Split (1)

train · 64k rows

content stringlengths 275 370k
Heather from The Children’s Workshop discusses how being focused is critical to a positive educational outcome. As the school year begins, it is essential for young learners to be ready for a successful day at school. Although a variety of factors contribute to your child’s success, being focused in school is critical to their educational experiences and educational outcomes. Ways to help children “practice” being focused at home: - Set Expectations: The earlier you set your expectations and establish a routine for learning, homework and studying, the easier it will be to maintain. Make it a family practice: Allow older children to set an example for younger children—include younger children in homework and study hour by having them quietly color, look at books or do some other learning activity during this time. - Manage Distractions: Although eliminating every possible distraction is nearly impossible, there are ways to manage and minimize the number of things that can pull a child’s focus away. Start with technology: no television, phone or computer until homework is done. Total silence isn’t required, because research has found that certain types of music help people concentrate better, especially classical and instrumental music. If your child is interested in listening to music, consider playing Bach, Mozart or Beethoven. - Establish Rules for Homework Time: There is nothing more distracting than a knock on the door and an invitation to play when it’s homework time. Require that your children’s homework and studying be completed (neatly and correctly) before going out to play. This can be hard in the summer, when other children are off from school at different times. As seasons and activities change throughout the year, be flexible and adapt to changing schedules. - Take Breathers - Make to-do lists to stay on task and complete them - Set aside a reasonable amount of time for your child to practice focusing on a specific task: Young children (age 4-5) can usually concentrate for somewhere between 5 and 20 minutes, depending on the task—less time with novel and challenging tasks, and more time with those intrinsically enjoyable activities. - Do one thing at a time: We may praise the ability to multitask in our adult lives, but the research is clear: multitasking reduces concentration and diminishes our performance. In line with the concept of mindfulness, do one thing at a time in this one moment. For very young children, you might simply sing the alphabet together while looking at the letters. For children who are a little older, say 4th grade, you can complete one long division problem at a time together. Don’t look ahead at all the other problems, just focus on one at a time. - Practice belly breathing: Steady, diaphragmatic breathing slows our heart rate and clears our mind so we can concentrate. This is an important skill for kids to have when they’re confronted with challenging tasks, which can make them anxious and spike their heart rate. Anxiety leads to avoidance, the opposite of concentration. So finding ways to make tasks more approachable is important, and calming the body is one of those strategies. - Break big tasks down into smaller, more manageable pieces: This is another strategy for helping children to approach a challenging task. If your child is learning to tie her shoes, make the first goal to master the initial knot, then move on to making two loops with the strings until she knows exactly how to do that, and so forth. Another “piecemeal” strategy for building concentration is to use a timer to help kids organize themselves, e.g., “Here’s a book about horses. I’m going to set this timer for 15 minutes, and I want you to write down as many facts about horses as you can in this time. - Practice observing things in the moment: Kids can be distracted by “internal stimuli,” like physical sensations or entertaining memories. While a child’s imagination is a wonderful thing, we also want them to be able to clear away distractions and build the ability to concentrate. You can play “I spy with my little eye…” and take turns making observations of various objects in the room, listen closely to the lyrics of a song together, or do some yoga poses and pay attention to how it feels in the body. ———————————————————————————————————————————————————–The information, advice and answers displayed in The Rhode Show section of WPRI.com are those of individual sponsors and not WPRI-TV/Nexstar Media Group, Inc. WPRI.com presents this content on behalf of each participating Rhode Show sponsor. Sponsored content is copyrighted to its respective sponsor unless otherwise indicated.
History of human migration - See Human migration Human migration is the movement by people from one place to another, particularly different countries, with the intention of settling temporarily or permanently in the new location. It typically involves movements over long distances and from one country or region to another. Historically, early human migration includes the peopling of the world, i.e. migration to world regions where there was previously no human habitation, during the Upper Paleolithic. Since the Neolithic, most migrations (except for the peopling of remote regions such as the Arctic or the Pacific), were predominantly warlike, consisting of conquest or Landnahme on the part of expanding populations. Colonialism involves expansion of sedentary populations into previously only sparsely settled territories or territories with no permanent settlements. In the modern period, human migration has primarily taken the form of migration within and between existing sovereign states, either controlled (legal immigration) or uncontrolled and in violation of immigration laws (illegal immigration). Migration can be voluntary or involuntary. Involuntary migration includes forced displacement (in various forms such as deportation, slave trade, trafficking in human beings) and flight (war refugees, ethnic cleansing). Studies show that the pre-modern migration of human populations begins with the movement of Homo erectus out of Africa across Eurasia about 1.75 million years ago. Homo sapiens appears to have occupied all of Africa about 150,000 years ago; some members of this species moved out of Africa 70,000 years ago (or, according to more recent studies, as early as 125,000 years ago into Asia, and even as early as 270,000 years ago), and had spread across Australia, Asia and Europe by 40,000 BC. Migration to the Americas took place 20,000 to 15,000 years ago. By 2000 years ago humans had established settlements in most of the Pacific Islands. Major population-movements notably include those postulated as associated with the Neolithic Revolution and with Indo-European expansion. The Early Medieval Great Migrations including Turkic expansion have left significant traces. In some places, such as Turkey and Azerbaijan, there was a substantial cultural transformation after the migration of relatively small elite populations. Historians see elite-migration parallels in the Roman and Norman conquests of Britain, while "the most hotly debated of all the British cultural transitions is the role of migration in the relatively sudden and drastic change from Romano-Britain to Anglo-Saxon Britain", which may be explained by a possible "substantial migration of Anglo-Saxon Y chromosomes into Central England (contributing 50%–100% to the gene pool at that time)." Early humans migrated due to many factors, such as changing climate and landscape and inadequate food-supply. The evidence indicates that the ancestors of the Austronesian peoples spread from the South Chinese mainland to the island of Taiwan around 8,000 years ago. Evidence from historical linguistics suggests that seafaring peoples migrated from Taiwan, perhaps in distinct waves separated by millennia, to the entire region encompassed by the Austronesian languages. Scholars believe that this migration began around 6,000 years ago. Indo-Aryan migration from the Indus Valley to the plain of the River Ganges in Northern India is presumed[by whom?] to have taken place in the Middle to Late Bronze Age, contemporary with the Late Harappan phase in India (around 1700 to 1300 BC). From 180 BC, a series of invasions from Central Asia followed in the northwestern Indian subcontinent, including those led by the Indo-Greeks, Indo-Scythians,Indo-Parthians and Kushans. From 728 BC, the Greeks began 250 years of expansion, settling colonies in several places, including Sicily and Marseille. Europe provides evidence of two major migration movements: the Celtic peoples in the first millennium BC, and the later Migration Period of the first millennium AD from the North and East. Both may be examples of general cultural change sparked by primarily elite and warrior migration. A smaller migration (or sub-migration) involved the Magyars moving into Pannonia (modern-day Hungary) in the 9th century AD. Turkic peoples spread from their homeland in modern Turkestan across most of Central Asia into Europe and the Middle East between the 6th and 11th centuries AD. Recent research suggests that Madagascar was uninhabited until Austronesian seafarers from Indonesia arrived during the 5th and 6th centuries AD. Subsequent migrations from both the Pacific and Africa further consolidated this original mixture, and Malagasy people emerged. Before the expansion of the Bantu languages and their speakers, the southern half of Africa is believed to have been populated by Pygmies and Khoisan-speaking people, whose descendants today occupy the arid regions around the Kalahari Desert and the forests of Central Africa. By about 1000 AD, Bantu migration had reached modern-day Zimbabwe and South Africa. The Banu Hilal and Banu Ma'qil were a collection of Arab Bedouin tribes from the Arabian Peninsula who migrated westwards via Egypt between the 11th and 13th centuries. Their migration strongly contributed to the Arabisation and Islamisation of the western Maghreb, which was until then dominated by Berber tribes. Ostsiedlung was the medieval eastward migration and settlement of Germans. The 13th century was the time of the great Mongol and Turkic migrations across Eurasia. Between the 11th and 18th centuries, numerous migrations took place in Asia. The Vatsayan Priests migrated from the eastern Himalaya hills to Kashmir during the Shan invasion in the 13th century. They settled in the lower Shivalik Hills in the 13th century to sanctify the manifest goddess.[clarification needed] In the Ming occupation, the Vietnamese started expanded southward in the 11th century; this is known in Vietnamese as nam tiến (southward expansion). Manchuria was separated from China proper by the Inner Willow Palisade, which restricted the movement of the Han Chinese into Manchuria during the early Qing Dynasty (founded in 1636), as the area was off-limits (British English: out of bounds) to the Han until the Qing started colonizing the area with them (late 18th century) later on in the dynasty's rule. The Age of Exploration and European colonialism has led to an accelerated pace of migration since Early Modern times. In the 16th century, perhaps 240,000 Europeans entered American ports. In the 19th century over 50 million people left Europe for the Americas alone. The local populations or tribes, such as the Aboriginal people in Canada, Brazil, Argentina, Australia, Japan and the United States, were often numerically overwhelmed by incoming settlers. When the pace of migration had accelerated since the 18th century already (including the involuntary slave trade), it would increase further in the 19th century. Manning distinguishes three major types of migration: labor migration, refugee migrations, and urbanization. Millions of agricultural workers left the countryside and moved to the cities causing unprecedented levels of urbanization. This phenomenon began in Britain in the late 18th century and spread around the world and continues to this day in many areas. Industrialization encouraged migration wherever it appeared. The increasingly global economy globalized the labour market. The Atlantic slave trade diminished sharply after 1820, which gave rise to self-bound contract labour migration from Europe and Asia to plantations. Overpopulation, open agricultural frontiers, and rising industrial centres attracted voluntary migrants. Moreover, migration was significantly made easier by improved transportation techniques. Romantic nationalism also rose in the 19th century, and, with it, ethnocentrism. The great European industrial empires also rose. Both factors contributed to migration, as some countries favored their own ethnicity over outsiders and other countries appeared to be considerably more welcoming. For example, the Russian Empire identified with Eastern Orthodoxy, and confined Jews, who were not Eastern Orthodox, to the Pale of Settlement and imposed restrictions. Violence was also a problem. The United States was promoted as a better location, a "golden land" where Jews could live more openly. Another effect of imperialism, colonialism, led to the migration of some colonizing parties from "home countries" to "the colonies", and eventually the migration of people from "colonies" to "home countries". Transnational labor migration reached a peak of three million migrants per year in the early twentieth century. Italy, Norway, Ireland and the Guangdong region of China were regions with especially high emigration rates during these years. These large migration flows influenced the process of nation state formation in many ways. Immigration restrictions have been developed, as well as diaspora cultures and myths that reflect the importance of migration to the foundation of certain nations, like the American melting pot. The transnational labor migration fell to a lower level from the 1930s to the 1960s and then rebounded. The United States experienced considerable internal migration related to industrialization, including its African American population. From 1910 to 1970, approximately 7 million African Americans migrated from the rural Southern United States, where blacks faced both poor economic opportunities and considerable political and social prejudice, to the industrial cities of the Northeast, Midwest and West, where relatively well-paid jobs were available. This phenomenon came to be known in the United States as its own Great Migration, although historians today consider the migration to have two distinct phases. The term "Great Migration", without a qualifier, is now most often used to refer the first phase, which ended roughly at the time of the Great Depression. The second phase, lasting roughly from the start of U.S. involvement in World War II to 1970, is now called the Second Great Migration. With the demise of legalised segregation in the 1960s and greatly improved economic opportunities in the South in the subsequent decades, millions of blacks have returned to the South from other parts of the country since 1980 in what has been called the New Great Migration. World wars and aftermath The First and Second World Wars, and wars, genocides, and crises sparked by them, had an enormous impact on migration. Muslims moved from the Balkan to Turkey, while Christians moved the other way, during the collapse of the Ottoman Empire. In April 1915 the Ottoman government embarked upon the systematic decimation of its civilian Armenian population. The persecutions continued with varying intensity until 1923 when the Ottoman Empire ceased to exist and was replaced by the Republic of Turkey. The Armenian population of the Ottoman state was reported at about two million in 1915. An estimated one million had perished by 1918, while hundreds of thousands had become homeless and stateless refugees. By 1923 virtually the entire Armenian population of Anatolian Turkey had disappeared. Four hundred thousand Jews had already moved to Palestine in the early twentieth century, and numerous Jews to America, as already mentioned. The Russian Civil War caused some three million Russians, Poles, and Germans to migrate out of the new Soviet Union. Decolonization following the Second World War also caused migrations. The Jewish communities across Europe, the Mediterranean and the Middle East were formed from voluntary and involuntary migrants. After the Holocaust (1938 to 1945), there was increased migration to the British Mandate of Palestine, which became the modern state of Israel as a result of the United Nations Partition Plan for Palestine. Provisions of the Potsdam Agreement from 1945 signed by victorious Western Allies and the Soviet Union led to one of the largest European migrations, and the largest in the 20th century. It involved the migration and resettlement of close to or over 20 million people. The largest affected group were 16.5 million Germans expelled from Eastern Europe westwards. The second largest group were Poles, millions of whom were expelled westwards from eastern Kresy region and resettled in the so-called Recovered Territories (see Allies decide Polish border in the article on the Oder-Neisse line). Hundreds of thousands of Poles, Ukrainians (Operation Vistula), Lithuanians, Latvians, Estonians and some Belarusians were expelled eastwards from Europe to the Soviet Union. Finally, many of the several hundred thousand Jews remaining in Eastern Europe after the Holocaust migrated outside Europe to Israel and the United States. Partition of India In 1947, upon the Partition of India, large populations moved from India to Pakistan and vice versa, depending on their religious beliefs. The partition was created by the Indian Independence Act 1947 as a result of the dissolution of the British Indian Empire. The partition displaced up to 17 million people in the former British Indian Empire, with estimates of loss of life varying from several hundred thousand to a million. Muslim residents of the former British India migrated to Pakistan (including East Pakistan, now Bangladesh), whilst Hindu and Sikh residents of Pakistan and Hindu residents of East Pakistan (now Bangladesh) moved in the opposite direction. In modern India, estimates based on industry sectors mainly employing migrants suggest that there are around 100 million circular migrants in India. Caste, social networks and historical precedents play a powerful role in shaping patterns of migration. Research by the Overseas Development Institute identifies a rapid movement of labor from slower- to faster-growing parts of the economy. Migrants can often find themselves excluded by urban housing policies, and migrant support initiatives are needed to give workers improved access to market information, certification of identity, housing and education. In the riots which preceded the partition in the Punjab region, between 200,000 and 500,000 people were killed in the retributive genocide. U.N.H.C.R. estimates 14 million Hindus, Sikhs and Muslims were displaced during the partition. Scholars call it the largest mass migration in human history: Nigel Smith, in his book Pakistan: History, Culture, and Government, calls it "history's greatest migration." Contemporary history (1960s to present) - Reich, David (2018). Who We Are And How We Got Here - Ancient DNA and the New Science of the Human Past. Pantheon Books. ISBN 978-1101870327. - Barbara Luethi: Migration and Migration History, version 2, in: Docupedia Zeitgeschichte, 06. July 2018 Notes and references - Literature: Göran Burenhult: Die ersten Menschen, Weltbild Verlag, 2000. ISBN 3-8289-0741-5 - Bae, Christopher J.; Douka, Katerina; Petraglia, Michael D. (8 December 2017). "On the origin of modern humans: Asian perspectives". Science. 358 (6368): eaai9067. doi:10.1126/science.aai9067. PMID 29217544. - Compare: Kuo, Lily (10 December 2017). "Early humans migrated out of Africa much earlier than we thought". Quartz. Retrieved 10 December 2017. According to a study published this week in Science, new discoveries over the last decade have shown that modern humans likely originated from several migrations from Africa that began as early as 120,000 years ago. Researchers have found fossils in southern and central China dating between 70,000 and 120,000 years ago or 120 ka (kilo annum). - Zimmer, Carl (4 July 2017). "In Neanderthal DNA, Signs of a Mysterious Human Migration". New York Times. Retrieved 4 July 2017. - Posth, Cosimo; et al. (4 July 2017). "Deeply divergent archaic mitochondrial genome provides lower time boundary for African gene flow into Neanderthals". Nature Communications. 8: 16046. Bibcode:2017NatCo...816046P. doi:10.1038/ncomms16046. PMC 5500885. PMID 28675384. - Tatjana Zerjal; Wells, R. Spencer; Yuldasheva, Nadira; Ruzibakiev, Ruslan; Tyler-Smith, Chris; et al. (2002). "A Genetic Landscape Reshaped by Recent Events: Y-Chromosomal Insights into Central Asia". The American Journal of Human Genetics. 71 (3): 466–482. doi:10.1086/342096. PMC 419996. PMID 12145751. - Weale, Michael E.; Deborah A. Weiss; Rolf F. Jager; Neil Bradman; Mark G. Thomas (2002). "Y Chromosome Evidence for Anglo-Saxon Mass Migration". Molecular Biology and Evolution. 19 (7): 1008–1021. doi:10.1093/oxfordjournals.molbev.a004160. PMID 12082121. Retrieved 11 May 2011. - Language trees support the express-train sequence of Austronesian expansion, Nature - The appearance of Indo-Aryan speakers, Encyclopædia Britannica - Trivedi, Bijal P (14 May 2001). "Genetic evidence suggests European migrants may have influenced the origins of India's caste system". Genome News Network. J. Craig Venter Institute. Retrieved 27 January 2005. - Genetic Evidence on the Origins of Indian Caste Populations - Bamshad et al. 11 (6): 994, Genome Research - Malagasy languages, Encyclopædia Britannica - Migrations-&-World History - The Le Dynasty and Southward Expansion - From Ming to Qing - "The Colombian Mosaic in Colonial America" by James Axtell Archived 2009-11-19 at the Wayback Machine - David Eltis Economic Growth and the Ending of the Transatlantic slave trade - Report on a New Policy for the Ainu: A Critique - See World of our Fathers, by Irving Howe, and particularly the first sixty or so pages of that book - For example, people migrated from the Indian subcontinent to the UK during the Imperial era and afterwards. - Great Migration, accessed 12/7/2007 - Patrick Manning, Migration in World History (2005) p 132-162. - McKeown, Adam. "Global migrations 1846-1940". Journal of Global History. 15 (2): 155–189. - Pakistan:History, Culture, and Government by Nigel Smith, Page 112 - Metcalf, Barbara; Metcalf, Thomas R. (2006), A Concise History of Modern India (Cambridge Concise Histories), Cambridge and New York: Cambridge University Press. Pp. xxxiii, 372, ISBN 0-521-68225-8. - "Support for migrant workers: the missing link in India's development?". Overseas Development Institute. September 2008. - Paul R. Brass (2003). "The partition of India and retributive genocide in the Punjab, 1946–47: means, methods, and purposes" (PDF). Journal of Genocide Research. p. 75 (5(1), 71–101). Retrieved 16 August 2014. - "20th-century international relations (politics) : South Asia". Encyclopædia Britannica. Retrieved 16 August 2014. - "Rupture in South Asia" (PDF). UNHCR. Retrieved 16 August 2014. - Dr Crispin Bates (3 March 2011). "The Hidden Story of Partition and its Legacies". BBC. Retrieved 16 August 2014. - Diamond, Jared (20 April 2018). "A Brand-New Version of Our Origin Story". The New York Times. Retrieved 23 April 2018. - Mayo-Smith, Richmond; Ingram, Thomas; Gadow, Hans (1911). Encyclopædia Britannica. 18 (11th ed.). Cambridge University Press. pp. 427–437. . In Chisholm, Hugh (ed.). - Bauder, Harald. Labor Movement: How Migration Regulates Labor Markets, New York: Oxford University Press, 2006. - Behdad, Ali. A Forgetful Nation: On Immigration and Cultural Identity in the United States, Duke UP, 2005. - Chaichian, Mohammad. Empires and Walls: Globalization, Migration, and Colonial Control, Leiden: Brill, 2014. - Jared Diamond, Guns, germs and steel. A short history of everybody for the last 13'000 years, 1997. - De La Torre, Miguel A., Trails of Terror: Testimonies on the Current Immigration Debate, Orbis Books, 2009. - Fell, Peter and Hayes, Debra. What are they doing here? A critical guide to asylum and immigration, Birmingham (UK): Venture Press, 2007. - Hoerder, Dirk. Cultures in Contact. World Migrations in the Second Millennium, Duke University Press, 2002 - Kleiner-Liebau, Désirée. Migration and the Construction of National Identity in Spain, Madrid / Frankfurt, Iberoamericana / Vervuert, Ediciones de Iberoamericana, 2009. ISBN 978-84-8489-476-6. - Knörr, Jacqueline. Women and Migration. Anthropological Perspectives, Frankfurt & New York: Campus Verlag & St. Martin's Press, 2000. - Knörr, Jacqueline. Childhood and Migration. From Experience to Agency, Bielefeld: Transcript, 2005. - Manning, Patrick. Migration in World History, New York and London: Routledge, 2005. - Migration for Employment, Paris: OECD Publications, 2004. - OECD International Migration Outlook 2007, Paris: OECD Publications, 2007. - Pécoud, Antoine and Paul de Guchteneire (Eds): Migration without Borders, Essays on the Free Movement of People (Berghahn Books, 2007) - Abdelmalek Sayad. The Suffering of the Immigrant, Preface by Pierre Bourdieu, Polity Press, 2004. - Stalker, Peter. No-Nonsense Guide to International Migration, New Internationalist, second edition, 2008. - The Philosophy of Evolution (A.K. Purohit, ed.), Yash Publishing House, Bikaner, 2010. ISBN 81-86882-35-9. - International Migration Review - Migration Letters - International Migration - Journal of Ethnic and Migration Studies - Review of Economics of the Household - OECD International Migration Outlook 2007 (subscription service) - The Short Life of José Antonio Gutierrez - El Inmigrante, Directors: David Eckenrode, John Sheedy, John Eckenrode. 2005. 90 min. (U.S./Mexico) \|Wikimedia Commons has media related to Human migration.\| - iom.int, The International Organisation for Migration - CIA World Factbook gives up-to-date statistics on net immigration by country. - Western Sahara and Migration - Stalker's Guide to International Migration Comprehensive interactive guide to modern migration issues, with maps and statistics - Integration : Building Inclusive Societies (IBIS) UN Alliance of Civilisations online community on good practices of integration of migrants across the world - migrations in history - The importance of migrants in the modern world - Mass migration as a travel business
Hazard assessment is an important part of working with children. It assists with managing both health and safety issues, and the welfare of children. As adults we assess hazards throughout our lives, but when working with children it is important to consider potential hazards that may lead to risk to children and to the adults who work with them. Consideration of how to control or manage hazard is critical. It is important to identify acceptable levels of hazards, as all risk cannot be removed. Whilst this guidance is concerned primarily with hazards associated with failure to follow effective safeguarding practice, it must be understood alongside the health and safety regulations and policy of the Diocese. Whilst the focus on hazard assessment should be on groups of children with whom you are working, as opposed to the physical venue, if a problem with the venue is discovered during the course of assessing (e.g. broken glass, electrical cabling, etc.) this needs to be raised with the appropriate authority in charge of health and safety for the Diocese. What does the term ‘hazard’ mean? A hazard is a potential source of harm or adverse health effect on a person or persons. This may include areas such as: - failure to comply with effective safeguarding practice, such as lack of supervision ratios or consent forms; - medical hazards, such as failure to take medication, or inappropriate intimate care practice; - physical hazards, such as dangerous electrical cabling, or proximity to water. - Identify the hazards: look for hazards in the nature of the activity, and in the place where you are holding the activity. - Identify who is at risk: decide who may be harmed and how. Everyone, or perhaps only certain people, may be at risk. Some groups may need special consideration as they may be more vulnerable to certain hazards. - Identify what the likelihood of harm may be. - Identify the consequences of injury or harm: the consequences could range from trivial to severe or even fatal. The most severe hazards need the most urgent attention. - Identify the controls that need to be put in place to limit the hazard. These steps should be used to complete a risk/hazard assessment form (S4.15) If no hazard exists, you don’t need to note it on the form. Risk should be periodically reviewed especially in circumstances when a venue changes, a new activity takes place or the members of the group change.
