disorders involve arthritis, but joint damage by external physical trauma is typically not termed arthritis.
The Wasting and Stunting Technical Interest Group: Generating Evidence to Challenge the Divide in Nutrition Despite improvements in children’s nutrition over the past few decades, undernutrition remains a huge threat to the health and life of infants and young children worldwide. Health and nutrition actors have usually approached the problems of children being wasted, (thinner than they should be) and children who are stunted (shorter than they should be) as different outcomes of undernutrition with different causes and different interventions. Facilitated by the Emergency Nutrition Network (ENN), since 2014 the Wasting and Stunting Technical Interest Group (WaSt TIG) has challenged this view, and has begun to work to provide evidence for a unified approach to tackling these two outcomes of undernutrition. Undernutrition: A Global Problem Undernutrition occurs when a child consumes insufficient energy and nutrients to meet its needs for growth and to maintain good health. Insufficient intake may be due to a lack of food, a lack of appetite as a result of infection, increased nutritional needs due to infection or a combination of these factors. Undernourished children are found most often in places where hunger and disease are common. According to recent estimates by the United Nations Children’s Fund (UNICEF), the World Health Organization (WHO) and the World Bank, 47 million children under 5 years of age are wasted and 144 million children are stunted. Undernutrition can have life-threatening consequences. According to the WHO, an estimated 45% of the deaths of children below five years old are associated with undernutrition. The World Health Assembly Global Nutrition Target and the United Nations’ Sustainable Development Goal (SDG) 2.2 is to reach internationally agreed goals on the number of stunted or wasted children under 5 years of age by 2025, and to end all forms of malnutrition by 2030. Efforts to meet these goals require a clear understanding of undernutrition, including the relationship between wasting and stunting. Examining Wasting and Stunting More Closely Wasting and stunting are often viewed as different conditions. This has led to different policies, programmes, research and financing mechanisms to tackle them separately. During emergencies, the focus of programmes has tended to be short-term, to treat wasted children and prevent deaths, while in longer-term development programmes the focus has been on preventing stunting and micronutrient deficits caused by long-term undernutrition. This is despite the fact that there are stunted children in countries experiencing a humanitarian crisis and there are wasted children in non-emergency contexts and in countries in which long-term development is the priority. This separation is despite the fact that as far back as 1973, the physiologist and child malnutrition expert John Waterlow reported on the links between the two, writing that ‘in practice, in a great many undernourished children, both processes will be at work’. Children can become wasted in weeks or even days because body weight can be lost quickly, while it often takes months for children to become stunted because a failure to grow in height is a slower process and in contrast to weight, height cannot be lost. Being wasted or stunted are the effects of undernutrition on children’s physical growth and provide measurable evidence that children’s growth/height and/or weight gain has faltered in comparison with well-nourished children. Children’s growth is impaired by these two types of undernutrition, which usually have the same causes – disease and poor diet. To challenge this separation, in 2014 ENN established a WaSt TIG made up of volunteer expert researchers, and health and nutrition programmers and donors. The WaSt TIG began by examining the existing evidence on the relationship between these two outcomes of undernutrition, identifying and prioritising gaps in evidence, and then set about to fill some of those knowledge gaps. ‘The narrative around wasting and stunting … has generated a lot of discussion and reflection on how we are addressing wasting currently.’ (UN representative) Providing Evidence for the Connection Between Wasting and Stunting One of the main achievements of the WaSt TIG has been the contribution made to strengthening the understanding of the relationship between wasting and stunting. The work of the WaSt TIG has highlighted the growing evidence that a wasted child is at higher risk of becoming stunted while a stunted child is at higher risk of becoming wasted than a normal child. During the process of becoming wasted, a child’s growth in height slows until their weight has recovered, which identifies the role that preventing or treating wasting may play in preventing stunting. Evidence collected by the WaSt TIG and other researchers indicates that 20–30% of children are born either stunted or wasted, a condition that already starts to develop in the mother’s uterus. Common risk factors for becoming stunted or wasted during infancy and early childhood have been identified but timing, intensity and combination of risk factors may lead to different outcomes in terms of weight and height. Some severely affected children will become both wasted and stunted. Concurrent Wasting and Stunting: Who is Affected and What Are the Implications? The WaSt TIG undertook an analysis to understand the prevalence, burden and outcomes for children wasted and stunted at the same time as this had never been reported previously. The analysis of data on children aged 6–59 months from 84 countries estimated that six million were concurrently wasted and stunted. Such children were found to be about 12 times more likely to die than non-wasted or stunted children, and were as likely to die as severely wasted children. Furthermore, the WaSt TIG found that once recovered from being wasted, these children appeared to be at greater risk for having subsequent periods of being classified as wasted. Another important finding was that boys are significantly more likely than girls to be concurrently wasted and stunted, which is consistent with the higher prevalence of these conditions in boys when each outcome of undernutrition is examined separately. This greater vulnerability of boys to undernutrition, although previously acknowledged, has not been stated in nutrition policies and the implications typically have not been addressed by programmes. Given this high risk of death for children who are concurrently wasted and stunted, the WaSt TIG has begun to identify ways of identifying and treating these children within current treatment programmes. It was found that two commonly used ways of measuring child growth – measuring either weight-for-age or mid upper-arm circumference – can identify these high-risk children. An urgent focus is now needed to define what type of care and treatment these children need to reduce their risk of death or of becoming even more undernourished. Preventing Wasting and Stunting Given the evidence that wasting and stunting share common risk factors, and that experiencing one of these forms of malnutrition leaves a child more likely to experience the other, the WaSt TIG has argued that having different and separate approaches to prevent children from becoming wasted and stunted is not rational. Instead, coherent and comprehensive measures to tackle the underlying causes of undernutrition are needed, including approaches that support mothers as well as children. Evidence suggests that the focus needs to shift from supporting children who are already wasted or stunted to children at risk of experiencing wasting and stunting, thereby interrupting as early in life as possible the processes that lead to a child becoming wasted or stunted. To do so, mechanisms to best identify and measure risk of undernutrition are needed in order to successfully prevent children from becoming wasted and/or stunted. The Wasting and Stunting (WaSt) TIG The WaSt TIG reviews its progress by coming together every two years to discuss emerging themes, priorities and the policy and programme implications of the research undertaken. A variety of outputs, including peer-reviewed academic papers, technical briefs, reports and blog posts have been published by members of the WaSt TIG, culminating in a Viewpoint article in the journal ‘Lancet Child and Adolescent Health’ in 2019. A recent evaluation of WaSt TIG using a ‘Story of Change’ method found that successes have been driven by the way in which the WaSt TIG operates: it is made up of a mix of expert individual members who represent themselves rather than their institution’s agenda and who function in an engaged, iterative, exploratory and task-orientated manner. The varied experience of the group’s members, with expertise related to both wasting and stunting, the flexibility to allow individuals to set their own degree of engagement based on other commitments, and its open and collaborative structure, were also identified as key features of success. Calling for Action Since its inception in 2014, the WaSt TIG has identified evidence of a relationship between the processes of wasting and stunting, and the consequences of this for infants and children. The group has increased awareness among donors and development agencies of the limitations that dealing with wasting and stunting as separate problems places on their work, leading to critical shifts in thinking. As one respondent noted in the Story of Change evaluation, ‘Everything we know about (the relationship between) wasting and stunting’ is a product of this group. A lot has been achieved by the WaSt TIG in a relatively short period and with limited financial resources. It has utilised existing data as much as possible and relied on open collaborations and data sharing. Both the interest and motivation of the people involved are very high and many give their time unpaid. Bringing together researchers with policy developers and nutrition programme staff has enabled discussions about how research can be used to improve our understanding of undernutrition, its consequences for children’s growth, and how to prevent it. The WaSt TIG has also identified important gaps in knowledge that have the potential to strengthen efforts to tackle undernutrition in childhood. This includes a better understanding of risk factors for undernutrition, how to identify children that are most vulnerable to becoming wasted or stunted (including identifying adolescent and pregnant mothers at risk of giving birth to undernourished children), and how to care for such high-risk children. The opportunities and solutions to prevent both outcomes of undernutrition are the same: children need to be protected from disease, given a nutritious diet and grow to their potential, which requires integrated policies, programmes and interventions. The WaSt TIG is calling for faster and more concentrated efforts to improve child health and reduce child mortality across the globe by approaching wasting and stunting together, as two intrinsically linked outcomes of undernutrition, particularly before children become wasted or stunted. Meet the researchers Wasting and Stunting Technical Interest Group Emergency Nutrition Network The Wasting and Stunting Technical Interest Group (WaSt TIG) is a group of experts in international nutrition that, since 2014, has worked to bring together existing and original research on wasting and stunting in children. The overarching aim of WaSt TIG is to better understand how wasting and stunting are linked, so that resources can be better directed towards improving health outcomes for children and reduce associated child mortality. WaSt TIG is coordinated by the Emergency Nutrition Network (ENN), a UK-based charity founded in 1996 and part of the international community of organisations and individuals seeking to reduce the global burden of undernutrition. Zulfiqar A. Bhutta (former WaSt TIG coordinator) Carlos Grijalva Eternod Zita Weise Prinzo ENN WaSt TIG Coordinators ENN Technical team JC Wells, A Briend, EM Boyd, et al., Beyond wasted and stunted—a major shift to fight child undernutrition, Lancet Child & Adolescent Health, 2019, doi:10.1016/s2352-4642(19)30244-5 T Khara, M Mwangome, M Ngari, C Dolan, Children concurrently wasted and stunted: A meta‐analysis of prevalence data of children 6–59 months from 84 countries, Maternal & Child Nutrition, 2018, 14(2), e12516, doi:10.1111/mcn.12516 S Schoenbuchner, C Dolan, M Mwangome, et al., The relationship between wasting and stunting: A retrospective cohort analysis of longitudinal data in Gambian children from 1976–2016, American Journal of Clinical Nutrition, 2018, 110. A Briend, T Khara, C Dolan, Wasting and stunting–similarities and differences: policy and programmatic implications, Food and Nutrition Bulletin, 2015, 36(1 Suppl), S15–23. T Khara, C Dolan, The relationship between wasting and stunting, policy, programming and research implications, Technical Briefing Paper, Oxford, UK: Emergency Nutrition Network, 2014. We are especially grateful to Andrew Hall (of the WaSt TIG) for his support in developing this article. Want to republish our articles? We encourage all formats of sharing and republishing of our articles. Whether you want to host on your website, publication or blog, we welcome this. Find out more Creative Commons Licence (CC BY 4.0) This work is licensed under a Creative Commons Attribution 4.0 International License. What does this mean? Share: You can copy and redistribute the material in any medium or format Adapt: You can change, and build upon the material for any purpose, even commercially. Credit: You must give appropriate credit, provide a link to the license, and indicate if changes were made. More articles you may like Marine sand is both a vital natural habitat and an essential resource. However, while desert dunes are comparatively easy to observe, their oceanic counterparts are still poorly understood. Dr Xiaochuan Ma and his colleagues at the Chinese Academy of Sciences in Qingdao are mapping the shifting sands of the seafloor and measuring their movement. By investigating how seafloor dunes respond to waves, tides, and typhoons, they can help decision-makers protect and manage this critical resource. Palau, a remote group of islands in the Pacific Ocean, relies heavily on wild fish to feed its citizens and support its economy. With a growing population and thriving tourism industry, the country cannot afford a crash in catch size. However, climate change is altering the ecosystems of Palau’s fishing waters, threatening harvests of important fish species. To improve the country’s food security and accelerate the achievement of the UN’s Sustainable Development Goals, the Palauan Government has teamed up with the Nature Conservancy to build a sustainable aquaculture community on the islands, with support from NASA. Using NASA satellite observations, the collaboration helps aquaculture farmers to find optimum locations to farm fish and shellfish, allowing them to produce an abundance of seafood while protecting the surrounding marine environment. Before oxygen was widely available in Earth’s atmosphere, ancient microbes looked to other elements to obtain electrons for photosynthesis. Some of these microbes are called ‘photoferroautotrophs’ – which can take up electrons from iron available in their surrounding environment and use them to transform carbon dioxide (CO2) into biomolecules. In their research, Dr Arpita Bose and her team at Washington University in St Louis, explore the mechanisms these microbes exploit to produce biomolecules, using the electrons they take in. Their discoveries are leading to sustainable new ways to produce both plastic and fuel – and could soon prove to reduce our reliance on the compounds derived from crude oil. Organic materials that can emit light in response to certain stimuli hold great promise for numerous real-world applications. So far, however, their diminished performance on exposure to water has presented numerous challenges. In their research, Dr Jianmei Lu at Soochow University and Dr Quan Li at Southeast University present a new series of compounds that instead display improved light emission when they are transformed into ‘hydrated’ crystals. By assessing the mechanisms responsible for this unique behaviour, the researchers now present new routes towards the widespread use of smart organic materials.
Rabies is a serious infection of the nervous system caused by a virus, known as Rabies virus. In Alameda County, the virus is usually transmitted to humans by a bite or scratch from a wild infected animal, most commonly, a bat or a skunk. Rabies almost always results in death if a bite or scratch from a rabid animal (an animal infected with rabies) is not treated at the time of exposure and symptoms of an infection develop. Raccoons, foxes, dogs and cats also can be infected with rabies. A few cases of rabies have been reported in wolves, coyotes, bobcats, ferrets, cattle, horses, goats and sheep. Small rodents such as hamsters, squirrels, chipmunks, mice, and rabbits are very rarely infected with the rabies. How is Rabies Spread to Humans? Rabies is transmitted to humans and other animals through close contact with saliva from infected animals (i.e. bites, scratches, licks on broken skin and mucous membranes). Person-to-person spread is very rare. Vaccination of animals against rabies and not feeding or handling wild or stray animals are the primary methods of rabies prevention. California regulations (H&SC §121690, CCR Title 17 §2606.4) require all dogs to be licensed and vaccinated against rabies. It is strongly recommended that all cats, ferrets, and, in some cases, livestock, be vaccinated as well. Control Activities in Alameda County Our Department helps healthcare providers determine your potential risk of rabies exposure, tests animals for rabies, and advises on management of human rabies exposures. The Alameda County Vector Control Services District leads activities related to wildlife management and domestic animals rabies control, such as trapping, investigating and quarantine of both wild and domestic animals suspected of having rabies, educating the public on preventing rabies, and monitors local animal control agency activities. Environmental Health/Vector Control - Rabies
Lesson 3 INCOME STATEMENTS Li, Jialong 2011-2-26 The Income Statement (Profit and Loss) • This formal report shows the income, cost of goods sold, gross profit, expenses by category and net profit for a particular period of time. • The Income Statement categorises income and expenses to present them in a meaningful manner to help with the analysis and control of the business. It has been referred to as the Trading Statement or Profit and Loss Statement. The Income Statement (Profit and Loss) • GROSS PROFIT is the difference between sales revenue and the cost of the goods sold. • NET PROFIT/LOSS is the Total Revenue less all the expenses. • COST OF GOODS SOLD : The inventory the business starts with plus what it buys gives it the total inventory it could sell during the year. At the end of the financial year the business does a stocktake and finds out exactly what inventory it has at the end and the difference between the total available for sale and the stock on hand at the end must be the amount of stock sold throughout the year. This method is called Periodic Stock method and is used for small businesses. Formula for Cost of Goods Sold • Inventory at the start of the period • +Purchases • + Freight inwards • + Other inventory costs e.g. wharfage, handling costs, customs duty • Less - (Inventory at the end) • = Cost of Goods Sold EXPENSE CATEGORIES • Selling and Distribution This is sometimes called Marketing Expenses. These expenses relate to the selling of the goods of the business such as sales salaries and include the costs of delivering, sending, despatching or distributing goods to the customers. • General and Administrative These are general costs incurred in the running of the business. Expenses that do not fit into another category live here. Examples of general expenses are electricity and office salaries. • Financial and Borrowing These expenses relate specifically to the costs of obtaining or borrowing the supply of money to the business e.g. interest paid, discount allowed to customers for early payment of accounts and bad debts. Review Questions • Definition and format of an Income Statement • Cost of Goods Sold -definition and formula • Expenses – Classification • Completing an Income Statement Exercises • Exercises 3.1, 3.2 • Exercises 3.3---3.5 • Exercises 3.6---3.8 • For extra homework 3.9,3.10 Reading and Resources • Student Notes and Readings Lesson 3
The American Association of School Administrators is committed to improving the lives of children through their health and wellness programs and resources. Visit Worthington Direct today to purchase safer, GREENGUARD approved furniture for your students. Since May is Asthma Awareness Month, we would like to highlight some facts, figures and activities: Facts About Asthma - Asthma is a leading chronic illness among children and youth in the United States. - Asthma is one of the leading causes of school absenteeism. - In 2002, 14.7 million school days were missed due to asthma - In 2003, five million school-aged children and youth were reported to currently have asthma - 3.1 million children had an asthma episode or attack within the previous year.2 On average, in a classroom of 30 children, about three are likely to have asthma. - Low-income populations, minorities and children living in inner cities experience more emergency department visits, hospitalizations and deaths due to asthma than the general population - Asthma attacks, also referred to as episodes, can be caused by tobacco smoke, dust mites, furred and feathered animals, certain molds, chemicals and strong odors in the school environment. Healthy School Environments — The indoor air quality of your district’s schools is also of utmost importance – for students and staff both with and without asthma. AASA’s Healthy Schools Environment Project works with districts large and small to brainstorm ways to work together to improve the indoor air quality of all schools. continue reading
Lift is that component of total aerodynamic reaction which is perpendicular to the flight path of the aircraft. It can be demonstrated experimentally that the total aerodynamic reaction, and therefore the lift acting on a wing moving through air, is dependent upon at least the following variables: - Free stream velocity (V²). - Air density (ρ). - Wing area (S). - Wing shape in section and in planform. - Angle of attack (α). - Condition of the surface. - Viscosity of the air (µ). - The speed of sound “a”, i.e. the speed of propagation of small pressure waves. It is known that lift increases when the angle of attack of a given aerofoil section increases, and that the increase in lift was achieved mechanically by greater acceleration of the airflow over the section, with an appropriate decrease in pressure. The general and simplified equation for aerodynamic force is ½ ρ V² S X a coefficient, and the coefficient indicates the change in force which occurs when the angle of attack is altered. The equation for lift is CL½ρV²S, and CL for a given aerofoil section and planform allows for angle of attack and all the unknown quantities which are not represented in the force formula. Factors Affecting CL The coefficient of lift is dependent upon the following factors: - Angle of attack. - Shape of the wing section and planform. - Condition of the wing surface. - Reynolds Number. - Speed of sound (Mach number). Angle of Attack. A typical lift curve is shown in Fig below for a wing of 13% thickness/chord (t/c) ratio and 2% camber (the zero lift angle of attack (αL0), is negative, its magnitude is often roughly equal, in degrees to the percentage camber, e.g. an aerofoil with 2% camber will have αL0 ≈ -2º (For a symmetrical aerofoil, αL0 = 0). The greater part of the curve is linear and the airflow follows the design contour of the aerofoil almost to the trailing edge before separation. At higher angles of attack the curve begins to lean over slightly, indicating a loss of lifting effectiveness. From the point of maximum thickness to the trailing edge of the aerofoil, the flow outside the boundary layer is decelerating, accompanied by a pressure rise (Bernoulli’s theorem). This adverse pressure gradient thickens the existing boundary layer. In the boundary layer, the airflow’s kinetic energy has been reduced by friction, the energy loss appearing as heat. The weakened flow, encountering the thickened layer, slows still further. With increasing angle of attack, the boundary layer separation point (explained in the chapter on drag) moves rapidly forward, the detached flow causing a substantial reduction of CL. The aerofoil may be considered to have changed from a streamlined body to a bluff one, with the separation point moving rapidly forwards from the region of the trailing edge. The desirable progressive stall of an actual wing is achieved by washout at the tips or change of aerofoil section along the span, or a combination of both. Effect of Shape. Changes in the shape of a wing may be considered under the following headings: - Leading Edge Radius. The shape of the leading edge, and the condition of its surface largely determines the stalling characteristics of a wing. In general, a blunt leading edge with a large radius will result in a well-rounded peak of the CL curve. A small radius, on the other hand, invariably produces an abrupt stall (Fig below) but this may be modified considerably by surface roughness which is discussed later. - Camber. The effect of camber is illustrated in Fig below. Line (a) represents the curve for a symmetrical section. Lines (b) and (c) are for sections of increasing camber. A symmetrical aerofoil at zero angle of attack will have the same pressure distribution on its upper and lower surfaces, therefore it will not produce lift. As the angle of attack is increased, the stagnation point moves from the chord line to a point below, moving slightly further backwards with increase in angle of attack. This effectively lengthens the path of the flow over the top surface and reduces it on the lower, thus changing the symmetrical section to an apparent cambered one as in. A positively cambered wing will produce lift at zero angle of attack because the airflow attains a higher velocity over the upper surface creating a pressure differential and lift. This gives it a lead over the symmetrical section at all normal angles of attack but pays the penalty of an earlier stalling angle as shown by the CL versus α curve which shifts up and left as the camber is increased The angle of attack at which the CL is zero is known as the zero-lift angle of attack (αL0) and a typical value is -3° for a cambered section. - Aspect Ratio. Fig below shows the downward component of airflow at the rear of the wing, caused by trailing edge vortices and known as induced downwash (ω). The induced downwash causes the flow over the wing to be inclined slightly downwards from the direction of the undisturbed stream (V) by the angle α1. This reduces the effective angle of attack, which determines the airflow and the lift and drag forces acting on the wing. The effect on the CL by change of aspect ratio (AR) will depend on how the effective angle of attack is influenced by change in AR. A wing of infinite span has no induced downwash. Nearer one gets to that ideal, i.e. high AR, the less effect the vortices will have on the relative airflow along the semispan and therefore the least deviation from the shape of the CL curve of the wing with infinite AR. It can be seen from Fig below that at any α, apart from the αL0, the increase in CL with changes in α of the finite wing is lesser than the infinite wing, the lag increasing with reducing AR due to increasing α1. Theoretically the CL peak values should not be affected, but experimental results show a slight reduction of CL max as the aspect ratio is lowered. - Sweepback. If an aircraft’s wings are swept and the wing area remains the same, then by definition the aspect ratio (span2/area) must be less than the AR of the equivalent straight wing. The shape of the CL vs. angle of attack curve for a swept wing, compared to a straight wing, is similar to the comparison between a low and a high aspect ratio wing. However, this does not explain the marked reduction in CL max at sweep angles in excess of 40-45°, which is mainly due to earlier flow separation from the upper surface. An alternative explanation is to resolve the airflow over a swept wing into two components. The component parallel to the leading edge produces no lift. Only the component normal to the leading edge is considered to be producing lift. As this component is always less than the free stream flow at all angles of sweep, a swept wing will always produce less lift than a straight wing. - Effect of Surface Condition. Surface roughness, especially near the leading edge, has a considerable effect on the characteristics of wing sections. The maximum lift coefficient, in particular, is sensitive to the leading edge roughness. Fig below illustrates the effect of a roughened leading edge compared to a smooth surface. In general, the maximum lift coefficient decreases progressively with increasing roughness of the leading edge. Roughness of the surface further downstream than about 20% chord from the leading edge has little effect on CL max or the lift-curve slope. - Effect of Reynolds Number. The formula for Reynolds Number is: RN = ρ V L/ µ that is (density) x (velocity) x (mean chord length), divided by viscosity. If we consider an aircraft operating at a given altitude, L is constant, ρ is constant, and at a given temperature the viscosity is constant. Therefore the only variable is V. For all practical purposes the graph in Fig below shows the effect on CL of increasing velocity on a general purpose aerofoil section. It should be remembered than an increase in Reynolds Number, for any reason, will produce the same effect. Fig below shows that with increasing velocity both the maximum value of CL and the stalling angle of attack is increased. An increase in the velocity of the airflow over a wing will produce earlier transition and an increase in the kinetic energy of the turbulent boundary layer due to mixing, the result is delayed separation. An increase in density or a reduction in viscosity will have the same effect on stall.