Not all of our genetic endowment has been passed down vertically, through ancestral lines. Some of it has been acquired horizontally, from “foreign” sources, such as bacteria, protists, and fungi. The degree to which animals and humans have acquired foreign genes is unclear. It is a matter of some controversy. Yet, according to scientists from the University of Cambridge, foreign genes may have been acquired in sufficient number to influence the course of our evolution. The transfer of genes between organisms living in the same environment is known as horizontal gene transfer (HGT). It is well known in single-celled organisms, and it is thought to be an important process that explains how quickly bacteria evolve, for example, resistance to antibiotics. In multicellular organisms, however, few cases of HGT have been documented. HGT is thought to play an important role in the evolution of some animals, including nematode worms, which have acquired genes from microorganisms and plants, and some beetles that gained bacterial genes to produce enzymes for digesting coffee berries. However, the idea that HGT occurs in more complex animals, such as humans, rather than them solely gaining genes directly from ancestors, has been widely debated and contested. Hoping to clarify matters, the University of Cambridge scientists took advantage of the recent availability of a sufficient number of high-quality genomes and associated transcriptomes to carry out a detailed examination of HGT in 26 animal species (10 primates, 12 flies, and 4 nematodes) and a simplified analysis in a further 14 vertebrates. After carrying out genome-wide comparative and phylogenetic analyses, the scientists determined that HGT in animals typically gives rise to tens or hundreds of active foreign genes, largely concerned with metabolism. These findings appeared March 13 in the journal Genome Biology, in an article entitled, “Expression of multiple horizontally acquired genes is a hallmark of both vertebrate and invertebrate genomes.” This article confirmed that a number of genes, including the ABO blood group gene, had been acquired by vertebrates through HGT. The majority of the other genes were related to enzymes involved in metabolism. For example, some of the genes that had been acquired by humans via horizontal transfer were shown to be involved in lipid metabolism, including the breakdown of fatty acids and the formation of glycolipids. Others were shown to be involved in immune responses, including the inflammatory response, immune cell signaling, and antimicrobial responses, while further gene categories include amino-acid metabolism, protein modification, and antioxidant activities. The study’s lead author Alastair Crisp, D.Phil., said, “This is the first study to show how widely HGT occurs in animals, including humans, giving rise to tens or hundreds of active foreign genes. Surprisingly, far from being a rare occurrence, it appears that HGT has contributed to the evolution of many, perhaps all, animals and that the process is ongoing, meaning that we may need to re-evaluate how we think about evolution.” In humans, the scientists confirmed 17 previously reported genes acquired from HGT, and identified 128 additional foreign genes in the human genome that have not previously been reported. “HGT occurs at low, but appreciable, levels across all the animal species we examined; it has occurred over time and is still occurring; it mainly originates from bacteria and protists; and the genes concerned frequently code for enzyme activities,” wrote the authors of the Genome Biology article. “Interestingly, overall levels of HGT do not appear to be conspicuously different in vertebrates and invertebrates. This is surprising given the difference in complexity between the groups, but may be explained by the observed older HGT in primates, suggesting that the vertebrate HGT may have occurred at an earlier stage of vertebrate evolution.” The authors say that their analysis probably underestimates the true extent of HGT in animals and that direct HGT between complex multicellular organisms is also plausible, and already known in some host-parasite relationships. The study also has potential impacts on genome sequencing more generally. Genome projects frequently remove bacterial sequences from results on the assumption that they are contamination. While screening for contamination is necessary, the potential for bacterial sequences being a genuine part of an animal's genome originating from HGT should not be ignored, say the authors.
Jack London and Robert Louise Stevenson had something in common—something your children can also share with them. They both used copywork as a tool to improve their writing. [The following post contains affiliate links. You can read my disclosure here.] What is copywork? A student copies a letter, word, sentence, or passage. Pretty simple. And because it is so simple we may think, “I’ll just skip it.” But though it may be simple in concept, even in execution for some, it is a powerful tool in teaching language skills. And an added bonus: you can use it with students of any age. Actually, as students get older, copywork can be even more effective. Why is copywork important? Copywork is a tool for teaching Language Arts naturally. Much like young children learn to speak through hearing and imitating the speech around them, young writers learn to write by copying the writing of others. In a way, they are imitating the sounds of written language. The Benefits of Copywork 1. Copywork teaches and reinforces language skills naturally. Using copywork to teach Language Arts respects the natural way children learn. When they copy good writing, they absorb rules of grammar and mechanics, spelling, and more. That doesn’t mean you only use copywork to teach these things, but when used consistently, copywork becomes a significant part of the process. Copywork also reinforces skills your children have already learned, helping them see the skills used in context of real writing. When students learn rules apart from actual reading and writing, they often struggle to see how language is connected. You might be surprised just how many language skills can be taught or reinforced through copywork— - Grammar, usage, and mechanics - Sentence structure and variety - Use of literary elements and devices 2. Copywork exercises learning muscles. How do you build up muscles? By exercising. And three components of effective exercise are repetition, consistency, and focus. So think of copywork like this: Through a regular routine of copywork, students encounter language skills repeatedly and in context of real writing. When we add consistency to a copywork regime they learn to focus. And when they are focused, they learn to pay attention to the details—a learning skill that goes beyond just Language Arts. Teaching Tip: If you have a student that has difficulty focusing, start small! Just like when we exercise the muscles, we gradually add weight, as your students exercise their learning muscles we gradually add to the amount we require. Charlotte Mason was a champion of short lessons for young learners to form the “habit of attention”—and from experience I can tell you, it works! 7 Ways to Use Copywork in Your Homeschool 1. To practice handwriting. Actually, your students’ first experience with copywork begins when they learn to write their letters. They look at the example of a letter and then write it. After this most basic form of copywork, they can then practice their handwriting by writing short phrases and sentences. Always focus on quality over quantity. Ask your students to give their very best handwriting effort. This isn’t the point to try to teach other skills. Instead, let them focus on neat handwriting only. Teaching Tip: If your child is having trouble with a particular letter, have them practice it before doing copywork. Then choose a sentence that includes that letter more than once. Tell your student to pay particular attention to writing it as neatly as possible. 2. To teach and reinforce spelling skills. You will be amazed how many words students will be able to spell correctly without ever teaching them specifically if you do copywork consistently. That doesn’t mean your students won’t be studying spelling in other ways. But the more ways we approach teaching any skill, the better our students learn it. Teaching Tip: Point out words in the copywork passages that… - Show a spelling pattern—example: “igh”, long vowel-consonant-silent e, etc. - Follow a spelling rule— examples: “i before e, except after c, or when it sounds like a as in neighbor or weigh” or how to make a word plural. If you are a little rusty yourself, don’t worry! There are wonderful resources online to use such as Reading from Scratch—Spelling Rules. 3. To help students absorb language usage and rules. Have you noticed how children learn grammar from hearing those closest to them speak? Certain areas of a country have unique ways of saying things—some grammatically correct, others not so much. (I’m from Texas, so we’re fixin’ to do a lot of things y’all 😉) Copying good writing helps students to absorb the rules of grammar, punctuation, and mechanics in the same way. You’ve heard the phrase, “Children are sponges.” And it is so true when it comes to learning just about everything, whether we want them to or not. Teaching Tip: Sometimes authors break the rules for stylistic purposes, so for young learners choose passages that exemplify correct grammar, punctuation, usage, and mechanics. As students become older, you can choose some passages that break the rules. This will give them the opportunity to see how rules can be broken as a matter of style versus when it actually hinders the reading of something. The Book Thief by Markus Zusak is a great example. I’ve told my students, “You can break the rules when I know you know you are doing it!” (Or when someone is paying them to write.) Need help? Check out The Purdue Online Writing Lab (OWL). You can learn right alongside your students—a wonderful benefit of homeschooling! 4. To grow your students’ vocabulary. Most people agree that one of the best ways to develop a great vocabulary is to read. Copywork is simply an extension of this idea. When children copy a sentence, they first read the words in context. Then they write the words they have read. Studying vocabulary as a part of copywork helps students notice the context clues to the meaning of unfamiliar words and shows how those words can be used in a sentence. Teaching Tip: Point out any words in the passage you think your children might not know and talk about the definitions before they do their copywork. Then after they complete it, ask your children if they can make up their own sentences using the words. 5. To see how writers structure and vary their sentences. In his book 100 Ways to Improve Your Writing, Gary Provost encourages writers to vary their sentence length using this passage as an example, This sentence has five words. Here are five more words. Five-word sentences are fine. But several together become monotonous. Listen to what is happening. The writing is getting boring. The sound of it drones. It’s like a stuck record. The ear demands some variety. Now listen. I vary the sentence length, and I create music. Music. The writing sings. It has a pleasant rhythm, a lilt, a harmony. I use short sentences. And I use sentences of medium length. And sometimes when I am certain the reader is rested, I will engage him with a sentence of considerable length, a sentence that burns with energy and builds with all the impetus of a crescendo, the roll of the drums, the crash of the cymbals–sounds that say listen to this, it is important. Go back and read that passage aloud to get the full effect. When your students copy passages, they can internalize how to structure sentences in a variety of ways. You can find examples of authors varying their sentence lengths, writing a mixture of simple and compound sentences, and beginning sentences in different ways from simple subjects to clauses. Students don’t have to know the technical terms for those things to see how real writers keep their writing interesting by adding variety. Teaching Tip: Young writers will copy more simple sentences. The focus for copywork is different. However, this is an area that as your children mature, you can use copywork to introduce more advanced writing techniques. Choose interesting, well written passages to keep their interest. (And you may want to start with Gary Provost’s example above!) 6. To experience how literary elements and devices make writing more powerful. Beautiful imagery, metaphors, similes, alliteration and other musical devices make writing engaging and fun. They draw readers into an experience, helping them to “see” what a writer is trying to convey. When I was in school, I remember doing worksheets on these types of things, but I didn’t really make the connection between memorizing the definitions and writing my own, to using them in real writing. Copywork helps students make the connections. They aren’t having to come up with their own examples at first; they simply see writers using them effectively. Teaching Tip: After copying a passage that exemplifies a literary element, let them illustrate it. Or for fun, have them take a simile or metaphor and draw a picture of what it would look like if they took it literally. 7. To reinforce a writing concept they have learned. As students mature in their writing, they will be introduced to concepts such as writing opening hooks to grab their reader’s attention. When they learn a concept such as this, have them copy an example by a master writer. Very few people will forget the opening line of Charlotte’s Web by E.B. White, ‘Where’s Papa going with that ax?’ said Fern to her mother as they were setting the table for breakfast. I think most of us will agree, we want to keep reading and find out. Teaching Tip: Before or after your children copy a passage that illustrates the use of a writing concept, talk about why the passage is a good example. If you use the above line, you can ask something like, “Why does this opening line grab people’s attention?” You’ll notice how many times in the teaching tips I said to point out a particular word, technique, or concept before they do the copywork. I really believe you will find this to be an effective way to use copywork in teaching Language Arts skills. But know, if all your students do is copy a passage without any pre-teaching by you, they will still see many benefits simply through the concept of absorbing language naturally. When you are intentional though, you will be able to individualize language instruction for the unique needs of your children. So let me encourage you: use copywork in your own homeschool. It is truly a powerful and effective tool in teaching Language Arts naturally. You can learn more about copywork in How to Use Copywork in Your Homeschool, Part 2. In it you will find: - More tips for using copywork in your home - How to choose good copywork passages - Ways to use copywork with older students - Creative copywork ideas for your homeschool - The answers to your frequenly asked questions Do you love the idea of teaching Language Arts naturally, but need a little more direction? Brave Writer Language Arts Programs will provide you with all you need! Brave Writer Language Arts programs “use classic literature to teach the mechanics of writing (such as spelling, grammar and punctuation) while also featuring literary elements and literature discussion.” - One book to read aloud or to self per month - Four passages from the book for copywork/dictation - Grammar, spelling, punctuation, and literary device notes - User-friendly explanations for grammar terms and literary analysis - Nine discussion questions for conversation and freewriting Also In The Simple Language Arts Series: Free Copywork Printable Get your FREE Copywork Notebook Pages
“How can we measure the albedo of a surface?” Knowing the Albedo of a surface is very useful, whether it be for deploying solar energy or making scientific measurements on the moon. But how can we accomplish this? Well, by placing one pyranometer towards the sky and another one facing the surface, we can find how heavy the albedo is. These instruments are known as albedometers and are great for many purposes. Image credit geneq
[ 2019.10.27 ] Scientists have warned that existing levels of tuna fishing are unsustainable after researchers found that global catches have increased more than 1,000% over the past 60 years. A study in the journal Fisheries Research estimated that about 6m tonnes of tuna are now caught annually, a rate that “risks driving tuna populations to unsustainable levels and possible extinction”. “Tuna fisheries have expanded into every region that we can possibly exploit. There are no new fishing grounds to explore and we are catching fish at the highest rate we can,” said Angie Coulter, a researcher with the Sea Around Us initiative at the University of British Columbia. The global study is the first to estimate the volume of tuna taken out of the ocean, where the fish are being caught and the amount of bycatch – tuna caught unintentionally and discarded into the sea. Booming demand for tinned fish since the second world war has fuelled a massive expansion of industrial fisheries, the study said. The researchers pointed out that technological advances such as mechanisation and refrigeration have hugely increased the capacity to fish, driving enormous overfishing. The decline of tuna populations could threaten food supply chains and jobs around the world, as well as potentially destabilising the underwater food web, Coulter said. “Tuna are both predators and prey. They eat smaller fish and invertebrates and are a food source for larger marine life, such as sharks and whales. “If we lose tuna due to overexploitation, we break those links in the food web and disrupt the function of the ecosystem. This means that the survival of other species in the ecosystem is also threatened,” she said. Researchers found that 67% of the world’s tuna catches are made in the Pacific Ocean by Japanese and American fleets, 12% in the Indian Ocean, and 12% in the Atlantic. The study estimated that, between 1950 and 2016, 5.7m tonnes of bycatch from different shark species was discarded in the Pacific Ocean alone. Tuna fishing has hugely affected shark populations: 23% of “other” fish caught inadvertently during tuna fishing were blue sharks. “Unlike tuna, sharks take many years to mature and do not produce many offspring,” said Coulter. “This makes their populations particularly vulnerable to these fishing pressures. And the worst part is that many of these sharks are not brought to land so their meat can be used as food. They have their fins removed and [are] sold in shark fin markets, or are simply thrown overboard as discards.”
Eastern Gray Squirrel * Body gray, 8-10". * In winter, gray squirrels have white fur behind their ears; in summer, the gray fur is more tawny and the tail is whiter. * Tail bushy, gray, bordered with white-tipped hairs, 7-10". * Habitat: Hardwood forests with nut trees, glades, parks, and lawns. Nests in holes in trees or builds leaf nests in tree branches. * Range: Eastern United States, introduced in Seattle. * Behavior: Gray squirrels are active year-round and arboreal; they cannot live in a treeless environment. They feed on a great variety of things, such as nuts, seeds, fungi, fruits, and the cambium layer of tree bark, as well as bones and turtle shells. They store nuts and acorns in holes in the ground. Gray squirrels mate in January - February and July in the north, December and June in the south. They make a variety of calls, including the familiar clucking and fussing calls. * Lifespan: Male - 9 years; Female - 12 1/2 years. * Gray squirrels can swim up to two miles in calm water; they swim with their heads and rumps out of the water, and their tails held high in the air. Most squirrels are sedentary, however, spending their entire lives within a single acre of land. * Research has shown that gray squirrels are creatures of habit; they appear to run through tree branches on identical routes. * Squirrels, like most mammals, have a pelage, or coat, made up of two types of hair: guard hairs, the long outer hairs which in the gray squirrel are white-tipped, and fur, which is short, fine, often curly, and close to the body. Guard hairs protect the fur, while the fur insulates the mammal. * Abundant squirrel populations can do incredible damage to corn crops; early American colonists attempting to establish farms during masting years, or years of abundant nut production, of oak, beech, and chestnut trees, were rudely surprised. The large quantity of nuts translated into a huge population of squirrels, which devastated the crops and plagued the colonists.
Millions of years ago, when the giant meteor hit our planet marking the extinction of dinosaurs (and some three-quarters of plant and animal species) existing on the face of earth, one branch of their species survived! The hypothesis explains how the structure of birds is strikingly similar to that of the Avian branch of dinosaurs. Apparently, the hit swooped the Non-avian branch of Dinosauria leaving the Avian branch behind that are now known as birds! Fossils of dinosaurs when observed closely – considering the feathers, hollow bones, and several other characteristics that birds and dinosaurs share – not just determine that birds are descendants of dinosaurs but that birds ARE dinosaurs! The following video by Vsauce featuring world-class palaeontologist and technical advisor to all Jurassic Park movies, Jack Horner and the hilarious Chris Pratt explains how we literally have dinosaurs around us even today! (Video by Vsauce) Next time someone says dinosaurs went extinct tell them how dinosaurs never left! Stay tuned for more.
This activity serves as a follow-up to Activity 8 in the Explorations book, Math and Science in Motion: Activities for Middle School by Chris Brueningsen, Elisa Brueningsen, and Bill Bower (Texas Instruments Incorporated, 1997). Before the Activity In this activity, students analyze the decay of the bounce height of a bouncing ball, given different elasticity constants and drop heights. Have students complete Activity 8 from the EXPLORATIONS book first. During the Activity The attached LearningCheck(TM) appvar and resource files extend concepts from the activity above. These files can be sent to your class using TI-Navigator. After the Activity Review student answers: As a class, discuss questions that appeared to be more challenging Re-teach concepts as necessary
It’s not often a spacecraft nabs six moons around another planet in one photo, but there they are – Enceladus (313 miles across), oblong Janus (111 miles), Atlas (19 miles), Pan (17 miles), Daphnis (5 miles) and Epimetheus (70 miles) – nestled in and around Saturn’s rings. We see the unlit southern side of the rings in this picture, which was taken at a distance of 1.7 million miles. The spacecraftÂ was closest to Epimetheus (ep-ee-MEE-thee-us) at the time. Notice that both Pan and Daphnis are located inside dark gaps within the rings; these are zones where the gravitational interactions between the moons and the ring planeÂ haveÂ cleared away most of the icy ring particles. They’re but two examples of how small moons, acting alone or in consort with other moons, have sculpted many of the planet’s rings. Although Saturn has 53 named moons, astronomers think there are dozens if not hundreds more tiny ones embedded in the ring plane too small to be resolved with Cassini’s camera. Small moons aren’t massive enough to crunch themselves into spheres through pressures created by their own self-gravity. The borderline between being spherical or irregular in shape is around 300-360 miles for a rocky body and somewhat smaller for icy objects. Two of Saturn’s more curious moons shown in the first photo are Pan and Atlas, both of which are shaped like flying saucers. Scientists think that each started out as a fragment from an originally larger moon that was shattered by a long-ago collision with a comet or meteoroid. Over time, the remnants attracted icy material from the rings which accumulated along their equators to form a 360-degree shelf or ridge of ice. This scenario neatly explains the fact that the icy extensions lie exactly in the ring plane. Learn more about Pan and AtlasÂ in this short video with a distinctly French accent The process of these little moons gathering material around their equators is remarkably similar to what weÂ believe happened during the birth of the solar system over 4.5 billion years ago. The Earth and planets, which lie in a fairly flat plane around the sun, are thought to have formed when bits of rocky and icy materials in a disk surrounding the early sun (analogous to Saturn’s rings) collided, stuck together and grew into the worlds we know today. Was Earth once a smaller, saucer-shaped body that eventually fattened up enough to absorb its ridges? Planets and moons wouldn’t be the only bodies siphoning dust and ice from their surroundings. Newborn stars are also cocooned inside disks of dust and gas from which they draw fresh material in a manner similar to Saturn’s Pan and Atlas. Studying these moons and how they interact with the rings may teach us lessons that apply to phenomena visible across the broader universe.
Read chemosynthesis free essay and over 87,000 other research documents chemosynthesis introduction synthesis is the process of producing a chemical compound. Define chemosynthetic chemosynthesis is thought the formation of organic material by certain bacteria using energy derived from simple chemical reactions. Chemosynthesis is a biological process that uses inorganic compounds (rather than sunlight as in photosynthesis) as the energy source to convert carbon compounds and. Alternatively, in most oceanic environments, energy for chemosynthesis derives from reactions in which substances such as hydrogen sulfide or ammonia are oxidized. Looking for online definition of chemosynthesis in the medical dictionary dioxide and water as a result of energy derived from chemical reactions. What is the difference between chemosynthesis and photosynthesis energy source of photosynthesis is sunlight energy source of chemosynthesis is chemical. Photosynthesis vs chemosynthesis: what's the difference formed during the chemical reaction of on chemical energy chemosynthesis is a process of use. The chemical reaction for the completion of photosynthesis is 6co2 + h20 + light energy -- c6h12o6 + 6o2 the reaction utilizes carbon dioxide from the atmosphere. See the balanced overall chemical reaction for photosynthesis. Photosynthesis vs chemosynthesis: what's the difference release oxygen formed during the chemical reaction of chemosynthesis is another process which. En they drew their energy from a chemical reaction called chemosynthesis opensubtitles2017 zh 它们从一种名为化学合成的化学反应中吸取能量 en (as opposed. Photosynthesis and chemosynthesis energy in a cell cells need energy to: grow reproduce live energy for these reactions can be stored in glucose to use energy, though. This lesson introduces the concept of chemosynthesis the chemical equation is: which acts as a driver for the reaction. Undergo simple metabolism in the form of controlled internal chemical reactions the first phase of chemosynthesis is when random molecules in the chemical reaction. Reactions when circulating sea water leaches minerals chemosynthesis is carried out by bacteria and its energy source is from hydrothermal vents (bottom. What is the difference between photosynthesis and chemosynthesis released by inorganic chemical reactions to produce food chemosynthesis is at the heart of. Chemosynthesis occurs in darkness differences and similarities between chemosynthesis and photosynthesis chemical reaction. Biochemical reaction mechanisms in sulfur oxidation by generation of reducing power in chemosynthesis energy-linked reactions in chemoautotrophic. Chemosynthesis and photosynthesis are processes by which oxygen molecules formed during the chemical reaction of chemosynthesis is a process. Atp delivers energy to reactions that create glucose glucose units are combined to create starch and other materials photosynthesis/chemosynthesis last modified by. Photosynthesis vs chemosynthesis: what's the oxygen formed during the chemical reaction of on chemical energy chemosynthesis is a process of use of. Photosynthesis: photosynthesis, process by which green plants and certain other organisms transform light energy into chemical energy. Chemical formula for photosynthesis using light energy from the sun convert carbon dioxide and water to glucose sugar and oxygen gas through a series of reactions. Chemosynthesis is the use of energy released by inorganic chemical reactions to produce carbohydrates it is analogous to the more familiar process of photosynthesis. Start studying ch 6 organisms that derive their chemical energy either from the process of chemosynthesis or in order for light dependent reactions. Get the definition of chemosynthesis in chemistry and biology and see examples of the process and important chemical reactions. In biochemistry, chemosynthesis is the biological conversion of one or more carbon-containing molecules (usually carbon dioxide or methane) and nutrients into organic. -what are the products and reactants of chemosynthesis -what substance cam be measured in the water to why do we use excess reactants in a chemical reaction. Chemosynthesis vs photosynthesis ecosystems depend upon the ability of some organisms to convert inorganic compounds into food that other organisms can then exploit. Photosynthesis is the process by which plants the light-independent reactions, a light-independent series of reactions which occur in the stroma of the.
How big can an animal get? Science fiction frequently shows animals of enormous size, and yet in reality land mammals can only get so big. The amount of oxygen in the air, the type of muscle development needed to run, the limitations of reproduction by live birth, and a host of other technical problems are involved in limiting the size of land mammals. This is not just true of mammals, but it is true of birds which are also warm-blooded. Reptiles, on the other hand, never stop growing. An 80-year-old T. Rex was still growing, but I can tell you from personal experience that an 80-year-old man is not. This issue has a lot to do with whether the dinosaurs were birds, and whether dinosaurs and humans could have lived at the same time. Over 20,000 footprints of dinosaurs have been discovered in the Gobi Desert of Mongolia. In late 2016, one was found that was 42 inches long and 30 inches wide. In an American shoe size that would be a size 104. Researchers are interested in how the dinosaur was able to stand and walk with such enormous size. One thing seems certain–the conditions on the Earth were different than they are today. Almost certainly there was a higher oxygen content in the atmosphere. God was preparing the Earth for humans, and certain conditions were required to form the materials humans would need for advanced civilization. “In the beginning, God created the earth” just says that God did it. How he did it may have involved far more than we can understand, even today. Reference: The Week, October 21, 2016, page 19. –John N. Clayton © 2017
What Is Bloom’s Taxonomy? A Definition For Teachers by TeachThought Staff In one sentence, Bloom’s Taxonomy is a hierarchical ordering of cognitive skills that can, among countless other uses, help teachers teach and students learn. For example, Bloom’s Taxonomy can be used to: - create assessments - plan lessons (see 249 Bloom’s Taxonomy Verbs For Critical Thinking) - evaluate the complexity of assignments - design curriculum maps - develop online courses - plan project-based learning See How To Teach With Bloom’s Taxonomy for more reading. A Brief History Of Bloom’s Taxonomy Revisions Bloom’s Taxonomy was created by Benjamin Bloom in 1956, published as a kind of classification of learning outcomes and objectives that have, in the more than half-century since, been used for everything from framing digital tasks and evaluating apps to writing questions and assessments. The original sequence of cognitive skills was Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The framework was revised in 2001 by Lorin Anderson and David Krathwohl, yielding the revised Bloom’s Taxonomy. (You can read more here.) The most significant change was the removal of ‘Synthesis’ and the addition of ‘Creation’ as the highest-level of Bloom’s Taxonomy. And being at the highest level, the implication is that it’s the most complex or demanding cognitive skill–or at least represents a kind of pinnacle for cognitive tasks. How Bloom’s Taxonomy Is Useful For Teachers In a separate post, we’re going to cover exactly how Bloom’s can be used by teachers. There are many reasons for the popularity of Bloom’s Taxonomy (that likely deserve an article of their own to explore). For now, it’s clear that many educators love Bloom’s because, among other virtues, it gives them a way to think about their teaching—and the subsequent learning of their students. As mentioned above, the framework can be used to used to create assessments, evaluate the complexity of assignments, increase the rigor of a lesson, simplify an activity to help personalize learning, design a summative assessment, plan project-based learning, frame a group discussion, and more. Because it simply provides an order for cognitive behaviors, it can be applied to almost anything. (You can see one example here–one of our teaching materials that combined Bloom’s Taxonomy with common digital tasks.) The image above visually demonstrates the hierarchy of Bloom’hierarchymy, which is crucial because it is that structure that characterizes its use. There are six levels in Bloom’s Taxonomy (the initialism RUA2EC may be useful to recall the levels). The 6 Levels of Bloom’s Taxonomy 1. The first level of Bloom’s Taxonomy is to Remember. Example activities at the Remembering level: memorize a poem, recall state capitals, remember math formulas 2. The second level of Bloom’s Taxonomy is to Understand. Example activities at the Understanding level: organize the animal kingdom based on a given framework, illustrate the difference between a rectangle and square, summarize the plot of a simple story 3. The third level of Bloom’s Taxonomy is to Apply. Example activities at the Application level: use a formula to solve a problem, select a design to meet a purpose, reconstruct the passage of a new law through a given government/system 4. The fourth level of Bloom’s Taxonomy is to Analyze. Example activities at the Analysis level: identify the ‘parts of’ democracy, explain how the steps of the scientific process work together, identify why a machine isn’t working 5. The fifth level of Bloom’s Taxonomy is to Evaluate. Example activities at the Evaluation level: make a judgment regarding an ethical dilemma, interpret the significance of a given law of physics, illustrate the relative value of a technological innovation in a specific setting—farming, for example. 6. The sixth and final level of Bloom’s taxonomy is to Create. Example activities at the Creation level: design a new solution to an ‘old’ problem that honors/acknowledges the previous failures, delete the least useful arguments in a persuasive essay, write a poem based on a given theme and tone You can sign-up for an upcoming TeachThought University online course for Bloom’s Taxonomy here.
What is a normal body temperature range? The normal body temperature for an adult is around 98.6°F (37°C), but every person's baseline body temperature is slightly different, and may consistently be a little higher or lower. In this article, we discuss the normal ranges of temperature for adults, children, and babies. We also consider factors affecting body temperature, and when to call a doctor. Normal body temperature chart Body temperature readings vary depending on where on the body a person takes the measurements. Rectal readings are higher than oral readings, while armpit readings tend to be lower. The table below gives the normal ranges of body temperature for adults and children according to a thermometer manufacturer: \|Type of reading\|\|0–2 years\|\|3–10 years\|\|11–65 years\|\|Over 65 years\| \|Oral\|\|95.9–99.5°F (35.5–37.5°C)\|\|95.9–99.5°F (35.5–37.5°C)\|\|97.6–99.6°F (36.4–37.6°C)\|\|96.4–98.5°F (35.8–36.9°C)\| \|Rectal\|\|97.9–100.4°F (36.6–38°C)\|\|97.9–100.4°F (36.6–38°C)\|\|98.6–100.6°F (37.0–38.1°C)\|\|97.1–99.2°F (36.2–37.3°C)\| \|Armpit\|\|94.5–99.1°F (34.7–37.3°C)\|\|96.6–98.0°F (35.9–36.7°C)\|\|95.3–98.4°F (35.2–36.9°C)\|\|96.0–97.4°F (35.6–36.3°C)\| \|Ear\|\|97.5–100.4°F (36.4–38°C)\|\|97.0–100.0°F (36.1–37.8°C)\|\|96.6–99.7°F (35.9–37.6°C)\|\|96.4–99.5°F (35.8–37.5°C)\| Normal body temperature readings will vary within these ranges depending on the following factors: - a person's age and sex - the time of day, typically being lowest in the early morning and highest in the late afternoon - high or low activity levels - food and fluid intake - for females, the stage in their monthly menstrual cycle - the method of measurement, such as oral (mouth), rectal (bottom), or armpit readings Normal temperature in adults A body temperature over 100.4°F (38°C) in adults indicates a fever. A normal adult body temperature, when taken orally, can range from 97.6–99.6°F, though different sources may give slightly different figures. In adults, the following temperatures suggest that someone has a fever: - at least 100.4°F (38°C) is a fever - above 103.1°F (39.5°C) is a high fever - above 105.8°F (41°C) is a very high fever Researchers have looked into the individual differences between people's normal body temperatures. A study looking at almost 35,500 people found that older adults had the lowest temperatures, and African-American women had higher temperatures than white men. They also found that certain medical conditions can affect a person's body temperature. For example, people with an underactive thyroid (hypothyroidism) tended to have lower temperatures, while people with cancer had higher temperatures. Normal temperature in children A normal body temperature for children aged 3–10 ranges from 95.9–99.5°F when taken orally. Children tend to have similar body temperatures to adults. Normal temperature in babies Sometimes, babies and young children have higher body temperature ranges than adults for armpit and ear measurements. A normal body temperature for infants aged 0–2 years ranges from 97.9–100.4°F when taken rectally. Body temperature may rise a little when a baby is teething. The average body temperature of a newborn is 99.5°F. A baby's temperature is higher because they have a larger body surface area relative to their body weight. Their bodies are also more metabolically active, which generates heat. Babies' bodies do not regulate temperature as well as adults' bodies. They sweat less when it is warm, meaning that their bodies retain more heat. It may also be more difficult for them to cool them down during a fever. When to see a doctor A high temperature is a common symptom of short-term illnesses. A dangerous body temperature depends on a person's age: A temperature of 100.4–104°F caused by short-term illnesses should not cause significant harm in otherwise healthy adults. However, a moderate fever can be more worrying for a person with existing heart or lung problems. Call a doctor for temperatures above 104°F or lower than 95° F, especially if there are other warning signs, such as confusion, headaches, or shortness of breath. Temperatures of over 105.8°F can cause organ failure. Children aged between 3 months and 3 years old who have a fever but a temperature of lower than 102°F do not always need medicine. Call your doctor if a child has a temperature of over 102.2°F, or has a lower temperature but is experiencing dehydration, vomiting, or diarrhea. If an infant of 3 months or younger has a rectal temperature of 100.4°F or above, seek emergency medical attention. In very young babies, a slight fever can signal a serious infection. How to take your temperature There are many types of thermometers available, and the best method depends on a person's age: \|0 to 3 months\|\|Rectal\| \|3 months to 3 years\|\|Rectal, ear, or armpit\| \|4 to 5 years\|\|Oral, rectal, ear, or armpit\| \|5 years to adult\|\|Oral, ear, or armpit\| Follow the instructions on the thermometer package. If a temperature reading is unusually high or low, take another reading after about 5 to 10 minutes. If someone is unsure the reading is correct, they can take another reading with a different thermometer. What causes body temperature to change? Shivering occurs to help warm the body up. An area of the brain called the hypothalamus regulates body temperature. If body temperature rises above or dips below the 37°F mark, the hypothalamus kicks in to regulate the temperature. If the body is too cold, the hypothalamus sends signals to make the body shiver, which warms the body up. If the body is too hot, it sends messages to begin sweating, which lets heat leave the body. Infections cause most fevers. A fever develops as the body's natural way of reacting to and fighting infection. Symptoms of a fever Doctors consider a fever to be a body temperature that reaches or exceeds 100.4°F. Other symptoms include: - appetite loss - a headache - muscle aches The ideal body temperature in adults is around 98.6°F, but this varies based on age, sex, physical activity, and health. Body temperature changes throughout the day. A temperature of above 100.4°F signals a fever. Babies may have higher body temperatures than adults, but even a slight fever in babies can signal a severe infection. Temperature readings taken from different body parts give a range of body temperatures that doctors consider normal. Rectal readings are higher than oral readings, and armpit readings tend to be lower. If a person has an unusually high or low temperature, they should seek medical attention immediately.
Matching shapes and other evidence has convinced scientists that the two continents were once joined. Today, theres an ocean between them. The waters of the Atlantic Ocean didnt just flow over the land between the continents to separate them. New rocks formed the seafloor between the formerly joined continents. The shape of the ocean floor between the continents provides a clue about how the ocean formed. this image showing the shape of the seafloor. Use the color code to interpret the shape of the seafloor and find shallow and deep areas. Click the red line to see a cutaway profile of the seafloor.
Teaching Work: Resources for Labor Day Declared an official national holiday in 1894, the roots of Labor Day stretch back much further. Long before the Industrial Revolution and the rise of organized labor, colonists and Native peoples labored to provide for themselves and their families and to support their societies. U.S. citizens continue to work in many ways and at many jobs. How has work changed over time? Take a look at our Labor Day spotlight page. We've gathered lesson plans, website reviews, teaching strategies, and more on American labor history. Using these resources, you and your students can ask questions about the nature of work and search for answers. Need some questions to get started? For each particular time and place, ask: - Was work divided by gender? What tasks were associated with each gender? How strictly were these divisions followed? How have they changed over time? - Similarly, was work divided by age? What tasks were associated with different ages? How strictly were these divisions followed? How have they changed over time? - What did people consider "work"? What did the word mean? Were work and play distinct? - How were differing ideas of work addressed or resolved? Think about contact between Native peoples and colonists, or between groups of immigrants from different countries. - Why do people work? How were they compensated (if at all)? - How was work regulated? Did the people doing the work make the rules? - What skills, education, or background knowledge were required for various jobs? - Did people choose to do work? What might the consequences be if they did not work? There are many more questions to ask! Brainstorm with your students. Ask them what they think of as work. Do they like it? Why do they do it? What kinds of work do the adults in their lives do? They may be surprised at how much the idea of work has changed over time—and even how much it varies from person to person today.
The Benefits of Multi-Sensory Environments. Children with autism often have trouble with sensory integration, which can be the root cause of problems in development, information processing, and behaviour. They have difficulty making connections between their tactile, vestibular, and proprioceptive sensory systems, any of which can be overactive or not active enough as a child interacts with his or her environment. Their brains react differently than expected when given sensory input, either failing to integrate or organize new information appropriately. If your child is having trouble with sensory integration, you should focus on creating coping skills to deal with stimulating environments rather than trying to change processing. Multi-sensory environments provide a variety of sensory stimulation for people with autism and other special needs. They were first introduced in the 1970s by psychologists Ad Verheul and Jan Hulsegge as a form of therapy designed to help people with intellectual and physical disabilities to stimulate the senses in a safe, controlled environment. By controlling sound, lighting, touch, and temperature, you can help your autistic child to better cope with the world around them. Multi-sensory environments can help to enhance concentration, attention, and alertness in autistic children who are typically distracted. Optical, acoustic, olfactory and tactile stimuli help hyperactive individuals learn how to direct their focus, and how to deal with real-life encounters in a healthy way. You can help your child to heighten their awareness of their surroundings, which can improve behavior both at school and at home. Develop or reactivate senses In a multi-sensory room, intriguing toys, activities, and equipment gently encourage your child to explore their environment without feeling frightened or overwhelmed. The whole purpose of an artificial multi-sensory environment is to stimulate the basic building blocks needed to process hearing, sight, smell, touch, and taste. Exposing autistic children to exciting stimuli in a safe environment activates different perception while relaxing and calming hyperactive individuals. Autistic children don’t always get as many opportunities to interact and play with others as their peers do, which can lead to isolation and depression. Multi-sensory environments give your kids a safe and supervised space where they can interact and communicate with other children and learn the social skills they’ll need as they grow, all without feeling stressed out or aggressive. Even non-responsive children may be encouraged to come out of their shell when introduced to a multi-sensory room. Promote cognitive development Multi-sensory environments help to improve not only social skills but also the development of thought. They promote increased brain function and encourage creative thinking that can help your children to improve their performance in school. Autistic children also have a chance to develop a sense of cause and effect in a safe and supportive environment. Improve motor development Not only do multi-sensory environments promote cognitive development, but they can also help children to improve their physical skills. Available activities are designed to help children coordinate their actions and tune their fine-motor skills. Children can also learn how to better understand and integrate information regarding touch, balance, and body awareness. To learn more about Jackie’s research on sensory environments, click here
Stops are /b/, /p/, /k/, /g/, /d/, nd /t/, and the amount of "puff" we give to them matters. Hi again, and welcome back to Seattle Learning Academy's American English pronunciation podcast. My name is Mandy, and this is our 114th episode. We've put a new Introduction to Stops lesson up on Pronuncian, and, since a little extra explanation never hurts, I thought I'd cover some of the subtle details of it. If you've been listening to these podcasts for a while, you probably already know that stop sounds are consonant sounds that require the air to be completely stopped at the beginning of the sound. You probably also know that they all occur in voiced/unvoiced pairs. You get bonus points if you can name all six stops sounds right now? I'll gave you a few seconds to think about it... How many did you get? You probably got the t sound and d sound, since I talk about them so much, and maybe the p sound and b sound, since we recently compared them to the v sound and f sound. Did you also remember the k sound and g sound? If so, great job. Here they are again: t sound/d sound (t sound, d sound) p sound/b sound (p sound, b sound) k sound/g sound (k sound, g sound) There are three details of those sounds that I want you to be aware of, although we're only going to explain two of them today. 1. The aspiration (that's the puff of air as the stop is released) is greater for unvoiced sounds than voiced sounds. 2. The aspiration is greatest at the beginning of words and the beginning of stressed syllables. 3. The duration of vowel sounds before voiced stops is greater than the duration of a vowel before an unvoiced stop. First, let's talk about the difference in aspiration between voiced and unvoiced stops. This actually matters for listener comprehension. It seems like such a trivial fact, but actually, it is rather important. If your listeners ever heard a voiced sound (the d sound, b sound, or g sound) when you were saying an unvoiced sound (the t sound, p sound or k sound), it may have been because you were not releasing the unvoiced sound with enough puff of air. We expect that puff, and if it isn't there, we might interpret a different sound. Listen to the difference in the following minimal pairs. I'm going to say two pairs for each set of voiced/unvoiced set. I'll say the word with the unvoiced sound (that's the word with more puff) first, then the word with the voiced sound. Listen carefully: Could you hear the difference? The first word of each pair had more of a puff of air. That's because it was an unvoiced sound. I'll say each pair again, and give you time to repeat after me: Now let's talk about point number 2, The aspiration (again that's the "puff") is greatest at the beginning of words and the beginning of stressed syllables. This means that in the middle of a word, syllable stress is important for knowing how to correctly aspirate a stop sound. We're going to use heteronyms to help hear the difference with these sounds. Heteronyms are words that are spelled the same, but are pronounced differently. These are all 2-syllable heteronyms. If the word is stressed on the first syllable, the word is usually a noun or adjective. If it's stressed on the second syllable, it is probably a verb. Let's play with the words spelled r-e-c-o-r-d. The verb version is reCORD, with the second syllable stressed. An example sentence would be, "I record podcasts almost every week." Listen the the amount of aspiration of the k sound in the middle of the word: Now, compare it with the noun version of that word: An example sentence with the word record is, "She broke the record for the number of doughnuts eaten in an hour." The k sound has less aspiration when the cord syllable is unstressed: I'll say them both again, first the verb form, then the noun: Here are a few more heteromyns that follow the same pattern. I'll say the noun/adjective (first syllable stressed) version, then the verb (second syllable stressed) version. I'll leave time for you to repeat the set after me: These details in aspiration really are details, and are less significant than your overall articulation of the sound. I care more that your vocal tract is in the right place during these sounds than that you have native-like aspiration. You can give this detail as much attention as you like. That said, I will tell you that I have misheard non-native speakers based only on the amount of aspiration given to sounds, so it does matter, just not as much as some other things. As I mentioned at the beginning of this show, I have just published a new Introduction to Stops lesson, and I'll link to it from this show's transcripts page. You can find the transcripts for this, and all past episodes, at www.pronuncian.com/podcast. I'll also link to the six stop sounds' word lists from this show's transcripts. You can find lots of minimal pairs (with audio) to help you practice on each sound's page. You can also practice the minimal pairs listening drills to check your listening comprehension. Subscribers should log in before practicing so you can keep loading new sets of pairs to practice. That's just one of the many benefits of subscribing to Pronuncian, as well as giving financial support to this show, which we always appreciate! That's all for today everyone. This has been a Seattle Learning Academy digital publication. SLA is where the world comes to learn. Thanks for listening.