Interventional cardiology is a medical specialty that treats a range of heart diseases without surgically opening the chest. Instead, thecardiologist uses small tools and at least one catheter. A catheter is a small tube that is inserted into a blood vessel through a small cut, usually in the leg or arm, and threaded to the site of disease. Once in place, it acts as a tunnel, enabling the doctor to efficiently guide the tools to where they are needed. By using a catheter, doctors avoid making large surgical cuts. As a result, procedures that rely on a catheter generally decrease pain, pose less risk of infection, avoid large scars and shorten recovery times. In some cases, the patient may go home the same day. Interventional cardiologists treat a wide range of heart diseases, and below are a few common examples. Coronary angioplasty and stenting The heart is mostly made up of muscle, and that muscle needs oxygen and nutrients if the heart is to beat. If the artery that feeds the heart muscle is blocked by plaque (a mixture of cholesterol, fat, calcium and other substances), the muscle will not work well, and the heart will not beat efficiently. In angioplasty, the doctor uses a catheter to guide a small, unfilled balloon to the site of the block. The balloon is inflated, pressing the plaque tight against the wall of the artery. After the balloon is removed, the opening in the artery is wider, and blood can flow more freely to the heart muscles. After angioplasty, the catheter may be used to place a small mesh tube, called a stent, into the site of the blockage. The stent works to keep the plaque packed against the wall of the blood vessel and the site propped open. The heart is a pump, and like a mechanical pump, has valves that regulate the flow of fluid (in this case, blood). These valves may fail to open fully because of disease or calcium build-up. A form of angioplasty, valvuloplasty uses a balloon to widen the opening of the valve and restore the valves’ function. Congenital heart defect correction The heart has four chambers separated from each other by muscular walls. Sometimes these walls have holes that allow blood to pass from one chamber to another. The holes are birth defects that may need to be closed. In these situations, a small device – in effect, a plug – is put in place using a catheter. During an interventional cardiology procedure, you will have anesthesia, so the discomfort and pain will be minor. It may be a local anesthetic, just at the site where the doctor will insert the catheter into your groin or arm. You’ll remain awake and be able to follow the doctor’s instructions. In other cases, you may get a general anesthetic, so you will not be awake during the procedure. These procedures generally last between one and two hours. You’ll remain on your back throughout the procedure. After the procedure, you may stay in the hospital for one to two days to allow you to safely recover. If your procedure is performed early in the day and you are recovering well, you may be allowed to go home the same day. Possible side effects include an allergic reaction to some of the medicines and dyes used during the procedure. You may experience irregular heartbeats. As with all operations, bleeding and infection are risks. Other risks include brain damage, heart attack, strokes, and more blockage of the artery over time.
The esophagus is a narrow tube that passes food from the mouth to the stomach. At the junction of the stomach, the esophagus is surrounded by ring shaped muscles called the lower esophageal sphincter (LES), which acts as a valve, ensuring the one-way movement of food. Gastro esophageal reflux disease (GERD), also called acid reflux or acid regurgitation, is a chronic disease of the digestive tract that occurs due to the spontaneous opening of the lower esophageal sphincter, which causes the backflow of stomach acid into the esophagus. Occasional reflux of stomach acid is common, but reflux more than twice a week is considered serious and can lead to severe health issues. The causes of GERD include: - Abnormal relaxation of the lower esophageal sphincter - Presence of hiatal hernia - Certain medications such as painkillers, sedatives and antidepressants The main symptom of GERD is a frequent burning sensation in the chest known as heartburn. Other signs and symptoms include: - Sour taste in the mouth - Chest pain - Swallowing difficulties - Dry cough - Hoarseness or sore throat - Throwing up of food or sour liquid If you experience frequent heartburn, your doctor will review your medical history and symptoms. To confirm the diagnosis of GERD, other tests may be ordered such as: Barium swallow radiograph: You will be given a chalky solution to swallow, which coats the lining of your digestive system, and can be visualized by X-ray imaging. This test helps your doctor check for hiatal hernia and other structural abnormalities of the esophagus. Endoscopy: Your doctor inserts an endoscope, a thin, flexible tube with a light and camera, down your throat to examine the surface of your esophagus for any abnormalities. Biopsy: A tissue sample can be collected through the endoscope and sent to the lab for examination of the esophagus cells under a microscope to assess for damage caused from acid reflux. pH and impedance monitoring: This is the most accurate test to detect GERD. Your doctor will insert a small tube through the nose into the esophagus, to measure the amount of acid that enters the esophagus. Treatment of GERD will depend on the severity of your condition. Your doctor may suggest one or more treatment approaches which include: You will be instructed to stop smoking, lose weight if overweight, eat small frequent meals, and avoid GERD triggers such as fried, spicy food, alcohol and caffeine. You should also avoid lying down immediately after meals and keep your head elevated while sleeping. Medications may be prescribed to neutralize the stomach acids, decrease acid production, and heal the damaged esophageal lining. Your doctor may recommend surgery if lifestyle changes and medications fail to manage the symptoms of GERD. Two types of surgeries can be performed.Nissen fundoplication: In this surgery, your surgeon will wrap the top of the stomach around the lower esophagus in order to tighten the lower esophageal sphincter.Stretta procedure: In the stretta procedure, the esophageal tissue is heated with radiofrequency energy to create scar tissue. The scars help strengthen the esophageal muscles.Linx Procedure: A ring of tiny magnetic titanium beads called a Linx device is inserted around the lower esophageal sphincter. The device closes the LES opening to prevent acid reflux due to magnetic attraction between the beads, but opens up to allow the passage of food through it. For every communication or further request of information please contact: Madonna Yuzon SilangNurse of Dr. Ahmed Abdel Samie-Huber
Lesson One: Introduction to Digital and Physical Archives - Before Teaching - Lesson Plan - Activities, Materials & Presentations - Curriculum Standards - Download Lesson Plan [PDF format] - Introduction to Digital and Physical Archives: Distance Learning Video Archives are facilities that house physical collections, where records and materials are organized and protected. Archival materials are used to write history. Through the internet, digital archives make those records more accessible to students, researchers, and the general public. Students learn to navigate a digital archive by browsing and performing effective keyword searches. Through this process, students learn how to use the Helen Keller Archive. They also learn the value of preserving information. - Understand the function and significance of an archive. - Describe the different capabilities of a physical and a digital archive. - Know more about how archives can increase accessibility for people with visual and/or hearing impairments. - Navigate the digital Helen Keller Archive using the Search and Browse tools. - What is an archive? - How do I use a digital archive? - Why are archives important? - Computer, laptop, or tablet - Internet connection - Projector or Smartboard (if available) - Worksheets (provided, print for students) - Helen Keller Archive: https://www.afb.org/HelenKellerArchive - American Foundation for the Blind: http://www.afb.org The Library of Congress images below can be used to illustrate and explain the Define an archive section of this lesson. Library of Congress: The Library of Congress Manuscript Reading Room Courtesy of the LOC Manuscript Division. The digital Helen Keller Archive homepage. Other Digital Archive Examples - Sports: Baseball Hall of Fame; primarily physical archive with partial photographic digital collection (https://baseballhall.org/about-the-hall/477) (https://collection.baseballhall.org) - Politics: United Nations; primarily physical archive with online exhibits (https://archives.un.org/content/about-archives) (https://archives.un.org/content/exhibits - Comics: Stan Lee Archives (https://rmoa.unm.edu/docviewer.php?docId=wyu-ah08302.xml) - History: Buffalo Bill Collection (https://digitalcollections.uwyo.edu/luna/servlet/uwydbuwy~60~60) - Dogs: American Kennel Club; primarily physical archive with partial digital collection (https://www.akc.org/about/archive/) (https://www.akc.org/about/archive/digital-collections/) - Art: Metropolitan Museum of Art Archives; physical archive with separate digital collections and library (https://www.metmuseum.org/art/libraries-and-research-centers/museum-archives) - Travel: National Geographic Society Museum and Archives (https://nglibrary.ngs.org/public_home) - National Geographic digital exhibits (https://openexplorer.nationalgeographic.com/ng-library-archives) - Space travel: NASA Archive; partially digitized (https://www.archives.gov/space) - Music: Blues Archive; partially digitized (http://guides.lib.olemiss.edu/blues) - Books: J.R.R.Tolkien; physical archive (https://www.marquette.edu/library/archives/tolkien.php) Ask and Discuss - Do you have a collection? Baseball cards, rocks, seashells, gel pens, shoes, vacation souvenirs? - Do you and/or your parents save your schoolwork or art projects? - Where and how do you store old photos? Text messages? - Personal collections are a kind of archive. - Things that you store and organize (to look at later) make up a basic archive. - If you wrote a guide for your friend to use when searching through your [vacation photos/baseball cards/drafts of your papers], you would be running an archive like the pros! - Optional: Select a sample archive to show students; options provided in resource section. Define an Archive - Optional: Use the definitions provided in the lesson definitions. - To be an archive, a collection must be: - Composed of unique documents, objects, and other artifacts; and - Organized to make sense of a collection so that people can find what they are looking for. - An archive is sometimes also: - Organized by an institution, managed by archivists, and made available to researchers. - Tells us about a person, organization, or physical things. - Typically held and protected in a physical repository, but may be made accessible electronically in a digital platform. What are the advantages of a physical archive, where you can have the materials right in front of you, versus seeing them on a screen? - Hands-on encounter with the past. For example, how would it feel to see/read from the original Declaration of Independence at the National Archives? - Analyze material properties of objects and manuscripts. - Wider range of access to all the items held in the archive (not all items are digitized). - Can flip through a physical folder rather than load a new page for every document. - What do you think is “easier”? - Have any students experienced something like this? What are the advantages of a digital archive, where you can have the materials available to you in digital format, on a website? - Accessible worldwide on the internet—you don’t have to travel to see what’s in the archive. - Keyword searchable. - Useful information in the format of transcriptions and metadata often included. - Accessible to people with disabilities, including those with impaired vision/hearing. - For example, the digital Helen Keller Archive allows users to change the text size and color of text and provides description for multimedia including photographs, film, and audio. Who is Archiving Information About You Right Now? - How is the public able to access that information now? In the future? - Is there information you would not want them to access now? In the future? Why? Using the Helen Keller Archive Open the digital Helen Keller Archive: https://www.afb.org/HelenKellerArchive Note: The digital Helen Keller Archive team strongly recommends that this or similar demonstration be included in the lesson, unless the teacher has formally taught these students browse and search techniques. We find that students are used to “Google” style searches, which are not as effective on specialized sites like digital archives. We are going to use the digital Helen Keller Archive. Who has heard of Helen Keller? Why is she famous? What did she do? - Keller lost her sight and hearing at a young age but learned to sign, read, write, speak, and graduated college. - She used her fame to advocate on behalf of blind and deaf communities, fought for education/employment for blind people and the inclusion of people with disabilities in society. - She was politically active: Anti-war, advocated for socialism and workers’ rights, as well as the suffrage movement and women’s rights. - Distribute student version of How to Search [download PDF] and How to Browse [download PDF] and explain that you will be going through a few sample searches as a class. Invite the class to follow along if feasible. - Pull up the Helen Keller Archive home page and ask the class to explain the difference between search and browse. For example: - The Browse tool follows the structure and order of the physical collection. Browse is the best way to see how an archive is organized and what it contains. - The Search tool uses a keyword search term or terms. Search is the best way to find a specific item. Show the Browse Function - Click the Browse tab. - Click Browse by Series; point out the series titles and ask students to explain what each “series” contains. - In this archive, series are organized based on the type of materials (letters, photographs, and more). - Explain that this is how a physical archive is organized (in series, subseries, boxes, and folders). - Browse for a type of item. Guide students through the choices they have at each level. - For example: “Browse the photographs in this archive. This series is divided into photographs and photo albums. Let’s explore the photographs. How are these organized? It looks like they are organized alphabetically by subject matter. Wow, there are two folders here just for Helen Keller’s dogs! Let’s take a peek.” - Optional: Ask students to browse for “boomerang given to Helen in Australia”. Show the Search Function - Click the Simple Search tab. - Ask the class to pick a word to search based on either their knowledge of Helen Keller or class curriculum on late 19th/early 20th century. - For example: Let’s search for documents related to the women’s suffrage movement. The best way to start a keyword search is with a simple keyword. Let’s use “suffrage.” - Point out the filters in the left hand column and explain how they are used narrow search results. Ask students to choose one area to refine search to narrow their results for a specific reason. - For example: “Let’s select 1910-1920 so we can find material written before the 19th Amendment was passed.” - Works like a library or e-commerce website. - Optional: Ask students to search for a speech given by Helen Keller while she was traveling abroad. She gave many – they can choose any one. Brainstorm effective search terms and ways they might refine their results, and warn students it will take more than one step to find a speech that qualifies. - Show the Browse by subject functions and ask how they are similar to, or different from, searching by Keyword(s). - Use same topic as keyword search (or as close as possible). For example: Can you find “suffrage” in this subject list? - Explain that not all topics will be present. For example, there is no subject header for “computers”. - Break students into working groups. - Assign each group a “scavenger hunt” item (see in class worksheet). - Optional: Collect scavenger hunt items in a private list to be shared with the whole class. Sample Scavenger Hunt List - Flyer for a 1981 dance production “Two In One” - Film of Helen Keller testing a new communication device in 1953 - Medal from the Lebanese government - Photograph of Helen Keller at a United Nations meeting in 1949 - Or choose your own … Activities & Presentations for Teachers Activities for Students - Exploring the Digital Helen Keller Archive [PDF format] - Exploring the Digital Helen Keller Archive – The Needle in the Haystack [PDF format] Materials (Students & Teachers) - Definitions: [PDF format] - Frequently Asked Questions [PDF format] - How to Search [PDF format] - How to Browse [PDF format] This Lesson Meets the Following Curriculum Standards: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Empire State Information Fluency Continuum - Uses organizational systems and electronic search strategies (keywords, subject headings) to locate appropriate resources. - Participates in supervised use of search engines and pre-selected web resources to access appropriate information for research. - Uses the structure and navigation tools of a website to find the most relevant information.
Caroline and William Herschel: Revealing the invisible The Herschels were pioneers of the systematic classification and investigation of the heavens. William Herschel was one of the first 'professional' astronomers, and discovered infrared radiation. His sister Caroline helped him to develop the modern mathematical approach to astronomy. William, son of a musician, was born in Hanover, Germany, in 1738. He followed in his father's footsteps, joining the Hanoverian Guard band to play the oboe, but moved to England to teach music in 1755, eventually settling in Bath in 1766. He became interested in astronomy, and started to build his own telescopes. He developed and refined Isaac Newton‘s designs to avoid problems with poor glass optics. Herschel cast and polished his own mirrors, producing ever bigger and better telescopes. In 1772, he invited Caroline to join him as his assistant. She moved to Bath and soon found herself equally captivated by the night sky. In 1781, while working alone, William discovered the planet Uranus. He originally named it 'Georgium Sidus' in honour of the British King. The discovery of the new planet inspired Herschel to cease his career as a musician and teacher and concentrate solely on astronomy. King George III appointed William his private astronomer in 1782, and the Herschels moved to Slough, near Windsor, England. His paper 'On the Construction of the Heavens', published in 1784, modelled the formation of our Galaxy, the Milky Way, and marked the beginnings of Herschel's life-long interest in the cataloguing of the Universe. By 1789, Herschel had built a 12-metre-long reflector, the largest telescope of its day. Meanwhile in 1786 Caroline had become the first woman to discover a comet, finding seven more in the years between up to 1797, and she also discovered three nebulae. In 1787 she was granted a salary of £50 by the King to act as her brother's assistant. Caroline worked hard in her own right, and in 1798 she published the 'Index to Flamsteed's Observations of the Fixed Stars', a list of corrections and 560 additional stars. This was an addition to the posthumously published catalogue of John Flamsteed, who had been the first Astronomer Royal in England, in the later 17th/early 18th century. After discovering moons around Saturn and Uranus, Herschel turned his attention from the planets to the stars. He drew up a catalogue of double stars and showed that some were orbiting pairs. In 1800, Herschel described how the various coloured filters through which he observed the Sun allowed different levels of heat to pass. He performed a simple experiment to study the 'heating powers of coloured rays': he split the sunlight with a glass prism into its different constituent colours and measured the temperature of each colour. He observed an increase as he moved the thermometer from the violet to the red part of the 'rainbow'. Herschel also measured temperatures in the region just beyond the red colour where no light was visible and, to his surprise, recorded an even higher temperature there. He deduced the presence of invisible 'calorific' rays, now called 'infrared' radiation, and provided the reason for naming ESA's infrared space observatory after him. During the rest of his life, Herschel produced lists of thousands of nebulae and star clusters, and he was the first to distinguish between distant clusters and dusty nebulae. After William's death in 1822, Caroline returned to Hanover and re-organised his catalogues into one extensive book, for which she was awarded a Gold Medal by the Royal Astronomical Society, who later elected her a member in 1828. An asteroid was named Lucretia in 1889 in honour of her second name. This was a fitting tribute to someone who had contributed so much yet disliked the praise directed towards her when it detracted from her brother.
(ORDO NEWS) — Scientists, after analyzing rare samples collected as a result of a six-year Japanese mission, came to the conclusion that water could have been brought to Earth by asteroids from the outer edges of the solar system. To shed light on the origin of life and the formation of the universe, scientists are examining material brought to Earth in 2020 from the asteroid Ryugu. 5.4 grams of rocks and dust were collected by the Japanese space probe Hayabusa-2, which landed on the celestial body and fired a “impactor” at its surface. Research results are just beginning to be published. In June, a team of experts found organic material that suggests that amino acids could have formed in space. In a new paper published in the journal Nature Astronomy, scientists say Ryugu samples could reveal the secret of how oceans appeared on Earth billions of years ago. “Volatile organic-rich class C asteroids may have been one of the main sources of water on Earth,” the study says. “The delivery of volatiles (i.e., organics and water) to Earth is still a matter of debate.” Hayabusa 2 was launched in 2014 with a mission to the asteroid Ryugu, which is located at a distance of about 300 million kilometers from Earth. The probe returned to Earth orbit 2 years ago to deliver the sample capsule. “Samples from Ryugu are undoubtedly among the most uncontaminated materials from the solar system available for laboratory research. Ongoing studies of these precious specimens will certainly expand our understanding of the early formation processes of the solar system,” the study says. Contact us: [email protected]
The effect of scintillation on radio signals whose propagation path involves the Earth’s ionosphere is analogous to the allies of World War II receiving radio messages that had passed through the Enigma machine. In both these cases, man-made information has been encrypted and transmitted via radio. The two encryption methods are shown in Figure 1. The right panel shows a World War II Enigma machine used extensively by German U-boats to convey encrypted messages transmitted by radio [Perera, 2010]. The left panel gives an extreme example of a mapping of ionospheric irregularities at 3 m, which creates very severe scintillation on radio communications through this ionospheric region [Fejer, 1996]. In addition, the task of formally deciphering the encrypted signal is a monumental task as time is of the essence and old information quickly becomes redundant. Sojka, J. J. (2013). Ionospheric Induced Scintillation: A Space Weather Enigma: FEATURE. Space Weather, 11(4), 134–137. doi:10.1002/swe.20041
The DeOrbitSail project is a collaboration to build a 3U CubeSat sized satellite with a deployable sail that will demonstrate rapid deorbiting. The deorbiting capability of the DeOrbitSail satellite is due to increased aerodynamic drag from the large surface area of the deployed sail in a Low Earth Orbit (LEO). From our proposed concept, the satellite will return to the Earth and burn up in the atmosphere over time as its altitude reduces. The project is funded by FP7. Recent studies show an increasing probability of collisions between intact spacecraft and debris. The historical practice of abandoning spacecraft and upper stages at the end of mission life has resulted in 5,500 tons of space debris in low earth orbit (See, for example, Vol. 9, Issue 3 of NASA's Orbital Debris Quarterly). The uncontrolled growth of the space debris population has to be avoided in order to enable safe operations in space for the future. Space system operators need to take measures now and in future to conserve a space debris environment with tolerable risk levels, particularly in Low Earth Orbit (LEO) altitude regions. As an example, the Chinese anti-satellite weapons test in 2007 destroyed the ailing Fengyun-1C weather satellite, creating over 2,300 pieces of debris. Also, in February of 2009 a collision between Russia's Cosmos 2251 and a commercial Iridium satellite created a cloud of hundreds of pieces of debris. If a number of other explosions and/or collisions occur at altitudes which are outside the denser layers of the atmosphere, and hence not subject to rapid deorbiting by air drag, the debris sources can outnumber the sinks, and an increasing spatial density could start the on-set of a cascading effect during which the particles would engage in chain reactions until they are ground to a limiting size. Altitudes with a critical particle concentration are already suspected to exist near 800, 1000 and 1500 km. Deorbiting simply means bringing the satellite back down to Earth. After the useful life of a satellite, it poses a risk to operational satellites in the same orbit. A deorbiting system moves the satellite out of crowded orbits, either to an area of space that isn't heavily populated or back down to Earth. Deorbitsail will return to Earth and burn up in the atmosphere. The European Code of Conduct for Space Debris Mitigation requires that satellites in the LEO protected region (< 2000km) are disposed of by destructive re-entry in the atmosphere within 25 years from their end of life. The DeorbitSail project aims to demonstrate that deorbiting can be achieved with a deployable sail, and to provide a proven design for the deployment system that can be applied to systems on future spacecraft. The highest-level objectives of the DeorbitSail Project are to: - Provide research in the field of deorbiting - Provide a demonstrated and verified design for deorbiting of satellites and debris - Provide effective and efficient in-space propulsion technologies based on solar sails In addition we would like to achieve the following secondary objectives: - Demonstrate avoidance manoeuvre by controlling sail attitude - Perform sail ground imaging exercise, this will also involve a sail attitude manoeuvre. The research objectives of this project will be fulfilled by the production of a satellite that can perform the following tasks: - Fully deploy a 4 m by 4 m sail from a 3U sized package - Deorbit from an altitude of 600 km in less than 180 days - Provide photographic, orbit trajectory and attitude data confirmation functions The deorbiting shall be accomplished with a design that provides the following functions: - Three-axis control of the s/c sufficient to maintain pointing relative to velocity vector - Deployable solar panels to sufficiently power all subsystems - Imaging capability to photograph the deployed sail - Space to ground communications capability DeOrbitSail will use drag to lower its orbit and demonstrate a system that can be used for solar sailing at altitudes where drag forces are very low. The drag produced by the thin atmosphere in low earth orbit has a lot in common with the force of solar radiation pressure. Both can be captured best by maximizing the area of the spacecraft. Both produce very low levels of force. Most importantly, both are inexhaustible sources of force, requiring no propellant from the spacecraft. Drag force can be used even when no spacecraft systems are working, and solar radiation pressure demands only an operating attitude control system. Because performance for both types of decelleration is governed by spacecraft frontal area, one design can do a good job at catching atmospheric drag at low altitudes (below about 600 km) and exploiting solar radiation pressure at high altitudes. Science and Technology Attitude determination and control system (ADCS) The ADCS processing will be carried out by a software task running on the On Board Computer. The estimation and control loop will execute at a rate of 1 Hz. It will make use of sensor data from the following sensors: - 3-axis resistive magnetometer - Optical sun- and nadir sensors - 3-axis MEMS gyroscope - coarse sun sensing using 6 photodiodes. To find out about sails in space visit the CubeSail mission page. - 2-3 July 2015: Satellite is integrated with the rocket - 28 June 2015: SSC Team travels to India for final checks and battery charging - 8-14 June 2015: DeorbitSail satellite travels to India - 24 February 2014: CDR, Guildford, UK - 31 January 2014: EC Update, Brussels - 6 December 2013: Design Meeting with ISIS, Delft - 2 July 2013: "M24" / Design Meeting with ISIS, Delft - 4 June 2013: EC Update, Brussels - 21 January 2013: Team Meeting at Guildford, UK - 20 January 2012: "M6" Project meeting in Guildford, Surrey, UK - 3 June 2011: Kickoff meeting in Guildford, UK. January 5-9, 2015, Gaylord Palms and Convention Center, Kissimmee, FL, USA: Hillebrandt M, "Deployment testing of the DeOrbitSail flight hardware." April 1-4, 2014, European Conference on Spacecraft Structures, Materials and Environmental Testing, Braunschweig, Germany: Hillebrandt M, "The boom design of the DeOrbitSail satellite” Meyer S, "Design of the DeOrbitSail boom deployment unit.” June 11-13, 2013, 3rd International Symposium on Solar Sailing, Glasgow, Scotland: Lappas V, Fernandez J, Visagie L, Stohlman O, Viquerat A, Prassinos G, Theodorou T and Schenk M, "Demonstrator Flight Missions at the Surrey Space Centre involving Gossamer Sails." July 21-26, 2013, In Geoscience and Remote Sensing Symposium (IGARSS), Melbourne, VIC: Steyn W.H.and van Zyl R, Inggs M and Cilliers P, "Current and future small satellite projects in South Africa." 26 April 2012: Prof. V. J. Lappas, Surrey Space Centre presented the GSF Keynote: Gossamer Systems for Satellite Deorbiting: The CubeSail and DeorbitSail Space Missions at the AIAA SDM conference in Honolulu.