Welcome to part 2 of my insect respiration series! Last time I focused on the basics of insect respiration, the sort you would find in the standard terrestrial insect. The basic type of insect respiratory system has been around for millions of years and works quite well for most terrestrial insects. There are several variations on the basic theme of insect respiration in terrestrial insects, but the aquatic insects exhibit a very wide range of respiratory adaptations. These adaptations, the modifications aquatic insects have made to their respiratory systems, are the focus of today’s post. First things first. Insects first evolved on land about 350 million years ago. Because they originated on land, they have terrestrial respiratory systems that work best when breathing in air. When insects first began invading freshwater systems, they had this terrestrial respiratory system to deal with. As you might imagine, breathing in water is a very different thing than breathing in air, so insects had to adapt their terrestrial respiratory systems to a freshwater habitat if they were going to live in water. And this is exactly what they did! Aquatic insects have undergone a huge variety of structural and behavioral modifications that have helped change their respiratory systems from those that worked best on land to those that work well underwater. Let’s imagine a scenario where a terrestrial insect crawls into the water for the first time. Luckily, the pores through which insects breathe (their spiracles) were already largely waterproof, so it didn’t drown instantly. This insect breathed air, though, and it needed to keep doing so to survive. How did it do this? Before I answer this question, first consider how we humans survive when we’re submerged in water. There are three main ways you can prevent yourself from drowning underwater: hold your breath, use a snorkel or other device that maintains your contact with the air, or take air with you in the form of an oxygen tank (scuba diving!) or a submersible watercraft. And why are we thinking of how humans survive in water? Because insects can do these same things! Snorkels are actually pretty common in aquatic insects and are one of the simplest adaptations for breathing underwater. The image at the right is a picture of the giant water bug Lethocerus medius. This insect uses it’s long respiratory siphon to allow it to remain underwater while still maintaining contact with the surface to breathe. If the bug needs to dive into the water for some reason, such as to avoid a predator or capture prey, it is able to hold its breath for several minutes (close to a half hour!) until it is able to return to the surface, stick its respiratory siphon back out, and continue breathing air. This sort of respiration is also very common in several fly species, including the mosquitoes and the rat tailed maggots. Other insects use the scuba tank style of respiration and carry oxygen with them underwater. This is very common in many aquatic insect species, including several species of giant water bugs (the members of the Belostomatinae) and the predacious diving beetles. In the image to the left you’ll see the giant water bug Abedus herberti exposing its air bubble, which it carries under its wings, to the water. (I’ll explain why they might want to expose their air bubbles in my next post!) While the bug is underwater, oxygen is drawn through the spiracles and into the respiratory system from this reservoir of air. When the bubble shrinks and the oxygen supply runs out, the bug goes back to the surface to replenish it. Insects using this form of respiration (called bubble gill respiration) are still using the same atmospheric oxygen insects have always used, but they can stay underwater for a long time. Some insects even take this a step further and use what is called plastron respiration. Plastrons are rather complicated to explain, especially before you’ve read my next post, so I’m not going to go into detail. Just know that insects that use plastrons still carry an air bubble and still rely on atmospheric air, but they have special modifications that prevent the bubble’s shrinking so that they almost never have to go to the surface. It’s like having a scuba tank that never runs out of oxygen! The snorkels and scuba tanks are very simple modifications for the most part. Insects that use these sorts of respiration still rely on atmospheric air and other than rearranging, modifying, or closing some of their spiracles, their respiratory systems are very similar to those of terrestrial insects. These insects also need to be able to get to the surface periodically to breathe. However, this is very difficult in some habitats, such as at the bottom of lakes or in very fast flowing water. In these types of situations, being able to stay underwater all the time, breathing more like a fish than a terrestrial insect, becomes valuable. And, of course, insects have figured out several ways to do this. Insects that breathe in water rely on the oxygen that is available in water, dissolved oxygen. Dissolved oxygen levels vary widely across aquatic habitats, so different insects have different modifications that allow them to live in their particular habitats. Take a look at the hellgrammite that is pictured at right. These are big insects and need a relatively large amount of oxygen. However, there isn’t a lot of oxygen in water, even under the best conditions. So, these insects live in the best conditions. They are typically found in very fast flowing water in areas with a lot of turbulence (turbulence increases dissolved oxygen levels in water) and in cool to very cold water (cold water holds more dissolved oxygen than warm water). From this fast flowing, cool water, they absorb oxygen directly through their exoskeleton. But they have also modified their exoskeleton to increase their surface area so that they can absorb even more oxygen. Those little pointy bits coming off the sides in the dark brown section in the back half of the hellgrammite aren’t legs – they’re gills! Gills dramatically increase the surface area of insects that absorb oxygen through their exoskeletons, allowing them to breathe more efficiently. Lots of aquatic insects have gills, including the mayflies, the stoneflies, the dragonflies and damselflies (remember that dragonflies have rectal gills!), and the hellgrammites, among others. The last adaptation I wanted to go over is very rare in insects and is only known in two groups. Take a look at the bloodworms at the left. The color has faded in these specimens because they were preserved in alcohol, but if they were alive they would be bright, vivid red. This is because these insects contain a sort of hemoglobin to help them breathe! For those of you who don’t know, hemoglobin is the substance in human blood that a) allows our blood cells to absorb oxygen from our lungs and b) makes our blood red. Bloodworms are red because their hemoglobin makes them red. They use their hemoglobin to absorb more oxygen into their bodies than they could without it. This is important because a lot of bloodworms live in very low oxygen environments such as the bottom of deep lakes, in polluted waters (where they are sometimes one of the only insects that can survive!), and lakes with a lot of bacteria. These are habitats in which these insects would not be able to live without their hemoglobin helping them bring oxygen into their bodies. In my next post, I’ll discuss the many things that aquatic insects do to make their respiratory systems work more efficiently in water. Whether they rely on atmospheric or dissolved oxygen, insects exhibit countless behaviors that help them use the tiny amount of oxygen in the water as effectively as possible. Check back soon! Text, images, and video copyright © 2010 DragonflyWoman.wordpress.com
Sea levels are rising faster than expected from global warming, and University of Colorado geologist Bill Hay has a good idea why. The last official IPCC report in 2007 projected a global sea level rise between 0.2 and 0.5 meters by the year 2100. But current sea-level rise measurements meet or exceed the high end of that range and suggest a rise of one meter or more by the end of the century.For those of you still following the "English" system, one meter is a little over 3 feet. For those of you seeking some geologic background, consider this: During most of the last 1 billion years the earth had no permanent ice. However, sometimes large areas of the globe were covered with vast ice sheets. These times are known as ice ages.So, "no permanent ice" for a billion years or so, but now it is a crisis? Well, if you live along the sea, as something like 80% of the world's population does. I am not a climate change denier, as I have repeatedly stated. But I am interested in how often the earth's climate has changed and when. \|"KYA" means "thousand years ago"\| Ice ages are recurring periods in the Earth's history, usually thousands or tens of thousands of years in length, when the entire Earth experiences colder climatic conditions. During these periods, enormous continental glaciers called ice sheets cover large areas of the Earth’s surface. Ice ages are separated by warmer periods called interglacial periods. Several ice ages have occurred throughout our planet's history. The last ice age peaked about 18,000 years ago, after which the Earth again began to warm.So, short term planning would suggest not buying land on low-lying barrier islands or in south Florida. Longer term planning would suggest stocking up on down vests. Recent cycles of advancing and retreating ice sheets have occurred approximately every 100,000 years. Each cycle consists of a long, generally cold period during which the ice sheets slowly reach their maximum size, and a relatively short, warm period during which the ice sheets rapidly retreat. We are now in a warm period that has lasted more than 10,000 years, which is longer than many of the previous warm intervals. If the pattern of glacial cycles holds true, scientists believe the Earth is soon due for another cold period. In the 1800s, global temperatures began decreasing during a period known as the Little Ice Age. Currently, patterns indicate that the Earth is nearing the end of an interglacial period, meaning that another ice age is predicted in a few thousand years. Then there is the Milankovitch theory: These three factors—tilt, orbital shape, and precession—combine to create changes in climate. Since these dynamics are operating on different time scales, their interactions are complicated. Sometimes their effects reinforce each other and sometimes they tend to cancel each other. For example, 11,000 years from now when precession has caused the Northern Hemisphere summer to begin in December, the effect of an increase in solar radiation at the perihelion in January and decrease at the aphelion in July will exaggerate Northern Hemisphere seasonal differences rather than soften them as is the case today.Oh good, something to look forward to. UPDATE: Wondering why this post appears on a maritime security blog? Ships being built today and planned for in the near term and the naval and Coast Guard force the United States must include thinking about such matters as a changing coastline in the U.S. and abroad.
There are various places in the body where fluids can accumulate. When fluids accumulate inside a cavity they are referred to as effusions. Effusions can occur in the pleural, pericardial, and peritoneal cavities of the body. Since it is not natural for fluids to accumulate in theses spaces it is important that they be tested by a laboratory in order to determine the cause of the accumulation. Effusions are classified as either transudates or exudates. Laboratory testing is performed in order to determine whether a fluid is a transudate or an exudate. Classifying a fluid as a transudate or an exudate can help clinicians determine what disease process is causing fluid to accumulate and enables them to proceed with subsequent treatment. All organs in the body have their own linings that help to protect the organ and are filtered by the lymphatic system. In order for these linings to work properly they must be permeable and allow for the transfer of fluids, proteins, and other metabolites between them. A transudate is a fluid that accumulates in cavities due to a malfunction of the filtering membranes of cavity linings. A malfunction in a membrane can be caused by organ disease or by the back up of the lymphatic system. These systemic disease processes cause the fluid balance between the linings to become disrupted which in turn leads to the buildup of fluid on one side of the membrane. Transudates are usually found in conditions such as liver disease, pancreatic disease, and congestive heart failure. An exudate is a fluid that accumulates inside a cavity due to the presence of foreign materials such as bacteria, viruses, parasites, fungi, and tumor cells. The presence of infection or cancerous cells causes a response by the body that sends large numbers of leukocytes to respond to the site. An exudate forms as a result of all these cells (both leukocytes and foreign material) and their metabolites filling the cavity. Several tests can be performed in the laboratory to determine if a fluid is either a transudate or an exudate. The results of these tests, specifically the chemistries, should be compared with baseline peripheral blood testing in order to determine the whether the results obtained from the fluid sample are normal or abnormal. This is done at the discretion of the clinician as most laboratories do not provide reference ranges for fluids. The major test used to differentiate between a transudate or an exudate is the concentration of total protein in a fluid. Transudates generally have total protein concentration less than 3.0 g/dL while exudates generally have a total protein greater than 3.0 g/dL. Another way of looking at this value is to compare it to the level of total protein found in the patient’s serum. A transudate will still have a low concentration of total protein while an exudate will generally have a concentration of total protein that is greater than half the concentration of total protein found in the serum. Other chemistry testing that can help to differentiate transudates from exudates includes lactate dehydrogenase (LDH), glucose, and amylase. Lactate dehydrogenase is an enzyme that is used by cells in metabolism and production of energy. When there is a large presence of cells and cell death such as in infection and inflammation the concentration of LDH in the area increases. Transudates will have LDH levels lower than 200 units/L while exudates will have LDH levels higher than 200 units/L. Another way of assessing the levels of LDH in fluid is to compare it to the concentration of LDH in serum. Transudates will have a fluid to serum ratio of LDH lower than 0.6 while exudates will have a ratio of fluid to serum LDH that is higher than 0.6. While the concentration of glucose in a fluid does not necessarily help to determine if a fluid is a transudate or an exudate, it can help determine what might be causing an exudate. Decreased values in the concentration of glucose in an exudate can occur in bacterial infections, malignancies, rheumatoid arthritis, and tuberculosis. The glucose levels in an exudate will be considerably lower in comparison with the serum glucose in these conditions. Like glucose, the purpose for measuring the concentration of amylase in a fluid is to help determine what might be causing an exudate. Concentrations of amylase can accumulate in an exudate in response to esophageal rupture, pancreatitis, and pancreatic cancer. No matter what chemistry testing is ordered on a fluid it is best to compare it in relation to serum levels to help assess whether a fluid is a transudate or an exudate. Other testing that can help to differentiate between a transudate and an exudate includes noting the appearance of the fluid and performing a differentiated cell count. Transudates are generally clear and pale yellow in appearance as they are basically filtrates of plasma. These fluids contain very little cellular material. The leukocyte count is usually less than 1.0 X 109/L and the erythrocyte count is less than 100.0 X 109/L. The leukocytes that are present consist of monocytes and lymphocytes. On the other hand exudates have an opposite appearance. Exudates will generally appear cloudy or turbid. They can have a variety of colors; yellow, brown, greenish, and even bloody. In some instances they may even be clotted due to the presence of fibrinogen. Exudates will show an abundance of cellular material. The leukocyte count will usually be greater than 1.0 X 109/L and include neutrophils, lymphocytes, monocytes, eosinophils, and even basophils. The erythrocyte count will generally be greater than 100.0 X 109/L, however the count can be falsely increased in the event of a traumatic tap. In instances that an exudate is caused by infection it might be possible to visualize bacteria with a Wright’s stain; however it is more useful to perform a Gram Stain. Finally a cell count and differential can reveal the presence of cancer. Tumor cells can be seen in a peripheral smear and be sent for pathology review in order to determine what type of cancer is present in the patient. The results from both the hematology and chemistry testing of a fluid can help a clinician to determine what type of fluid is being produced by the body and why it is being produced. Effusions that form within the body are classified as either transudates or exudates. Buildup of fluid most often occurs in the pleural, pericardial, and peritoneal cavities of the body. While it is natural to have a balance of fluid between these linings for the purpose of protection and lymphatic drainage, disease processes can upset this balance. Laboratory testing is performed in order to determine the cause for this buildup of fluid. Classifying a fluid as a transudate or and exudate allows clinicians to determine what disease processes might be occurring and how to subsequently treat them. • Burtis, C. A., Ashwood, E. R., Bruns, D. E., Tietz Textbook of Clinical Chemistry & Molecular Diagnostics. St. Louis, Missouri: Elsevier (2006). p. 580. • Ringsrud, K.M., Linne, J.J., Urinalysis & Body Fluids: A Colortext and Atlas. St. Louis, Missouri: Mosby-Year Book, Inc (1995). p. 202-203. • Kjeldsberg, C.R., Knight, J.A., Body Fluids. Chicago: American Society of Clinical Pathologists (1986). p. 77-79, 92-93.
Helium was discovered in 1868 by French astronomer Jules Janssen (1824-1907). Along with other scientists, Janssen traveled to India to observe a total eclipse of the Sun on August 18, 1868. The scientists were using a portable spectroscope, technology that had been refined by Janssen and English astronomer Norman Lockyer (1836-1920). They intended to make the first spectroscopic study of the Sun’s corona, and were surprised to see the presence of a bright yellow line in the spectroscope that Janssen attributed to an unknown element. It was Lockyer who called it “Helium”, from the Greek helios, “sun”. It was not until several years later that Luigi Palmieri (1807-1896), an Italian volcanologist and meteorologist, finally managed for the first time to demonstrate the presence of Helium on Earth, which he detected in 1882 during the spectral analysis of lava from Mt. Vesuvius. Lastly, on March 26, 1895, Helium was directly observed on Earth when Sir William Ramsay (1852-1916), an English chemist, identified it in uranium ore. Later, Ramsay demonstrated that Helium was produced through the decay of certain heavy nuclei, such as uranium and radium.
Researchers at University of Notre Dame, in Indiana, have demonstrated a way to significantly improve the efficiency of solar cells made using low-cost, readily available materials, including a chemical commonly used in paints. The researchers added single-walled carbon nanotubes to a film made of titanium-dioxide nanoparticles, doubling the efficiency of converting ultraviolet light into electrons when compared with the performance of the nanoparticles alone. The solar cells could be used to make hydrogen for fuel cells directly from water or for producing electricity. Titanium oxide is a main ingredient in white paint. The approach, developed by Notre Dame professor of chemistry and biochemistry Prashant Kamat and his colleagues, addresses one of the most significant limitations of solar cells based on nanoparticles. (See “Silicon and Sun.”) Such cells are appealing because nanoparticles have a great potential for absorbing light and generating electrons. But so far, the efficiency of actual devices made of such nanoparticles has been considerably lower than that of conventional silicon solar cells. That’s largely because it has proved difficult to harness the electrons that are generated to create a current. Indeed, without the carbon nanotubes, electrons generated when light is absorbed by titanium-oxide particles have to jump from particle to particle to reach an electrode. Many never make it out to generate an electrical current. The carbon nanotubes “collect” the electrons and provide a more direct route to the electrode, improving the efficiency of the solar cells. As they wrote online in the journal Nano Letters, the Notre Dame researchers form a mat of carbon nanotubes on an electrode. The nanotubes serve as a scaffold on which the titanium-oxide particles are deposited. “This is a very simple approach for bringing order into a disordered structure,” Kamat says. The new carbon-nanotube and nanoparticle system is not yet a practical solar cell. That’s because titanium oxide only absorbs ultraviolet light; most of the visible spectrum of light is reflected rather than absorbed. But researchers have already demonstrated ways to modify the nanoparticles to absorb the visible spectrum. In one strategy, a one-molecule-thick layer of light-absorbing dye is applied to the titanium-dioxide nanoparticles. Another approach, which has been demonstrated experimentally by Kamat, is to coat the nanoparticles with quantum dots–tiny semiconductor crystals. Unlike conventional materials in which one photon generates just one electron, quantum dots have the potential to convert high-energy photons into multiple electrons. Several other groups are exploring approaches to improve the collection of electrons within a cell, including forming titanium-oxide nanotubes or complex branching structures made of various semiconductors. But experts say that Kamat’s work could be a significant step in creating cheaper, more-efficient solar cells. “This is very important work,” says Gerald Meyer, professor of chemistry at Johns Hopkins University. “Using carbon nanotubes as a conduit for electrons from titanium oxide is a novel idea, and this is a beautiful proof-of-principle experiment.”
Legume Based Cropping and Soil Biodiversity Dynamics MetadataShow full item record The soil is home to an enormous diversity of organisms, many of which are beneficial, while a small and equally diverse proportion contains harmful organisms. Legume cropping and husbandry practices impact negatively or positively on diversity. These changes in biodiversity may be quantitative and/or qualitative. Sustainable management of diversity in soils involves an ecosystem approach which encourages the establishment of equilibria between the organisms in the soil. It is evident that the diversity of beneficial organisms in the soil can be harnessed to improve and sustain crop productivity with minimal external inputs. Legumes will continue to play a central role in the supply of plant nutrients and in the establishment of a self-regulating ecosystem which is based on a diverse range of organisms.
Voltage is the Cause, Current is the EffectVoltage attempts to make a current flow, and current will flow if the circuit is complete. Voltage is sometimes described as the 'push' or 'force' of the electricity, it isn't really a force but this may help you to imagine what is happening. It is possible to have voltage without current, but current cannot flow without voltage. \|Voltage and Current The switch is closed making a complete circuit so current can flow. \|Voltage but No Current The switch is open so the circuit is broken and current cannot flow. \|No Voltage and No Current Without the cell there is no source of voltage so current cannot flow. \|Connecting a voltmeter in parallel\| - Voltage is a measure of the energy carried by the charge. Strictly: voltage is the "energy per unit charge". - The proper name for voltage is potential difference or p.d. for short, but this term is rarely used in electronics. - Voltage is supplied by the battery (or power supply). - Voltage is used up in components, but not in wires. - We say voltage across a component. - Voltage is measured in volts, V. - Voltage is measured with a voltmeter, connected in parallel. - The symbol V is used for voltage in equations. Voltage at a point and 0V (zero volts)Voltage is a difference between two points, but in electronics we often refer to voltage at a point meaning the voltage difference between that point and a reference point of 0V (zero volts). Zero volts could be any point in the circuit, but to be consistent it is normally the negative terminal of the battery or power supply. You will often see circuit diagrams labelled with 0V as a reminder. You may find it helpful to think of voltage like height in geography. The reference point of zero height is the mean (average) sea level and all heights are measured from that point. The zero volts in an electronic circuit is like the mean sea level in geography. Zero volts for circuits with a dual supplySome circuits require a dual supply with three supply connections as shown in the diagram. For these circuits the zero volts reference point is the middle terminal between the two parts of the supply. On complex circuit diagrams using a dual supply the earth symbol is often used to indicate a connection to 0V, this helps to reduce the number of wires drawn on the diagram. The diagram shows a ±9V dual supply, the positive terminal is +9V, the negative terminal is -9V and the middle terminal is 0V. \|Connecting an ammeter in series\| - Current is the rate of flow of charge. - Current is not used up, what flows into a component must flow out. - We say current through a component. - Current is measured in amps (amperes), A. - Current is measured with an ammeter, connected in series. To connect in series you must break the circuit and put the ammeter acoss the gap, as shown in the diagram. - The symbol I is used for current in equations. Why is the letter I used for current? ... please see FAQ. The need to break the circuit to connect in series means that ammeters are difficult to use on soldered circuits. Most testing in electronics is done with voltmeters which can be easily connected without disturbing circuits. Voltage and Current for components in SeriesVoltages add up for components connected in series. Currents are the same through all components connected in series. In this circuit the 4V across the resistor and the 2V across the LED add up to the battery voltage: 2V + 4V = 6V. The current through all parts (battery, resistor and LED) is 20mA. Voltage and Current for components in ParallelVoltages are the same across all components connected in parallel. Currents add up for components connected in parallel. In this circuit the battery, resistor and lamp all have 6V across them. The 30mA current through the resistor and the 60mA current through the lamp add up to the 90mA current through the battery.