As an envoy for the King of Prussia, the German doctor Gustav Nachtigal of Tripolis journeyed through modern day Chad, discovering the Tebsti region at the same time. Nachtigal described the social, political and geographic circumstances of every area he passed through. His drawings, maps and sketches remain to this day an important source of information about Africa's history. France was behind military geographic exploration which covered the whole section of northern Chad. The first sketch map of the Lakes of Ounianga appeared in the year 1913. With help from native guides, the diplomat Sir Ahmed Hassanein Bey managed to make it all the way to Mourdi-Senke (southeast of Ounianga). In the 1920s, Prince Kemal el Din of Egypt abdicated the throne. He was obsessed by the urge to explore. With his caterpillar vehicle he was able to reach the most remote of areas in the northeastern corner of Chad. Stemming from hungarian nobility, Ladislaus Eduard Almásy, known as "The English patient", crossed the Sahara in Egypt. In the Gilf Massif he discovered a cave. The cave drawings, dating back to prehistoric times, showed someone swimming. At the time, this discovery was a sensation, as we had hardly any knowledge of the earlier climate and living conditions. Fort Agosa – the last of the armed outposts of the French-Equatorial Africa was being set up in northern Ennedi. In 1936 rain destroyed the mud-brick buildings. The French soldiers left again. Scientists like Pierre Vincent, Pierre Quézel und Philippe Bruneau de Miré ventured out with camels on research trips in Tebesti months at a time. In two separate weeks-long expeditions, the African researcher Ottoman Bieber, geographer Hans Weis and ethnologists Andreas Kronenburg and Peter Fuchs made it all the way into the Tibesti. The goals were to carry out cartographic records, archaeological investigations and ethnological studies. The last of those was for the Museum of Ethnology in Vienna. Much very valuable photo and film material was also collected. The French Théodore Monod tried to reach the deserted region of Erdi Ma (on the border to Sudan). Sadly in vain, as he ran out of water shortly before reaching his goal. He is seen as one of the most significant Sahara researchers of the 20th century. At the proposal of the Chadian government, a German research station in Bardai/Tibesti was set up. In its almost 10 years in operation it was the field office for international scientists of the Free University of Berlin. Valuable knowledge about the climate, landscape and cultural history of the Tibesti Mountains was gathered. At the start of the 70s it was shut down due to political unrest. Stefan Kröpelin/University of Cologne has been researching the region since 1982. Since 1999, this includes numerous expeditions in northern Chad. He is supported by his chadian colleague Dr. Baba Mallaye. Objectives of the expeditions include research into climate and environmental changes and the history of human settlement over the last 130,000 years in northern Chad, as well as basic research for nature and cultural conservation projects.
Researchers at Washington State University recently demonstrated how to fabricate parts using 3D printer and moon-like material in Rapid Prototyping Journal. Pieces made from imitation moon rock on 3-D printer. (Image: WSU) "It sounds like science fiction, but now it's really possible," says Amit Bandyopadhyay, professor in the School of Mechanical and Materials Engineering at Washington State University. Bandyopadhyay and Susmita Bose, professor in the School of Mechanical and Materials Engineering, are well known researchers in the area of three-dimensional printing, creating bone-like materials for orthopedic implants. In 2010, researchers from NASA initiated discussion with Bandyopadhyay, asking if their research team might be able to print 3-D objects from moon rock. Because of the tremendous expense of space travel, researchers strive to limit what space ships have to carry. Establishment of a lunar or Martian outpost would require using the materials that are on hand for construction or repairs. That's where the 3-D fabrication technology might come in. 3D printing allows researchers to produce complex three dimensional objects directly from computer-aided design (CAD) models, printing the material layer by layer. In this case, the material is heated using a laser to high temperatures and prints out like melting candle wax to a desired shape. To test the idea, NASA researchers provided Bandyopadhyay and Bose with 10 pounds of raw lunar regolith simulant, an imitation moon rock that is used for research purposes. (raw lunar regolith simulant) Using additive manufacturing, the material could also be tailored, for example you can produce a strong building material using some moon rock with earth-based additives. They can also weld a joint using local material, said Bandyopadhyay. This could help to repair or provide any tools they need. "The advantage of additive manufacturing is that you can control the composition as well as the geometry," says Bose. In the future, the researchers hope to show that the lunar material could be used to do remote repairs. The research was supported by a $750,000 W.M. Keck Foundation grant. Thanks c metzel for the tip! Posted in 3D Printing Applications Maybe you also like: - The world's first 3D printed weapons to begin testing by end of year - 3D print basic lab supplies at 1/243rd the cost - Make your own 3D-printed quadcopter - Using 3D scanning and 3D printing to restore a historic steam locomotive - Tutorial: How to design and print your own electronics enclosures - How to get a ship in a bottle? 3D print it! (video) - MIT's 3D printed metamaterial lens could improve satellite and molecular imaging - Huddle: Stylish 3D printed lamp features a miniature cityscape - Walking bio-bots created on a 3D printer
Studies show that girls tend to speak earlier and use more complex language than boys do. The discrepancy may arise from different levels of a protein in the brain, a new study in rats suggests. Scientists have long debated the extent and origin of gender differences in language. A protein called Foxp2 has been shown to play a critical role in speech and language development in humans, as well as oral communication in birds and other mammals. In rats, the baby males are more vocal than females, and the males have higher levels of Foxp2, researchers report in the Feb. 20 issue of The Journal of Neuroscience. "This study is one of the first to report a sex difference in the expression of a language-associated protein in humans or animals," study co-author Margaret McCarthy of the University of Maryland School of Medicine said in a statement. "The findings raise the possibility that sex differences in brain and behavior are more pervasive and established earlier than previously appreciated." McCarthy and colleagues measured the amount of Foxp2 in the brains of 4-day-old male and female rats, and compared it with the ultrasonic distress calls the rodents made when removed from their nest. The male rat pups made more noise when separated from their mother and siblings than females did. The males made nearly twice as many calls over the five minutes spent apart from mom, who preferentially came and retrieved them. The males also had more of the Foxp2 protein in brain areas linked to vocalization, cognition and emotion, the researchers found. Next, the scientists suppressed the levels of Foxp2 in the males and boosted the levels in the females. Now the female pups made more distress calls than the males, and mama rat also prioritized bringing the females back to nest. McCarthy's team also ran a preliminary study in a small group of children. Unlike in the rats, human girls had higher levels of Foxp2 in the cortex, the brain's outermost layer, compared with boys. The results help explain findings that girls exceed boys in language development — and why the opposite is true in rats. Related on LiveScience and MNN:
Heartburn: Why it happens and what to do Persistent acid reflux that happens more than twice a week is called gastroesophageal reflux disease (GERD). Heartburn is felt when stomach acid flows back up into the esophagus, the pipe that carries food from the mouth to the stomach. Heartburn is a symptom of GERD. According to estimates from the American College of Gastroenterology, at least 15 million Americans experience heartburn every day. Learn more about stomach fluid, the sphincter between the esophagus and stomach, and how reflux can be harmful. - Causes include diet, obesity, and lack of exercise. - The primary symptom is a burning sensation in the throat or chest from stomach acid. - In many cases, heartburn has little bearing on overall health. - There are many treatments, including PPI medications (proton-pump inhibitors). There are many causes of heartburn, including obesity and smoking. Occasional heartburn is normal and is rarely a significant cause for concern. Recurrent acid reflux results in the diagnosis of gastroesophageal reflux disease (GERD or GORD) and can have serious consequences for health and indicate other underlying health issues. Gastroesophageal reflux disease is seen in people of all ages, and the cause is often attributable to a lifestyle factors, such as obesity, smoking, and low levels of exercise. See here for more detail about the causes of gastroesophageal reflux disease (GERD). Symptoms include a burning sensation in the middle of the chest. The symptoms of heartburn are fairly obvious to most sufferers. The most common is a feeling of warmth or heat, sometimes burning, in the chest and throat, caused by the stomach acid. Other symptoms include: - burning sensation in the middle of the chest. - rising pain, possibly reaching the jaw. - burning and indigestion-like pain. - foul, acrid taste in the mouth. If a person experiences symptoms of acid reflux frequently, they should consult their doctor, who may refer them to a gastroenterologist - a specialist in gut medicine - for further investigation. Learn more about GERD. The main treatment for repeated heartburn caused by gastroesophageal reflux disease is to reduce the production of stomach acid. Lifestyle remedies can help prevent or reduce heartburn. Suggestions collected from physicians by researchers include: - following a healthful diet, with a limited fat intake - avoid eating before lying down and sit up straight while eating - avoiding heavy lifting and straining - monitoring and avoiding triggers, such as alcohol, caffeine, spicy food, full cream milk, gassy foods, such as soft drinks, and acidic food, such as tomato, lemon, or orange juices - reducing weight, if appropriate - avoiding smoking - keeping fit through exercise - eating small meals, more often - having a review of existing medications Not all of these have been supported by research. If they are, they could mean that fewer people need to use medication. Heartburn and indigestion are common in pregnancy, due to hormonal changes and the baby pressing against the stomach. There are diet and lifestyle changes that can often help to relieve the symptoms. The American Pregnancy Association suggests: - eating five to six small meals throughout the day - not lying down within an hour of eating - avoiding fatty and spicy foods Before eating, it may help to eat some yogurt or drink some milk, possibly with a spoonful of honey in it. Apart from lifestyle alterations, heartburn can be reduced by using drugs such as: - proton-pump inhibitors (PPIs) - histamine-2 blockers However, these can have adverse effects. Changes to lifestyle or behavior can prevent or improve heartburn symptoms. Read more about prevention through lifestyle. Our acid reflux page has more in-depth information on all the topics introduced here.
Shutterstock \| Andrea Izzotti The intricate patterns of biological organisms, such as chameleons and plants, and their ability to perform a multitude of complicated functions inspires material scientists to create new materials which attempt to mimic these properties. This field, also known as biomimetic engineering, takes the principles of biological organisms and adapts them to design and develop new materials and technologies. A recent advance in biomimetic engineering has drawn its inspiration from a unique, camouflaged Hawaiian squid. Researchers have mimicked the protein reflectin, which is found in the squid, to create optical films and fibers, which could be woven together to form an invisibility cloak. Reflectin: The Reflective and Self-Organizing Protein As apparent in its name, the reflectin protein plays a vital role in the reflection of light by the nocturnal Eupyrmna scolopes, a Hawaiian Bobtail squid native to the central Pacific ocean. Reflectin proteins are the key components which allow for these unique cephalopods to exhibit adaptive iridescence upon exposure to sunlight. Present within both the light organs and skin tissues of E. scolopes, reflectins are insoluble proteins which are found as layers of flat and stacked platelets throughout the squid's tissues, and between these layers are alternating high and low refractive indices. As light penetrates through the skin and organs of the E. scolpes, it is reflected and scattered in a multitude of directions, which facilitates rapid changes in the squid’s external coloration. The reflectin proteins are especially unique in their chemical composition and assembly, as they exhibit the highest refractive index of any other type of protein measured to date. Reflectin for Films, Fibers and Invisibility Cloaks Through a process known as flow-coating, in which small amounts of a reflectin protein solution was added onto a silicon wafer substrate, a group of researchers at the Air Force Research Laboratory in Dayton, Ohio have successfully developed a series of reflective films of various thicknesses. Once the protein solution was spread across the surface of the substrate, the researchers altered the concentration of the solutions to acquire different thicknesses of the film, which subsequently determined the amount of light reflected by the manufactured film. For example, any exposure of the film solution to water dramatically increased its thickness from approximately 120 nanometers (nm) to about 207 nm, which thereby also increased the wavelength of the reflected light of the film from 760 nm to 400 nm. By manipulating the film thickness through adding and removing water from the substrate and solution, the researchers determined that they were able to successfully reflect every visible color of the electromagnetic spectrum off of the film. To further analyze the properties of the reflectin solution on the silicon wafer substrate, the researchers then dipped the fully coated substrate into an ionic solution called BMIM, which resulted in a higher regular spacing pattern on the substrate that extended for several millimeters (mm). The spacing pattern of the substrate was determined to be dependent upon the velocity of the dipping, in which a greater velocity of dipping resulted in smaller spaces, or diffraction gratings, between each space. The diffraction gratings are capable of splitting incident light into constituent wavelengths that can be useful for a variety of optical devices in the future. As the researchers gain a better understanding of the mechanisms by which the reflactin molecules are able to assemble themselves into various spheres and stripes, they can manipulate these nanostructures for a wide variety of technological uses in the future, such as the development of invisibility cloaks for military personnel. The visibility of an object is completely dependent upon the way in which any type of applied light bounces off of the object, therefore a material, such as that which is composed of carefully manufactured reflectin nanostructures, could potentially cause incident light to pass around the object, thereby rendering any covered object virtually invisible. Current research on developing a reflectin invisibility cloak is currently being conducting by the United States Military with funding supported by the Defense Advanced Research Projects Agency. References & Further Reading Kramer, R. M., Crookes-Goodson, W. J., & Naik, R. R. (2007). The self-organizing properties of squid reflectin protein. Nature Mater. DOI: 10.1038/nmat1930.
The German MG-34 with tripod and MGZ40 scope, probably taken on the drive to Stalingrad, summer 1942. Perhaps the most advanced machine gun design of the 1930’s and early 1940’s, the MG-34 was a new concept of warfare called the general purpose machine gun. During World War I and the post war era, machine guns came in two general classes. Heavy machine guns were large mounted weapons used primarily in defensive roles because of their exceptional firepower and lack of mobility. Light machine guns were made to be man portable, and thus used for offensive actions. However they often lacked the firepower of the heavy machine guns. During World War II, the German Wehrmacht revolutionized warfare by introducing the concept of the general purpose machine gun, a man portable machine gun which also sported exceptional firepower, and thus could be utilized in a number of roles. The MG-34 was designed in 1934 by Rheinmetall and based on an earlier design called the MG-30. It was first introduced to the German Army in 1936 after Adolf Hitler formally denounced the Versailles Treaty and began the large scale rearmament of the Germany Army. It was also supplied to the fascist government in Spain during the Spanish Civil War. During the 1930’s and throughout World War II, the MG-34 would serve as the primary infantry machine gun of the Wehrmacht. What made the MG-34 truly unique among other machine guns of its era was its incredible firepower at 800 rounds a minute. Most other machine guns of the time, whether light or heavy, could only manage around 500-600 rounds per minute. This combined with its portability gave the common German infantry platoon an incredible amount of firepower. Such high rate of fire was accomplished using an open short recoil action. The MG-34 was both semi and fully automatic, utilizing a special double crescent trigger. The upper trigger fired the weapon in semi auto, the lower trigger fired it in full auto.
such as "Introduction", "Conclusion"..etc WASHINGTON -- The ability to comprehend sarcasm depends upon a carefully orchestrated sequence of complex cognitive skills based in specific parts of the brain. Yeah, right, and I'm the Tooth Fairy. But it's true: New research details an "anatomy of sarcasm" that explains how the mind puts sharp-tongued words into context. The findings appear in the May issue of Neuropsychology, published by the American Psychological Association (APA). The Israeli psychologists who conducted the research explain that for sarcasm to score, listeners must grasp the speaker's intentions in the context of the situation. This calls for sophisticated social thinking and "theory of mind," or whether we understand that everyone thinks different thoughts. As an example of what happens when "theory of mind" is limited or missing, autistic children have problems interpreting irony, the more general category of social communication into which sarcasm falls. Simone Shamay-Tsoory, PhD, and colleagues at the Rambam Medical Center in Haifa and the University of Haifa, studied 25 participants with prefrontal-lobe damage, 16 participants with posterior-lobe damage and 17 healthy controls. All participants listened to brief recorded stories, some sarcastic, some neutral, that had been taped by actors reading in a corresponding manner. Here is an example of sarcasm: "Joe came to work, and instead of beginning to work, he sat down to rest. His boss noticed his behavior and said, "Joe, don't work too hard." Meaning: "You're a real slacker!" Here is a neutral example: "Joe came to work and immediately began to work. His boss noticed his behavior and said, "Joe, don't work too hard!" Meaning: "You're a hard worker!" Following each story, researchers asked a factual question to check story comprehension and an attitude question to check comprehension of the speaker's true meaning: Did the manager believe Joe was working hard? When participants answered got the fact right but the attitude wrong, they got an "error" score in identifying sarcasm. Participants with prefrontal damage were impaired in comprehending sarcasm, whereas the people in the other two groups had no such problem. Within the prefrontal group, people with damage in the right ventromedial area had the most profound problems in comprehending sarcasm. The ventromedial area is the inferior (rear) part of the prefrontal cortex, and includes the cortex on top of the orbits of both eyes and the inside part of the frontal lobes. The findings fit what we already know about brain anatomy. The prefrontal cortex is involved in pragmatic language processes and complex social cognition, thus it followed that that participants with prefrontal damage had faulty "sarcasm meters." At the same time, damage to the ventromedial area, which is involved in personality and social behavior, will disrupt not only understanding sarcasm but also understanding social cues, empathic response and emotion recognition. The authors write, "Understanding sarcasm requires both the ability to understand the speaker's belief about the listener's belief and the ability to identify emotions." The findings highlight the importance of lesion size in sub-regions of the frontal lobe because the extent of the right ventromedial lesion was significantly related to performance in the sarcasm task: The worse the damage, the greater the impairment. In sum, Shamay-Tsoory and his/her colleagues propose a neural network for processing sarcastic utterances: 1-The left hemisphere language cortices interpret the literal meaning of the utterance; 2-The frontal lobes and right hemisphere process the intentional, social and emotional context, identifying the contradiction between the literal meaning and the social/emotional context; 3-The right ventromedial prefrontal cortex integrates the literal meaning with the social/emotional knowledge of the situation and previous situations, helping the listener determine the true meaning. Shamay-Tsoory says, "A lesion in each region in the network can impair sarcasm, because if someone has a problem understanding a social situation, he or she may fail to understand the literal language. Thus this study contributes to our understanding of the relation between language and social cognition." Article: "The Neuroanatomical Basis of Understanding Sarcasm and Its Relationship to Social Cognition," S.G. Shamay-Tsoory, PhD, and R. Tomer, PhD, Rambam Medical Center and University of Haifa, and J. Aharon-Peretz, MD, Rambam Medical Center; Neuropsychology, Vol. 19, No. 3. Source: American Psychological Association, May 22, 2005 Enter the code exactly as it appears. All letters are case insensitive.
Untreated decay, a cracked or traumatized tooth and a large filling that has irritated the nerve can all cause the nerves and blood vessels inside the tooth to die. This allows bacteria to gain access and cause infection inside the tooth. The infection can pass through the canals into the bone causing an abscess. Instead of extracting the tooth, a root canal is performed in order to remove the infection and return the tooth to a comfortable functioning state that facilitates its preservation. Root Canal Therapy Root canal therapy usually requires a series of appointments: - An opening is made into the top of the tooth in order to gain access into the pulp. The pulp and the canals are flushed with disinfectant and cleaned. A temporary seal is placed over the opening and in case of infection antibiotics are prescribed. - At the next appointment the canals are cleaned, shaped and filled with a rubber like material called gutta percha to seal them. - After a root canal has been done, the tooth structure has been compromised. In about a weeks time, once the root canal has settled down, a crown is placed over the tooth to avoid fracturing by activities such as hard eating or chewing. Endodontic (root canal) therapy is probably one of the most misunderstood procedures performed in the dental office. The name is often associated with pain when, in fact, exactly the opposite is true. An abscessed tooth is probably one of the more painful dental emergencies treated, and the pain is alleviated by root canal therapy.
The separation of powers is doctrine The separation of powers is a doctrine and not a legal rule. Under this doctrine the following three branches of government; legislature, executive and judiciary should have a clear separation to prevent abuse of power. The separation of powers is an internal process of institutionally controlling state power and also separation of powers is an important aspect of constitutionalism. The separation of powers doctrine is associated with Montesquieu. Montesquieu indicated separation of powers in the well known book, The Spirit of the Laws, stating “when legislative power is united with executive power in a single person or in a single body of the magistracy, there is no liberty , because one can fear that the same monarch or senate that makes tyrannical laws will execute them tyrannically. Nor is there liberty if the power of judging is not separate from executive power. If it were joined to legislative power, the power over the life and liberty of the citizens would be the legislator. If it were joined to executive power, the judge could have the force of an oppressor. All would be lost if the same man or the same body of principal man, wither or noble, or of the people, exercised these three powers: that of making the laws, that of executing public resolutions, and of judging the crimes or the disputes of individuals”. Montesquieu is trying to say, to avoid tyranny there should be a separation between the people and the functions, he thought it is important to create separate government states with equal but different powers. In such way the government can stay clear from placing too much power on one individual or a group of individuals. Also he indicated no branch of government could threaten the freedom of the citizens, if each branch could limit the power of the other two branches. The US constitutional is a prime example of separation of powers. The parliament system in the UK has no absolute doctrine in the UK. In the United Kingdom the three states are not fully separate or isolated. They interrelate with each other. Even the people involved are mostly but not completely separated. As mentioned above the following are the different powers of state in detail; The legislative function is the law-making body. In the UK the Queen has to approve for a law to become an Act of parliament. This is done by the Bills being passed through House of Commons and House of Lords and then to the Queen. In the United Kingdom parliament has no restrictions in creating legislation. No matter what the situation is the parliament can legislate, they can amend and repeal if needed to do so, even if the legislation had any rules and principles. With saying this, it means the judges in judiciary branch cannot hold an Act of Parliament to be unacceptable or unconstitutional. If legislation is found to be incompatible with the Human Rights Act 1998, it is down to parliament to decide what should occur next not the judges. Whilst parliament is in control they should not exceed their power to legislate in a way which would be inconsistent. Parliament is also in charge for controlling, removing and regulating its members. As mentioned the parliament is the main head of the British constitution. Through the use of sud judice resolution the parliament uncovers the main constitutional roles of the courts and the legislature. Parliament avoids criticising the individual judges through constitutional convention. This makes sure that parliament does not interrupt the court unless they will need to remove a judge. With constitutional convention the courts can also reject to find out the internal events of Parliament. Legislature and the judiciary do have some kind of separation as parliament does not appoint judges, as they can only remove. Section 1 of the House of Commons Disqualification Act 1975 disallows any full time judge from sitting in the House of Commons; this yet again is a separation between the two branches. The law lords were removed from parliament when the Constitutional Reform Act 2005 announced, to set up a new and separate supreme court for the law lords. The Supreme Court is legally separate from the parliament. The Executive function is the governmental function; this formulates and implements the law. The following bodies are included as the executive in the UK; the head of the executive, local authorities, her majesty's government including the prime minister, cabinet, junior governments whom are staffed by civil servants and also the police and armed forces. While the legislature make statutes, at the same time the executive introduce new laws into parliament. Once these are passed, legislation is put into effect. The executive have the power under the parliaments required authority (parent Act) to enact legislation. The executive must pass legislation which is intra vires; this is within the legal powers. The courts can reject the legislation if it goes beyond the purpose; this is known as ultra vires. The courts make sure they use their powers strictly for the right purposes so it is not abused. The checks on actions of executive are checked by the legislative and judiciary branches. The judiciary makes sure the executive do not exceed their power, this is done by judicial review. The members of the executive whom are not elected such as the police, armed forces, civil servants are not allowed to sit in the House of Commons. Section 1 of the House of Commons Disqualification Act 1975 prohibits this. The Judiciary function is a body which rules and settles legal disputes. This is by interpreting and applying law to a specific case beforehand. In the UK this is completed by the Judges. The judges have a very important position in developing common law, as we know parliament is supreme they can always legislate to alter or overrule common law. One important way in where the judges must interpret and apply the law is in ensuring that the executive does not exceed its powers, this is applied through judicial review for any decision or action taken place from executive. The judiciary must remain head of the executive. The Constitutional Reform Act 2005 disallows the executive from having any specific access to the judiciary. The executive have no rights to remove a judge, only parliament can. As mentioned above the judicial review is applied so the executive do not exceed there powers. The judiciary look into account for the following; when the executive passes law, make a law decision and exercise a public law judgement. Now we can see the judiciary are involved in another state. On the other hand the judiciary state could be viewed as separation of powers by the courts doing the checks and balance. This stays away from any abuse of executive power. The Queen is involved in all three states, she appoints government ministers in the executive branch, appoints judges in the judiciary branch and also she must be part of parliament as she has to give a Royal Assent to a bill to create a law. She is only a figure head. The Lord Chancellor is involved in the following; he is a part of the parliamentary executive and he historically was speaker of the House of Lords in the legislative branch, and in the executive branch he was a senior cabinet minister and head of a government. Also historically he used to sit as a judge in judiciary branch. Under the Constitutional Reform Act 2005 Lord Chancellor was no longer the head of the judiciary or be able to sit as judge in the judiciary branch. This Act states that it is “An Act to make provision for modifying the office of Lord Chancellor and to make provision relating to the functions of that office'. In the book, Studies in constitutional Law, Munro stated “In a variety of important ways, ideas of the separation of powers have shaped constitutional arrangements and influenced our constitutional thinking, and continue to do so. The separation in the British constitution, although not absolute, ought not to be lightly dismissed”. He stated this concerning the British constitution before the Constitutional Reform Act 2005. Overall as we can see the three branches are not officially separated as they carry out an overlap between them. The United Kingdom is slightly concerned with the separation of powers. As mentioned above, the Lord Chancellor and law lords will not have the same position as before through the constitutional Reform Act 2005 because. This is because it is trying to ensure the independence of judiciary. In the United Kingdom it is most likely that there will be no full separation of powers. If there was a separation of powers that would mean the executive would be apart from the legislature and that for example would require a new way of electing prime minister and etc. In the mean time I would assume the United Kingdom is not prepared for this. Montesquieu, C (2007). The Spirit of Laws. 14th ed. Bradley, A and Ewing, K : Pearson/ Longman, p84-85 Munro, C (1999). Studies in Constitutional Law. 2nd ed. Butterworths, p332 Parpworth, N (2008). Constitutional & Administrative Law. 5th ed. Oxford: Parpworth, N. p18-33. Ryan, M (2007). Unlocking Constitutional & Administrative Law 1se ed. London: Ryan, M. P 78 -118
3 Horizontal movements of the Earth’s Crust Takes place from compression and tensional forcesTension – stress tending to pull rock masses apartCompression – Stress tending to squeeze rock masses togetherResponsible for formation of fold mountains.As a result of compressional forces acting in 2 opposite directions, the crustal rocks bend and form a series of arches & troughs.This is known as folding of crustal rocks that usually occur in a zone where the crust is weak.The lines of fracture are known as faultsBoth Processes are result in mountain building 4 What is a Fold?A fold is a bend in rock strata resulting from compression of an area of the Earth’s crust .The severity of compression is indicated by the tightness of the folds.Since the compressional force is acting towards the centre, the intervening land rises up in a series of folds 5 Types of Folds: Anticline An anticline is a convex up fold in rock that resembles an arch like structure with the rock beds (or limbs) dipping way from the center of the structureNote how the rock layers dip away from the center of the fold are roughly symmetrical. 6 Types of Folds: Syncline A syncline is a fold where the rock layers are warped downwardBoth anticlines and synclines are the result of compressional stressNote how the rock layers dip toward the center of the fold and are roughly symmetrical 7 Synclinal folds in bedrock, near Saint-Godard-de-Lejeune, Canada 8 More Complex types of Folds More complex fold types can develop in situations where lateral pressures become greater. The greater pressure results in anticlines and synclines that are inclined and asymmetrical 9 Recumbent FoldA recumbent fold develops if the center of the fold moves from being once vertical to a horizontal positioncommonly found in the core of mountain ranges and indicate that compression and/or shear forces were stronger in one direction 10 Overthrust FaultExtreme stress and pressure can sometimes cause the rocks to shear along a plane of weakness creating a fault. We call the combination of a fault and a fold in a rock an overthrust fault 11 Fold MountainsThe compressional force exerted on the crust is a result of movement of earth’s plates.When the plates converge, the weak rocks and sediments lying between the 2 plates get squeezed and get folded.Parallel folds give rise to long chains of parallel mountain ranges with high peaks.The up-folds form fold mountains while the down folds form longitudinal valleys. 17 FaultingFaults are large scale internal movements causing large scale physical features especially mountains and valleysIf the force is moderate only cracks may appear in the rocks.The displacement that occurs results in formation of faults.Such fractures are divided into Joints & Faults.A joint is a fracture where a rock seems to be joined together without any movementit may become a fault when displacement takes place 18 Location of some of the major faults on the Earth. Where do you notice that a majority of the faults in the world occur? 19 Normal FaultNormal faults occur when tensional forces act in opposite directions and cause one slab of the rock to be displaced up and the other slab down 20 Reverse Fault Reverse faults develop when compressional forces exist Compression causes one block to be pushed up and over the other block. 21 Graben FaultA graben fault is produced when tensional stresses result in the subsidence of a block of rock. On a large scale these features are known as Rift Valleys 22 Rift Valleys (AKA Graben) Major relief feature of Faulting Activity is Rift Valley.A Rift Valley may be formed in two ways :(1) When the middle portion between two normal faults is dropped downward the sides remain stable.(2) When the middle portion remains stable and the two sides are raised upwardThese valleys have flat bottoms and steep sides 23 Example: Great Rift Valley, Africa Why is this important?Because the rapidly eroding highlands have filled the valley with sediments, a favorable environment for the preservation of remains has been created. The bones of several hominids ancestors of modern humans have been found there, including those of "Lucy“ 24 Ottawa-Bonnechere Graben The Ottawa-Bonnechere Graben (also known as the Ottawa Graben), with its branch the Timiskaming Graben, is an ancient rift valley in the Canadian Shield of Northeastern Ontario and Quebec, CanadaThis rift valley was formed when the Earth's crust moved downward about a kilometre between two major fault zones known as the Mattawa and Petawawa faultsThese ancient faults are still active and occasionally release stress in the form of earthquakes, such as the 1935 Timiskaming earthquake and the 2000 Kipawa earthquake.The length of the graben is about 700 km (435 mi)Runs from the Montreal area on the east to near Sudbury and Lake Nipissing on the west 29 Fault-Block Mountains Block mountains are another important feature of Faulting caused by the Tensional features in the Earth’s crustThe mechanism of formation of Block mountains is same as the Rift valleyThe Block mountains are often found on the sides of the Rift valleyIt is because the land between two parallel faults is either subsides to form a Rift valley or rises to form Block mountains 30 Strike-Slip (transform) Fault The final major type of fault is the strike-slip or transform fault. These faults are vertical in nature and are produced where the stresses are exerted parallel to each otherA well-known example of this type of fault is the San Andreas fault in California. 31 Challenge With the Fault Models can you demonstrate: A normal fault? A reverse fault?A graben fault?A horst fault? Your consent to our cookies if you continue to use this website.
Red foxes used to be a common animal in North America, especially in the Northeastern U.S. But coyotes have largely killed and chased them away. The unexpected result of this ecological shift: Lyme disease is increasing dramatically. The red fox feeds on small mammals, such as white-footed mice, short-tailed shrews and Eastern chipmunks, all of which transmit Lyme disease bacteria to ticks. Although scientists had once blamed a burgeoning deer population for the spread of ticks that carry Lyme disease, researchers at the University of California, Santa Cruz, now believe the decline of the red fox is largely responsible. “A new top predator has entered the northeast and has strong impact on the ecosystem,” says researcher Taal Levi. “Foxes often don’t build dens when coyotes are around. (Our study) found that where there once was an abundance of red foxes there is now an abundance of coyotes.” The loss of red foxes means an increase in the abundance of the smaller animals that serve as hosts for bacteria-carrying ticks. Red foxes may have once kept those populations under control. Ticks pick up the Lyme disease bacteria when they bite infected mice and later infect other animals including humans. Levi says tick nymphs, about the size of a sesame seed, carry the bacteria and are so small that many people who contract Lyme disease never know they’ve been bitten. Lyme disease can be treated with antibiotics if discovered early but if the disease persists, it can cause serious muscle and joint pain.
In the midst of the hot and humid Colombian rainforest a nearly naked man walks silently among the trees, looking for his next meal. Spotting a distracted monkey, the hunter readies his blowgun and darts. One shot will be enough. According to a first-hand account from 1825, the dart is “certain death to man or animal wounded by it”. That’s because it is laced with poison. Hunters from Colombia’s Embera tribe regularly hunted birds, monkeys and other small animals using poison darts. The poison came from bright yellow frogs just a few centimetres long.A single “golden poison frog” harbours enough poison to kill 10 grown men, making these frogs perhaps the most poisonous animals alive. They are one of many species of similarly toxic frogs, which are known as poison dart frogs. They are all small: the largest are no more than 6cm long, and some are just 1.5 cm. How did these tiny, beautiful creatures become so poisonous, and why? Poison dart frogs are so lethal, native hunters once used them to make, well, poison darts. Why are these beautiful animals so deadly? Her team collected strawberry poison dart frogs from western Panama, and measured how toxic the frogs’ skin chemicals were. She also measured their colours precisely, using an instrument called a spectrophotometer, and determined how easily predatory birds could detect them. As before, the brighter frogs were more toxic, and Cummings’ calculations suggested they were also more conspicuous to the birds. “This relationship informs potential predators, such as birds, just how much of a punch these frogs deliver,” says Cummings. Back in 2006, she also showed that predatory birds quickly learn to avoid the colourful frogs. Clearly, being poisonous is advantageous to the frogs. The question is, how did they become so lethal? Poison dart frogs all belong to the same family of frogs, the dendrobatids. The group was born some 40-45 million years ago, somewhere in the forests of northern South America, says Juan Santos of the University of British Columbia in Vancouver, Canada. “During this time most of South America was warm and covered with tropical forest, and the Andes were not higher than 2500m above sea level.” The poison dart frogs’ ancestors were not poisonous, and nor were they colourful or small, says Santos. In a study published in 2003, Santos attempted to trace the ancestry of the frogs by examining their genes. The results are not definitive, but it seems the frogs are descended from something like a true toad, complete with warts. This common ancestor was probably “diurnal”, meaning it was active during the day, says Santos. Most of the 300 known poison dart frogs are diurnal, whereas most other frogs, including all of the poison dart frogs’ likely ancestors, are active at night. “We expect that diurnality is derived from a nocturnal ancestor,” says Santos. In that respect, modern poison dart frogs are similar to their last common ancestor. But in another respect, the ancestor was completely different: it wasn’t poisonous at all. “The origins of toxicity are more complicated,” says Santos. The poison evolved some time after the origin of the poison dart frog lineage, according to Santos’ data, and different groups evolved it at different times. “There are between 4 and 5 independent origins,” says Santos. The first was around 30 million years ago, while the most recent was just 2.5 million years ago. The key to the story is that the frogs don’t make the poisons themselves. They get them from animals like ants that they eat. “These prey items are the main source of poison frogs’ toxins,” says Santos. The ancestors of poison dart frogs may have started eating toxic ants by sheer chance, and begun harbouring the poisons in their bodies. Some of the key chemicals on the frogs’ skin have been traced to ants, beetles and millipedes. This seems to fit with Santos’s claim that the frogs acquired the ability to make poison on several different occasions. “Most of these origins are associated with locations that were, or are, covered with dense tropical rainforest with enough diversity of ants and mites,” says Santos. These early poison dart frogs had a big problem: not being poisoned themselves. It is not yet clear how they managed to withstand and retain the poison, says Summers. One idea is that they had a high metabolic rate, meaning their bodies could process nutrients and other chemicals quickly. “The high metabolic rate could have been crucial in allowing members of this lineage to withstand and process the toxins,” says Summers. In effect, the frogs were “pre-adapted”. That may explain how the frogs became so poisonous, but why did they do it? Rainforests are dangerous places, with many predators out to eat a tasty frog. But many similarly small animals have found less extreme ways to survive, such as camouflaging themselves. There may have been something specific about the poison dart frogs’ ancestors that made them predisposed to defend themselves using poison. Or it could be largely down to luck, says Summers. Whatever the truth, nowadays the frogs are not the only ones benefiting from their poisons. Neuroscientists are studying the toxins in the hope of designing new drugs. “It’s not that the compounds cause toxic effects that is of interest here,” says Richard Fitch of Indiana State University in Terre Haute. “It’s the way they do it that is useful to the scientist and physician.” There is precedent for this. Some alkaloids turn out to have anticancer activity, while others serve as stimulants similar to caffeine. Epibatidine and phantasmidine are prime examples. They may be lethal, but they also both numb pain. They act on the same receptors on our brain cells that respond to nicotine. You wouldn’t give phantasmidine to someone who’s in pain, but by studying its structure and chemistry it may be possible to design better pain-killing drugs. Fitch and his team are developing upgraded versions of phantasmidine that are similar enough to still ease pain, but without the toxicity. “If we can cut the key just right, we get the activity we want,” says Fitch. “That’s perhaps a tall order, as we don’t quite know what the lock looks like, but we have a key and that’s a start.” This new use for poison dart frogs may well have replaced their previous one. The practice of using them to make poison darts was in decline as early as the 1970s. It’s difficult to tell if the Embera people still do it, says Summers, because the area where they live is “remote and very dangerous because of guerilla activity”. If no one is making poison darts anymore, that’s good news for the frogs: at least they aren’t being pierced with sticks. But like many amphibians, poison dart frogs are vulnerable to extinction. The forests they live in have been hacked back, and a fungus called chytridiomycosis is killing them by infecting their skin. Might their poisons offer them any protection? The skin of strawberry poison dart frogs can fend off some bacteria and fungi,according to a study published in January 2015. But that doesn’t necessarily mean it can fight off the chytrid fungus. “At this point, we do not know if the alkaloids in dart poison frogs offer them any protection from chytrid,” says Saporito. “This is something we are beginning to actively study in my lab.” It seems unlikely that the poisons will be enough to save the frogs, but they might at least buy some time. – BBC Earth
There are several types of pronouns, but most of us are concerned with nominative, objective, possessive, and reflexive (or compound). Nominative pronouns can only be used as the subject of a verb or a sentence. Objective pronouns can only be used as the object of a verb, sentence, or preposition. Reflexive pronouns can only be used to direct action back to the subject (think mirror image) or as intensifiers. To decide which pronoun to use, many times it’s enough to just focus on them one at a time (ignore any others). Once you’ve chosen the correct pronoun, keep the form when you add back the other people. Here’s how to do it! Nominative pronouns are the subject of the verb. Her / She and her mother went to the movies. Although it’s tempting to choose “Her” at the beginning of the sentence, it doesn’t work here. To make the right choice, ignore the words “and her mother.” Would you really say, “Her went to the movies”? No, you wouldn’t. You’d say, “She went to the movies.” So, when you add back “her mother,” the complete sentence is “She and her mother went to the movies.” Bill and I / me went out. Here, delete “Bill and.” Would you ever say “Me went out”? Probably not. You’d say “I went out.” So the sentence must be “Bill and I went out.” She’s older than me / I. While most of us say, “She’s older than me,” it’s wrong. What’s missing is the verb at the end of the sentence, and even if we neither write nor say this verb, it governs the choice of the pronoun. The real sentence with the verb is “She’s older than I am.” (It’s bigger than we are. It’s smaller than he was.) Can you ever end with the objective form in this type of sentence? Yes. It all depends on exactly what you mean. - Jack likes Fred better than me / I. - Could be “Jack likes Fred better than (he likes) me. - Could be “Jack likes Fred better than I (do). For clarity in this type of situation, write the sentence out completely. Objective pronouns are the object of a verb or a preposition. Jon asked Liz and I / me to go with him/he and Sharon. First, remove Liz. You’re left with “Jon asked I” or “Jon asked me.” You know that “me” is right. (Would you ever say “Jon asked I”?) Not likely. Your second choice involves him / he. “Jon asked Liz to go with him.” Because “with” is a preposition, and because 99% of the time pronouns following prepositions will be objective case, you must use him. Full sentence: Jon asked Liz and me to go with him and Sharon. Reflexive pronouns must reflect back to the subject, referring to the same person. They’re used as a mirror image of the subject. Jon asked Mary and myself / me to join him. There are two ways to decide which is correct. Either remove “Mary and,” and choose between “myself/me” alone, or ask yourself if “Jon” and “myself” are the same person. And they are not. The correct sentence is “Jon asked Mary and me to join him.” You can say “Jon cut himself while shaving.” (Jon and himself are the same person.) Reflexive pronouns are also used as intensifiers — making a statement stronger and more certain by the repetition. For example: I myself saw Joan fall down.
5 ways to help children reduce stress Click each arrows below and learn more. Get enough rest - Children ages 4 through 6 years need about 10 to 12 hours of - Children ages 7 through 12 years need about 10 to 11 hours of sleep. - A week or two before school begins, have your children go to bed at a set bedtime and wake- up at the time they will need to wake for school. - It is also helpful to get back into the school routine a few days before children need to return from Know what to expect in new situations - Think about any experience that makes your children worry and walk through the activity together. - For example, if children are uncomfortable about going to a friend’s birthday party, drive or walk to the home ahead of time so the location is familiar, offer to take your child’s friend to the party so your child knows someone as soon as arriving at the party; practice things to say to the birthday child and the parent (thank you for inviting me); talk about what to say if offered food that isn’t wanted, etc. - Let children know it is okay to make mistakes and talk to them about how we can learn from mistakes. Let them know they don’t need to be perfect, just do their best. Avoid too many activities or responsibilities - Have your children select the one or few activities that are most enjoyable and important to them rather than do as many as possible. - Be sure you give children tasks that they can do as their jobs and be sure you don’t give them tasks that are adults should do (e.g., getting younger brothers and sisters ready for Find healthy ways to deal with stress - Getting rid of stress through action (e.g., exercise, sports) can help some children. Others may need to find a space to be alone and have some quiet time. Give your children some time to ‘let off steam’ or ‘collect their thoughts’, and be sure you give them time to talk to you so you can learn what is bothering them. - Teach them calming breathing techniques and remember to use them yourself. - Be a good example of how to deal with stress. Be sure to avoid reacting in an angry manner when you have had a "bad day." - It can be difficult when children worry about things you feel may not be a problem. But be sure your children know you will support them and help find ways to "get
Photovoltaic cells are becoming cheaper and more efficient each year, but there are still some questions regarding their long-term sustainability. Most technologies involve the use of elements that may be limited in supply, toxic, expensive, and difficult to recycle, which may ultimately limit our ability to produce them on the sorts of scales that a wholly renewable energy economy would require. One possible alternative to the traditional hardware is the use of biological materials, which are invariably comprised of abundant elements, and are produced in bulk by organisms simply as part of their normal life. The main downside of biologicals has been that they're far less stable than solid-state devices, which can last for decades. But a study released by Nature Chemistry indicates that it's possible to use an organism's own self-repair systems to keep proteins operating long past the end of their normal lifespan. Compared to some of the best devices on the market today, the systems cells used to harvest sunlight during photosynthesis aren't very efficient. But they do have two major advantages. Since life evolved to rely on some of the most abundant elements around—primarily carbon, hydrogen, nitrogen, and oxygen—producing more of them and recycling damaged components is incredibly simple. It also partially eliminates the manufacturing issues, since bacteria will happily pump out more of the light-harvesting proteins each time they divide. That doesn't mean there's a requirement for some hardware to support the proteins, but this is generally simpler and cheaper than the hardware used to harvest light. So, why aren't we all getting our power from bacteria-based devices? Because proteins have a fairly short lifespan in the cell, which devotes lots of energy to identifying damaged ones and destroying them, recycling their components in the process. Instead of decades of useful time, you'd be lucky to find a protein that lasted a week outside of the cell. That's why some people are looking into using entire bacteria for the production of energy. The new research is based on our understanding of how damaged photosynthetic proteins are handled by bacteria. When one of these proteins is damaged (specifically, protein D1 of photosystem II), the entire complex ends up changing its structure. That pops it out of its normal membrane home, and makes the whole photosystem more prone to falling apart. The undamaged components can spontaneously form a new complex with an undamaged protein, and get right back to work; the damaged components are then recycled. Since many of the steps involved occur spontaneously, the authors reasoned, it should be possible to do something similar outside the cell. Of course, to determine whether it was effective, they first had to create a functional solar device that uses photosystem II proteins. The proteins are normally buried in a membrane, so they started with a collection of chemicals called phospholipids, which normally comprise part of a cell's membrane. These will spontaneously form spheres in water, which wasn't entirely convenient, so the authors added a protein that reshaped the membrane, flattening the sphere into a disk. Each disk contains a single copy of photosystem II. Placed in a solution with carbon nanotubes, the opposite side of the disk will spontaneously stick to the surface of the tubes. Conveniently, the arrangement causes a key site in photosystem II—the place where a charge difference develops in response to light—right next to the surface of the carbon nanotube. Since nanotubes conduct currents very well, that allows them to harvest the charge difference to perform useful work. The authors produced a cell that has a metal electrode to counter the carbon nanotube/protein/membrane mesh, with a solution containing charge carriers (both chemicals and other photosynthetic proteins). When exposed to light of the appropriate wavelength, a photocurrent was produced by the device. Unfortunately, as expected, they quickly succumbed to light-driven damage; within five hours, the level of the photocurrent dropped to half its peak value. This is where the self-repair comes in. The authors simply added a bit of detergent to the solution, and its ability to generate a photocurrent plunged, suggesting the detergent had disrupted photosystem II. They then added a bit more proteins, and pulled the detergent back out of the solution by dialysis. As predicted, any damaged proteins were not incorporated into the newly reformed photosynthetic complexes. Performance went right back to its initial peak once the detergent was gone before declining again along a similar trajectory. This behavior kept going through at least four cycles of detergent addition, with the system regenerating to the same peak each time. Even though the regeneration process takes eight hours (during which time no current is generated), the overall efficiency of the system went up to three times what it would have been if left running for the entire length of time. The authors also say that there seems to be no apparent limit to haw many times the system can survive the regeneration process, since any damaged proteins and lipids simply end up removed. Don't expect to buy one of these any time soon, though. It still takes a lot of work to harvest the proteins from bacteria in the first place, and the system's efficiency isn't brilliant. But those are things that could potentially be optimized, and there's little doubt that the researchers are likely to be working very hard at doing so.
Heatwaves, flooding, hurricanes and expanding deserts - scientists believe they are all indications that the Earth is undergoing climate change. Most scientists agree the earth is now getting hotter, and at a faster rate than any observed before. And it's human activity which is being blamed. The Big Question: What is happening to the earth's temperature? Suraje Dessai, is a graduate student at the Tyndall Centre, a leading climate change research institution. He tells The Big Question that the 20th Century saw an average increase in temperature around the world of between 0.2 to 0.6 Celsius. In its last report in 2001, the Intergovernmental Panel on Climate Change (IPCC) predicted that from 1990 to 2100 average surface temperatures are projected to rise by between 1.4 to 5.8 Celsius. Emma meets Professor Phil Jones at the Tyndall Centre, who tells her it is not the first time the earth's temperature has changed. Our climate has always varied, but in the past those changes are thought to have been due to natural causes. Professor Jones charts variations in temperature over thousands of years by documenting differences in tree rings and ice cores. So the earth is getting hotter. Why? All the evidence suggests that most of the warming observed over the past 50 years is down to human activity. In the 2001 IPPC report , the finger is pointed clearly at mankind. The way we live is making the earth hotter -- emissions of carbon dioxide and other 'greenhouse gases' in the atmosphere have risen steeply since the industrial revolution. The burning of fossil fuels, deforestation and other human activities, spurred on by economic and population growth, have boosted these gases. Without any of those greenhouse gases at all, the earth would be substantially colder than it is now. But with levels of these gases rising, the result is global warming - they form a blanket that prevents heat from the earth escaping into space. One of the results of climate change is a rising sea level. The IPCC predicts that between 1990 and 2100, sea levels will rise by between 0.1 to 0.9 metres. Some areas of the world are already suffering flooding and erosion. Emma travels to the East Anglian coastline in the UK, where some people have lost their homes as the cliffs they were built on crumbled into the waves. Pat Gowen, the head of the North Sea Action Group, used to own a bungalow by the sea. In 1988, it fell into the sea. Among other factors, he blames global warming. Whole ecosystems are under threat from climate change - including Fynbos in South Africa, known as the Cape Floral Kingdom. Dr Guy Midgley from the National Botanical Institute tells The Big Question that even species in protected areas are under threat from climate change. This edition of The Big Question was first broadcast on 24th July 2004 The BBC and the Open University are not responsible for the content of external websites
Write a paragraph Writing a reaction or response essay: the introduction should contain all the basic information in one or two paragraphs sentence 1: this sentence should give the title, author, and publication you read write the thesis statement first. How to write a paragraph the practice of writing paragraphs is essential to good writing paragraphs help to break up large chunks of text and makes the content easier for readers to digest they guide the reader through your argument by. In the writing with purpose section of the pattern based writing: quick & easy essay program, students learn to apply their new writing strategies to different types (or modes) of writing the truth is -- it's quite easy to get students writing many different types of paragraphs when they have. Find and save ideas about topic sentences on pinterest \| see more ideas about teaching paragraphs, paragraph writing and topic sentence starters. Structure of the paragraph body the body of the paragraph is the support for the topic sentence supporting sentences are details or chronological organization is typical of, although not limited to, narrative writing the following paragraph is an example of one organized chronologically. : writing a five sentence paragraph. What this handout is about this handout will help you figure out what your college instructors expect when they give you a writing assignment it will tell you how and why to move beyond the five-paragraph themes you learned to continued. Writing gets a lot easier when you have an organized plan and just need to fill in the blanks use an outline to assemble a strong five-sentence paragraph. This page explores the ins and outs of introductory, transitional, and concluding paragraphs for general guidelines for paragraph writing, see the write right on paragraph unity, coherence, and development. This song and lesson explain the steps to writing a good paragraph. Paragraphs: academic writing academic paragraphs are the body paragraphs of your essay and account for about 90% of your word count and marks. Paragraph writing practice gets kids writing, encouraging them to practice different writing styles as they write paragraphs using their spelling and/or. The topic sentence is important for good academic and business writing check out these examples of topic sentences and learn to communicate more the topic sentence is a sentence that is used at the beginning of a paragraph to tell the reader what it is that you are going to be. Lessons & activities the following lessons are ones that i developed to teach my students how to write a paragraph i hope you find them useful. Write a paragraph How to write a paragraph the easiest but the most efficient way based on the three major parts notably the topic sentence, the supporting details and the concluding sentence. Owl writing tips - the eleven sentence paragraph handout four steps for effective writing make a point support the point with specific evidence organize and connect the specific evidence write clear, error-free sentences four bases for evaluating writing unity. Writing a developed and detailed conclusion it is important to have a strong conclusion, since this is the last chance you have to make an impression on your reader. - In the body of the essay, all the preparation up to this point comes to fruition the topic you have chosen must now be explained, described, or argued. - Many of so-called write coursework boyfriend paragraphs claim to provide original works created by professional writers most often, a food essay is assigned. - Back to helpful esl links tips for writing a paragraph characteristics of a good paragraph: topic sentence, which includes the topic and a controlling idea. Can your students write paragraphs that include a topic sentence, supporting details, and a concluding sentence use these ideas to teach your students the art of writing paragraphs. Writing paragraphs are in fact the most basic structure in any writing so understanding how to write effective and intriguing paragraphs can improve your writing greatly so let's discover how to write a good paragraph what is a paragraph a paragraph is a piece of writing that consists of. A classic format for compositions is the five-paragraph essay it is not the only format for writing an essay, of course, but it is a useful model for you to keep in mind, especially as you begin to develop your composition skills. Yum, this paragraph is making me hungry with this introductory worksheet, your student will learn how to write a paragraph. A company paragraph or blurb describes a company in a short engaging way to encourage consumers to buy into the company vision.