3 What Is a Word?A word is the basic unit of a language used for the purposes of human communication, possessing a meaning, materially representing a group of sounds, susceptible to grammatical employment (A.Meillet).The lexical meaning of a word is to denote a notion, emotion, or attitude by means of a linguistic system. 4 LEXICAL MEANING1. The information not connected with the process of communication (denotative)2. The information connected witha) communicative situation,b) members of communication(connotative).Question: Which of the two meanings is obligatory and which is optional? 5 Denotative meaning of a word A word denotes a specific thing as well as a concept of a thing, i.e the word has a denotative meaning.The word table denotes any object that is a table; it is the name of a whole class of objects that are tables.The knowledge of the word-denotation is shared by all those who speak the given language (communication is possible). 6 WHY CONNOTATIONS?Most words express ideas and since they stand for ideas they have connotations, even though they are often scarcely perceptible. That is because ideas themselves have connotations: they produce some sort of intellectual or emotional reaction inside us. 7 TYPES OF CONNOTATIONS -1 1. Personal connotations: the result of the experience of the individual man or woman.E.g.: teacher. What is your personal attitude to a teacher? How was that attitude formed?2. General connotations: the reaction to this or that word is substantially the same. E.g.: love, music, poetry; war, unemployment, jealousy, spite. 8 TYPES OF CONNOTATIONS -2 3. Usual connotations are those which are fixed in dictionaries and understood by people in the same way: girl, smart, etc.4. Occasional connotations are those appearing only in the context and sometimes changing the meaning to the unrecognizable. Thus, in some contexts the word maiden may sound ironical. 9 Comment on the denotative and connotative meaning of this text: «Na rodinu t’anetsa tuča,Štop tol’ko poplakat’ nad nej» 10 What is your emotional response? His [Dr Davidson’s] appearance was singular. He was very tall and thin, with long limbs loosely jointed, hollow cheeks and curiously high cheek-bones; he had so cadaverous an air that it surprised you to notice how full and sensual were his lips (From Rain by S.Maugham) 11 Connotative Meaning of Words Emotive Component of the MeaningEvaluative Component of the MeaningExpressive Component of the MeaningStylistic Component of the Meaning 12 Emotive ComponentLinguistic expression : a) suffixes ie/y, e.g., birdie, Lizzie, Freddy.No specific linguistic expression (but the concept of the word): dreadful, hair-raising, terrifying, amiable, etc.Words of purely emotive meaning, e.g. interjections: oh, ah, alas, hm, etc.NB!* Words denoting emotions or feelings! 13 Evaluative ComponentPositive or negative evaluation: Compare: time-tested method,out-of-date method.Words with the evaluative components are called bias-words: hooligan, master, pushy (Who’s that pushy dame? Что это за напористая баба?)I am firm, you are obstinate, he is pig-headed. 14 Expressive component The word creates an image The word by its imagery emphasizes what is named by itThe image may be intensified by other words (syntactically connected with it): She was a thin, frail little thing, and her hair which was delicate and thin was bobbed …Quantitative expressiveness: intensifiers. 15 Stylistic component (or stylistic coloring) The word possesses this component when it is typical for some functional styleCertain stylistic reference may suggest the character’s background: “Chief, you’re gonna force me inna roughin’ ya up a little bit. I don’t wanna do it, but that’s the way it looks,” he said. “You owe us five bucks.” For the word buck see the next slide. 16 buck, n. Slang. a dollar., Amer.; perhaps BUCK in sense «buckskin»; deerskins were used by Indians and frontiersmen as a unit of exchange in transactions with merchants[Webster’s Encyclopedic Unabridged Dictionary of the English language. – NY: Random House, – P.271.] 17 Comment on connotations of the following words and phrases OthelloThe Grapes of WrathThe CitadelA Farewell to ArmsThe Silver SpoonWoe from WitThe Green Years 18 E.M.Hemingway Cat in the Rain There were only two Americans stopping at the hotel... Their room was on the second floor facing the sea. It also faced the public garden and the war monument. It was made of bronze and glistened in the rain. It was raining. The rain dripped from the palm-trees. Water stood in pools on the gravel paths. The sea broke in a long line in the rain and slipped back down the beach to come up and break again in the rain. 19 Cat in the Rain (continuation) They did not know any of the people they passed on the stairs on their way to and from their room… There were big palms and green benches in the public garden. In the good weather there was always an artist with his easel. Artists liked the way the palms grew and the bright colors of the hotels facing the gardens and the sea. Italians came from a long way off to look up at the monument … The motor cars were gone from the square by the war monument. Across the square in the doorway of the cafe a waiter stood looking out at the empty square. 20 Home assignment 1. The lecture in a blue file. 2. Altick R. Connotation // V.I.Prokhorova, E.G.Soshalskaya. Oral Practice through Stylistic Analysis. - M.: Vysšaya škola, Pp.7-13.3. Arnold I.V. Стилистика. Современный английский язык. - М.: Флинта: Наука, С
The liver contains very small bile channels (tubes) called canaliculi that collect bile from the liver cells. These ducts join larger and larger ducts that ultimately terminate in 3 to 5 visible ducts that empty bile into the gallbladder. The common bile duct (technically called the “bile duct”) is the final stretch of tubing that delivers bile into the first part of the small intestine. The gallbladder is nestled between two liver lobes on the right side of the liver. Bile, which is concentrated by the gallbladder, serves as a vehicle for fat absorption. Cholecystokinin, a hormone that is released from the pancreas when food is consumed, causes the gallbladder to contract and expel its contents into the intestine via the bile duct. Cause of gallbladder mucoceles Historically, gallbladder diseases were rarely diagnosed in dogs and cats. With the advent of advanced imaging tools such as ultrasound, the diagnosis of gallbladder disease is commonly recognized in dogs and cats. Unlike humans, dogs and cats rarely develop stones in the gallbladder. A mucocele is the most common condition that afflicts the gallbladder. By definition, a mucocele is an accumulation of thick mucus within the gallbladder. Infection is infrequently associated with a mucocele. This condition occurs as a result of excessive proliferation of the mucus-producing cells within the lining of the gallbladder. Thick mucus cannot be expelled from the gallbladder. As the gallbladder becomes distended, its blood supply is impaired and it subsequently is prone to rupturing. Once ruptured, bile will leak into the abdomen from the gallbladder and cause the patient to become severely ill. Gallbladder mucocele is more prevalent in mid-aged to older medium-sized breeds of dogs such as Cocker Spaniels, Miniature Schnauzers and Shetland Sheepdogs. Most dogs with a mucocele have nonspecific signs such as vomiting, loss of appetite and lethargy. Other signs that may be found on a physical examination include abdominal pain, jaundice, elevated respiratory rate, fever and elevated heart rate. Bloodwork commonly will frequently show elevation of liver enzymes with this condition. With rupture of the gallbladder, liver enzymes are usually very elevated and the white blood cell counts are mild to markedly elevated. Ultrasound is the “gold standard” to diagnose the problem and commonly reveals a “kiwi” appearance of the gallbladder (see photo). The day of surgery Emergency surgery will be recommended if the gallbladder is ruptured. If the patient is stable and the gallbladder is still intact, surgery may be scheduled the next day. If your companion has elective gallbladder surgery, make sure that your companion has been fasted prior to surgery and that the prescribed dose of Pepcid AC has been administered on the morning of the procedure. The surgeon will contact you after the surgery to give you a progress report after the surgery. Our anesthesia and surgical team will prescribe a pain management program, both during and after surgery that will keep your companion comfortable. This will include a combination of general anesthesia, injectable analgesics, and oral analgesics. Medical therapy may be recommended in select cases; however, surgery is typically needed in most cases. Surgical removal of the gallbladder is the treatment of choice. In some cases, a stent (rubber tube) may be placed in the common bile duct, to ensure continued flow of bile. Following surgery, the patient will receive pain-relieving medication to ensure a comfortable recovery. Intravenous fluids will be administered to ensure that your companion remains hydrated after surgery. Blood testing will be performed after surgery to monitor your companion’s recovery. The perioperative mortality ranges from 22 to 32%; however, rupture of the gallbladder has been shown to worsen the prognosis when infection is present. Long-term survival of patients that have undergone gallbladder removal is excellent. Liver enzymes remain elevated in most patients, but these values usually are much lower after the healing process is completed. At home, the incision should be checked for signs of infection. Your companion should not lick the incision, as this could open the incision or cause infection. If necessary, an Elizabethan collar can be placed on your companion to prevent licking and chewing at the surgical site. A low fat diet may be recommended in some patients; however, a regular diet may be tolerated. Antibiotics may be prescribed after the surgery if bacterial infection is suspected or confirmed by culture results. Exercise should be restricted for about 3 weeks after surgery to allow uncomplicated healing of the incision. - Aguire AL, Center SA, Randolph JF, et al. Gallbladder disease in Shetland Sheepdogs: 38 cases (1995–2005). J Am Vet Med Assoc 231:79–88, 2007. - Amellem PM, Seim HB, MacPhail CM, et al. Long-term survival and risk factors associated with biliary surgery in dogs: 34 cases (1994–2004). J Am Vet Med Assoc 229:1451–1457, 2006. - Mehler SJ, Mayhew PD, Drobatz KJ and Holt DE. Variables associated with outcome in dogs undergoing extrahepatic biliary surgery: 60 Cases (1988–2002). Veterinary Surgery 33:644–649, 2004. - Pike FS, Berg J, King NW, et al. Gallbladder mucocele in dogs: 30 cases (2000–2002). J Am Vet Med Assoc 224:1615–1622, 2004. - Worley, DR, Hottinger Lawrence HJ. Surgical management of gallbladder mucoceles in dogs: 22 cases (1999–2003). J Am Vet Med Assoc 225:1418–1422, 2004. - Neer TM. A Review of disorders of the gallbladder and extrahepatic biliary Tract in the dog and cat. Journal of Veterinary Internal Medicine 6:186-192,1992. Frequently Asked Questions After Surgery When should my dog have the first bowel movement after surgery? - Many dogs will not have a bowel movement for the first 4 to 5 days after surgery - Reasons that a dog will not have regular bowel movements after surgery include: - The dog has been fasted prior to surgery - Dogs do not eat well during the hospital stay - They frequently do not eat well when they go home - They are fed highly digestible food that produces little stool - Pain medication that contain narcotics (such as morphine, fentanyl patches, and tramadol) can be constipating - If a pet does not have a bowel movement on the 5th day of being home, a stool softener such as metamucil can be fed - Dose of metamucil is 1 tsp per 25 Kg mixed in with each meal (canned dog food); feed immediately after mixing, as the metamucil will gel the food and may make it less palatable My pet had surgery and will not eat. What can be done? - Most pets will not eat their regular dog food after surgery, especially if it is kibble. - Offer a cooked diet having a 1:1 ratio of a protein source and carbohydrate source. The protein source can be any meat (example: chicken breast, turkey breast, lean hamburger) that is low in fat and should be cooked (drain off all fat after the meat has been cooked). The carbohydrate can be pasta, potato or white rice. - Try canned dog food; to enhance the flavor sprinkle a very small amount of garlic powder or chicken or beef broth (Chicken-in-a- MugTM or Beef-in-a-MugTM products) - Try Gerber strained meats for babies such as the chicken, beef, turkey, or veal - Try Hill's A/D diet available at most veterinary hospitals - Hand feeding: place a small amount of food in the mouth so that your dog gets the flavor - Warm the food slightly in a microwave, as the food will be more aromatic; stir the food before feeding and test the temperature on the bottom side of your wrist; it should only be luke warm. - Remember that most pets will not eat the first day or two after they get home from surgery - Offer smelly foods that contain fish such as tuna or smelly cat foods - Try Gerber strained meats for babies such as the chicken, beef, turkey or veal - Hand feeding: with your finger place a small amount of food on the roof of your cat's mouth; use a syringe to get soft food into the mouth - Warm the food slightly in a microwave as the food will be more aromatic; remember to stir the food before feeding and test the temperature; it should be only luke-warm - Some cats will only eat dry food, try kibble if your cat normally has been fed that food - Petting and stroking your cat frequently will help to stimulate appetite - Remember that most pets will not eat the first day or two after they get home from surgery - Appetite stimulants such as cyproheptadine may be helpful - If your cat refuses to eat anything for 7 days a stomach tube or nasogastric tube should be placed to provide nutrition so that a serious liver problem (hepatic lipidosis) does not develop My pet is vomiting. What can be done? - The first thing for you to discern is whether your pet is vomiting or regurgitating. Both will result in fluid or food being brought up. Vomiting always will have heaving or retching of the abdomen prior to expulsion of the vomitus. Regurgitation is not associated with heaving and the pet usually just opens the mouth and fluid or food will be expelled. Usually the regurgited material will be clear or brown colored fluid. - Next is to identify the cause of the vomiting or regurgitation. - Causes and treatment of vomiting after surgery - When some pets return home after a stay in the hospital they may drink excessive amounts of water at one time and then vomit; if this appears to be the case, the water should be limited to frequent smaller amounts. - Medications such as antibiotics, narcotics or nonsteroidal anti-inflammatory medication commonly cause vomiting after surgery. In order to see which medication is causing the problem, the administration of each drug should be separated 2 hours apart. Usually the pet will vomit or appear nauseated (drooling and sick look) within 1 hour of administration of the medication that they are sensitive to. The antibiotic in some cases may be changed to a different one, or may be discontinued. - Stomach upset from anesthesia is a potential cause of vomiting and will pass within a couple of days. - An uncommon cause of vomiting after surgery is internal organ failure. Blood testing will confirm this problem. For this reason vomiting should not be ignored if it persists for more than 24 hours. - If your pet had surgery of the bowels or stomach, vomiting is always a concern, as it may indicate that infection of the abdominal cavity, called peritonitis, is present. Do not ignore this sign. - Symptomatic treatment of vomiting involves withholding food for 12 to 24 hours, then introducing small amounts of bland food such as rice and lean cooked hamburger, if your pet does not vomit after that then gradually wean him/her back onto the regular diet after 3 days. In order to decrease the acidity of the stomach, Pepcid AC 0.5 mg/kg can be given by mouth twice daily for 5 days. Metoclopramide and Cerenia are good anti-vomiting medications for dogs and cats. You should always consult a veterinary healthcare professional before administering medication. - Causes and treatment of regurgitation after surgery - The most common cause of regurgitation is reflux of acid from the stomach into the esophagus while your pet is under anesthesia. Acidic fluid from the stomach can cause a chemical burn of the esophagus and result in a bad case of heart burn, called esophagitis. This results in poor motility of the esophagus, therefore water and food will accumulate in this structure. In most cases, esphagitis is self-eliminating and will resolve within two or three days. - If the esophagitis is severe the esophagus may develop one or more strictures. A stricture is a narrowing or stenosis of the esophagus and does not allow passage of food down the esophagus, in regurgitation that lasts longer than one week. This problem should be brought to the attention of your pet's doctor within the first two weeks so that it can be treated by ballooning the stricture (minimally invasive procedure, as it is done with the aide of an endoscope). If an esophageal stricture is chronic surgery is needed. - Symptomatic treatment of regurgitation caused by esophagitis includes feeding bland food, and administering a coating agent (sucralfate) and an acid blocker (omeprazole or other). Consult a veterinary health care professional if the regurgitation continues for more than a couple of days. How do I know that my dog is in pain following surgery? - Signs of pain include - biting if you get near the surgical site - grimacing (lips are pulled back and the the dog looks anxious) - tragic facial expression - restlessness and unable to sleep; pacing - if abdominal surgery was done the pet will not lie down on the incision, or will continually sit up in spite of appearing very tired - the worst pain will be for the first 2 to 3 days after surgery What can I do to control my dog's pain? - Narcotic medications that control pain: tramadol, butorphanol, Duragesic (fentanyl patch) - Anti-inflammatories used to control pain: Deramaxx, Rimadyl, Previcox, or Etogesic - If an orthopedic surgery has been done cold packing the surgical site may be helpful - A cold pack may be a pack of frozen peas, crushed ice in a Ziploc bag, or a cold gel pack; place a thin barrier between the skin and the cold pack. An alternative to a cold pack is to freeze water in a styrofoam cup; after frozen cut the bottom of the styrofoam cup out. Cool the surgical site around the incision by rubbing the exposed ice directly on the skin in a circular pattern. Cooling the surgical site helps to numb the area. How do I know that my cat is in pain following surgery? - Pain is more difficult to assess in cats versus dogs, as signs can be more subtle and they usually do not vocalize when in pain - Signs of pain in a cat include the following: - biting if you get near the surgical site - growling or deep cry - not wanting to eat - hiding and not wanting to be near owner (remember that this could also be caused by the cat just being upset about leaving home and coming back) What can be done for pain at home for my cat? - Pain medication such as buprenorphine or a Duragesic (fentanyl) patch - Tylenol will kill a cat as they lack abundant glutathione enzyme in the liver - Anti-inflammatories can be used, but the dose is much less than dogs Is it okay for my pet to lick the incision? - If a dog licks the incision, the healing process may be delayed. - Licking can remove stitches and cause the incision to open - Licking can become a severe habit that is difficult to break - Licking can cause infection as the mouth has many bacteria - Dogs will frequently lick the incision when the owner is not watching such as at night time; if the skin looks red or excoriated the most common cause is from licking. - To stop your pet from licking the following can be tried: - Elizabethan collar can be placed on the neck; this will not help stop your pet from scratching at the region - Cervical collar (bite not collar) is a less awkward device and can be effective at stopping a pet from licking the surgical site - A tee shirt can be used to cover an incision on the chest or front part of the abdomen; gather the waist of the shirt up over the dog's back and wrap an elastic band around this part of the shirt. - A bandage or sock can be used to cover an incision on a limb; fasten the top of the sock to the dog's limb with tape. - Bitter apple can be applied around the incision; many dogs will continue to lick after application of this topical - Bitter Apple and Liquid HeetTM (obtain this from a drugstore...it is used for sore muscles) mixed in a 2:1 ratio can be applied around the skin incision - Antipsychotic medication in some cases is needed
The endocrine or hormonal system (i.e. the use of body fluid-borne chemical messengers) together with the nervous system make up the control and coordinating systems of animals. However, there are major differences in the way in which control is achieved within the two systems. Firstly, the endocrine system works by transmitting chemical rather than electrical signals, although the nervous system utilizes chemical messengers at synapses. Secondly, the endocrine system has a much slower response time than the nervous system. An action potential is completed in 2-3 ms, but the action of hormones may take minutes or hours to be completed. Finally, endocrine action has a much longer duration of response. For example, reflexes in animals ― fast pre-programmed responses of the nervous system ― take a few milliseconds to be performed. Compare that with growth processes that are achieved utilizing the hormonal system that may take years to be completed. However, having stated that there are major differences between the two systems, it is becoming increasingly recognized that rather than working as two ‘independent’ systems, the nervous and endocrine systems work cooperatively to achieve a common goal. Indeed, some neurons will release neurotransmitters at their synapses that are then used to serve an endocrine function. Most animals have an endocrine system, and it controls many diverse physiological functions, e.g. metabolism, growth, reproduction, osmotic and ionic regulation, and so on. Definition of endocrine systems The classical idea of the endocrine system is that of cells, usually of a nonneural origin (although some neural tissue is considered to have an endocrine function), which secrete specific chemical messengers called hormones. The hormones are carried to their target organs (i.e. the organs where they exert their biological effect), usually some distance from their site of release, in the body fluids of the animal concerned. However, this classical view of endocrine organs and function has recently changed. For example, it is now known that some hormones do not need to enter the general circulatory system of animals in order for them to exert an effect, A good example of this is the role of histamine in controlling acid secretion in the vertebrate stomach, whereby various stimulatory factors converge on mast cells in the stomach (as well as parietal cells) leading to the release of histamine which, in turn, stimulates acid production. This type of ‘local’ hormone action is called paracrine control. In general terms, though, endocrine systems may be classified as one of two types. The first is the neuroendocrine system, also called the neurosecretory system or neurosecretory cells. In this case, neurons are specialized for the synthesis, storage and release of neurohonnones ― in reality, this is the neurotransmitter of the neuron concerned. The neurohormone, instead of being released into a synapse, is released into the general circulation from where it travels to its target organ. The neuroendocrine system is found in all invertebrates and vertebrates. In mammals, for example, renal excretion of water is controlled by the secretion of antidiuretic hormone (ADH) released from neurons whose cell bodies lie in the hypothalamic region of the brain and whose axons extend down to the posterior pituitary gland. In some cases, the release of neurohormones into the general circulation may influence other endocrine organs which then exert some biological effect. For example, in crabs, moulting is controlled by the neurohormone moult inhibiting hormone (MIH), which in turn inhibits the activity of a second endocrine gland which produces a hormone that promotes moulting. The widespread presence of neuroendocrine control systems in both invertebrates and vertebrates suggests that they evolved earlier in evolution than the second type of endocrine system, the classical endocrine system. In this case, hormones are released from specialized, nonneural tissue directly into the body fluids. The absence of ducts to transport the hormone from the gland to the circulating body fluids (e.g. plasma, haemolymph) gives rise to the term ductless gland, an alternative term by which endocrine glands are sometimes described. This contrasts with ducted glands (e.g. salivary glands), where an anatomical duct leading from the gland to the body fluids is present. Classical endocrine glands are only found in the higher invertebrates (e.g. some molluscs) and the vertebrates. This suggests that the appearance of this system occurred after the development of the neuroendocrine system. The presence of neuroendocrine control systems and paracrine control blurs the typical definition and concept of endocrine control, and it may be more appropriate not to consider the two control systems of neural and endocrine control as being so clearly distinct from each other. Identification of endocrine organs It can be difficult to determine whether a particular structure in an animal serves an endocrine function. The fact that there are no unique anatomical markers that serve to identify endocrine from nonendocrine tissue is just one reason. In order to overcome this problem, criteria have been established by which candidate tissues and their secretions may be classified as true endocrine organs. (i) Removal of the candidate tissue or organ should produce deficiency symptoms. For example, if a tissue was suspected of producing a substance that maintained Na+ levels in body fluids, then removal would result in disruption of Na+ levels. (ii) Reimplantation of the candidate tissue or organ should result in the reversal or prevention of the associated deficiency symptoms. In the case described above, Na” levels would return to their correct levels once the candidate tissue had been reimplanted in the animal concerned. (iii) Administration of an extract of the tissue or organ should also result in reversal or prevention of the associated deficiency symptoms. (iv) Finally, the suspected hormone must be purified, its structure determined and tested for biological activity. It must exert the same biological effect as that seen previously with the intact organ or tissue. The chemical nature of hormones Virtually all hormones from both invertebrate and vertebrate animals, fall into one of three major classes ― peptides or proteins, amino acid derivatives and steroids. There are exceptions to this, such as the range of C20 compounds known as the prostaglandins. The compounds serve many functions in animals and are beyond the scope of the present text. The chemical nature of the hormone is important because ultimately it decides how the hormone exerts its biological effect.
Draw ray diagrams that show how three images of an object are formed in two plane mirrors at right angles, as shown in Fig. 23.27a. Figure 23.27b shows a similar situation from a different point of view that gives four images. Explain the extra image in this case. Answer to relevant QuestionsAn object is 100 cm in front of a concave mirror that has a radius of 80 cm. (a) Use a ray diagram to determine whether the image is (1) real or virtual, (2) upright or inverted, and (3) magnified or reduced. (b) Calculate ...An object 3.0 cm tall is placed at different locations in front of a concave mirror whose radius of curvature is 30 cm. Determine the location of the image and its characteristics when the object distance is 40 cm, 30 cm, 15 ...Using the spherical mirror equation and the magnification factor, show that for a convex mirror, the image of an object is always virtual, upright, and reduced. An object 5.0 cm tall is placed 40 cm from a plane mirror. Find (a) The distance from the object to the image, (b) The height of the image, and (c) The image’s magnification. A concave mirror of radius of curvature of 20 cm forms an image of an object that is twice the height of the object. (a) There could be (1) one, (2) two, (3) three object distance(s) that satisfy the image characteristics. ... Post your question
Too Many Ands and Thens - Get Rid of Some In this writing and grammar worksheet, learners cross out the "and's" and "then's" in paragraphs and sentences before they add capital letters and endstops. They copy the sentences in to a writing journal. 6 Views 5 Downloads - Activities & Projects - Graphics & Images - Lab Resources - Learning Games - Lesson Plans - Primary Sources - Printables & Templates - Professional Documents - Study Guides - Writing Prompts - AP Test Preps - Lesson Planet Articles - Interactive Whiteboards - All Resource Types - Show All See similar resources: First, Then, Last, Finally, Meanwhile, At Last Learning to determine the sequence of events in a story is fundamental to the success of young readers. Luckily, there are series of common transitional words and phrases that authors use to provide clues for determining when events... 2nd - 5th English Language Arts CCSS: Adaptable Too Many Types Of Titles Direct instruction on punctuation rules for titles is followed by collaborative practice in class. Two worksheets with aesthetically engaging graphic design provide practice. For 12 examples, small groups either underline, italicize, or... 3rd - 6th English Language Arts CCSS: Adaptable Common Core Grammar Worksheet: To, Too, and Two It's easy to confuse the words to, too, and two when writing sentences. Don't let that confusion happen again! Here is a grammar worksheet that provides practice identifying the correct form of each word in 20 sentences. 3rd - 5th English Language Arts CCSS: Designed Getting to Know Each Other How do you do? Guide learners through the basics of conversational English with an extensive set of discussion questions. Class members ask partners more about themselves, including their favorite hobbies, music, and time of day, as well... 4th - 12th English Language Arts CCSS: Adaptable Pronoun Case and Perspective \| Parts of Speech App Get to know subject, object, and reflexive pronouns with an informative and appealing video that offers insight and guidance into writing grammatically correct sentences. Individuals are provided with the opportunity to check for... 11 mins 3rd - 6th English Language Arts CCSS: Adaptable Pronouns and Antecedents \| Parts of Speech App Get an in-depth look into pronouns and antecedents with an informative video that offers definitions and examples. Also included is an interactive pop quiz, a review, and tips in order to steer clear from vague pronouns. 4 mins 3rd - 6th English Language Arts CCSS: Adaptable Introduce Vocabulary: Too Many Tamales Students discover the meaning of tier two vocabulary words. In this vocabulary lesson, students read Too Many Tamales, listening for 3 pre-selected, tier two vocabulary words. Words are defined by the teacher and students practice... K - 3rd English Language Arts
National Renewable Energy Laboratory (NREL) scientists and researchers from Arizona State University (ASU) have been working on using both natural plant life and artificial leaves (respectively) in order to create hydrogen gas. NREL scientists are tweaking two iron-sulfur-containing ferredoxins of a certain strain of algae while the ASU researchers are working with artificial photosynthesis. According to NREL, “Using sunlight and water to produce potential transportation fuels such as hydrogen is considered a promising solution in the quest for developing clean, abundant, domestic alternatives to petroleum. “By analyzing the interacting partners and reactions catalyzed by each of the six ferredoxins (FDX), they found that FDX1 serves as the primary electron donor to hydrogen production via photosynthesis. FDX2 can do the job, but at less than half the rate, while FDX3 through FDX6 appear to play no role in this particular reaction.” Now, the ASU researchers have built an artificial leaf that mimics natural plant life in that it takes in sunlight and water and produces hydrogen gas. According to Science Daily, “The researchers took a closer look at how nature had overcome a related problem in the part of the photosynthetic process where water is oxidized to yield oxygen … “…They then designed an artificial relay based on the natural one and were rewarded with a major improvement … They also found subtle magnetic features of the electronic structure of the artificial relay that mirrored those found in the natural system. Not only has the artificial system been improved, but the team understands better how the natural system works. This will be important as scientists develop the artificial leaf approach to sustainably harnessing the solar energy needed to provide the food, fuel and fiber that human needs are increasingly demanding.” Harnessing the power of natural plant life and developing artificial leaves holds great promise for future hydrogen production. By using or imitating plants, scientists are only one or two breakthroughs away from producing cheap hydrogen at a commercial scale.