A system of rapid handwriting employing symbols to represent words, phrases, and letters. (noun) A system, form, or instance of abbreviated or formulaic reference: "The classical error is to regard a scientific law as only a shorthand for its instances” ( Jacob Bronowski). (noun) Examples of word shorthand Without the webkit, moz, and o declarations, the full rule (not in shorthand) would be: In order, the properties set in shorthand are the property to be transitioned (color), the duration of the transition (.5 second), and the type of transition (ease-in). All other letters were rubber-stamped by Mr. Blake, who, also, in shorthand, in the course of the hour, put down the indicated answers to many letters and received the formula designations of reply to many other letters. He studied book - keeping and type-writing, and he paid for lessons in shorthand by dictating at night to a court reporter who needed practice. But this shorthand is Orwellian doublespeak that turns victim into perpetrator and distorts history.
The temperature of the earth is governed by physics, namely the Stefan-Boltzmann law which states that the amount of energy radiated is proportional to the fourth power of its temperature. ERad = SB * Temp^4. Or Temp = (ERad/SB)^0.25 ERad is the amount of energy radiated to outer space in watts/meter^2 SB is the Stefan-Boltzmann constant is 5.670 x 10-8 Watt/meter^2 Kelvin^2 Temp is the absolute temperature (kelvin) at which the radiation is emitted. For Earth at equilibrium, the amount of energy radiated should equal the amount of energy received from the sun. However, the Earth is not at equilibrium and is actually receiving slightly more energy that it is emitting. This is why the earth is warming. If the earth were in equilibrium, then the amount of energy being radiated would equal the amount received from the sun. That is ERad would be a constant and a function of average Total Solar Irradiance (TSI) and albedo (a). ERad = TSI*(1- a)/4 TSI is 1365.5 Watts/meter^2 a is albedo which is 0.3 for Earth So, ERad is approximately 237 Watts/meter^2. Putting this altogether yields an Earth Temperature of 254°K (-18°C or -1°F). This temperature corresponds to the atmospheres temperature at about 5 kilometers above the surface (16,000ft). It is at this elevation where the earth's atmosphere can radiate to outer space approximately the same amount of energy it receives from the sun. Temperatures at lower elevations are generally much warmer due to the greenhouse effect, which makes it difficult for the atmosphere to radiate infrared energy at lower elevations. Greenhouse gases inhibit radiation to such an extent, that convection of heat is the dominate mechanism for transporting energy from the surface to elevations where it can be effectively radiated to outer space. The earth radiates primarly in the infrared which is the predominate wavelength at 254°K and nfrared is invisible to humans. If there were no greenhouse gases, then earths surface temperature would become so cold that the oceans would freeze. This in turn would raise the earths albedo and reflect more energy directly to outer space. In turn the Stefan-Boltzmann law would drive the temperature even colder and we would end up living on a giant snowball.However, the earths atmosphere does have greenhouse gases. In particular CO2, which warms the atmosphere enough so that water can exist as a vapor. Since water vapor is also a greenhouse gas, together these greenhouse gases have warmed earths surface to about 287°K (14°C or 57°F). While CO2 may comprise just a small fraction of the atmosphere, it behaves like a dye in that it absorbs infrared energy very well.Finally, the earths temperature is not in equilibrium. The earth is absorbing about 1.5 watt/meter^2 more energy than it is emitting. This in turn is warming the atmosphere, oceans, land, snow and ice. By far, most of the extra heat is going into the oceans. The oceans have a tremendous capacity for storing heat and it will take a long time before they reach equilibrium. When equilibrium is eventually reached, there will be more evaporation of water and the atmosphere will become thicker from increased amount of water vapor. This will result in warmer surface temperatures and a higher elevation at which the earth can radiate to outer space. I’m not the first person to figure this all out. In fact, an intergovernmental panel of climate change scientist (IPCC) have been studying this subject intently for well over 20 years. The IPCC has carefully reviewed many scientific studies and have published their latest assessment here: What has been concluded (TS.4.5 on page 64) is that the earths temperature is sensitive to changes of CO2 concentration. In particular, equilibrium change is likely to be in the range 2°C to 4.5°C per doubling of CO2, with a best estimate value of about 3°C.
\|This article needs additional citations for verification. (December 2009)\| The Bell states are a concept in quantum information science and represent the most simple examples of entanglement. They are named after John S. Bell because they are the subject of his famous Bell inequality. An EPR pair is a pair of qubits which are in a Bell state together, that is, entangled with each other. Unlike classical phenomena such as the nuclear, electromagnetic, and gravitational fields, entanglement is invariant under distance of separation and is not subject to relativistic limitations such as the speed of light[vague]. The Bell states The degree to which a state is entangled is monotonically measured by the Von Neumann entropy of the reduced density operator of a state. The Von Neumann entropy of a pure state is zero - also for the bell states which are specific pure states. But the Von Neumann entropy of the reduced density operator of the Bell states is maximal In order to explain this, it is important to first look at the Bell state : This expression means the following: The qubit held by Alice (subscript "A") can be 0 as well as 1. If Alice measured her qubit in the standard basis the outcome would be perfectly random, either possibility having probability 1/2. But if Bob then measured his qubit, the outcome would be the same as the one Alice got. So, if Bob measured, he would also get a random outcome on first sight, but if Alice and Bob communicated they would find out that, although the outcomes seemed random, they are correlated. So far, this is nothing special: maybe the two particles "agreed" in advance, when the pair was created (before the qubits were separated), which outcome they would show in case of a measurement. Hence, followed Einstein, Podolsky, and Rosen in 1935 in their famous "EPR paper", there is something missing in the description of the qubit pair given above—namely this "agreement", called more formally a hidden variable. But quantum mechanics allows qubits to be in quantum superposition—i.e. in 0 and 1 simultaneously—that is, a linear combination of the two classical states—for example, the states or . If Alice and Bob chose to measure in this basis, i.e. check whether their qubit were or , they would find the same correlations as above. That is because the Bell state can be formally rewritten as follows: Note that this is still the same state. John S. Bell showed in his famous paper of 1964 by using simple probability theory arguments that these correlations cannot be perfect in case of "pre-agreement" stored in some hidden variables—but that quantum mechanics predict perfect correlations. In a more formal and refined formulation known as the Bell-CHSH inequality, this would be stated such that a certain correlation measure cannot exceed the value 2 according to reasoning assuming local "hidden variable" theory (sort of common-sense) physics, but quantum mechanics predicts . There are three specific other states of two qubits which are also regarded as Bell states and which lead to this maximal value of . The four are known as the four maximally entangled two-qubit Bell states: Bell state measurement The Bell measurement is an important concept in quantum information science: It is a joint quantum-mechanical measurement of two qubits that determines which of the four Bell states the two qubits are in. If the qubits were not in a Bell state before, they get projected into a Bell state (according to the projection rule of quantum measurements), and as Bell states are entangled, a Bell measurement is an entangling operation. Bell-state measurement is the crucial step in quantum teleportation. The result of a Bell-state measurement is used by one's co-conspirator to reconstruct the original state of a teleported particle from half of an entangled pair (the "quantum channel") that was previously shared between the two ends. Experiments which utilize so-called "linear evolution, local measurement" techniques cannot realize a complete Bell state measurement. Linear evolution means that the detection apparatus acts on each particle independently from the state or evolution of the other, and local measurement means that each particle is localized at a particular detector registering a "click" to indicate that a particle has been detected. Such devices can be constructed, for example, from mirrors, beam splitters, and wave plates, and are attractive from an experimental perspective because they are easy to use and have a high measurement cross-section. For entanglement in a single qubit variable, only three distinct classes out of four Bell states are distinguishable using such linear optical techniques. This means two Bell states cannot be distinguished from each other, limiting the efficiency of quantum communication protocols such as teleportation. If a Bell state is measured from this ambiguous class, the teleportation event fails. Entangling particles in multiple qubit variables, such as (for photonic systems) polarization and a two-element subset of orbital angular momentum states, allows the experimenter to trace over one variable and achieve a complete Bell state measurement in the other. Leveraging so-called hyper-entangled systems thus has an advantage for teleportation. It also has advantages for other protocols such as superdense coding, in which hyper-entanglement increases the channel capacity. In general, for hyper-entanglement in variables, one can distinguish between at most classes out of Bell states using linear optical techniques. - Nielsen, Michael A.; Chuang, Isaac L. (2000), Quantum computation and quantum information, Cambridge University Press, ISBN 978-0-521-63503-5, pp. 25. - Kaye, Phillip; Laflamme, Raymond; Mosca, Michele (2007), An introduction to quantum computing, Oxford University Press, ISBN 978-0-19-857049-3, pp. 75. - On the Einstein Podolsky and Rosen paradox, Bell System Technical Journal, 1964. - Quantum Entanglement in Electron Optics: Generation, Characterization, and Applications, Naresh Chandra, Rama Ghosh, Springer, 2013, ISBN 3642240704, p. 43, Google Books - Kwiat, Weinfurter. "Embedded Bell State Analysis" - Pisenti, Gaebler, Lynn. "Distinguishability of Hyper-Entangled Bell States by Linear Evolution and Local Measurement"
The presence of artificial street lights can alter the behavior of ground-dwelling invertebrates and insects and ultimately change the structure and function of some ecosystems, according to a new study. In a series of tests in Cornwall in western England, researchers from the University of Exeter used 28 traps to capture 1,200 animals on the ground beneath street lights and in darker areas between the lights. According to their findings, published in the journal Biology Letters, invertebrate predators and scavengers were more common underneath the lights, even during the daylight hours. Thomas Davies, a researcher at the University of Exeter and lead author of the study, said these findings suggest that nocturnal behavior is affecting habitat preference overall, and could have implications for critical ecosystem services, including pollination and the breakdown of organic matter. “It’s amazing how long we’ve been using street lighting and artificial lighting, and how little research has been done on the impact of those lights on the environment,” he told BBC News.
What’s the difference between a paraplegic and a quadriplegic? What’s the difference between a Paraplegic and a quadriplegic? Spinal cord injuries occur when there’s damage to the spinal cord. The result is loss of function, usually in mobility or feeling. Severe injuries that occur in the neck usually result in Quadriplegia, which is paralysis from about the shoulders down. Typically, the higher the neck injury, the more Disability there is. Quadriplegics lack the ability to move their arms and legs, and some may require a Ventilator to breathe. Paraplegics have an injury further down the spinal cord and experience a loss of sensation and movement in their legs and in part or all of their trunk. In many cases, there is some use of their hands or arms. Depending on the extent of the injury and whether the damage is permanent, there may be a loss of bladder and bowel control. More than 54 percent of spinal cord injuries are the result of vehicular collisions. More than a quarter result from other medical conditions and sports injuries. Falls make up about 18 percent. In addition to quadriplegic and paraplegic, the terms “complete” and “incomplete” are used to describe the type of spinal cord injury. Complete injuries result in total loss of sensation and movement below the injury. Both sides of the body are affected equally. Incomplete injuries result in partial loss of feeling and function below the injury. For example, someone with an Incomplete Injury may be able to move one limb more than another or feel a part of the body that can’t be moved. Complete and incomplete injuries can occur in Paraplegia and quadriplegia. Other effects may include low blood pressure, inability to regulate blood pressure, reduced control of body temperature and inability to sweat below the injury. Sources: National Spinal Cord Injury Association, Spinal Cord Injury Information
This section contains 30 daily lessons. Each one has a specific objective and offers at least three (often more) ways to teach that objective. Lessons include classroom discussions, group and partner activities, in-class handouts, individual writing assignments, at least one homework assignment, class participation exercises and other ways to teach students about the text in a classroom setting. Use some or all of the suggestions provided to work with your students in the classroom and help them understand the text. Objective: Chapter 1 The student will take notes on the novel, GOOD-BYE COLUMBUS and its author, Philip Roth. The student will participate in a discussion of socio-economic classes in a capitalist society. 1) 1. Teacher will give pertinent information to the students about Roth. [Things to mention: Sexual angst in Jewish young men; Desire to separate from Jewish religion but retain Jewish identity; Political satire; Alter ego Nathan Zuckerman; National Book... This section contains 5,848 words (approx. 20 pages at 300 words per page)
The Epic Narrative, Lyric Poetry ,Tragedy ,Comedy ,History ,Rhetoric and Oratory, Philosophical Prose. I will be dealing with just four , namely : The Epic Narrative: Includes The Iliad and the Odyssey by Homer. The characteristics of an Epic narrative are : - Begins in medias res.(A narrative work beginning in medias res opens in the midst of action.Works that employ in medias res often, though not always, subsequently use flashback and nonlinear narrative for exposition of earlier events in order to fill in the backstory. For example, in Homer’s Odyssey, we first learn about Odysseus’ journey when he is held captive on Calypso’s island. - The setting is vast, covering many nations, the world or the universe. - Begins with an invocation to a muse (epic invocation). - Begins with a statement of the theme. - Includes the use of epithets. - Contains long lists, called an epic catalogue. - Features long and formal speeches. - Shows divine intervention on human affairs. - Features heroes that embody the values of the civilization. - Often features the tragic hero’s descent into the Underworld or hell. Lyric poetry- Remember Hesiod Here! ‘Lyric’ indicates that these poems were conceived of as belonging to the tradition of poetry sung or chanted to the accompaniment of the lyre, also known as melic poetry (from melos, “song”; compare English “melody”). The themes of Greek lyric include “politics, war, sports, drinking, money, youth, old age, death, the heroic past, the gods,” and hetero- and homosexual love.”In the 3rd century BC, the encyclopedic movement at Alexandria produced a canon of the nine melic poets: Alcaeus, Alcman, Anacreon, Bacchylides, Ibycus, Pindar, Sappho, Simonides, and Stesichorus From replying to the chorus (Also called dithyramb) in honour of the god Dionysus, tragedy was born . The dithyramb had elements of the Satyr plays (were an ancient Greek form of tragicomedy,similar in the bawdy spirit of the burlesque source:https://en.wikipedia.org/wiki/Satyr_play) . Arion of Lesbos, who is said to have worked at Corinth in about 600, is credited with being the first to write narrative poetry in this medium. Important names :Thespis , Aeschylus ,Sophocles, Euripides. Also originated from the worship of Dionysus . Full of obsenity with the aim of criticizing evil, it had a part called “Parabasis” where the chorus was cut short to address societal ills . Actors were usually those who had suffered from abuse or tyranny from the oppressors they were commenting on . Old Comedy survives today largely in the form of the eleven surviving plays of Aristophanes, while Middle Comedy is largely lost, i.e. preserved only in relatively short fragments by authors such as Athenaeus of Naucratis. New Comedy is known primarily from the substantial papyrus fragments of Menander.(source :https://en.wikipedia.org/wiki/Ancient_Greek_comedy)
7 Surprising Facts About Penguins Every April 25th, penguin-lovers across the globe celebrate World Penguin Day. And, with their quirky personalities, unimaginable habitats and dapper good looks, it’s no wonder these adorable birds have earned their very own holiday. Read on for fascinating facts about one of the planet’s most beloved creatures. 1. Penguins have been around for a long time; the oldest fossil dates back 60 to 62 million years — just after the extinction of the dinosaurs. In fact, the discovery of this fossil has led credence to the theory that birds, including these ancient penguin ancestors, began to evolve while dinosaurs were still roaming the earth, not after their demise. Like their descendants, these birds waddled, couldn’t fly, and stayed close to the sea for their meals. 2. The largest penguin to ever roam the earth, the anthropornis, lived about 35 to 47 million years ago. And, boy, were they big: measuring in at about 6 feet tall and weighing 200 pounds, this ancient penguin lived in and around Antarctica and New Zealand. 3. Believe it or not, waddling is actually the quickest way for penguins to get around on land. With large bodies and feet, but short legs, waddling back-and-forth is the quickest, most energy efficient way for penguins to move. Where penguins really get moving is under the water — penguins are the fastest, and deepest diving birds on the planet. 4. Sure, there may be ice as far as the eye can see in Antarctica, but it doesn’t provide much in the way of fresh water. So what’s a thirsty penguin to do? Drink salt water! Sea penguins have a gland above their eyes that helps them expel all that salt through their sinuses. Yep, you got that right — penguins sneeze out salt. 5. Think Minnesota in January is rough? Ha! That’s practically tropical for the famed emperor penguins. These tough birds arguably endure the most brutal weather conditions of any creatures on the planet. During the winter, when the emperor penguins are breeding, temperatures in Antarctica can drop to a bone-chilling -40 Degrees F, with wind chills as low as -75 degrees F. 6. Of the 17-19 penguin species currently living on the planet, 13 are considered vulnerable or endangered. The most at risk is the Galapagos Penguin, the only species that will travel north of the equator. The population decreased dramatically in the 1980s due to el Nino; today, there are estimated to be under 2,000 birds remaining on the islands. 7. A 2008 study conducted by the World Wildlife Fund (WWF) found that, if climate change continues at its current rate, roughly half of the world’s emperor penguins and 3/4 of the world’s Adelie Penguins could disappear. Unless drastic measures are taken, a rapidly warming climate will continue to melt the ice that the penguins’ call home. And it’s already happening — remember that colony of emperor penguins from March of the Penguins? Over half of the population has disappeared since filming. There is one sliver of good news, however. Earlier this year, the U.S. Fish and Wildlife Service announced that it will consider adding the Emperor Penguin to its list of endangered species — which would add a number of protections to help preserve these precious animals. Help a penguin out: Tell the U.S. Fish and Wildlife Service to give Emperor Penguins full protection under the Endangered Species Act. And sign the petition below to help protect penguins from the effects of climate change.
Outlining is one of the most difficult stages of the writing process. Often diving into writing a paper is more appealing than organizing and outlining the elements that will be written about. However, outlining need not be so tough a task to tackle. In the attached solution, I demonstrate how to create a THESIS STATEMENT and how to use that guiding statement to create a detailed outline in just a few simple steps! #1) The first step in outlining is creating a THESIS STATEMENT. This statement is comprised of two parts: SUBJECT and ATTITUDE. In other words, THESIS STATEMENTS must identify a topic being discussed ("SUBJECT") and comment on that topic ("ATTITUDE"). An example THESIS STATEMENT for our use here could be: Everyone should own a dog. This is a very simple THESIS STATEMENT, but it fulfills the two requirements in that it identifies the topic and it comments on the topic. Therefore, the SUBJECT is "own a dog" and the ATTITUDE is "everyone should." #2) The second step in outlining is turning the THESIS STATEMENT into a "How?" or "Why?" question. In the case of our example, we would need to turn the THESIS STATEMENT, "Everyone should own a dog." into either a "How?" or "Why?" question. For this example, it is obvious that "Why?" is the most logical question word to use. Therefore, our question would read: "Why should everyone own a dog?" #3) The third step in outlining is to answer the question created from the THESIS STATEMENT. These ...
- Is only effective if it actually works for the individual teacher within his or her own classroom. - It leads to a high quality lesson, in which effective learning takes place. 159 more words Over the years we have seen a lot of new students that come through the doors of the school. Let’s face it; it is a little uneasy for both the new student as well as the teacher because of the vast array of information each person brings with them into the situation. 874 more words In teaching, as a teacher gives autonomy over to the students it often requires an increase in the preparation of the teacher. This is due to the unpredictable nature of entrusting students with the freedom to complete a task on their own. 471 more words
In this challenge we will plot a triangular Ulam spiral (as opposed to the usual, square Ulam spiral). Here's a sketch of what the spiral looks like. As we know, the Ulam spiral arranges all natural numbers in an outward spiral, and marks only those that are prime. So in the above sketch only the numbers that appear in black (the primes) would be shown. Accept a number N as input and display the triangular Ulam spiral up to that number. - Input can be stdin or function argument. - The spiral should turn in the positive direction (that is, counter-clockwise), as in the above figure. - Any of the 120-degree turns of the above figure would be valid, and the turn may be different for different inputs. But the lowest side of the implied triangles should be horizontal, as the only allowed turns are (multiples of) 120 degrees. - The code should run theoretically (given enough time and memory) for any N up to what is allowed by any intermediate calculations you do with your default data type. doubleis enough; no need for large integer types. - All built-in functions allowed. - I won't accept my own answer (not that I think it would be the shortest anyway...). Choose any of the following. Display a graph with a marker (dot, circle, cross, whatever you prefer) at prime numbers, and nothing at non-prime numbers. Scale need not be the same for the two axes. That is, the implied triangles need not be equilateral. Axes, grid lines and axis labels are optional. Only the markers at the prime numbers are required. An example output for N = 12 would be as follows (compare with the above sketch). The second plot is a more interesting example, corresponding to N = 10000. - Produce an image file with the above, in any well known image format (such as png, tiff, bmp). Display the spiral as ASCII art, using a single character of your choice for primes and blank space for non-primes, with a blank space to separate number positions in the same row. Leading or trailing spaces or newlines are allowed. For example, the N = 12 case using oas character would be o · · · o · o · · · o · o where of course only the omark at primes would actually be displayed. The ·at non-primes is shown here for reference only. The actual reward is seeing for yourself those amazing patterns Code golf, shortest code wins.
In the shadow of Saturn, unexpected wonders appear. The robotic Cassini spacecraft now orbiting Saturn drifted in giant planet’s shadow for about 12 hours in 2006 and looked back toward the eclipsed Sun. Cassini saw a view unlike any other. First, the night side of Saturn is seen to be partly lit by light reflected from its own majestic ring system. Next, the rings themselves appear dark when silhouetted against Saturn, but quite bright when viewed away from Saturn, slightly scattering sunlight, in this exaggerated color image. Saturn’s rings light up so much that new rings were discovered, although they are hard to see in the image. Seen in spectacular detail, however, is Saturn’s E ring, the ring created by the newly discovered ice-fountains of the moon Enceladus and the outermost ring visible above. Far in the distance, at the left, just above the bright main rings, is the almost ignorable pale blue dot of Earth.
General objective of this lecture is to present on Magna Carta. It was signed in 1215 and example of Rule of Law. English King John was a bad king so his nobles forced him to sign it. The Magna Carta was one of the most important documents of Medieval England. It was signed (by royal seal) between the feudal barons and King John at Runnymede near Windsor Castle.