Seventy-five years ago, on Sept. 30, 1938, British Prime Minister Neville Chamberlain signed the Munich Pact, handing portions of Czechoslovakia to Adolf Hitler's Germany. Chamberlain returned to Britain to popular acclaim, declaring that he had secured "peace for our time." Today the prime minister is generally portrayed as a foolish man who was wrong to try to "appease" Hitler—a cautionary tale for any leader silly enough to prefer negotiation to confrontation. But among historians, that view changed in the late 1950s, when the British government began making Chamberlain-era records available to researchers. "The result of this was the discovery of all sorts of factors that narrowed the options of the British government in general and narrowed the options of Neville Chamberlain in particular," explains David Dutton, a British historian who wrote a recent biography of the prime minister. "The evidence was so overwhelming," he says, that many historians came to believe that Chamberlain "couldn't do anything other than what he did" at Munich. Over time, Dutton says, "the weight of the historiography began to shift to a much more sympathetic appreciation" of Chamberlain. First, a look at the military situation. Most historians agree that the British army was not ready for war with Germany in September 1938. If war had broken out over the Czechoslovak crisis, Britain would only have been able to send two divisions to the continent—and ill-equipped divisions, at that. Between 1919 and March 1932, Britain had based its military planning on a “10-year rule,” which assumed Britain would face no major war in the next decade. Rearmament only began in 1934—and only on a limited basis. The British army, as it existed in September 1938, was simply not intended for continental warfare. Nor was the rearmament of the Navy or the Royal Air Force complete. British naval rearmament had recommenced in 1936 as part of a five-year program. And although Hitler’s Luftwaffe had repeatedly doubled in size in the late 1930s, it wasn't until April 1938 that the British government decided that its air force could purchase as many aircraft as could be produced. All of this factored into what Chamberlain was hearing from his top military advisers. In March 1938 the British military chiefs of staff produced a report that concluded that Britain could not possibly stop Germany from taking Czechoslovakia. In general, British generals believed the military and the nation were not ready for war. On Sept. 20, 1938, then-Col.Hastings Ismay, secretary to the Committee of Imperial Defense, sent a note to Thomas Inskip, the minister for the coordination of defense, and Sir Horace Wilson, a civil servant. Time was on Britain’s side, Ismay argued, writing that delaying the outbreak of war would give the Royal Air Force time to acquire airplanes that could counter the Luftwaffe, which he considered the only chance for defeating Hitler. British strategists, including Ismay, believed their country could win a long war (so long as they had time to prepare for it). This was a common belief, and doubtless factored into Chamberlain's calculations. Historians disagree whether the British military's position relative to Germany was objectively better in 1939 than it was in 1938. The British military systematically overestimated German strength and underestimated its own in the lead-up to the Czechoslovak crisis, then shifted to a more optimistic tone in the months between Munich and the outbreak of war. Whatever the situation on the ground, it's clear that the British military’s confidence in its abilities was far higher in 1939 than it was during the Munich crisis, especially because of the development of radar and the deployment of new fighter planes. In 1939, the military believed it was ready. In 1938, it didn't. Chamberlain’s diplomatic options were narrow as well. In World War I, Britain's declaration of war had automatically brought Canada, Australia, and New Zealand into the fight. But the constitutional status of those Commonwealth countries had changed in the interwar period. According to the British archives, it was far from clear that Chamberlain could count on the backing of these countries if war broke out with Germany over Czechoslovakia. "There was really a feeling that the odds were against the potential of Britain being able to prevail facing Germany and potentially Italy and Japan, and with very few potential allies," Dutton says. Soviet Russia was seen as a potential enemy to be feared, not a potential ally. America's neutrality laws made it unlikely that even a willing president could bring the United States into the fight. There is also plenty of evidence in the archives that the British government had near-total disdain for the stability and fighting abilities of France, its only likely major-power ally. The average duration of a Third Republic government in the 1930s was nine months. When war did break out, Chamberlain's doubts about France's staying power proved prescient. Nor was the British public ready for war in September 1938. "It's easy to forget that this is only 20 years after the end of the last war," Dutton notes. British politicians knew that the electorate would never again willingly make sacrifices like the ones it had made in World War I. The Somme and Passchendaele had left scars that still stung, and few, if any, British leaders were prepared to ask their people to fight those battles again. Many people saw the work of the Luftwaffe in the Spanish Civil War and feared that aerial bombardment would ensure that a second war would be more devastating that the first. Any strategy that claimed to offer an alternative to sending large armies to Europe therefore found supporters on every level of British society. "There was a feeling that any sensible politician would explore every avenue to avoid war before accepting war was inevitable," Dutton says. If Britain were to go to war with Hitler's Germany, most people didn't want to do so over Czechoslovakia. "People spoke of Czechoslovakia as an artificial creation," Dutton says. "The perception by the ’30s was there was a problem, it was soluble by negotiation, and we ought to try. It was not the sort of thing that would unite the country [as] an issue to go to war over." Nor is the modern view of Hitler reflective of how the Nazi dictator was seen in the late 1930s. Blitzkrieg and concentration camps were not yet part of the public imagination. The British had already been dealing with one fascist, Benito Mussolini, for years before Hitler took power, and top British diplomats and military thinkers saw Hitler the way they saw Mussolini—more bravado than substance. Moreover, many Europeans thought German complaints about the settlement of World War I were legitimate. We now see Hitler's actions during the early and mid-1930s as part of an implacable march toward war. That was not the case at the time. German rearmament and the reoccupation of the Rhineland seemed inevitable, because keeping a big country like Germany disarmed for decades was unrealistic. Hitler's merging of Austria and Germany seemed to be what many Austrians wanted. Even the demands for chunks of Czechoslovakia were seen, at the time, as not necessarily unreasonable—after all, many Germans lived in those areas. So, when Chamberlain returned from Munich with the news that he had negotiated a peace agreement, cheering crowds filled the streets and the press rejoiced. To Chamberlain's credit, his views changed as Hitler's intentions became clearer. When Hitler took Prague and the Czech heartland in March 1939—his first invasion of an area that was obviously without deep German roots—Chamberlain said he feared it might represent an "attempt to dominate the world by force." He doubled the size of the Territorial Army (Britain's version of the National Guard) and, on April 20, launched peacetime conscription for the first time in Britain's history. Then, on Sept. 3, some 11 months after Munich, he took his country to war. Historians often find themselves moving against popular opinion. In the case of Chamberlain, though, the gap between public perception and the historical record serves a political purpose. The story we're told about Munich is one about the futility and foolishness of searching for peace. In American political debates, the words “appeasement” and “Munich” are used to bludgeon those who argue against war. But every war is not World War II, and every dictator is not Hitler. Should we really fault Chamberlain for postponing a potentially disastrous fight that his military advisers cautioned against, his allies weren't ready for, and his people didn't support? "People should try to put themselves into the position of the head of the British government in the 1930s," Dutton says. "Would they have taken the apparently huge risk of a war [that] might mean Armageddon for a cause that nobody was really convinced in?" Chamberlain's story is of a man who fought for peace as long as possible, and went to war only when it was the last available option. It's not such a bad epitaph.
Teaching science at home: Simple ideas for parents to introduce science to their children. There are a lot of inexpensive tools and mess-free ideas parents can use at home to teach kids about science. Using everyday household and recyclable products is one way to keep the cost of home projects low. A child can learn how to use binoculars by looking through two toilet tissue rolls strung together. Kids can also put different colored saran wrap on the front of the “binoculars” to explore how different materials filter light. Test out chemical reactions with children by mixing baking powder and vinegar for a small explosion, or combining corn starch and water to make slime. Mixing food coloring colors and playing with the texture of paint is also a good way for children to explore. Even bath time can easily turn into some active and engaging science time. Discuss the basic properties of water with kids. What happens to the water level when we fill a tub and then get in? What happens to the water if we freeze or heat it? These are all questions that can be explored when children take their evening bath. Going outside allows children to experience the natural world of animals and plants. Your local parks are loaded with earth and environmental science resources. Pack your magnifying glass so your children can catch insects and observe — up close — how they function. Your kitchen is another great place to introduce science. Baking soda and vinegar aren’t the only ingredients that can teach kids about science. Cooking, in general, is a great math and science lesson. You can investigate things like: What does it take for bread to rise? What happens to flavors and textures when you mix in different ingredients? What does heat do to food? Want to teach physics? Building towers out of blocks, Legos or other materials introduces kids to the basics of physics. How high can we go before a tower topples? How wide can we go and does our tower need support? Trial and error in basic play is a great way to weave in science. Take a field trip. to a playground or your local library. Playgrounds can bring out science naturally while the library is a great way to immerse kids in science topics that are harder to examine in everyday life, like space. Parents should encourage curiosity and asking questions, which is what science is. Have your children come up with their own hypothesis; this will inspire them to be curious about the everyday things. I hope these few easy steps inspire you to experiment with science at home! Make sure to check out more of this weeks Geeky Educational Link Ups below: My esteemed co-hosts Meagan from More Than A Coupon Queen Dawnita from Fogelman Forerunner Jess from Benoit Academy Jodi from NY Homeschool Adelien from Blessed Learners Marie-Claire from Quick Start Homeschool
By: Hellene Hiner A Sad Little Story With a Happy Ending. Many kids are capable of learning letters before they even go to school, because people created brightly marked alphabet letters for them. Remember, how we teach children with cards or blocks? Each letter is presented in large print with pictures and colors that help children to see the connection between the abstract letter, picture and phonetic pronunciation. For example, kids see a picture of an apple, say 'apple' and figure out the letter A! The same strategy could be used with music notes! But when we chose, for example, 12 different colors for 12 different piano keys we miss the whole point of visual support in learning. Can these 12 colors add to the fact that 12 different keys have 12 different sounds? Not really. They simply add confusion. Each music note has outstanding features. We have to determine all of them and make them obvious for the beginner's eyesight. 1. If music notes are all either on spaces or on lines, why don't we color them in two contrast colors for beginners eyes to instantly catch the difference? 2. If spaces and lines are the same tracks, why don't we present them with the same width on elementary level? Kids won't think, that white track is a 'break between lines' any more! 3. If Treble and Base Clefs are mostly for different hands, the best way to present them –is to give them different colors, too, but colors of let's say, a tree. It would help to explain gradual changes in pitch – from dark to light, from trunk to crown. 4. If music notes go up and down and corresponding keys – right and left, why don't we turn the Grand Staff sideways in elementary presentation to line notes with keys and to help beginners to SEE a straight link between them right away? 5. If music notes have only seven names for all the keys and sounds, why don't we place a label of these names on each note and a key? This way a beginner will SEE the relationship easily, not struggle looking for information. 6. If it is so hard to shift eyesight along all lines and spaces, why don't we use computer interactivity to support focus at the elementary stage and then moderately develop its ability to shift? Many teachers and many parents are afraid to give beginners too much support, because they think that they'll become dependant upon them. But street signs didn't ever spoil any driver, especially when an area is unfamiliar and the road is shrouded by fog. Don't you remember your own frustration that the signs were too small and blurry, when you badly needed to see where to go? But we never even look at the signs, once we know way. Today is a time to decide whether we give our students a better tool to see music notes and piano keys and to learn effectively - or to keep them in darkness just because we learned by a different method. For many former piano students it is so obvious what should be done! But this a is very difficult decision to make for major music educational institutions, music publishers and music teachers.
To what extent do the mass media influence the behavior of young people? Mass media refers to those media that are designed to be consumed by large audiences through the agencies of technology. These technologies include the Internet, television, newspapers, film and radio, which are used for mass communications. Mass media also include the organizations which control these technologies. Young people are nowadays easily influenced by their environment. Whether it is television, friends, family members, or just plain strangers, everyone and everything has an impact on teenagers. Television viewing is a major activity and thus influences children and adolescents. While television can entertain, inform, and keep our children company, it may also influence them in undesirable ways. . Studies have shown that television, and media in general, can also have a very negative influence. Some studies indicate it can shorten attention span, create fear, and increase aggressive and anti-social behaviour if exposure is unmonitored and unlimited. Time spent watching television takes away from important activities such as reading, school work, playing, exercise, family interaction, and social development. Children also learn information from television that may be inappropriate or incorrect. They are influenced by the thousands of commercials seen each year, many of which are for alcohol, junk food, fast foods, and toys. Those who watch too much of television tends to have lower grades in school, read fewer books , exercise less and thus Be overweight.. However Television can be a powerful entertainment and education tool for children given the right programming. with healthy viewing habits and parental supervision television can prove to be a very good tool, especially in the field of education. In fact, TV can help kids learn about a variety of subjects, explore and discover places, animals, or things that they couldn’t see otherwise and learn more about what is going... Please join StudyMode to read the full document
Drosophila are one of the most studied species in the world, offering a great number of answers to complex questions. While a fly fundamentally different in many ways to a mammal, it has proven useful in the past to study flies first because they are easily examined and then to apply to knowledge gained in those studies to mammals. The visual system of flies-that is everything but the actual eye, which is admitted to be fundamentally very different from vertebrates,-is believed be similar between flies and mammals, especially the of the circuitry connecting the retina to the brain. So a publication was put out talking about fly eye targeting to satisfy the curious. As it turns out, a fly eye starts the process of neuron targeting by sending axons out of retina into a layer of tissue called the lamina. Some of the axons sent into the lamina form a connection to various cells there, which work to process/detect motion. Another set of cells (although some of them have similar labels to the motion detecting cells) send their axons past the lamina to a layer of tissue called the medulla. The medulla is separated into six regions and each of the axon from the retina that has passed the lamina targets one of these specific regions. The axons placed into the medulla are responsible for color processing and work to signal different parts of the fly's brain about color. Both sets of neurons (the ones for motion and color) use hedgehog to locate their exact resting location in the cell. Of course, a handful of other proteins are used too and things become fun. The actual article is extortionately in depth and would take a paper just as long as the journal article to write about. However, it does give a much more detailed account of the generally too simply and incomplete overview have given. Read up, if you'd like.
© MPI f. Evolutionary Anthropology Tanzania’s Hadza hunter-gatherers have guts teeming with bacteria much more diverse than what's found in Italians' intestines. But the foragers don't have Biﬁdobacterium, which is considered healthy, and do have more Treponema and other microbes that signal disease in Western populations. Hadza men and women even have major differences in their gut microbes. These differences reinforce the idea that a healthy collection of gut bacteria depends on the environment in which people live and their lifestyle, researchers report April 15 in Nature Communications. The results also show how gut microbes may have helped human ancestors adapt during the Paleolithic period 2.6 million to 10,000 years ago.
Banging two imaginary drums becomes a creative way to learn correct arm movement \|Objectives\|\|Bang the Drums helps students practice body awareness and control and learn the fundamentals of correct arm swing for running.\| National Standards for Physical Education (NASPE) New York State Education Department (NYSED) \|Prerequisite\|\|Use Zig Zag to teach kids the value of arm swing before conducting Bang the Drums.\| \|Time Required\|\|15 minutes\| What to watch for: Direction cues to share with students: Note: Focus on one or two of the cues at a time as you assess students. Don't overload students with directions. After you’ve finished Bang the Drums, talk to your students about their experience with the activity and the fundamentals of good arm swing. Consider asking them questions like these: Classrooms are filled with learners who demonstrate a variety of needs and abilities, including ESL students, those with disabilities, and gifted/talented students. Consider these adaptations as you work to modify the lesson for student success.
What is anuria? Anuria or anuresis occurs when the kidneys aren’t producing urine. A person may first experience oliguria, or low output of urine, and then progress to anuria. Urination is important in removing both waste and excess fluids from your body. Your kidneys Anuria is primarily linked to acute (sudden or short-term) or chronic (long-term) kidney disease. It may also be associated with other health conditions that cause kidney ailments. If you’re experiencing this symptom, you’ll need to see a doctor for proper diagnosis and treatment. Early treatment can also help prevent possible life-threatening complications. Causes of anuria include: - Diabetes: Uncontrolled diabetes can lead to diabetic ketoacidosis, which in turn can lead to anuria from acute kidney failure. - High blood pressure (hypertension): Over time this can damage the arteries surrounding your kidneys, disrupting kidney function. - Kidney failure: This condition occurs when your kidneys can no longer provide key functions, including urine output. - Chronic kidney disease: A form of long-term kidney failure, this condition decreases your body’s ability to remove waste through your urine. - Kidney stones: Made from excess levels of minerals from your urine, kidney stones can get large and obstruct urine output, causing pain and other complications. - Tumors in your kidneys: Not only can tumors interfere with kidney function, but they can also obstruct the urination process. To diagnose anuria, your doctor will first ask you about your symptoms. They might ask about: - fluid retention - recent trouble urinating - decreased visits to the bathroom - blood in your urine Certain tests may also help diagnose anuria. These primarily look at the overall condition of your kidneys. Options include: - a biopsy of a small sample of kidney tissue - blood tests to look for excess waste - a CT scan, which uses X-rays (This test may focus on either your urinary tract only or your entire body.) - an MRI scan to take pictures of your kidneys by using radio frequencies - renal scintigraphy, which tests the function of your kidneys via nuclear medicine - urine tests Not treating anuria can lead to life-threatening complications. Untreated anuria ultimately means that the underlying condition isn’t being treated either. Anuria can lead to permanent kidney damage, which can be fatal. The risk is greater in cases of acute kidney failure. The exact treatment for anuria depends on the underlying condition that’s causing it. If you have hypertension or diabetes, it’s important to keep taking your medications as directed. Adopting healthier lifestyle habits can also complement any medical treatments you’re undergoing for these conditions. These include diet, exercise, and stress management. In turn, you may improve anuria. Kidney stones or tumors will need to be removed to improve anuria and overall kidney function. Depending on tumor size, your doctor may recommend surgery, chemotherapy, or radiation therapy. Overall, the outlook for anuria depends on: - the underlying cause - early diagnosis - how easily your condition might be treated - complications related to your kidneys Because anuria is related to numerous potential causes, you can’t self-diagnose your condition. Your best bet is to see your doctor right away if you notice any changes in urination and urine output. The earlier anuria is detected, the better the outlook.
What is Latex? Latex is a milky fluid produced by rubber trees. Using different methods, latex can be processed into a variety of products, such as gloves and balloons. During manufacturing, chemicals are added to increase the speed of curing (vulcanization) and to protect the rubber from oxygen in the air. Products made completely of, or from blends of natural rubber latex and other compounds, are very common, ranging from rubber bands to car tires. Allergic reactions have primarily been caused by dipped latex products, especially gloves, balloons and condoms. Products made from crepe rubber, such as soles of shoes, are less likely to cause reactions. Most latex paints are not a problem since they do not contain natural latex. A few specialized waterproofing paints, however, do contain natural rubber latex. What Types of Allergic Reactions From Latex can Occur? There are two typed of allergic reactions to latex. The first is contact Dermatitis, a poison ivy-like rash, which appears 12-36 hours after contact with latex. This is most common on the hands of people who wear rubber gloves, but may occur on other parts of the body following contact with latex. The prevalence of this form of latex allergy does not seem to be increasing. Contact Dermatitis is usually the result of sensitization to chemicals added during rubber processing. While very irritating, this form of allergy is not life threatening. Immediate or IgE antibody-mediated allergic reactions are potentially the most serious form of allergic reaction to latex. Like other common forms of allergy, these reactions occur in people who have previously become sensitized. With re-exposure, symptoms such as itching, redness, swelling, sneezing, and wheezing may occur. Rarely, anaphylaxis or life threatening symptoms, such as severe trouble breathing and loss of blood pressure are caused by latex exposure. The severity of the immediate reaction depends upon the person’s degree of sensitivity and the amount of latex allergen getting into the body. The greatest danger of severe reactions occurs when latex comes into contact with moist areas of the body such as the lips because more of the allergen can be rapidly absorbed by the body. Latex can also become airborne and cause respiratory symptoms. Latex allergen adheres to the cornstarch powder used on gloves. As gloves are used, the starch particles and latex allergen become airborne, where they can be inhaled or come into contact with the nose or eyes and cause symptoms. High concentrations have been measured in intensive care units and operating rooms, for example. The use of non-powered gloves reduces the risk of these reactions. The capacity of latex products, especially gloves, to cause allergic reactions varies enormously, partly by brand and partly by production lot. It is estimated that at least 1% of the population in the United States has latex allergies. However, certain groups of individuals are at high risk for developing immediate allergic reactions from latex. Individuals with spina bifida (a congenital problem with the development of the spinal column) and those with congenital urinary tract problems seem to have a risk of nearly 50%, presumably from frequent exposure. The most severe reactions reported have occurred in health care settings, where 10% to 17% of health care workers have latex allergies. Others who may be at increased risk are those who have had many medical or surgical procedures, resulting in exposure to latex gloves. Even in normal adults, the risk of sensitization to latex may be as high as six percent. Cross Reactions Between Latex and Food Latex-sensitive patients may also be allergic to some foods, especially bananas, avocados, kiwi fruit, and European chestnuts. This is because these foods contain some of the same allergens as those in latex. If you suspect you have a latex allergy, talk with our Asthma & Allergy of Idaho physicians. They may recommend latex allergy testing. It is the only way to know for sure. Several testing options are available: Skin testing, RAST or patch testing. Our physicians will pick the test most suited for you.
Women actively participated in shaping the nascent film industry of the early twentieth century, both as screen stars and behind the camera. But why is this history missing from our understanding of early Hollywood? A comprehensive catalog from the American Film Institute and their "Women They Talk About" project offers an opportunity to discover these forgotten stories and the powerful women who shaped the industry. This guide features an introduction to the rich database from AFI, classroom activities highlighting the work of filmmaking pioneer Lois Weber, and strategies for incorporating film study — including silent films — into your curriculum. This guide presents a variety of artworks, from the 17th century to the present, that highlight the presence and experiences of Black communities across the Atlantic world. Use the collections in the virtual gallery below to engage your students in conversation about the many narratives of everyday life, enslavement, and resistance that have been told through art. Lesson plans are provided to extend these conversations and help students consider the many and continuing legacies of the transatlantic slave trade. This Teacher’s Guide offers a collection of lessons and resources for K-12 social studies, literature, and arts classrooms that center around the experiences, achievements, and perspectives of Asian Americans and Pacific Islanders across U.S. history. Archival visits, whether in person or online, are great additions to any curriculum in the humanities. Primary sources can be the cornerstone of lessons or activities involving any aspect of history, ancient or modern. This Teachers Guide is designed to help educators plan, execute, and follow up on an encounter with sources housed in a variety of institutions, from libraries and museums to historical societies and state archives to make learning come to life and teach students the value of preservation and conservation in the humanities. The National Endowment for the Humanities has compiled a collection of digital resources for K-12 and higher education instructors who teach in an online setting. The resources included in this Teacher's Guide range from videos and podcasts to digitized primary sources and interactive activities and games that have received funding from the NEH, as well as resources for online instruction. This Teacher's Guide compiles EDSITEment resources that support the NEH's "A More Perfect Union" initiative, which celebrates the 250th anniversary of the founding of the United States. Topics include literature, history, civics, art, and culture. Our Teacher's Guide offers a collection of lessons and resources for K-12 social studies, literature, and arts classrooms that center around the achievements, perspectives, and experiences of African Americans across U.S. history. This Teacher's Guide will introduce you to the cultures and explore the histories of some groups within the over 5 million people who identify as American Indian in the United States, with resources designed for integration across humanities curricula and classrooms throughout the school year.