What is attention deficit hyperactivity disorder (ADHD)? Attention deficit hyperactivity disorder (ADHD) is a common behavioral disorder diagnosed in roughly 10 percent of school-aged children and adolescents. There are three main subgroups of ADHD: - Predominantly inattentive ADHD: inattention is the main characteristic, daydreaming is common - Predominantly hyperactive/impulsive ADHD: hyperactivity and impulsiveness predominate - Combined ADHD: all three behaviors (inattention, hyperactivity and impulsiveness) are present What are the symptoms of ADHD? Each person varies in the severity and frequency of their symptoms. Originally it was thought that ADHD was more common in boys; however, experts believe girls are more likely to present with inattentive characteristics and are less likely to be diagnosed with ADHD. ADHD occurs across all races and socioeconomic groups. Symptoms can be grouped depending on the predominant behavior. Examples of inattentive behavior include: - Being easily distracted - Making silly mistakes - Often late - Short attention span Examples of hyperactive behavior include: - Constantly moving - High energy levels - Trouble sitting still - Trouble switching off/sleeping Examples of impulsive behavior include: - Acting without thinking - Blurting out answers/secrets - Prone to accidents Other symptoms that are common to people with ADHD include: - High Intelligence - Delayed social maturity What causes ADHD? The causes of ADHD are not fully known, but research is actively ongoing. There does appear to be a link between a family history of ADHD (genetics) with over 25% of children diagnosed with ADHD also having a relative with the condition. There is also an 82% chance that identical twins will both have ADHD if at least one of them has the condition compared to a 38% chance among fraternal twins. Other factors that have been identified as possibly contributing to ADHD include: - Brain injury from a traumatic event (eg, stroke, head trauma, tumor) - Exposure to lead after birth - Low birth weight - Fetal exposure to alcohol or cigarette smoke There is no evidence that poor parenting, certain foods, sugar, or vaccinations cause ADHD. How is ADHD diagnosed? If your child has symptoms suggestive of ADHD then talk with your doctor or pediatrician. They will talk with you, your child, and possibly your child’s school and ask questions that focus on: - Ability to control emotions - Home and school relationships They will ask if you have any relatives who have been diagnosed with ADHD. Most cases of ADHD are diagnosed at age 7 or 8, but symptoms may begin sooner. ADHD usually persists into adulthood; however, by then many people with ADHD have learned how to manage their symptoms better so the condition may not be as noticeable. How is ADHD treated? Behavioral education should be considered as first-line treatment for any case of ADHD, particularly in children aged less than 6 years of age, or in those with mild symptoms, or if the family prefers this option over drug therapy. Pharmacological treatments for ADHD include: - Amphetamine and dextroamphetamine salts - Other treatments, such as clonidine or guanfacine
This section is part of the HSC Physic syllabus Module 7: Nature of Light under Light and Special Relativity. Einstein conducted a couple of thoughts experiment which led to the principles of relativity. A thought experiment is an experiment which is imagined. Measuring Light From a Moving Train If two beams were emitted from a moving train, the person on the train would see both beams be emitted at the same time. However, someone not on the train, waiting from the outside, would see the beam at the front of the train move faster than the one at the back of the train. Lightning Strikes a Moving Train Imagine someone standing on a platform, and a train comes roaring past. Lightning strikes the back of the train, right in front of the person on the platform. The person on the platform and the person on the train would see the lighting hit at the same time since they are both the same distance away from the strike. But to someone at the front of the train, the lighting would strike slightly later, because the light from the strike would have to travel a distance to reach the person at the front of the train. So the person at the front of the train would say the lighting strike happened later than the person on the platform thinks it did. This experiment involves twins. One twin stays on earth while the other travels in a high-speed rocket. When the twin returns, they find that the one that stayed on earth is older than the one who travelled.
- Komodo dragons are the world’s largest lizard, males can weigh up to 200 pounds and reach nine-feet long! It was once thought that Komodos killed their prey with bacteria inside their mouths, but they actually use complex venom that causes blood loss and low blood pressure. - Once a Komodo bites its prey and administers the venom, it will follow the prey and wait for it to die. - Komodos occasionally eat up to 80 percent of their body weight in one meal. When threatened, Komodos may throw up food to reduce their weight in order to flee. - Cannibalism is prevalent and young dragons live in trees and sometimes roll in feces to reduce the risk of being eaten by an adult. - Although they are listed as vulnerable, a tourist trade has developed and people travel long distances to see these magnificent lizards. Hopefully the tourist trade and habitat preservation will help protect them in the future. Komodo dragons have a large body with a strong tail and powerful limbs. They are covered in thick, rough scales. They use their long tongue like a snake to help them smell their surroundings. They can smell rotting carrion from 5 miles away. Komodo dragons live in open grasslands and lower forests on volcanic islands in Indonesia. During mating season, adult males engage in upright combat, frequently drawing blood and throwing each other to the ground. The loser runs away or remains motionless but remains unaffected by the deadly venom. Status In The Wild Vulnerable IUCN 1996. Komodo dragons are one of only three venomous lizards in the world (the Gila monster and Mexican bearded lizard are the other two). The Komodo’s venom makes up for the fact that it has a relatively weak bite force, making it easier to wound and release, than hold onto a struggling victim.
What are giraffes? They are the world’s tallest mammals. They are uniquely adapted to reach vegetation inaccessible to other herbivores. Unusually elastic blood vessels and uniquely adapted valves help offset the sudden buildup of blood (to prevent fainting) when giraffes’ heads are raised, lowered, or swung quickly. Their "horns" are actually knobs covered with skin and hair above the eyes that protect the head from injury. Their necks contain the same amount of vertebrae as we do (seven) except their bones are extremely elongated making their neck a long length of 2.4 meters. Males: 1,930 kilograms (4,254 pounds) Females: 1,180 kilograms (2,601 pounds) 5.7 meters tall from the ground to their horns (18.7 feet) Average 10 to 15 years in the wild; recorded a maximum of 30 years Dense forest to open plains Between 13 and 15 months Humans, lions, leopards, hyenas, crocodiles Humans hunt giraffes for their hides, meat, and body parts. Giraffe tails are highly prized by many African cultures and are used in good-luck bracelets, fly whisks, and even thread for sewing or stringing beads. The world's tallest land animal has lost 40 percent of its population in just 30 years, and recent reports show poaching and wildlife trafficking are contributing to this decline. Giraffes are easily killed and poaching (now more often for their meat and hide) continues today. Giraffes are quickly losing their living spaces. The number of giraffes in the wild is shrinking as their habitats shrink. In the late 19th and 20th centuries herds of 20 to 30 animals were recorded, now on average herd sizes contain fewer than six individuals. The IUCN lists four main threats to this species: habitat loss, civil unrest, illegal hunting, and ecological changes (climate change and habitat conversion). As human populations grow and increase agricultural activities, expand settlements, and construct roads, the giraffe is losing its beloved acacia trees, which are its main source of food. Our solutions to saving the world's tallest land animal from extinction: AWF has reforested acacia trees in West Africa to provide more food for the giraffe and allow it to expand its habitat. We educate communities living near giraffes on the importance of sustainable practices for agricultural and settlement growth by providing training on sustainable — and more productive — agricultural practices and incentivizing conservation agriculture when appropriate. Young giraffes are self-sufficient but vulnerable. Calves are about two meters tall and grow rapidly as much as two and a half centimeters a day. By two months, the calf will start eating leaves and at six months is fairly independent of its mother. A young giraffe can even survive early weaning at two or three months. Although few predators attack adults, lions, hyenas, and leopards take their toll on the young. Scientists report that only one-quarter of infants survive to adulthood due to the high rates of predation. Giraffes are extremely picky eaters. They feed 16 to 20 hours a day, but may only consume about 30 kilograms (about 30 pounds) of foliage during that time. These two-ton mammals can survive on as little as seven kilograms (15 pounds) of foliage per day. While these browsers’ diverse diets have been reported to contain up to 93 different plant species, acacia trees have been found to be their favorite food source. They are not heavy drinkers. Giraffes drink water when it is available, but they don’t need to drink water on a daily basis, which allows them to survive in areas with scarce water. Where do giraffes live? They have adapted to a variety of habitats and can be found in desert landscapes to woodland and savanna environments south of the Sahara, wherever trees occur.
What is the Newton Ring Experiment? Calculate diameter for a Bright and Dark Ring. Why the central ring is Dark? Newton Ring Experiment When viewed with monochromatic light, Newton’s rings appear as a series of concentric, alternating bright and dark rings (Constructive and destructive interference) centered at the point of contact between the two surfaces. When we take white light source, it forms a concentric-ring pattern of rainbow colors, because the different wavelengths of light interfere at different thicknesses of the air layer between the surfaces. This concentric bright and dark ring first observed by Newton’s and known as Newton ring phenomenon; “in which an interference pattern is created by the reflection of light between two surfaces—a spherical surface and an adjacent flat surface”. Newton Ring Experiment arrangement: The Newton ring experiment arrangement shown in the figure. The plano-convex lens which a large radius of curvature has placed on the surface of the glass plate. The plano-convex lens meets at a contact C on a glass plate. The transparent glass plates held at 450 above to the plano-convex lens; a monochromatic light source emits light on a transparent glass plate. This glass plate reflects the light on the lens and glass plate. A part of the incident light is reflected by the curved surface of the lens and a part is transmitted which is reflected back from the plane surface of the plate. These two reflected rays interfere and show an interference pattern. This interference pattern observed with the help of a microscope which placed vertically toward the lens. Formation of Newton Ring The ring is formed when light is reflected from a plano-convex lens of a long focal length placed in contact with a plane glass plate. A thin air film is present between the plate and the lens. The thickness of the air film present between the lens and plates varies from zero at the point of contact to some value t. If the lens plate system is illuminated with monochromatic light falling on it normally, concentric bright and dark interference rings are observed in reflected light. According to figure, a ray AB incident normally on the system gets partially reflected at the bottom curved surface of the lens (Ray 1) and part of the transmitted ray is partially reflected (Ray 2) from the top surface of the plane glass plate. The rays 1 and 2 are derived from the same incident ray by division of amplitude and therefore are coherent. Ray 2 undergoes a phase change of p upon reflection since it is reflected from air-to-glass boundary. If the ray interfere there are two constructive and destructive interference present in interference pattern i.e. for normal incidence cos r = 1 and for air film µ = 1. 2t = (2m+1)λ/2 - Destructive interference 2t = mλ Why the central ring is Dark? At the point of contact of the lens with the glass plate the thickness of the air film is very small compared to the wavelength of light therefore the path difference introduced between the interfering waves is zero. As a result, the interfering waves at the center are opposite in phase and interfere destructively; so that central point is dark. Circular fringes with equal thickness: The locus of points having the same thickness fall on a circle having its centre at the point of contact, the fringes are circular; because each maximum or minimum is a locus of constant film thickness. Calculation of diameter for a Bright and Dark Ring A plano-convex lens LL’ placed on a glass plate. Let the radius of curvature of lens is R and the r is the radius of Newton’s ring; t is the thickness of the air film. The path difference is defined as 2µtcosq + λ/2=nλ If µ = 1 for air film and q=0 for normal incidence 2t + λ/2=nλ For bright ring 2t = (2n-1)λ/2 (1) For dark ring In the Triangle (CAB); according to Pythagoras theorem CB2 = AC2 + AB2 R2 = (R-t)2 + r2 (t2 <<< neglect) r2 = 2Rt t = r2/ 2R (3) For diameter of bright ring; from equation (1) 2t + λ/2=nλ Putting value of t from equation (3) 2 x r2/ 2R = (2n-1)λ/2 r2 = R x (2n-1)λ/2 the diameter is D=2r then D2/4 = R x (2n-1)λ/2 So, the diameter of bright ring is directly proportional to the root of the (2n-1) odd natural number. For diameter of Dark ring; from equation (2) 2r2/ 2R = nλ r2 = nλR D2 = 4nλR So the diameter of the dark ring is directly proportional to the root of the natural number. Expression for the wavelength of used source: If the nth order of dark ring diameter is Dn2 = 4nλR (6) and next (n+p)th dark ring diameter is D2n+p = 4(n+p)λR (7) Subtract equation (6) and (7) D2n+p – Dn2 = 4(n+p)λR – 4nλR D2n+p – Dn2 = 4pλR Problem 1: In Newton’s ring experiment, the diameter of 13th ring is 5.5 x 10-3m and diameter of 6th ring is 3.3 X 10-3m. If the radius of curvature of lens is 1m; calculate the wavelength of incident light. Solution: Given that D13 = 5.5 x 10-3m; D6 = 3.3 X 10-3m; p = 13-6=7; R = 1m l = D2n+p – Dn2/4pR l = (5.5 x 10-3)2 – (3.3 x 10-3)2 / 4 X 7 X 1 l = 6900 A0 Problem 2: In Newton’s ring experiment a source emit two types of light of wavelength is 6000 A0 and 5900 A0. It is observed that the nth dark ring due to one wavelength coincides with n+1 dark ring due to other. If the radius of curvature of plano- convex lens is 1 m than calculate the diameter of nth dark ring. Solution: Given that l1 = 6100 A0 =6.1 X 10-7m ; l2 = 5900 A0 =5.9 X 10-7m; R = 1m The diameter of nth dark ring of l1 is Dn2 (l1) = 4nRl1 The diameter of n+1th dark ring of l2 is D2n+1 (l1) = 4(n+1)Rl2 According to question both the rings coincides than 4nRl1 = 4(n+1)Rl2 n+1/n = l1 / l2 1+1/n = 6.1 X 10-7 /5.9 X 10-7 1/n = 1.0339-1 n = 29 So the diameter of dark ring is Dn2 (l1) = 4nRl1 Dn2 (l1) = 4 X 29 X 6.1 X 10-7 X 1 Dn (l1) = 0.0084 m
Ongoing acceleration of glaciers in Greenland and Antarctica, increasing contribution of ice sheets and glaciers to sea level change and disintegration of ice shelves show the time scale on which these elements of the cryosphere change. And we need to understand their causes. Ice sheets are dynamic systems that respond to climatic forcing. They are unique climate archives opening us the opportunity to investigate past conditions and composition of the atmosphere and to assess the current changes in the perspective of long time scales. - What are the causes for ice stream acceleration? - What are the factors for ice stream genesis? - Which role does subglacial water play? - What drives grounding line migration? - Which ice deformation mechanisms contribute to ice flow? - How do atmospheric signals transfer into climate signals in ice cores? - Which mechanisms govern firnification? - Can we reconstruct seasonal signals from ice cores? - What causes abrupt climate changes? - What is the natural climate variability represented by proxies in ice cores? These are the science questions we aim to answer with our research. This requires an observational, theoretical and modelling approach on all levels, from process understanding to system studies. To this end we conduct ice core research, field glaciology, remote sensing and modeling studies with a regional focus on Greenland and Antarctica. During expeditions we drill ice and firn cores, perform in situ measurements on snow and firn, perform surveys with geophysical techniques and run monitoring stations. The expeditions are often carried out in collaboration with national and international partners and consist of multi-disciplinary teams. The infrastructure we are using are AWI’s airborne platforms Polar 5/6 and Polarstern, the permanent and summer stations Neumayer III and Kohnen, ice and clean room laboratories, ice core storage facility and computing clusters. As complex as natural systems are, as broad are the themes and as diverse are the methods we use in the Section Glaciology to improve our knowledge of past, present and future role of ice sheets, ice streams and ice shelves within the Earth system.
In most cases of rabies, symptoms first appear one to three months after infection with the virus. Early symptoms are often similar to those seen with the flu and may include fever, headache, and general tiredness. In addition, the infected person may experience discomfort, numbness, or pain at the site of the bite. Progressive symptoms of rabies can include such things as insomnia, slight or partial paralysis, hallucinations, and hydrophobia (fear of water). When a person is infected with the rabies virus, the virus multiplies within the body until symptoms develop. This time period between infection and the onset of symptoms is called the incubation period. The rabies incubation period may vary from a few days to several years, but is typically one to three months. When the rabies virus reaches the brain, it multiplies quickly and rabies symptoms begin. Over the next week, the rabies virus causes encephalitis and ultimately death. Early rabies symptoms in humans are similar to flu symptoms. These early symptoms can include: - General tiredness - Discomfort, numbness, or pain at the site of the bite. As the disease progresses, neurological symptoms appear and may include: - Slight or partial paralysis - Difficulty swallowing - Hydrophobia (fear of water).
Character set is the combination of English language (Alphabets and White spaces) and math's symbols (Digits and Special symbols). Character Set means that the characters and symbols that a C++ Program can understand and accept. These are grouped to form the commands, expressions, words, c-statements and other tokens for C++ Language. Character Set is the combination of alphabets or characters, digits, special symbols and white spaces same as learning English is to first learns the alphabets, then learn to combine these alphabets to form words, which in turn are combined to form sentences and sentences are combined to form paragraphs. More about a C++ program we can say that it is a sequence of characters. These character from the character set plays the different role in different way in the C++ compiler. The special characters are listed in Table In addition to these characters, C++ also uses a combination of characters to represent special conditions. For example. character combinations such as '\nt, '\b' and '\t' are used to represent newline, backspace and horizontal tab respectively. When we have to learn English language we start from beginning as given below: When we have to learn C language we start from beginning as given below: There are mainly four categories of the character set as shown in the Figure. Alphabets are represented by A-Z or a-z. C- Language is case sensitive so it takes different meaning for small and upper case letters. By using this character set C statements and character constants can be written very easily. There are total 26 letters used in C-programming. Digits are represented by 0-9 or by combination of these digits. By using the digits numeric constant can be written easily. Also numeric data can be assigned to the C-tokens. There are total 10 digits used in the C-programming. 3. Special Symbols All the keyboard keys except alphabet, digits and white spaces are the special symbols. These are some punctuation marks and some special symbols used for special purpose. There are total 30 special symbols used in the C-programming. Special symbols are used for C-statements like to create an arithmetic statement +, -, * etc. , to create relational statement <, >, <=, >=, == etc. , to create assignment statement =, to create logical statement &&, II etc. are required. 4. White Spaces White spaces has blank space, new line return, Horizontal tab space, carriage ctrl, Form feed etc. are all used for special purpose. Also note that Turbo-C Compiler always ignore these white space characters in both high level and low level programming.
Multicultural Children's Literature in the Elementary Classroom By Mei-Yu Lu Reprinted by permission "When I was a child the teacher read, 'Once upon a time, there were five Chinese brothers and they all looked exactly alike'...Cautiously the pairs of eyes stole a quick glance back. I, the child, looked down to the floor...The teacher turned the book our away: bilious yellow skin, slanted slit eyes. Not only were the brothers look-alikes, but so were all the other characters!... Quickly again all eyes flashed back at me...I sank into my seat." (Aoki, 1981, p. 382) The vignette above reveals how a minority child felt growing up in a time when cultural and linguistic diversity was neither valued in American society nor adequately portrayed in children's literature, an important channel for transmitting societal values and beliefs. The situation, however, has undergone changes in the past twenty years. With the increasing number of linguistic and cultural minorities in the United States, the American society today looks very different than that of Aoki's childhood. These changes in demographic trends impact the education system. Not only do schools need to prepare all children to become competent citizens, but also to create an environment that fosters mutual understanding. IMPORTANCE OF MULTICULTURAL CHILDREN'S LITERATURE Jenkins and Austin (1987) suggest that cultural understanding can be reached in many ways, such as by making friends with people from different cultures, and by traveling to other countries. They also emphasize the value of good literature, for it can reflect many aspects of a cultureits values, beliefs, ways of life, and patterns of thinking. A good book for children can transcend time, space, and language, and help readers to "learn about an individual or a group of people whose stories take place in a specific historical and physical setting" (p. 6). In addition, exposure to quality multicultural literature also helps children appreciate the idiosyncracies of other ethnic groups, eliminate cultural ethnocentrism, and develop multiple perspectives. Dowd (1992) also argues that "...from reading, hearing, and using culturally diverse materials, young people learn that beneath surface differences of color, culture or ethnicity, all people experience universal feelings of love, sadness, self-worth, justice and kindness." (p. 220) Finally, quality literature about a particular ethnic group benefits cultural and linguistic minority children as well. From reading multicultural books about their own culture, children have opportunities to see how others go through experiences similar to theirs, develop strategies to cope with issues in their life, and identify themselves with their inherited culture. It is, therefore important that educators incorporate multicultural literature into the curriculum and make it part of children's everyday life. The following sections will provide guidelines and resources for selecting multicultural literature in the elementary classroom. GUIDELINES FOR SELECTING MULTICULTURAL CHILDREN'S LITERATURE The following guidelines for material selection were developed by adopting recommendations from various language arts and multicultural educators: Beilke (1986), Harada (1995), Harris (1991), and Pang, Colvin, Tran, & Yang (1992). They recommend that multicultural literature contain: 1. Positive portrayals of characters with authentic and realistic behaviors, to avoid stereotypes of a particular cultural group. 2. Authentic illustrations to enhance the quality of the text, since illustrations can have a strong impact on children. 3. Pluralistic themes to foster belief in cultural diversity as a national asset as well as reflect the changing nature of this country's population. 4. Contemporary as well as historical fiction that captures changing trends in the roles played by minority groups in America. 5. High literary quality, including strong plots and well-developed characterization. 6. Historical accuracy when appropriate. 7. Reflections of the cultural values of the characters. 8. Settings in the United States that help readers build an accurate conception of the culturally diverse nature of this country and the legacy of various minority groups. The guidelines above are by no means an exhaustive list. They are meant to provide a starting point from which teachers can explore the many aspects of multicultural children's literature. In addition, teachers may wish to consult with colleagues, parents, and the local ethnic community, drawing upon their specialized knowledge and unique perspectives. RESOURCES FOR MATERIAL SELECTION In addition to the guidelines for material selection, it is also imperative that etachers have access to resources for selecting a collection of materials. A useful resource often contains critical reviews, bibliographic information, and an abstract of each work. It may also provide guidelines for using a particular book, and suggest materials for further reading on issues and trends in multicultural literature. Some of these resources are general, covering a variety of cultural groups, while others may focus on a specific category, such as African-Americans. Used appropriately they can help teachers locate the materials in a timely and cost-effective manner. In the following section are just a few resources which can aid the collection-building process. Specialized Selection Sources 1. Barrera, R.B., Thompson, V.D., & Dressman, M. (Eds.). (1997). "Kaleidoscope: A multicultural book list for grade K-8" (2nd Ed.). Urbana, IL: National Council of Teachers of English. 2. Helbig, A. & Perkins, A. (1994). "The land is our land: A guide to multicultural literature for children and young adults." Westport, CT: Greenwood Press. 3. Miller-Lachmann, L. (1992). "Our Family, our Friends, our World: annnotated guide to significant multicultural books for children and teenagers." New Providence, NJ: R. R. Bowker. 4. Muse, D. (1997). "The new press guide to multicultural resources for young readers." New York, NY: New Press. 1. The ALAN Review 2. Book Links 3. Bulletin of the Center for Children's Books 4. Children's Literature in Education 5. Horn Book Guide to Children's and Young Adults' Books 6. Horn Book Magazine 7. Interracial Books for Children Bulletin 8. Kirkus Review 9. MultiCultural Review 10. School Library Journal can help teachers to develop their multicultural literature collection. In addition, human resourceslibrarians in local or school libraries, as well as professors in the field of education and library sciencecan be valuable resources in the collection-building process. Finally, materials from minority children's household, such as photo albums and books written in their inherited language, are also rich resources. Aoki, E. M. (1980). "Are you Chinese? Are you Japanese? Or Are you a mixed-up kid? Using Asian American children's literature." Reading Teacher, 34 (4), 382-385. [EJ 238 474] Beilke, P. (1986) Selecting materials for and about Hispanic and East Asian children and young people. Hamden, CT: Library Professional Publications. Dowd, F. S. (1992). "Evaluating childen's books portraying Native American and Asian cultures." Childhood Education, 68 (4), 219-224. [EJ 450 537] Harada, V. H. (1995). "Issues of ethnicity, authenticity, and quality in Asian-American picture books, 1983-93." Journal of Youth Services in Libraries, 8 (2), 135-149. [EJ 496 560] Harris, V. J. (1991). "Multicultural Curriculum: African American childrens' literature." Young Children, 46 (2), 37-44. [EJ 426 223] Jenkins, E. C. & Austin, M. C. (1987). Literature for Children about Asian and Asian Americans. New York: Greenwood Press. Pang, V. O., Colvin, C., Tran, M., & Barba, R.H. (1992). "Beyond chopsticks and dragons: Selecting Asian-American literature for children." The Reading Teacher, 46 (3), 216-224. Mei-Yu Lu is a doctoral candidate in the Language Education Department at Indiana University-Bloomington. Her research interests are trends and issues in multicultural/international children's literature, critical literacy, and social semiotics. She was a reference librarian for the ERIC Clearinghouse on Reading, English, and Communication from 1995 until 2003. Reprinted with permission from the author. Back to the Main Windows & Mirrors Page
A popular industrial solvent, Dichloromethane is damaging the ozone layer over human populations. It’s already listed in the Montreal Protocol as a hazardous substance but it needs to be replaced with greener alternatives. While this solvent is classed as a very short lived substance, it is taking a large toll on the ozone layer. When we combine this with the loading of atmospheric bromine and for every 5 ppt of that, we have an ozone loss of 1.3% and it could get as high as 350 ppt ( Impact of Very Short-Lived Substances on Stratospheric Bromine Loading, Jan Aschmann Doctoral Dissertation). Just the Bromine releases could wipe out 90% of the ozone layer. “Several human-produced chlorocarbons not controlled by the Montreal Protocol are present in Earth’s atmosphere. Among the most abundant of these compounds is dichloromethane (CH2Cl2)—an industrial solvent also used as a feedstock in the production of other chemicals, among other applications 13,14. Unlike CFCs, which are virtually inert in the troposphere and have long atmospheric lifetimes (decades to centuries), CH2Cl2 is a so-called very short-lived substance (VSLS)15. Historically, VSLS have been thought to play a minor role in stratospheric ozone depletion due to their relatively short atmospheric lifetimes (typically <6 months) and therefore low atmospheric concentrations. However, substantial levels of both natural and anthropogenic VSLS have been detected in the lower stratosphere 15,16,17,18 and numerical model simulations suggest a significant contribution of VSLS to ozone loss in this region 19,20,21. Long-term measurements of CH2Cl2 reveal that its tropospheric abundance has increased rapidly in recent years 15,21,22,23. For example, between 2000 and 2012, surface concentrations of CH2Cl2 increased at a global mean rate of almost 8% per year, with the largest growth observed in the Northern Hemisphere (NH)21. Given that natural emissions of CH2Cl2 are small, this recent growth likely reflects an increase in industrial emissions 15. While the precise nature of the source remains poorly characterized, industrial CH2Cl2 emissions from Asia—in particular from the Indian subcontinent—appear to be growing in importance 23” https://www.nature.com/articles/ncomms15962 These growth rates are exponential, and we seriously risk another ozone crisis in addition to the one addressed by the Montreal Protocol. In order to reduce the risk, a call to replace dichloromethane with alternatives needs to be made, and upgrade it to at least a partially-banned, controlled substance. If we do not take measures like this in the near term, we run the risk of even more dangerous UV radiation in the environment and cancelling out the benefit we see from the Montreal Protocol. What’s worse, we run the risk of losing our ozone layer while we watch greenhouse gases and miss this very real risk which could lead to the need for an emergency oxygen airlift to replenish ozone. Observed trends and growth rate of surface CH2Cl2 and simulated stratospheric loading of chlorine. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5490265/
Methods \| Statistics \| Clinical \| Educational \| Industrial \| Professional items \| World psychology \| Active listening Edit Active listening describes the ability to reflect back in your own words the opinions and emotions of group members. An important goal of active listening is to enable a group member or a child to understand his or her own problems and to deduce solutions independently. I-Messages are non-blameful, non-judgmental descriptions of the addressee's behavior, especially where it collides with the speaker's interests. I-Messages describe how the unacceptable behavior affects the speaker and how it makes him or her feel. I-Messages confront the behaviour of the addressee but do not attack the person. An example of an I-Message is: - "If you throw sand from your sandbox on my carpet I have to spend some time cleaning it and I don't like to do that." No-lose conflict resolution Edit The No-lose conflict resolution (Win Win conflict resolution) is based on John Dewey's six steps to creative solutions for conflicts. The goal is to find a solution all involved parties can agree with and to invite all parties to the conflict resolution because children, and people in general, are more motivated to comply with decisions which they had a part in reaching. Behavior window Edit The Behavior Window is a concept of the Gordon Model which allows to determine acceptance and problem ownership. If a behavior is acceptable for the observing parent but not for the child the problem is with the child and the method of resolution is Active Listening. Is the behavior inacceptable for the observing parent it can be a conflict in needs or a conflict in values. If it is a conflict in needs the parent can use I-Messages to communicate his or her needs. In the case of a conflict in values the parent may have the problem of not being able to explain a legitimate interest. In this case powerless conflict resolution is the recommended method of resolution.