Science and children have an organic bond, since children are naturally equipped with a curiosity towards the external world and how things work. The important thing is to nurture this relationship by integrating science into early childhood education, and keeping them interested in science as they grow. As most parents and educators know, children’s attention span can be volatile. Teaching science to preschoolers and primary school students requires extra care and reinforcement through fun elements to keep their enthusiasm alive. In this article we will talk about ways to instill a love of science in early childhood that will last for a lifetime! How to get your child involved in STEM Take walks in the nature All great innovations and scientific breakthroughs involve a curious pair of eyes closely observing the world. Exceptional scientists and innovators come out of those with an exceptional bond with nature. What better way to encourage the same relationship between science and children than spending quality outdoor time together! You can collect leaves and flower petals and identify the species, make some non-human friends, and talk about natural phenomena while you hike, and keep an exploration journal to note down what struck their interest, and reflect on your experience. Visit science centres Science museums and centres can provide a complete immersive STEM experience for your little ones. For example, London’s 150-year-old Science Museum houses the Wonderlab interactive gallery, which offers live experiments, a fun maths zone, giant slides, and the opportunity to stargaze. With a wide variety of hands-on activities and informative sessions, such visits are perfect for creating experiences of science and technology for kids to remember and cherish for a lifetime. Watch videos and documentaries Humans are primarily visual learners. According to the Visual Teaching Alliance, 90% of information transmitted to the brain is visual. This is great news, since we live in an era with access to so many quality nature, science, and technology content both on TV (e.g. Discovery, National Geographic) and digital video platforms such as YouTube and Netflix. In fact some of them are specifically tailor-made for teaching kids science. SciShow, TheBackyardScientist, and Crash Course Kids are very popular on YouTube among kids interested in science. There are great shows on Netflix to kickstart science education for kids such as Emily’s Wonder Lab, Street Genius, and Explained. Play video games If you’re battling with screen addiction at home, maybe it’s time to revise your strategy and come up with healthy ways to use your kid’s screen time. Is your child interested in playing video games? This is actually a great opportunity to ignite an interest in science in early childhood. Video games that are suitable for children and have world-building, creative, and analytical elements can support STEM learning in kids. Endless Ocean offers an underwater exploration adventure, Minecraft promotes creativity and engineering skills, and the famous strategy game Civilization both improves analytical skills and encourages critical engagement with world history. What is the best way to get kids interested in science and technology? There is no single recipe to get your kids interested in science and technology – the one and the same method can be met with one kid’s indifference, and another’s enthusiasm. What you, as a parent or educator, should do is opt for a diverse, well-rounded science education rooted in everyday life and fun! Conduct experiments at home Experiments and hands-on science activities for children are a great way to jump directly into the world of science in early childhood. And no, you don’t need a fully-equipped laboratory for that. As long as you put in the effort and guide your kid, there are infinitely many ways to carry out experiments and STEM activities at home. Don’t know where to start? Check out the wide range of challenges on the Twin STEM games app with detailed how-to guides! Most of them are easily replicable with materials at home and minimal effort, yielding great fascination and a sense of achievement in children. Integrate science into play If there’s one thing that all children love and never get tired of, it’s play! Effective integration of science into their world of play (or making science “child’s play” in a double sense) is the key to igniting sustainable interest in science and technology for kids. Nowadays there are many STEM toys tailor-made with expertise for the purpose of science education for kids. One such example is the award-winning Twin Science STEM kits offering endless ways to explore, create, and invent for kids. Not only do they support the development of fundamental 21st century skills for kids such as programming, engineering, AI & robotics, problem solving, scientific thinking, and creative thinking, but they also come with LEGO™ compatible modules easily attached with magnets. Talk about the science of everyday life Remember how we talked about the scientific mindset above, of establishing a curious relationship with the world? For us adults, most things have lost their mystery and fascination, but it’s not the same with fresh minds – always inquiring about why and how things are the way they are! When you’re mixing ingredients in the kitchen, explain what you’re doing and which materials have which purposes. What makes the cake batter expand and become fluffy? Where do the sugar grains go when you stir them in a liquid? Always be welcoming and encouraging of inquiry, and make space for them to explore the answers themselves whenever possible. How do you make STEM learning fun? We have talked about how to spark interest in science and technology, but how do you create an overall sustainable STEM learning journey? What can you do to adopt an effective and fun science education for kids? The earlier you start, the better, as is the case with all types of learning. You may be wondering how complex concepts and ideas in the STEM field can be introduced to younger children in a consistent manner. We have a one-stop-shop solution for this: Twin’s hybrid plan. Not only will children benefit from the guided interactive tools and resources in the app that gamify learning STEM skills, but also get all 6 STEM kits for a full hands-on experience. The hybrid plan is specially tailored for STEM education for ages 8-11 that complements the UK, US, and IB school curricula. STEM education with Twin’s kits and app also proves useful in teaching science to preschoolers. Children between ages 5-12 can benefit from the Robotic Art Kit and Curiosity Kit under the guidance of an adult, participate in the STEM challenges in the app, and even try out the rich catalogue of STEM trivia.
The Definition, Formula, and Problem Example of the Slope-Intercept Form Slope Intercept Form Calculator With Two Points – Among the many forms employed to illustrate a linear equation one of the most commonly encountered is the slope intercept form. The formula of the slope-intercept find a line equation assuming you have the straight line’s slope and the yintercept, which is the point’s y-coordinate at which the y-axis meets the line. Learn more about this particular linear equation form below. What Is The Slope Intercept Form? There are three primary forms of linear equations: the standard one, the slope-intercept one, and the point-slope. Though they provide similar results when used in conjunction, you can obtain the information line more quickly by using the slope intercept form. It is a form that, as the name suggests, this form employs the sloped line and its “steepness” of the line is a reflection of its worth. This formula can be used to determine the slope of straight lines, the y-intercept or x-intercept in which case you can use a variety of formulas that are available. The line equation of this particular formula is y = mx + b. The slope of the straight line is indicated by “m”, while its y-intercept is signified with “b”. Every point on the straight line is represented by an (x, y). Note that in the y = mx + b equation formula, the “x” and the “y” have to remain as variables. An Example of Applied Slope Intercept Form in Problems For the everyday world in the real world, the slope-intercept form is used frequently to illustrate how an item or problem evolves over its course. The value provided by the vertical axis is a representation of how the equation tackles the degree of change over the value given via the horizontal axis (typically in the form of time). A basic example of this formula’s utilization is to determine how many people live in a certain area as the years go by. In the event that the population of the area increases each year by a predetermined amount, the point worth of horizontal scale will grow by one point each year and the point worth of the vertical scale is increased to represent the growing population by the amount fixed. You can also note the starting value of a challenge. The starting point is the y-value of the y-intercept. The Y-intercept is the point where x is zero. Based on the example of a previous problem the beginning point could be when the population reading begins or when time tracking begins along with the changes that follow. This is the point in the population where the population starts to be monitored to the researchers. Let’s say that the researcher starts to do the calculation or the measurement in the year 1995. In this case, 1995 will be the “base” year, and the x=0 points will occur in 1995. So, it is possible to say that the population in 1995 corresponds to the y-intercept. Linear equation problems that use straight-line equations are typically solved in this manner. The initial value is represented by the y-intercept, and the rate of change is expressed in the form of the slope. The main issue with the slope intercept form is usually in the horizontal variable interpretation especially if the variable is attributed to an exact year (or any other kind or unit). The key to solving them is to ensure that you are aware of the definitions of variables clearly.
Changing prices will affect a producer’s profitability. It’s important to understand the effect of prices on production and how they can be an incentive to produce more, and how falling prices could put people out of business. Each unit of output produced can be sold; after all, that’s the point of being in business. We will assume for now that all units are sold at the same price, although in reality, this is sometimes not the case. We will also assume that all units are equally valuable, that there are no differences in quality. The first thing we can calculate is total revenue. Revenue equals the price per unit, times the number of units. In our willow example, that’s $25 times each unit of output. Note the difference between cost and price? The price is what a consumer will pay for a product. The cost is the amount the producer must pay for the inputs to make the product. In general conversation, we sometimes mix these terms up. For example, if you buy a textbook, your parents might as you, “how much did that cost?” They are really inquiring as to the price you paid. The cost of making it has to do with the paper, ink for printing, materials for binding, and of course the capital or machinery. Let’s add another column to our growing spreadsheet. We are assuming that willow being used for biomass sells for the price of $25/kg. We can calculate the total amount of money the producer will get if he sells the entire product. Total revenue is calculated as Price x Quantity. Take a look at the numbers and consider the following questions. You might even write down your answers before reading ahead. How much input do we use if we want to maximize output? Where do we produce if we want to minimize the cost of production? How much quantity do we produce if we want to make the most money? To maximize output, we produce the highest output possible – 30.5 mg/ha. You will also see that this results in the greatest revenue ($762). But we have to consider cost. The total cost to produce the maximum output is $856. It’s important to take into consideration both pieces of information. Total revenue (the amount we collect from sales) minus the total cost (all the costs of production) is the amount we’re left with. This is also known as profit, or more formally in economic jargon, rent. Looking at both costs and revenues at the same time shows us where we will be making money, and over what range of production we will be losing money. Now that we have all the information, you can see that the optimal point of production (highlighted in grey in Table 4) is 24.3 mg/ha, which requires 50 kg of fertilizer. The total cost of production is $550 and the revenue, at a price of $25/mg is $607 resulting in a profit of $57.50. Notice that producing the maximum amount of product does not result in the maximum profit. This is not surprising because although the amount of willow produced is the highest at this point, the costs outweigh the benefits (total revenue). We can also graph the difference between costs and revenues against output, or the profit against output. It doesn’t matter which way we look at it, we will get the same answer.
Influenza, commonly known as “the flu”, is an infectious disease caused by the influenza virus. Symptoms can be mild to severe. The most common symptoms include: a high fever, runny nose, sore throat, muscle pains, headache, coughing, and feeling tired. These symptoms typically begin two days after exposure to the virus and most last less than a week. The cough, however, may last for more than two weeks. In children there may be nausea and vomiting but these are not common in adults. Nausea and vomiting occur more commonly in the unrelated infection gastroenteritis, which is sometimes inaccurately referred to as “stomach flu” or “24-hour flu”. Complications of influenza may include viral pneumonia, secondary bacterial pneumonia, sinus infections, and worsening of previous health problems such as asthma or heart failure. Usually, the virus is spread through the air from coughs or sneezes.This is believed to occur mostly over relatively short distances. It can also be spread by touching surfaces contaminated by the virus and then touching the mouth or eyes. A person may be infectious to others both before and during the time they are sick. The infection may be confirmed by testing the throat, sputum, or nose for the virus. Influenza spreads around the world in a yearly outbreak, resulting in about three to five million cases of severe illness and about 250,000 to 500,000 deaths. In the Northern and Southern parts of the world outbreaks occur mainly in winter while in areas around the equator outbreaks may occur at any time of the year. Death occurs mostly in the young, the old and those with other health problems. Larger outbreaks known as pandemics are less frequent. In the 20th century three influenza pandemics occurred: Spanish influenza in 1918, Asian influenza in 1958, and Hong Kong influenza in 1968, each resulting in more than a million deaths. The World Health Organization declared an outbreak of a new type of influenza A/H1N1 to be a pandemic in June of 2009. Influenza may also affect other animals, including pigs, horses and birds. Frequent hand washing reduces the risk of infection because the virus is inactivated by soap. Wearing a surgical mask is also useful. Yearly vaccinations against influenza is recommended by the World Health Organization in those at high risk. The vaccine is usually effective against three or four types of influenza. It is usually well tolerated. A vaccine made for one year may be not be useful in the following year, since the virus evolves rapidly. Antiviral drugs such as the neuraminidase inhibitors oseltamivir among others have been used to treat influenza. Their benefits in those who are otherwise healthy do not appear to be greater than their risks. No benefit has been found in those with other health problems.
In Achenheim, east France, a circular pit containing the skeletons of ten people, who were carefully placed on a bed of severed arms, was discovered. Experts say it is shedding new light on the violent conflicts that occurred thousands of years ago. The site is located just outside of Strasbourg, and the corpses were found in one of the 300 ancient “silos” that were once used to store grain and other foodstuffs. The silos were stored within a defense wall that pointed towards “a troubled time, a period of insecurity”, explained experts. The gruesome discovery tells the tale of a devastating massacre that was likely carried out by “furious ritualized warriors,” according to Philippe Lefranc, a specialist on the period for Inrap. It was a team from France’s National Institute for Preventive Archaeological Research (Inrap) that discovered the remains of the massacre, dated to 6,000 years ago. Thousands of years ago, it was customary among farming communities across Central and Western Europe for bodies to be buried in these circular pits. The discovery at the pit, called Pit 124, however, suggests that people butchered in raids were buried in the same way. These were not peaceful burials in Pit 124. Evidence suggests that the victims were executed together, likely by a stone axe, and then dumped in the silo, explained Dr. Fanny Chenal, an archaeologist from Inrap working on the discovery. The group all exhibited multiple injuries to their legs, hands, ribs, pelvis, and skulls. In total, there were remains of ten individuals: five adult skeletons and one adolescent skeleton and four arms from unrelated individuals. Carbon dating showed the bones are between 5,500 and 6,000 years old. The arms that the bodies were placed on were hacked off as “war trophies.” One of the arms belonged to a young teen, aged 12-16 years old. Dr. Chenal believes that the individuals belonged to the same social group. This phenomenon of taking arms as war trophies is seen not only in Pit 124, but also in a nearby pit, called Pit 157, that was found in Bergheim in 2012, said Lefranc. “A lot of things are similar [between the two pits].” said Dr. Chenal. Pit 157 is about 6.5 foot (two meter) deep circular pit and was found by archaeologists from Antea Archéologie in Habsheim and the universities of Strasbourg and Bordeaux. In a paper published last year about the Bergheim burial, experts claimed the gruesome discovery tells the tale of a devastating raid on a settlement in eastern France that may have wiped out an entire family. “This amazing discovery confirms the hypothesis of war trophies proposed for Bergheim and sign very violent acts, probably in relation durring Neolithic wars.” Dr. Chenal said. The discovery has major implications for researchers, as Dr. Chenal explained to Gizmodo, “For a long time, Neolithic societies were considered relatively egalitarian and peaceful.” She said, “But since several years a lot of research has shown that it was not the case.” Supported by new evidence, Dr. Chenal believes that war was actually common in Neolithic times and, while there is no clear evidence of this in France, there is evidence in Germany from the same time period. At the same time, there is already debate about whether the circular pits, the silos, were remnants of storage pits and repurposed for people not deemed worthy of a grander burial, or were used for high-ranking people. The pits that contain more than one individual and were clearly not an execution burial, for example, suggest that the person buried was of a higher social status — they would have been buried with slaves or relatives who were killed in order to be buried with the important person. Another theory suggests that the pits were used for human sacrifices.
Subscribe to our newsletters & stay updated The industrial revolution has been fueled by combustion since its very beginning and combustion produces Carbon Dioxide gas (CO2). Whether from a power plant, a factory, a boiler or the tail pipe of a motor vehicle it seems the biggest legacy of the “Combustion Age” is CO2. The levels of CO2 are higher now than at any other time in human history and increasing steadily every year. The Graph in Figure 80-1 shows this trend. The concentration of CO2 (a.k.a. ‘Carbon’) has increased over the past few hundred years, with an alarming up-tick in the past 20 years or so. CO2 is a greenhouse gas that is linked to global climate change and violent weather events. By definition, a greenhouse gas tends to trap heat at the earth’s surface in the same way solar heat is trapped inside a transparent greenhouse. Clearly, ever-increasing CO2 levels can not be a good thing and, in excessive concentrations, have become a serious type of pollution. That is why there is a concerted effort to reduce the ‘human carbon footprint’ and the heating and cooling industries are no exception. The Combustion Multiplier Fuel combustion produces CO2 emissions at a surprising rate. To the casual observer, it may seem impossible that a gallon of liquid propane (which weighs about 4.2 pounds) could produce almost 13 pounds of carbon dioxide (CO2) when burned. However, most of the weight of the CO2 doesn't come from the propane itself, but by combining with the oxygen in the air. This multiplier effect is true for every combustion fuel such as natural gas, oil products and coal. So, every source of combustion is, in effect, a highly productive CO2 factory, cranking out several times its own weight in CO2 as it consumes oxygen. Figure 80-2 shows a Table of different fuel types and the amount of ‘Carbon’ they produce when burned. It is interesting to note that Coal produces almost twice as much CO2 as Natural gas (Per Million BTU) when burned, which is one of the reasons Natural Gas is considered a “cleaner” fuel. When faced with excessive and even life-threating industrial pollution in the past, the rational response has always been for people to act out of self-preservation and reduce the threat. So, in the same way that we have worked successfully to overcome chemical pollution in our rivers and streams, learned to recycle our solid waste and reduced the ozone-depleting chlorofluorocarbons into our atmosphere, we can now turn our attention to the reduction of CO2 emissions. It makes sense to use every proven technology at our disposal today to reduce and eliminate excessive CO2 emissions right now. This is, in fact, one of the top ten reasons our clients tell us they are interested in Solar/Renewable Hydronic installations; to reduce fuel consumption and lower their ‘carbon footprint’. Use What We Have Each of us in the plumbing, heating, cooling or construction industry may not be able to eliminate the CO2 problem, but we can all contribute to the solution by using what we know already. We don't have to wait for some yet-undeveloped future technology to sustain our efforts to reduce CO2 emissions today. The transition to lower carbon emissions will not happen overnight since it took over a hundred years to become established at its current level. But the transition has begun and on many fronts and with a variety of existing and proven technologies. For Example: The Renewable Electric Power Industry is gaining ground around the world with larger and larger zero-emissions generator capacity using Photo Voltaic (Solar Electric), Wind Turbine Farms, CSP and other technologies joining the existing Hydro Electric Capacity (which has always been zero emissions). Architects and builders are showing more and more commitment to high efficiency “green” building construction with high LEED and HERS ratings and even Net-Zero designs that require much less energy for heating, cooling and lighting. Appliance manufacturers are earning high Energy Star ratings on devices that have ever increasing energy efficiencies. This includes boilers, water heaters and circulator pumps used in our industry. All of these examples have been gaining momentum for years, and are stronger than ever today. It is only logical that the Hydronic industry do its part, and indeed it is. That is, in large part, the subject of this olumn every month. Here is a brief summary of some of the most successful existing technologies we have been using in recent years to achieve higher efficiency and lower ‘carbon’ emissions. In the Hydronic heating industry, we have been steadily going in the direction of higher and higher efficiency over time. Higher efficiency means lower fuel consumption, which means lower CO2 emissions. Every time we specify or install a modulating/condensing hot water boiler, we can certainly feel good about the combustion efficiency of these newer burners. The new technology burns 10 to 20 percent less fuel (or better) than the old school boilers, and that is a really significant improvement. This might translate to a savings of 2 ½ Tons of carbon per year in one of our typical residential projects. The same kind of improvements are also available in wood burners using "wood gasification" technology. Heat pumps are also now available that perform with better heating efficiencies than ever before in cold climates. When a new heat pump replaces conventional electric resistance heat, it can reduce electrical consumption roughly by a factor of three or better. This can translate into a much larger fuel savings at the power plant, since most combustion fueled power plants burn roughly about 4 units of fuel for every unit of electricity delivered to the end user. So, when a heat pump saves 3 units of energy for the end user, it means 12 units of fuel were not burned at a combustion fueled power plant. One word of caution: when changing from combustion heat to electric heat, the former emissions at the job site may just be transferred to become new emissions at the power plant. “Elsewhere Emissions” are not the same thing as zero emissions. Waste Heat Recovery Engine generators and localized power plants can burn a lot of fuel and generate a lot of waste heat. Only about 20 percent of the energy embodied in the combustion fuel from a generator is delivered as electricity while 80 percent is typically lost as waste heat. If a simple heat exchanger is used to recover half of that heat, the fuel utilization of the equipment is improved by a factor of 3 and other hot-water fuel can be avoided. Another common source of waste heat is from air conditioners in buildings. The waste heat from any refrigeration cooling system can be used to make hot water, but common practice is to waste this heat by exhausting it to the outdoors. We have found that when this waste heat is captured with heat exchangers a large water heating potential can be tapped while conventional fuel and its CO2 emissions are greatly reduced. The Solar Heat Bonus Any one of the efficiency improvements mentioned above can be made even better by adding solar heat. We have found that in our Solar/Hydronic heating installations, the annual fuel consumption can typically be cut in half by the proper application of solar heating technology. And a carefully designed project can achieve much higher fuel savings than that. For Example, in a recent retrofit installation, a bank of solar heat collectors was added to provide about half the heat needed by the building, for a savings of 52 million BTU annually. The remainder of the heat was provided by a mod/con propane boiler. If we refer to Figure 80-2, the CO2 saved by the solar collectors amounts to at least 3 ½ Tons per Year and the savings from the new boiler can be added to that. This is a good example of an existing building where Net Zero design was not possible, but cutting fuel consumption and emissions in Half was not so hard to accomplish. We find these opportunities literally in every project we do and we encourage everyone to simply do what you can with what you know to improve energy efficiency and reduce carbon emissions on every job. These articles are targeted toward residential and small commercial buildings smaller than ten thousand square feet. The focus is on pressurized glycol/hydronic systems since these systems can be applied in a wide variety of building geometries and orientations with few limitations. Brand names, organizations, suppliers and manufacturers are mentioned in these articles only to provide examples for illustration and discussion and do not constitute any recommendation or endorsement. Bristol Stickney has been designing, manufacturing, repairing and installing solar hydronic heating systems for more than 30 years. He holds a Bachelor of Science in Mechanical Engineering and is a licensed Mechanical Contractor in New Mexico. He is the Chief Technical Officer for SolarLogic LLC in Santa Fe, N.M., where he is involved in development of solar heating control systems and design tools for solar heating professionals (visit www.solarlogicllc.com for more information.)