How to make sure pupils manage their time properly during the GCSE exam. Even the most carefully prepared pupil can sit in front of an exam paper and become disorientated. Despite all our best efforts, this can severely affect the grade the pupil achieves. So it’s worth giving pupils explicit guidance about how they should navigate the paper. At AQA we have prepared the following for those taking our English exams. GCSE exam: use annotation time wisely It’s helpful to remind your students to annotate the reading extracts during the advised reading time of 15 minutes for both papers. It’s easy to assume that students know how to make useful annotations, but it’s sensible to point out the obvious effective strategies. - Quick read: GCSE maths guide from AQA - Quick guide: 5 tips for the GCSE science practical - Quick listen: How metacognition can help pupils learn For Paper 1, where the source is just one text, remind your students to annotate or highlight key words or phrases that they may want to refer back to when answering either the use-of-language question (Question 2) or the structure question (Question 3). This helps with quick referencing of textual detail required for success in both of these questions. ‘Chunk’ the reading assessment Equally important for GCSE English language is the obvious reminder that the reading assessment (Paper 1 and 2, questions 1-4) is “chunked out”. This helps students to navigate their way through the unseen texts by reading shorter sections before having to respond to the whole text. There are two pointers for students here. The first is, once they have read the whole text, to check they’re using the right section of text for each answer (specific line references are provided for Paper 1, questions 1, 2 and 4, and specific line references and specific source texts are provided for Paper 2, questions 1 and 3). Secondly, for Paper 2, where two source texts are provided, the annotation or highlighting during the advised reading time should be focused on similarities or differences in viewpoint. This will help flag up clear points for exploration in question 2 and question 4, and save time. It’s also worth reminding your students that it’s only Question 4 that requires exploration of methods used to convey the similarities or differences. The writing response For both papers, the writing response in question 5 is rewarded for the content, the way in which it’s organised and for technical accuracy. The best advice for students in a time-pressured environment is to plan what they intend to write about before they make a start. Planning helps students to ensure that the written response is clear in focus and has a strong sense of the purpose. It also helps them maintain control in their writing which, in turn, supports clarity of communication. For Paper 2, question 5, the writing task requires a viewpoint and the ability to work through different perspectives. Planning for this style of writing helps students to think about the shape of their point of view and avoid easy mistakes, such as contradicting themselves, which can undermine clarity, purpose and crafting. For both writing questions, it’s better to a have a plan followed by shorter, well-crafted responses that communicate clearly rather than longer responses that lose their thread. Our Hub materials from summer 2018 provide very useful advice and can be found on our website. Deborah Pearson is head of curriculum, English, at AQA
English - Examining imaginative texts This term in English students listen to, read, view and interpret imaginative texts from different cultures. They comprehend the texts and explore the text structure, language choices and visual language features used to suit context, purpose and audience. They create a multimodal imaginative text. Throughout this unit students will apply a variety of mathematical concepts in real-life, life-like and purely mathematical situations. Through the proficiency strands: Understanding, Fluency, Problem Solving and Reasoning students have opportunities to develop understanding of: - Number and place value - count in sequences beyond 1000, represent and partition 4-digit numbers, use place value to add (written strategy), represent multiplication as arrays and repeated addition, identify part-part-whole relationships in multiplication situations, recall multiplication number facts, identify related division number facts, recall addition and subtraction number facts, add and subtract with multiples of 10 and 100, add and subtract two-digit and three-digit numbers, add two-digit numbers using a written strategy. - Patterns and algebra - identify and describe number patterns involving 3-digit numbers, identify and continue patterns resulting from addition and subtraction - Money and financial mathematics — represent money amounts in different ways, count collections of coins and notes, choose appropriate coins and notes for shopping situations, and calculate change and simple total. - Fractions and decimals — represent unit fractions of shapes and collections, represent familiar unit fractions symbolically, solve simple problems involving, halves, thirds, quarters and eighths Measurement and Geometry Measure using metres, compare, order and measure the mass of objects, measure the mass of familiar objects using kilograms. 3A – Mr Dwayne Kerrisk [email protected] 3B – Miss Crystal Tucker [email protected] 3C – Mrs Frances Smyth [email protected] 3D – Miss Mel Westra [email protected] 3E – Miss Hayley King [email protected] 3F – Miss Jess Hayes [email protected] Advancement teacher - Mrs Tracey Tuhoro [email protected]
Cloture, also called closure, in parliamentary procedure, method for ending debate and securing an immediate vote on a measure that is before a deliberative body, even when some members wish to continue the debate. Provision for invoking cloture was made in the British House of Commons in 1882, with the requirement that such a motion could carry only if it received at least 100 affirmative votes. A cloture’s main purpose is to provide a means to check a filibuster—an endless debate by a minority to keep a motion from being put to a vote. In most parliamentary bodies a cloture motion is not debatable, is not subject to amendment, and requires more than a simple majority vote. For example, in the United States Senate a three-fifths vote is necessary, which then limits debate to an additional 30 hours.
Knot – definition and meaning The noun ‘knot‘ means a tangled mass of, for example, wool or hair or a fastening somebody made with string. It also refers to a velocity of one nautical mile. One nautical mile equals 6,076.11 feet, 1.15 miles, or 1.85 kilometers. Therefore, a speed of one knot is 1.15 mph or 1.85 km/h. As a verb, it means to fasten a piece of string or rope. It also means to tangle something, such as hair or wool. The Oxford Living Dictionaries has the following meanings for the term: “1. A fastening made by looping a piece of string, rope, or something similar on itself and tightening it. 2. A particular method of making knots.” “3. An ornamental ribbon. 4. A tangled mass of something such as hair or wool.” Knot has many meanings We also use the word in other situations with different meanings: – If I say “the matter is full of legal knots,” I mean it is full of legal problems. – The phrase “John and Mary tied the knot” means they got married. – If you have an unpleasant feeling in your stomach, you might say “My stomach is all in knots.” We use the term with this meaning to express anxiety, fear, or nervousness. – In medicine, it can mean a lump or swelling. Doctors may, for example, detect knots around patients’ glands. – Some planks of wood have imperfections. They are darker than the rest of wood. We call them knots. They are the result of a dead branch falling off the tree. According to the Dictionary of Construction, a knot cluster is: “A compact grouping of two or more knots surrounded by deflected wood fibers or contorted grain.” – If I say “A knot of onlookers was gathering,” I mean “A group of onlookers was gathering.” Etymology of knot We call the study of the origin of words ‘etymology.’ Etymology is also the study of how the meanings of words have evolved. The Old English word Cnotta meant ‘intertwining of cords, ropes, etc.’ It came from Proto-Germanic Knuttan, Dutch Knot, and Old High German Knoto. Etymologists believe it may also have come from Old Norse Knutr. In thirteenth-century Britain, the word acquired the meaning of the symbolic bond of wedlock. In the 1630s, knots became a measure of the speed for ships. Why do tight shoelaces always eventually get loose? They become untied due to an ‘invisible hand’ that loosens the knots and tugs on the laces’ free ends? In fact, the invisible hand is a double whammy of stomping and whipping forces. Video – tying a bowline knot Of all the knots there are, this Night Hawk in Light video says that the ‘bowline’ is the most useful.
From the Declaration of Independence to the Declaration of Sentiments Students will learn about the purpose and message of Declaration of Independence, question and discover if women had rights in Early America and analyze and compare the Declaration of Sentiments and its message and purpose. Two to three 45/50-minute class periods. If you are crunched for time, you can cut steps 4 and 5 Ideas for how to plan: - Option 1: Pace the lesson over 90-180 minutes without homework - Option 2: DAY 1: Declaration of Independence background and discussion (step 1), DOI close read for homework (step 2); DAY 2: DOI discussions as bell activity the next class (step 3), step 4 and 5; DAY 3: step 6-8 - Option 3: DAY 1: Declaration of Independence background and discussion (step 1), DOI close read for homework (step 2), DOI discussions (step 3), step 4 and 5 for homework; DAY 2: step 6-8 Answer Essential Historical Questions - What was the original intent of publishing the Declaration of Independence and how/why have its words launched reform movements throughout US history? - Were women in Early America free? Did the treatment of women in 19th century America live up to the ideals of the Declaration of Independence? Defend your position. - Was the Seneca Falls Convention effective in its mission? Explain your position. Background information for the teacher (step 1): Depending on your course curriculum, students may only have a middle school understanding of the Declaration of Independence. Therefore, it is advised to check for understanding, inform students, provide clarification and debunk common myths before you begin the lesson. Declaration of Independence Background The Declaration of Independence is a work of more than just one man (Thomas Jefferson) and it is not the first Declaration of Independence, many colonies and communities adopted their own declarations of Independence between April and July of 1776 and many became the preambles to newly drafted state constitutions. It was a rapid transition for American colonists to go from being proud British citizens to proclaiming independence. American colonists believed themselves to be equal to citizens living in Britain and they were proud of British freedoms that existed. However, when direct taxes were imposed on American colonists and trade laws were more tightly enforced after the French and Indian War, American colonists found these actions to be unconstitutional because they did not have direct representation in the British Parliament. From there, a fight over what kind of representation colonists had and should have played out in public fashion back and forth across the Atlantic. Colonial political and business leaders went through steps to petition the government for change but were met with disrespect and seemly harsh consequences. Intellectuals, religious leaders and writers in America progressively became more radical in their anger toward Parliament. The Second Continental Congress was still trying to make amends with the British Empire when is sent the Olive Branch Petition to King George III in July of 1775. In the petition, the Continental Congress insisted that they did not desire independence and a war could be avoided if the King used his powers intervene in the unconstitutional decisions of Parliament. However, the King refused to receive their petition and determined that the colonies did want independence. On June 11, 1776 a committee of five was nominated (Thomas Jefferson, John Adams, Benjamin Franklin, Roger Sherman and Robert R. Livingston) to draft a national Declaration of Independence on behalf of Congress. On June 28, the committee presented its draft to all of Congress for comment and votes, but decisions were delayed while they assessed the oncoming British Naval attack. The Declaration blames the King in its grievances because by June of 1776, Congress had declared that British Parliament had no authority over them because the colonies had no direct representation; therefore, their last connection to the empire and the last person whom they had maintained loyalty to was the King. They argued that King George III was a tyrant following precedent in English history with former monarchs who were disavowed. Thomas Jefferson was the main drafter of the Declaration of Independence, but his words and ideas were inspired by a vast knowledge of British history, British common law, Enlightenment thinkers, Greek and Roman history and literature, works of Christianity and other Virginians, like George Mason. When Congress finally decided to review the draft, they had many changes and removed entire sections which Jefferson was very unhappy about, but many historians believe the public document that we know is more clear, correct and powerful. Class discussion after background: What was the purpose of writing a national Declaration of Independence? Who was the intended audience? - Prove that there was no alternative to declaring independence - Unification/motivation for colonies and people to fight - To dissolve all political relationships between the British Empire and the 13 mainland American colonies - Declare themselves a nation, not just rebels and which opened up the opportunity for them to write their own government - Appeal to potential foreign allies Does this information change the way you think about the document, why? For more reading on the Declaration of Independence, see America Scripture: Making of the Declaration of Independence by Pauline Maier. - Document A: Declaration of Independence (pg 5-7 in pdf) - “Women’s Rights in Early America” timeline - Evidence collection worksheet for the timeline - Document B: The Declaration of Sentiments (pg 8-9 in pdf) - The Declaration of Sentiments graphic organizer - A projector to play a video clip - Lesson Plan PDF - Teach students about the Declaration of Independence (DOI) and lead a short discussion about the purpose of the document (see Background information in the prerequisites section, pg 2-3 in PDF). - Pass out Document A: Declaration of Independence (pgs 5-7 in PDF). Ask students to do a close read of the preamble of the DOI, skim through the grievances and close read the conclusion. - If you don’t have the resources to give students a hard copy to annotate, have them download a Word version to type on and highlight. It is also possible to use Google documents to do this close read process. - Suggested annotations: - Underline motivational passages that serve the purpose of the document - Circle or highlight potentially hypocritical or problematic passages based on what they know about American history - Write three questions you have about content or purpose - Star passages that you think are still relevant or important today - Pair two students together (ex. shoulder partners, assigned pairs, etc.) and have them discuss their annotations and findings. After about five minutes discuss as a class. - Discussion questions: - “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.” Was this statement meant for all Americans, explain? Only meant for men who could vote—basically that no man is born with more inherited power than other (like a divine king), we should choose our leaders, people have natural rights - How has the DOI been interpreted throughout US history? Has its’ purpose or use changed? For whom? - Discussion questions: - Pass out or instruct students to open the “Women’s Rights in Early America” timeline and a hard copy of the evidence collection worksheet. Ask students, with their partner, to read the timeline and collect evidence as they read that supports the claim that women did have rights in Early America and the claim that women did not have rights or power. Bullet point format is ok, but students should include enough detail and dates to use in a position statement. - Pose the question for discussion, “Were women in Early America free? Did the treatment of women in 19th century America live up to the ideals of the Declaration of Independence?” Ask students to write a short paragraph using evidence they collected, then have a short class discussion. - Play the 2:37 minute clip “Elizabeth Cady Stanton and the Stronghold of the Fortress” for the class on a projector. It provides an introduction about Elizabeth Cady Stanton and how and why the Seneca Falls Convention was organized. - Pass out Document B: The Declaration of Sentiments (pgs 8-9 in PDF) (or ask the students to download it) and a hard copy of the Declaration of Sentiments graphic organizer for each student. Students should close read the document and work on the graphic organizer with their partner. The knowledge from the timeline should help them better interpret the document. - Exit slip or exit activity: Ask students to write a response to the question “Was the Seneca Falls Convention effective in its mission? Explain your position.” Or, you could ask students to stand on one side of the room if they believe the document was effective and the other side if they believe it was not and have a full class discussion. Teacher may assess the big idea paragraphs/discussion alone or choose to collect the graphic organizer and evidence collection, too to check for understanding. The essential questions would make great essay questions in a formal assessment. America Scripture: Making of the Declaration of Independence by Pauline Maier
Plants and decomposers play an important role in freshwater ecosystems. They are the organisms that produce and recycle the organic matter used as food by other organisms. Algae: tiny but important Phytoplankton are algae that live in water. They are vital because they convert sunlight to organic matter through photosynthesis, and so provide the base of the food chain. Algae are classified into several groups, often according to their colour – for example, green algae and red algae. (Cyanobacteria are often referred to as blue-green algae, but they have a primitive cell structure and are more like bacteria than true algae.) Some types of algae grow independently as single cells, while others form colonies or filaments. Some are fixed to river and lake beds, and others live suspended in the water. Trouble comes in threes Cyanobacteria (blue-green algae) live in fresh water. Some cyanobacteria produce powerful toxins that can cause sickness and death in people or animals exposed to them. Neurotoxins target the nervous system, hepatotoxins damage the liver, and dermatoxins irritate the skin. Diatoms are single-celled algae enclosed in a hard shell. They live in thin layers on river and stream beds, and are an important food source for mayfly nymphs and many other grazing invertebrates. Not all algae support the food chain to the same extent. The unsightly filaments of green algae often seen in nutrient-rich streams are not very palatable and can affect water quality. Most of New Zealand’s common algae also occur overseas. But it is possible that with better understanding, more species unique to New Zealand will be identified. Larger plants: macrophytes A wide array of larger plants also live in fresh water for at least part of their life cycle. These plants, known as macrophytes, include macroalgae, mosses, liverworts, ferns, and vascular plants (angiosperms). Most are restricted to lakes or lowland rivers with relatively slow-flowing water and/or stable beds. But mosses and liverworts are often found in fast-flowing streams, although only in areas with a stable bed. Macrophytes have a variety of growth forms. Some species such as reeds are rooted to the river or lake bed, but push up above the water. Others grow entirely beneath the surface. Some have been recorded at depths of 70 metres in very clear lakes. Several species such as duckweed (Lemna minor) and ferny azolla float on the surface. Although macrophytes are common and abundant, only two types of invertebrates (animals without backbones) will actually eat the living plants – freshwater kōura (crayfish) and an aquatic moth (Nymphula nitens). After they die, macrophytes begin to decompose and their nutrients become available for other plants and animals to use. Bacteria and fungi: recyclers Many people associate bacteria with disease. But most bacteria found in natural systems play a very important role, breaking down organic matter and recycling its nutrients – these are then available for other plants and animals to use. Although they are important, there has been a limited amount of study on their diversity. Only a fraction of those found in natural systems have been scientifically described. Fungi break down wood and other larger pieces of organic matter that become food for many invertebrates. Over 600 different types of fungi occur in fresh water.
- 1 Electron gain Enthalpy - 2 (1) Atomic Size - 3 (2) Nuclear Charge - 4 (3) Electronic Configuration - 5 Variation along a period - 6 Halogens have the most negative electron gain enthalpy - 7 The electron gain enthalpy of fluorine is less negative than that of chlorine - 8 The electron gain enthalpy of noble gases is positive Electron gain Enthalpy Electron gain enthalpy of an element may be defined as the energy released when a neutral isolated gaseous atom accepts an extra electron to form the gaseous negative Ion i.e. anion.It is denoted by Δ eg H. Greater the amount of energy released in the above process, higher is the electron gain enthalpy of the element. The electron gain enthalpy of a element is a measure of the firmness or strength with which an extra electron is bound to it. Electron gain enthalpy is measured in electron volts per atom or kJ per mole. The process of adding an electron to the atom can be either exothermic or endothermic. Energy is released when an electron is added to the atom. Therefore, the electron gain enthalpy is negative. The electron gain enthalpy for halogens is highly negative because they can acquire the nearest stable noble gas configuration by accepting an extra electron. Noble gases have large positive electron gain enthalpy because the extra electron has to be placed in the next higher principal quantum energy levels there by producing highly unstable electronic configuration. After the addition of 1 electron, the atoms becomes negatively charged and the second electron is to be added to a negatively charged Ion. But the addition of second electron is opposed by the electrostatic repulsion and hence the energy has to be supplied for the addition of second electron. The second electron gain enthalpy of an element is positive. When an electron is added to oxygen atom to form O¯ ion ,energy is released.But when another electron is added to O¯ ion to form O2- ion, the energy is absorbed to overcome the strong electrostatic repulsion between the negatively charged O¯ ion and second electron being added. Factors on which the electron gain enthalpy depends (1) Atomic Size As the size of the atom increases, the distance between the nucleus and the last shell which receives the incoming electrons increases. As a result, the force of attraction between the nucleus and the incoming electron decreases and hence the electron gain enthalpy becomes less negative. (2) Nuclear Charge As the nuclear charge increases ,the force of attraction between the nucleus and the incoming electron increases and hence the enthalpy becomes more negative. (3) Electronic Configuration Elements having exactly half filled or completely filled orbitals are very stable. Energy has to be supplied to add an electron. Hence their electron gain enthalpy have large positive values since they do not accept the additional electrons so easily. The electron gain enthalpy becomes less negative in going from top to bottom in a group and more negative in going from left to right in a period. Variation within a group The electron gain enthalpy becomes less negative as we move down a group. As we move down a group, both the atomic size and the nuclear charge increases. But the effect of increase in atomic size is much more pronounced then the nuclear charge. With increase in atomic size ,the attraction of the nucleus for the incoming electron decreases and hence the electron gain enthalpy becomes less negative. The electron gain enthalpies of some of the elements of 2nd period i.e. O and F are less negative than the corresponding elements of the third period. Reason: The elements of the second period have smallest atomic size among the elements in their respective group. As a result ,there are considerable electron electron repulsions within the atom itself and hence the additional electron is not accepted with the same ease as is the case with the remaining elements in the same group. Chlorine has the most negative electron gain enthalpy. Variation along a period Electron gain enthalpy becomes more and more negative from left to right in a period. As we move across a period from left to right the atomic size decreases and the nuclear charge increases. Both these factors tend to increase the attraction by the nucleus for the incoming electron and hence electron gain enthalpy becomes more and more negative in a period from left to right. Halogens have the most negative electron gain enthalpy The electron gain enthalpies of the halogen elements are the most negative. This is due to the reason that the valence Shell electronic configuration of the halogen is ns2 np5 and as such they require one more electron to acquire the stable noble gas configuration. They have a strong tendency to accept an additional electron and hence the electron gain enthalpies are highly negative. As we move from chlorine to iodine, the electron gain enthalpies become less and less negative due to corresponding increase in their atomic radii. In Cl, the additional electron enters the 3p subshell, in Br the additional electron enters the 4p subshell while in iodine it goes to the 5p subshell. As the distance of the nucleus from the subshell which receives the additional electron increases, the force with which it is attracted by the nucleus decreases and hence the electron gain enthalpy become less negative as we move down the group from Cl ————> Br ——–> I The electron gain enthalpy of fluorine is less negative than that of chlorine This is due to its small size. As a result of its small size ,the electron electron repulsion in the relatively compact to 2p subshell are comparatively large and hence the incoming electron is not accepted with the same ease as is the case with chlorine. The electron gain enthalpy of noble gases is positive The atoms of these elements have completely filled subshell. As a result there is no room in their valence orbitals and the additional electron has to be placed in an orbital of next higher shell. As a result, energy has to be supplied to add on additional electrons.
What is STEM learning? STEM learning is the interdisciplinary approach to education that teaches science, technology, engineering and mathematics. It aims to provide learners with transferable skills for future professions. With the demand for technological innovation being higher than ever, choosing STEM learning from a young age can offer a wider range of opportunities for young learners’ futures. Dawn Childs, President of the Women’s Engineering Society, is a prominent advocate of STEM learning. She wants to incentivise young girls into STEM learning, seeing it as a great opportunity to push themselves and learn skills they may not have otherwise considered. As we found out when catching up with Dawn, she warns of the risk that girls face in limiting their options, if choosing to turn away from STEM learning early on: Why is it so important to encourage girls in STEM learning? Dawn: It is right that everybody should get the opportunity to find the right career for them. Something that will give them fulfilment and enable them to live they life they choose. Of course I would love for as many girls as possible to choose STEM careers eventually – we need more engineers, it is a rewarding career that can make a difference. However, the simple fact is that by NOT choosing to continue with STEM education girls are actually restricting their future career choices and narrowing down their possibilities. It is very difficult to pick up STEM education once it has been dropped, and surely every parent would want their child to broaden their career choices as far as possible and keep their options open, until they really understand what direction they wish their life to take? What progress have you seen in STEM learning provision for girls since you left education? Dawn: There are far more resources available to schools and colleges to enable a really interesting and rich mix of practical and theoretical STEM learning. It is far more accessible and engaging and there are far more role models in all fields of engineering for girls to connect with. How can parents reassure their daughters they can succeed in STEM subjects and STEM careers? Dawn: By making use of the rich resources that are available – ensure they do not become closed to the idea of engineering without truly understanding what a career in engineering can mean. There is so much to find on the internet that will help but nothing can beat interacting with real engineers at the various STEM events or even just asking for guidance. I personally spend a lot of time encouraging the engineers of the future and I know that many of my WES members and colleagues do too. But please whatever you do keep your daughter’s options open by encouraging her to stay with STEM learning and not opting out too early before she knows what she wants to do. The Women’s Engineering Society is a charity and professional network of trained female engineers, scientists and technicians. Their fundamental goal is to incentivise the growth of female professionals in these fields, seeking to do so by providing constant guidance throughout the learning process, and through provision of the necessary resources to help females fulfil their career goals. For more information on the Women’s Engineering Society, please click the banner below:
Origin of haversack In historic Germany the word ‘hafersack’, meant oat sack. This was a small sack to carry horse fodder. It was a long, narrow bag that had a strap at the top and bottom, which was worn across the body from shoulder to hip. When it was adopted in England the f was changed to a v because of language usage. A canvas bag for carrying rations, etc., generally worn over one shoulder, as by soldiers or hikers. It was generally square, measuring 12 inches per side with a button down flap. When empty it could be folded in three with an extra button on the back that allowed it to be fastened in this position. This was the original usage of the haversac in the British Army. Eventually, other armies adopted the haversack, but the need for more carrying capacity created a niche for an enlarged version. Thus, the rucksack was born. In some countries the words are synonymous with each other, but the differences are clear. Haversacks are small with one strap, sometimes with one pocket but often with more. A rucksack has two shoulder straps, one large pocket and often many smaller ones. There are varying designs for these bags, some have a single pocket, others many. Commonly straps are added to allow other items to be attached to the outside. What is now commonly known as a Haversack, in the British Army, was referred to as a bread bag. It is generally defined as a small bag with a single shoulder strap. In military use, it was usually made of undyed canvas or black canvas if you were in a British or Commonwealth rifle regiment, and was used to hold a soldiers food rations. (There will be a lot more about the haversack and its history, plus all about what was actually carried inside in a future blog post…) The pattern for this haversack came from, “Soldiers’ Accoutrements of the British Army 1750 – 1900” by Pierre Turner. It is the 1880 General Service model. I’m using a 1oo% cotton canvas in black this time. Many people that don’t know the origins of a haversack often confuse it with a rucksack. For this reason a new name is often given to the sack: satchel. One such example is the Dungeons and Dragons magic item “Heward’s Handy Haversack”; from the definition this is a “rucksack” not a haversack. D&D 5th Edition Compendium This Backpack has a central pouch and two side pouches, each of which is an extra-dimensional space. Each side pouch can hold up to 20 pounds of material, not exceeding a volume of 2 cubic feet. The large central pouch can hold up to 8 cubic feet or 80 pounds of material. The Backpack always weighs 5 pounds regardless of its contents. Placing an object in the haversack follows the normal rules for Interacting with Objects. Retrieving an item from the haversack requires you to use an action. When you reach into the haversack for a specific item, the item is always magically on top. The haversack has a few limitations. If it is overloaded, or if a sharp object pierces it or tears it, the haversack ruptures and is destroyed. If the haversack is destroyed, its contents are lost forever, although an artifact always turn up again somewhere. If the haversack is turned inside out, its contents spill forth, unharmed, and the haversack must be put right before it can be used again. If a breathing creature is placed within the haversack, the creature can survive for up to 10 minutes, after which time it begins to suffocate. Placing the haversack inside an extra-dimensional space created by a Bag of Holding, Portable Hole, or similar item instantly destroys both item and opens a gate to the Astral Place. The gate originates where the one item was placed inside the other. Any creature within 10 feet of the gate is sucked through it and deposited in a random location on the Astral Plane. The gate then closes. The gate is one-way only and can’t be reopened. Below are different versions of haversacks and rucksack through time.
Laws that relate the pressure, volume, and temperature of a gas. Boyle's lawnamed for Robert Boylestates that, at constant temperature, the pressure P of a gas varies inversely with its volume V, or PV = k, where k is a constant. Charles's lawnamed for J.-A.-C. Charles (1746–1823)states that, at constant pressure, the volume V of a gas is directly proportional to its absolute (Kelvin) temperature T, or V/T = k. These two laws can be combined to form a single generalization of the behaviour of gases known as an equation of state, PV = nRT, where n is the number of gram-moles of a gas and R is called the universal gas constant. Though this law describes the behaviour of an ideal gas, it closely approximates the behaviour of real gases. See also Joseph Gay-Lussac. This entry comes from Encyclopædia Britannica Concise. For the full entry on gas laws, visit Britannica.com. Seen & Heard What made you look up gas laws? Please tell us what you were reading, watching or discussing that led you here.
Frequent consumption of fast food has been associated with increased body mass index (BMI) (1). In the USA, the diets of children and adults increasingly includes fast food (2). Eating fast food has been associated with higher intakes of energy, fat, sodium, added sugars and sugar-sweetened beverages, and lower intakes of fruits, vegetables, fibre and milk in children (3), adolescents (4) and adults (5). Fast food also tends to have higher energy densities and poorer nutritional quality than foods prepared at home and in comparison with dietary recommendations (2). A recent review on US neighbourhood environments reported fast food restaurants are more prevalent in low-income and ethnic minority areas, possibly contributing to economic and ethnic obesity disparities (6). The authors of this review proposed requiring fast food restaurants locate a minimum distance from schools and limiting the total number of per capita fast food restaurants in a community. Policy makers have been making decisions related to fast food availability; for example, Los Angeles enacted a fast food ban (7). Evidence-based environmental and policy approaches to obesity are important, because interventions primarily targeting individual-level behaviours, such as eating more fruits and vegetables, have had generally modest, mixed or null effects on sustaining weight loss (8,9). Recognizing these shortcomings and the complexity of eating and activity behaviours, obesity research and interventions are increasingly using ecological approaches that link multi-level factors (e.g. individual food choices with environmental and policy influences) (10). To effectively investigate the food environment and shape-effective strategies to improve access to healthy foods, valid and reliable measures are needed (11). In light of these limitations and given the interest in using ecological approaches, this systematic review aims to examine the methodology and current evidence on fast food access and its associations with outcomes. The end goal of the review is to identify gaps with data collection and measurement, understand the limitations of previous research and designs and focus future research on areas in most need of attention.
January 16, 2013 Designer Bacteria Could Possibly Improve Vaccine Effectiveness Connie K. Ho for redOrbit.com — Your Universe Online Scientists from the University of Texas-Austin (UTA) recently revealed that they have been able to develop 61 new strains of genetically engineered bacteria that could boost the effectiveness of vaccines for diseases such as cholera, HPV, the flu, and pertussis.The findings on these strains of E. coli were featured in a recent edition of the Proceedings of the National Academy of Sciences. These strains of E. coli are part of a new group of biological “adjuvants” that could help change the way that vaccines are designed. Adjuvants are described as substances that are included with vaccines to increase the human immune response. "For 70 years the only adjuvants being used were aluminum salts," remarked Stephen Trent, an associate professor of biology in the College of Natural Sciences at UTA, in a prepared statement. "They worked, but we didn't fully understand why, and there were limitations. Then four years ago the first biological adjuvant was approved by the Food and Drug Administration. I think what we're doing is a step forward from that. It's going to allow us to design vaccines in a much more intentional way." The researchers described how adjuvants were initially found during the earlier years of commercial vaccine production, notably when batches of vaccines were accidentally contaminated but appeared to be more effective than the original pure batches. The scientists eventually discovered that they could create a one-two punch by specifically adding their own adjuvant, or dirt, or the combination. The main element of the vaccine was either a killed or inactivated virus of the bacteria, or a virus that the vaccine could defend against. This way, the body´s immune system could identify it and create antibodies to respond. The adjuvant also elevated the body´s response by initiating a general warning, allowing more agents in the immune system to be circulating in the bloodstream to slowly learn about the key antigen. As a result, the immune system had a strong defense when it needed to combat the virus or bacteria in the future. "They're called the 'dirty little secret' of immunology," continued Trent in the statement. "If the vials were dirty, they elicited a better immune response." For the past 70 years, aluminum salt has been used as an adjuvant in almost every vaccine in the world. In 2009, the U.S. Food and Drug Administration (FDA) allowed a new vaccine for the human papillomavirus (HPV). The vaccine had a new type of adjuvant that was a modified format of an endotoxin molecule. In particular, endotoxin is found on the cell surface of a variety of bacteria; humans have changed over millions of years to be able to find and react to them quickly. "In some of its forms an endotoxin can kill you," explained Trent in the statement. "But the adjuvant, which is called MPL, is a very small, carefully modified piece of it, so it's able to trigger the immune response without overdoing it." In the study, the researchers were able to expand on this idea of the endotoxin and engineer the E. coli bacteria to communicate the endotoxin in different versions on the cell surface. "These 61 E. coli strains each have a different profile on their surface," noted the study´s first author Brittany Needham, a doctoral student working in Trent's lab, in the statement. "In every case the surface structure of the endotoxin is safe, but it will interact with the immune system in a range of ways. Suddenly we have a huge potential menu of adjuvants to test out with different kinds of vaccines." As a result, one strain might work with pertussis (whopping cough), while another might work better with a cholera vaccine or future HIV vaccine. The investigators believe that they will be able to tweak the adjuvants in more precise ways as more and more E. coli strains are engineered and then experimented. "I think we're at the dawn of a new age of vaccine design," commented Trent in the statement. "For a long time vaccinology was really a trial-and-error field. It was a black box. We knew certain things worked. We knew certain vaccines had certain side effects. But we didn't entirely know why. Now that's changing."
In general, homogeneity is defined as the quality or state of being homogeneous (of the same or similar nature, from Greek ὀμός meaning 'same'). It also means having a uniform structure throughout. For instance, a uniform electric field (which has the same strength and the same direction at each point) would be compatible with homogeneity (all points experience the same physics). A material constructed with different constituents can be described as effectively homogeneous in the electromagnetic materials domain, when interacting with a directed radiation field (light, microwave frequencies, etc.) In physics, homogeneous usually means describing a material or system that has the same properties at every point of the space; in other words, uniform without irregularities. In physics, it also describes a substance or an object whose properties do not vary with position. For example, an object of uniform density is sometimes described as homogeneous. Another related definition is simply a substance that is uniform in composition. Mathematically, homogeneity has the connotation of invariance, as all components of the equation have the same degree of value whether or not each of these components are scaled to different values, for example, by multiplication or addition. Cumulative distribution fits this description. "The state of having identical cumulative distribution function or values". The definition of homogeneous strongly depends on the context used. For example, a composite material is made up of different individual materials, known as "constituents" of the material, but may be defined as a homogeneous material when assigned a function. For example, asphalt paves our roads, but is a composite material consisting of asphalt binder and mineral aggregate, and then laid down in layers and compacted. In another context, a material is not homogeneous in so far as it is composed of atoms and molecules. However, at the normal level of our everyday world, a pane of glass, or a sheet of metal is described as glass, or stainless steel. In other words, these are each described as a homogeneous material. A few other instances of context are: Dimensional homogeneity (see below) is the quality of an equation having quantities of same units on both sides; Homogeneity (in space) implies conservation of momentum; and homogeneity in time implies conservation of energy. In the context of composite metals is an alloy. A blend of a metal with one or more metallic or nonmetallic materials is an alloy. The components of an alloy do not combine chemically but, rather, are very finely mixed. An alloy might be homogeneous or might contain small particles of components that can be viewed with a microscope. Brass is an example of an alloy, being a homogeneous mixture of copper and zinc. Another example is steel, which is an alloy of iron with carbon and possibly other metals. The purpose of alloying is to produce desired properties in a metal that naturally lacks them. Brass, for example, is harder than copper and has a more gold-like color. Steel is harder than iron and can even be made rust proof (stainless steel). Homogeneity, in another context plays a role in cosmology. From the perspective of 19th-century cosmology (and before), the universe was infinite, unchanging, homogeneous, and therefore filled with stars. However, German astronomer Heinrich Olbers asserted that if this were true, then the entire night sky would be filled with light and bright as day; this is known as Olbers' paradox. Olbers presented a technical paper in 1826 that attempted to answer this conundrum. The faulty premise, unknown in Olbers' time, was that the universe is not infinite, static, and homogeneous. The Big Bang cosmology replaced this model (expanding, finite, and inhomogeneous universe). However, modern astronomers supply reasonable explanations to answer this question. One of at least several explanations is that distant stars and galaxies are red shifted, which weakens their apparent light and makes the night sky dark. However, the weakening is not sufficient to actually explain Olbers' paradox. Many cosmologists think that the fact that the Universe is finite in time, that is that the Universe has not been around forever, is the solution to the paradox. The fact that the night sky is dark is thus an indication for the Big Bang. By translation invariance, one means independence of (absolute) position, especially when referring to a law of physics, or to the evolution of a physical system. Fundamental laws of physics should not (explicitly) depend on position in space. That would make them quite useless. In some sense, this is also linked to the requirement that experiments should be reproducible. This principle is true for all laws of mechanics (Newton's laws, etc.), electrodynamics, quantum mechanics, etc. In practice, this principle is usually violated, since one studies only a small subsystem of the universe, which of course "feels" the influence of rest of the universe. This situation gives rise to "external fields" (electric, magnetic, gravitational, etc.) which make the description of the evolution of the system depending on the position (potential wells, etc.). This only stems from the fact that the objects creating these external fields are not considered as (a "dynamical") part of the system. Translational invariance as described above is equivalent to shift invariance in system analysis, although here it is most commonly used in linear systems, whereas in physics the distinction is not usually made. The notion of isotropy, for properties independent of direction, is not a consequence of homogeneity. For example, a uniform electric field (i.e., which has the same strength and the same direction at each point) would be compatible with homogeneity (at each point physics will be the same), but not with isotropy, since the field singles out one "preferred" direction. In Lagrangian formalism, homogeneity in space implies conservation of momentum, and homogeneity in time implies conservation of energy. This is shown, using variational calculus, in standard textbooks like the classical reference [Landau & Lifshitz] cited below. This is a particular application of Noether's theorem. As said in the introduction, dimensional homogeneity is the quality of an equation having quantities of same units on both sides. A valid equation in physics must be homogeneous, since equality cannot apply between quantities of different nature. This can be used to spot errors in formula or calculations. For example, if one is calculating a speed, units must always combine to [length]/[time]; if one is calculating an energy, units must always combine to [mass]•[length]²/[time]², etc. For example, the following formulae could be valid expressions for some energy: if m is a mass, v and c are velocities, p is a momentum, h is Planck's constant, λ a length. On the other hand, if the units of the right hand side do not combine to [mass]•[length]2/[time]2, it cannot be a valid expression for some energy. Being homogeneous does not necessarily mean the equation will be true, since it does not take into account numerical factors. For example, E = m•v2 could be or could not be the correct formula for the energy of a particle of mass m traveling at speed v, and one cannot know if h•c/λ should be divided or multiplied by 2π. Nevertheless, this is a very powerful tool in finding characteristic units of a given problem, see dimensional analysis. Theoretical physicists tend to express everything in natural units given by constants of nature, for example by taking c = ħ = k = 1; once this is done, one partly loses the possibility of the above checking. - Homogeneity. Merriam-webster.com - Homogeneous. Merriam-webster.com - Rennie, Richard, Science Online (2003). Homogeneous (physics). The Facts On File Dictionary of Atomic and Nuclear Physics. "Describing a material or system that has the same properties in any direction; i.e. uniform without irregularities." (accessed November 16, 2009). - Tanton, James. "homogeneous." Encyclopedia of Mathematics. New York: Facts On File, Inc., 2005. Science Online. Facts On File, Inc. "A polynomial in several variables p(x,y,z,…) is called homogeneous [...] more generally, a function of several variables f(x,y,z,…) is homogeneous [...] Identifying homogeneous functions can be helpful in solving differential equations [and] any formula that represents the mean of a set of numbers is required to be homogeneous. In physics, the term homogeneous describes a substance or an object whose properties do not vary with position. For example, an object of uniform density is sometimes described as homogeneous." James. homogeneous (math). (accessed: 2009-11-16) - "Kristi Lew, "homogenous"". Science Online. Database. Facts On File, Inc. 2008. p. 1. - Rosen, Joe. "Alloy." Encyclopedia of Physics. New York: Facts On File, Inc., 2004. Science Online. Facts On File, Inc. accessed 2009-11-16 - Todd, Deborah, and Joseph A. Angelo Jr. "Olbers, Heinrich Wilhelm Matthäus." A to Z of Scientists in Space and Astronomy. New York: Facts on File, Inc., 2005. Science Online. Facts On File, Inc. Olbers, Heinrich Wilhelm Matthäus (accessed 2009-11-16) - Landau - Lifschitz: "Theoretical Physics - I. Mechanics", Chapter One.
Seventh grade science students recently immersed themselves in a multi-day lab using Bess beetles, which provided them the opportunity to model the scientific process, observe the behavior of a common insect, examine the relationship between strength and body size and explore similarities and differences between humans and other living organisms. Bess beetles are important in recycling wood and considered beneficial insects. They are easy to take care of in the classroom and quite docile. The beetles used in this experiment spent some time acclimating to the back-to-school season with SK students in Ms. Moore’s class last week, before their 7th grade peers began this lab. In their science classrooms, students collaborated in teams of two or three to work through the lab process. First, they selected their beetles and examined them closely, making careful observations about their beetles as well as inferences supported by their observations. Students carefully examined the beetle’s pincer, leg hair and antennae to get a better understanding of the relationship between the structure of an organism and its function. To ensure consistent data, groups also used this time to mark their beetles with nail polish so they could easily identify and retrieve them after returning them to their holding tank. Next, students shared an applied example of the difference between brute and relative strength as they set up and orchestrated an experiment to determine how much mass their beetles could pull in comparison to their own body mass. This experiment involved carefully measuring the mass of their beetles, looping a harness of dental floss around the thorax, tying the other end of the floss to an empty petri dish and varying the amount of weight in the dish as they timed their beetles’ travel along a finite distance. Seventh grade teacher and Science Department Co-Chair Angela Miklavcic Brandon noted that this particular beetle lab traditionally takes place at the 9th grade level in Biology class, and she jumped at the chance to share it with her 7th grade students when she heard that her Upper School counterparts were replacing it with another lab in their curriculum. In watching the students engaged in this lab, the level of scientific curiosity and enjoyment was clear. Many students named their beetles and cheered on the insects as they towed their loads. This was a wonderful example of hands-on learning at the school.
1. Why does Kingston begin The Woman Warrior with her mother's admonishment, "You must not tell anyone"? What effect does Kingston establish with this ironic statement? 2. The mother-daughter relationship in The Woman Warrior has been described as "bittersweet." To what extent do you agree with this view? How would you describe this relationship? 3. Throughout The Woman Warrior, Kingston explores how her Chinese cultural history can be reconciled with her emerging sense of herself as an American. Is she successful in this endeavor? Support your answer with examples from the text. 4. Discuss the conflict between individualism and community as Kingston presents it in her text. Which characters struggle to define themselves as individuals in a community-oriented society? Are they successful in claiming their personal voices? 5. Define "talk-story." Give an example of a talk-story and discuss how it fits your definition. 6. Discuss the theme of silence in The Woman Warrior. Are any men silenced in the text? If so, who, and why? 7. If No Name Woman had had a baby boy rather than a baby girl, would she have committed suicide by drowning herself and the baby in her family's well? Why, or why not? 8. What are some of the similarities between Kingston and No Name Woman? What are their differences? 9. What role does Fa Mu Lan play in The Woman Warrior? How is this mythological woman warrior integrated into Kingston's narrative? 10. In "White Tigers," what is significant about the rabbit's self-immolating itself for Fa Mu Lan? 11. Discuss the symbolism of Fa Mu Lan's father's carving words of revenge into his daughter's bared back. Why does Fa Mu Lan's father and not her mother carve the words? 12. How does the image of dragons in "White Tigers" relate to Kingston? To Brave Orchid? To these two women's relationship? 13. Brave Orchid downplays the importance of Kingston's academic successes at school. Why? 14. Although The Woman Warrior is a serious treatment of a Chinese-American woman's assimilation into a foreign culture, many episodes in the book are humorous. Discuss one event in the book that you find funny. Why is this event funny? Is there also a serious aspect of the episode you chose? How does Kingston integrate comedy and seriousness into her text? 15. Despite Kingston's use of the term "Memoirs" in her subtitle, many literary critics consider The Woman Warrior an autobiographical novel. Because most readers consider autobiographies to be non-fiction, is "autobiographical novel" an oxymoron? Can autobiographies contain fictitious elements? Why or why not? 16. What is significant about the term "ghost" in Kingston's text? 17. Why does Brave Orchid think that it is important that she tell her personal history to her daughter in "Shaman"? 18. Discuss the role of infanticide — intentionally killing newborn babies — in the book. 19. Why does Kingston fear that her parents want to sell her and her sisters as slaves? 20. Are there any sympathetic males in Kingston's narrative? If so, who are they, and what function do they serve? If no, why not? 21. In the last section of "Shaman," Brave Orchid and Kingston discuss why Kingston never visits her mother. What are some of the reasons that Kingston offers? Does Brave Orchid understand her daughter's reasons? Why is this episode significant in their relationship? 22. What is meant by the phrase "Little Dog"? 23. Discuss Brave Orchid's perceptions of time and China in "Shaman" and "At the Western Palace." 24. Compare Brave Orchid and her sister Moon Orchid. 25. Are Kingston and Moon Orchid at all alike? If so, how? 26. Discuss Moon Orchid's estranged husband in terms of his American-ness. How does he fit Brave Orchid's definition of "ghost"? 27. Moon Orchid's stay with Brave Orchid and her family exposes ever-present misunderstandings between Brave Orchid and her children, and Moon Orchid and her nieces and nephews. Are these misunderstandings due to cultural or generational differences, or both? 28. Throughout The Woman Warrior, Kingston stresses how she wants to be "American-normal." What does this term mean? What qualities make a person "American-normal"? 29. In "At the Western Palace," Brave Orchid comments, "The difference between mad people and sane people . . . is that sane people have variety when they talk-story. Mad people have only one story that they talk over and over." Discuss this quote in terms of Moon Orchid's story, especially the time she spends in the insane asylum with the many pregnant women. 30. Compare Ts'ai Yen's song of lament at the end of "A Song for a Barbarian Reed Pipe" to Brave Orchid's many talk-stories. Do the lamentation and the talk-stories serve similar purposes for the two women? 31. In "A Song for a Barbarian Reed Pipe," Kingston describes her childhood cruelty to a silent Chinese girl at school. Why does she consider this an important episode to present to readers? 32. Discuss the symbolism of Brave Orchid's telling Kingston that she cut her frenum. 33. How do Kingston's experiences in both the American school and the Chinese school emphasize language's power to create a personal identity? 34. What is the significance of the Chinese boy who begins visiting Kingston at the family laundry? Why does her parents' finding pornography in the boy's possession increase Kingston's anger at her mother? 35. In "Cultural Mis-Reading by American Reviewers," an essay published in Asian and Western Writers in Dialogue: New Cultural Identities (1982), Kingston criticizes those critics who find her work exotic and foreign. She states, "The Woman Warrior is an American book. . . . Yet many reviewers do not see the American-ness of it, nor the fact of my own American-ness." What are some of the American elements in this work? Do you agree with Kingston's position? 36. To what degree does the lack of a chronological order in The Woman Warrior help construct a more interesting and engaging narrative? Does this non-chronological plot detract from gaining a better understanding of Kingston's memoir? Why or why not? 37. Compare The Woman Warrior with other literary texts written by women of color. What similarities does it share with works such as Beloved, The Color Purple, and The Joy Luck Club? What are some major differences?

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