By Justin Koscher Climate change is already having an effect on communities across Canada. Some are facing increased droughts; others, more intense storms. Weather-related emergencies like heat waves, flooding, and forest fires are on the rise. Shorter, warmer winters are leading to more coastal erosion and infrastructure damage as protective coastal ice is lost. Invasive pests normally controlled by cold weather are able to thrive, decimating municipal trees and gardens. Severe weather can be expensive. The federal government has spent more on recovering from large-scale natural disasters over the past six years than in the preceding 39 years combined. (This information was obtained from www.oag-bvg.gc.ca/internet/English/osm_20160531_e_41400.html?=undefined&wbdisable=true.) On top of this, scientists are predicting severe weather events are going to become more frequent and more intense. Unprecedented investment from both individuals and government entities is required to adapt to these changing conditions. Failure to adjust would be even costlier when the next major disaster strikes. Challenges of an aging infrastructure Climate change will only make things worse as severe weather takes its toll on existing structures and aging infrastructure. Canada’s north, where the impact of climate change is starkest, faces particular challenges. It is estimated adapting buildings in the Northwest Territories will cost $230 million—more than $5000 for every person in the Territories. The Inuvik region alone is facing costs of $140 million to repair buildings affected by the disappearance of permafrost. The economic impact of climate change is also staggering, as the loss of ice roads costs companies millions in transportation costs and further isolates northern communities. Historical weather patterns no longer provide a reliable map for future building code requirements. Moving forward, engineering has to be more focused on risk management. On both community-wide and building-specific levels, conscientious groups are creating plans to deal with robust weather, climatic events, and national security threats by changing codes and standards. This is intended to improve infrastructure’s capacity to withstand, absorb, and recover from environmental stress caused by weather-related events. Improvements to infrastructure resiliency, whether they are called risk management strategies, extreme weather preparedness, or climate change adaptation, can help a region bounce back quickly from the next storm at a considerably lower cost. A new series of reports from the Office of the Auditor General of Canada calls for urgent action to support resiliency. (These reports can be accessed at www.oag-bvg.ca/internet/docs/parl_cesd_201605_02_e.pdf.) With these principles and higher demands in mind, there has been a co-ordinated effort to revolutionize building standards. “Canada must build resilient buildings, roads, bridges, water and sewage facilities, and transportation networks so that we can move around, work, keep the economy going, and live in vibrant and healthy communities,” writes Julie Gelfand, Canada’s Commissioner of the Environment and Sustainable Development. “When resiliency is built into infrastructure, it is also built into communities, as they are then better equipped to recover more quickly when disasters strike.”
Note: As you design your lesson plans for this week, consider how best to help your students prepare for the final few weeks of writing the first arguing essay. Mix work with pleasure by emphasizing key points about argument while integrating engaging activities such as the appeals activity described below. You are encouraged to use your creativity to design an interactive activity regarding logical fallacies (or see the Activity Bank for ideas) as energy may be low; you can expect that the cumulative effects of the semester will begin to take their toll now (if they haven’t already) on both students and instructors. Urge students to see it through and to get as much work done now as possible; after they return from Thanksgiving break, not only will their attention have been diverted but other final requirements in courses will begin to kick in. Keep connecting lesson, portfolio, and course goals. The activities this week continue to build student understanding of argumentative principles while keeping them focused on the publication/context analysis. Schedule Individual Conferences: You may wish to spend 10 minutes or so with each student this week. During the conferences, focus on these main concerns: · Do they have a focused, debatable overall claim? · Do they have a clear sense of why they’re writing on this issue in the first place? · Do they have a clear sense of purpose in why they’re writing their argument for their defined audiences? Does the claim fit the purpose? · Are the audience, purpose and focus they’ve identified for arguing essay 1 coherent? · Do they understand what evidence they’ll need to support their sub-claims? What types of evidence do they plan to use? What evidence do they already have that can work? Assign Work on Appeals and Logical Fallacies: Learning to write appeals and to avoid logical fallacies will help students construct effective arguments. Such learning also serves the larger course goal of developing critical thinking skills. To use appeals effectively, writers must have a strong sense of who their readers are. Encourage students to read and analyze the use of appeals in Martin Luther King, Jr.’s “Letter From Birmingham Jail,” located on pages 451-452. Discuss with students why “persuasive” argument (requesting action) requires much more use of appeals than does “convincing” argument (requesting only that readers “entertain or accept the idea”). To avoid fallacies in argumentation, writers must critically examine their claims to ensure that they are being thorough, thoughtful, and fair. Students should understand that a writer shows respect for his or her readers by avoiding prejudice and preposterous reasoning. A certain way to demonstrate disdain for a reader is to interject fallacy. Where to Look for Appeals: · Product labels (from shampoo bottles, skin creams, hair products, fancy beverages like Odwalla, food items, etc…) · Letters asking for donations (environmental groups, politicians, local clubs…) · Advertisements and full-page coupons* · Bribe mail from phone, internet and credit card companies · Arguments found on line or in texts Note: The New York Times is a good resource for ads. Students may enjoy analyzing the advertising that is done by a national newspaper whose readership is largely located in a well-heeled and quite provincial urban center like A Group Activity for Helping Students Analyze Appeals: Have students break into small groups (3-4) and give each group one or two sample appeals to look at. Put the following questions on an overhead for each group to address: Allow each group 3 minutes to share their sample text and present some of their findings to the class. After all groups have finished presenting, emphasize that writers should use appeals to make effective arguments, but that they should also respect their readers and use the appeals fairly to represent their points (not to distort reality). A Role Play Activity to Practice Using Appeals: Use this activity to get students thinking about how to appeal to an audience to meet a specific purpose. First, prepare five different tasks that require students to develop appeals. Print the tasks out and cut them into separate strips to distribute in class. Then, break students into small groups (4 - 5) and have each group choose one strip at random. Once students have their strips, explain the following: "Your group task is written on this slip of paper. Your group will have 10 minutes to develop an argument to persuade the rest of the class to act on. Someone from your group will then read your task to the class (the class will role play the designated audience) and you will have 5 - 7 minutes to present your argument as a group. Afterwards, the class will decide if your use of appeals was strong enough to persuade us to act on your argument. Be sure to anticipate opposing arguments along the way (as some of your peers may raise questions and objections to your claims). While developing appeals, also consider what your audience will value most. What are their needs and interests and how can you respond to these?" Give students 10 minutes to prepare arguments before presenting. Tell students that they are free to add some inventive material to their situation (e.g. your cousin just got out of jail and he's feeling very low about himself - he needs a girlfriend to make him feel better). After each group presents, ask the class which parts of the argument were most effective, and which of the appeals worked best. Tell students to keep these observations in mind when writing appeals for their own arguments. Finally, develop an activity to demonstrate logical fallacies or to test their understanding of the differences between the fallacy types. In addition to the ideas stated at the beginning of this lesson, you can find additional ideas in the Activity Bank. Letters to the editor often provide remarkable (often, remarkably awful) examples of logical fallacies. Perhaps review the Collegian or Coloradoan letters for fallacies.
News from CRG CRG researchers have proposed a new theory to explain the origin of whole genome duplication at the beginning of the yeast lineage. Yeasts are single-celled fungi that originated over 100 million years ago. The ability of these organisms to ferment carbohydrates is widely used for food and drink fermentation. Yeasts are also one of the most commonly used model organisms in research. For example, the yeast Saccharomyces cerevisiae, which is used to make bread, wine and beer, was the first eukaryotic organism to be sequenced (in 1996) and is a key model organism for studying molecular and cellular biology. Once the yeast genome sequences were available, researchers were able to determine that the yeast genome contains more than 50 repeated fragments. Since then, the scientific community has accepted the theory that yeast underwent a whole genome duplication, a phenomenon that is not isolated and can also be found in other species. For instance, we know that whole genome duplications were important in the early evolution of vertebrates and that it is a very common phenomenon in plants, especially cultivated ones. The CRG scientists Marina Marcet-Houben and Toni Gabaldón (CRG group leader and ICREA Research Professor) have now studied the origins of the whole genome duplication in yeast to gain a more thorough understanding of this phenomenon, which is thought to have played a key role the evolution and adaption of the species. Their results were published today in the journal PLoS Biology. Unexpectedly, they show that the appearance of duplicated genes was not caused by a simple duplication of the whole genome but rather by a hybridization of two different species. Their proposal, which is at odds with the currently most widely accepted theory in the scientific community, provides new insight into this key process during genome evolution and the origins of species. Marina Marcet-Houben and Toni Gabaldón “Beyond the whole genome duplication: phylogenetic evidence for an ancient inter-species hybridization in the baker’s yeast lineage” PLOS Biology. 7th August 2015.
First Grade Math Worksheets Our first grade math worksheets are aligned directly with the Core Curriculum Standards for First Grade. Each standard is throughly covered. Each topic comes complete with homework sheets, practice worksheets, and quizzes. We also we add extra materials that are out of the scope of the standards that we find on all other testing for this grade level. Some extras would include our First Grade Math Posters. These math worksheets are tailored to first grade students at both math and reading levels. Also make sure to visit our First Grade Math Tests to gauge your level of achievement with this grade level. First Grade Operations and Hints of Algebra Worksheets - Addition and Subtraction Word Problems (OA.1)- These worksheets focus on problems that are in word form and require a single sum or difference calculation to be performed to solve a situation based exercise. - Single Digit Subtraction (1.OA.A.1)- We introduce students to the basic concept of a mathematical difference. - Simple Subtraction Word Problems (1.OA.A.1)- We take the concept differences and apply it to word problems. - Fixed Integer Subtraction to 12 (Related to 1.OA.A.1)- Students work on removing just a single specific number for various integers that are 12 and under. A great section for working on your basic first grade math facts. - Addition Word Problems (Up to 20) - (OA.2)- These worksheets present problems that are found in sentence form and involve sums that total twenty or less. - Simple Addition Word Problem (1.OA.A.2)- This is where you should start with the entire word problem set. - Properties of Operations as Strategies (OA.3)- These worksheets look at the common math properties for students at this level. The mainstay here is the associative and commutative properties. - The Commutative Property (OA.3) - This also looks at the concept of multiplying, but great for advanced learners. - Subtraction and Unknown Addends (to 20) (OA.4)- This is really a primer to get students ready for single step algebra. - Missing Operations (Add and Subtract) (1.OA.B.4)- Tell us what these problems are missing. Hint: It is an operator. - Subtracting Numbers with Figures (Related to 1.OA.4)- We start to make the transition from integers to pictures. - Relate Counting to Addition and Subtraction (1.OA.B.5)- When you think about it, both of these operations are exactly like counting. Moving in one direction or another. We make this obvious for students. - Adding and Subtracting Within 20 (1.OA.C.6)- We keep the sums and different just under the value of twenty. - Math Fact Families (1.OA.C.6, 1.OA.B, 3.OA.4)- Fact families are groups of numbers that are almost systematic in the way they can be rearranged to add and subtract. This really helps you master basic operations quickly. - Subtraction Mad Minutes (1.OA.C.6)- These are left to right sum problems. - Rapid Fire Horizontal Subtraction Math Facts (1.OA.C.6)- Same as above, but we subtract now. - Rapid Fire Vertical Addition Math Facts (1.OA.C.6)- These are awesome to keep up your level of practice. - Subtraction Math Facts (1.OA.C.6)- This is the format that most students are accustom to, but in the real world things are a bit more fluid. - Number Bonds (1.OA.C.6)- A fun way to reinforce this skill for students and teachers alike. - Working With Equals Signs ( OA.7)- This is the foundation of working with equations. - Unknown Numbers in Sums and Differences (OA.8)- This helps students make a nice transition to word problems. First Grade Numbers and Base Ten Worksheets - Counting (Up to 120) (1.NBT.1)- This really helps to make the transition to learning to form sums and differences. - One and Tens Place Values - 1.NBT.2)- Students begin to understand the meaning behind place holder and place value. - Compare Two-Digit Numbers (1.NBT.3)- This is where the greater than, less than, and equal values come. - Single Digit Addition (1.NBT.C.4)- Students start adding two single digit numbers together. - Addition of Numbers (Under 100) (1.NBT.4)- This section starts to piece together two and three pairs of numbers. - Ten More Or Ten Less - 1.NBT.5)- This is great for learning the powers of ten and eventually leap frogging over to exponents. - Visual Sum and Difference Word Problems (1.NBT.6)- This is where you have to balance multiple pieces: sentences, integers, and visuals that represent integers. First Grade Measurement and Data Worksheets - Indirect Length Word Problems (1.MD.1)- You will use other references available to find set measures. - Length Word Problems In Units (1.MD.2)- We use separate values to work with metric and U.S. standards units of length. - Hours and Half Hours of Time (1.MD.3)- The minute hand is either always at the twelve or the six, in this case. - Organizing and Understanding Data (1.MD.4)- Students learn how to make data more understandable for themselves and their audience. First Grade Geometry Worksheets - Attributes of Shapes (G.1)- Each shape has something very unique to it. - Making Two-Dimensional Shapes (G.2)- These are the standard shapes and we have you draw them from scratch. - Partitioning Circles and Rectangles (G.3)- You will break apart these geometric figures based on written directions. How To Use Our First Grade Math WorksheetsFor Teachers We have teachers take all types of different approaches with our work in their classes. Usually, the most difficult decision for teachers is not how to use this in teaching, but how should we order the topics in which we present them to students. Some teachers blindly follow the order in which the curriculum committee set up when they designed it. I find that more newer teachers do this because they were never really given any help with this when they were student teaching. Some staffs have a preset school district approach that is already setup for them. Many other teachers are left to decide by themselves. My best suggestion is to write a sample problem from each section on a 3 x 5 notecard. Some topics will have multiple looks at a topic but write a single fundamental problem. There are 30 topics here, so that would require you to make 30 notecards. When you are done arrange the problems in an order of logical sequence. This will give you your best logical approach to begin with. Also know that as you teach this, it might make more sense to reorder topics. Keep those notecards handy all year long. We would highly suggest that you consider using our math posters to post in your classroom. Our math tests are highly recommended to assess how your students are doing with all the different content areas. For Parents and Students We welcome you and think that every student should consider using our work year-round. If you add this work into addition of your classroom experience you are sure to have great success. Some students are looking either to get ahead, stay on task, or catch up with their math skills. This is the perfect place for you. For Those That Are Behind - Begin with the lesson, follow it up with the guided lesson and complete the work. Check your answers with the guided lesson explanation. Then move on to the worksheets. If you feel you are doing well, take a shot at a quiz. If you score north of 85%, you are in good shape. If not, go back and crack away at the practice sheets to get you in better standing. Always refer back to the original lesson, when in doubt. For Those That Are Staying on Task - All of our sections will be helpful to help you push on with each of these topics. We would encourage you start with the guided lessons. If they make sense, push on to a few practice worksheets and follow it up with a quiz. If they do not make sense, drop back to the original lesson. For Those That Are Reviewing - If you are reviewing a topic, we suggest that you start with a math quiz on that topic. You will find those at the bottom of every topic page. See how you do. If you do well, try a second quiz to make sure you have it down. If you do poorly, start at the lesson and follow through the entire topic. If you do satisfactorily, review the guided lesson and follow it up with a few worksheets. Then go back and take another quiz. What Do Students Learn In First Grade Math Class? In the first grade students are all about expanding their skills, which they have learned in kindergarten and preschool. The first-grade curriculum pays major emphasis on building the foundation of mathematics. Some of the things they learn in first-grade maths class are: - Counting to 100 into small number groups such as 2s, 5s, and 10s. It helps their learning towards recognizing and writing numbers to 100. - They learn the concept of "greater than" or "equal to" as well the basic mathematical operations such as addition, subtraction, division, and multiplication. - They learn the use of symbols while using basic math operations such as "+," "-," "=," <," ">." - Adding numbers all the way up to 100 in their head. - Learning to do simple subtraction. - Working addition and subtraction using coins. - Learning to identify simple patterns. - Learning basic measurement units such as length, weight, height. - Understanding and doing simple fractions (1/2, 1/3, 1/4). Learning to tell time on an analog clock and learning different terms for telling time. One thing to keep in mind when taking in the concepts behind a math curriculum is that it follows a spiral curriculum.What that means is that year after year we spiral around and build on old knowledge. So in the first grade you are building on skills that you initially learned in kindergarten. When you reach second grade, you will build on the skills that you learned in first grade.This means that if we do not quite master something, we will see it again.This gives us the chance to get it right this time. But it also indicates that if you have bad habits and do not fix them, they will be a problem in the future for you.
Mars’ vast glacier belts could cover planet with 1 meter of ice – study Thefindings, published in Volume 41 of the journal Geophysical Research Letters, build on previous knowledge – the scars left by the water that used to flow on the Red Planet millions of years ago, the presence of polar ice caps, as well as chemical elements that tell a story. Underneath all that, however, lay vast expanses of frozen water invisible from space. Or rather, they were only slightly visible with our satellites. But science didn’t know if they were made of frozen H2O or CO2, carbon monoxide. Then, NASA’s Mars Reconnaissance Orbiter made the call: it was water ice after all. Next up was determining its thickness, or whether the glaciers resembled anything we were used to on Earth. A Copenhagen-based team at Nils Bohr Institute proposed a formula to surmise the above. It employs existing models of ice flow projections, combined with what we could see from space. The two approaches combined allow for the eventual calculation of the volume of ice in the glaciers. "We have looked at radar measurements spanning 10 years back in time to see how thick the ice is and how it behaves. A glacier is after all a big chunk of ice and it flows and gets a form that tells us something about how soft it is. We then compared this with how glaciers on Earth behave and from that we have been able to make models for the ice flow," said Nanna Bjornholt Karlsson, of the Nils Bohr Institute’s Center of Ice and Climate. "We have calculated that the ice in the glaciers is equivalent to over 150 billion cubic meters of ice – that much ice could cover the entire surface of Mars with 1.1 meters of ice,” Karlsson said. “The ice at the mid-latitudes is therefore an important part of Mars' water reservoir." The researchers believe there is a reason the ice does not simply evaporate into space, the way water that is not frozen would, owing to Mars’s low pressure. Unlike the water, the ice is held down by the dust layering. These calculations are just the latest in a series of ever more frequent astronomic discoveries. Mars has been catapulted into the space headlines thanks to the work done by the Curiosity rover. NASA aims to put humans on the planet by 2030 and we need to know as much as possible now about what resources are available to us on the Red Planet, aside from our mission to find traces of life there. One other recent discovery centered on deposits of “fixed” nitrogen and molecules containing carbon, both central to creating life as we know it.
close (system call) For most file systems, a program terminates access to a file in a filesystem using the close system call. This flushes buffers, updates file metadata (which may include and end of file indicator in the data), de-allocates resources associated with the file (including the file descriptor) and updates the system wide table of files in use. Some languages maintain a structure of files opened by its run-time library and may close when the program terminates. Some operating systems will invoke the close if the program terminates. Some operating systems will invoke the close as part of an operating system recovery as a result of a system failure. C library POSIX definition int close (int filedes); int fclose(FILE *stream); The function returns zero to indicate the file was closed successfully. If any error occurs, a value of -1 is returned and errno is appropriately set. The errors that can occur include: \|EBADF\|\|The argument supplied was not a valid file descriptor\| \|EINTR\|\|The function call was interrupted by a signal\| \|EIO\|\|An I/O error occurred\|
Johnson et al. 1984 emend. Baranton et al. 1992 Borrelia burgdorferi is a bacterial species of the spirochete class of the genus Borrelia. B. burgdorferi exists in North America and Europe and until 2016 was the only known cause of Lyme disease in North America (Borrelia mayonii, found in the midwestern US, is also known to cause the disease). Borrelia species are considered gram-negative. Borrelia burgdorferi is named after the researcher Willy Burgdorfer, who first isolated the bacterium in 1982. Borrelia species in the species complex known to cause Lyme disease are collectively called Borrelia burgdorferi. B. burgdorferi resembles other spirochetes in that it has an outer membrane and inner membrane with a thin layer of peptidoglycan in between. However, the outer membrane lacks lipopolysaccharide. Its shape is a flat wave. It is about 0.3 μm wide and 5 to 20 μm in length. B. burgdorferi is a microaerobic, motile spirochete with seven to 11 bundled perisplasmic flagella set at each end that allow the bacterium to move in low- and high-viscosity media alike, which is related to its high virulence factor. B. burgdorferi is a slow-growing microaerophilic spirochete with a doubling time of 24 to 48 hours. It is one of the few bacteria that can survive without iron, having replaced all of its iron-sulfur cluster enzymes with enzymes that use manganese, thus avoiding the problem many pathogenic bacteria face in acquiring iron. B. burgdorferi circulates between Ixodes ticks and a vertebrate host in an enzootic cycle. B. burgdorferi living in a tick cannot be passed to its offspring. Therefore, tick larvae must feed on the blood of an infected animal to acquire B. burgdorferi, which ends up in the midgut. The spirochetes survive as the larvae molts into a nymph and persist in the nutrient-poor midgut as the nymph overwinters. Infected nymphs then transmit B. burgdorferi by feeding on another vertebrate to complete the cycle. Ticks can transmit B. burgdorferi to humans, but humans are dead-end hosts, unlikely to continue the life cycle of the spirochete. Nymphs molt into adult ticks, which usually feed on larger mammals that are not able to support the survival of B. burgdorferi. Lyme disease is a zoonotic, vector-borne disease transmitted by the Ixodes tick (also the vector for Babesia and Anaplasma). The infected nymphal tick transmits B. burgdorferi via its saliva to the human during its blood meal. Clinical presentation of Lyme disease is best known for the characteristic bull's-eye rash (also known as erythema chronicum migrans) but can also include myocarditis, cardiomyopathy, arrythmia, arthritis, arthralgia, meningitis, neuropathies, and facial nerve palsy depending on the stage of infection. B. burgdorferi infections have been found in possible association with primary cutaneous B-cell lymphomas (PCBCLs), where a review of the primary literature has, as of 2010, noted that most of the PCBLCs examined have been 'unresponsive' to antibiotics;:846 hence, as in the case of Chlamydophila psittaci association with ocular adnexal mucosa-associated lymphoid tissue (MALT) lymphoma, the working conclusion was that "if B. burgdorferi is truly associated with PCBCL, then there is wide geographic variability and other factors are probably involved".:846 Progression of the disease follows 3 stages. Stage 1 is known as the Early Localized stage and occurs approximately 3 days - 1 month after inoculation. It affects the local area around the bite and is characterized by local swelling and / or a red "bull's-eye" rash (also known as erythema chronicum migrans) seen as an erythematous circle encircling a defined center that expands outward. It can get as large as 15 cm in diameter.:658 Once the rash starts to subside the first symptoms can manifest as "flu-like" symptoms. At this stage, antibiotics are most efficacious to prevent further growth and symptoms of the disease before the major symptoms manifest.:659 Stage 2 is known as the Early Disseminated stage and occurs weeks - months after infection if left untreated. The bacteria spreads via the blood through the body to affect the organs. It often presents with general symptoms such as fever, chills, fatigue, and lymphadenopathy as well as the organ-specific symptoms. It can affect the heart causing myocarditis and arrythmias such as Atrioventricular blocks (which if significant enough may require the insertion of a pacemaker). It can affect the musculoskeletal system causing non-inflammatory transient arthritis and / or arthralgias. It can affect the nervous system manifesting as facial paralysis (Bell's palsy, classically bilateral), fatigue, and loss of memory. Stage 3 is known as the Late Disseminated stage and occurs months - years after the initial infection. Effects of the 3rd stage include encephalitis or meningitis.. as well as migratory arthropathies (most commonly of the knee). Anaplasmosis and babesiosis are also common tick-borne pathogens carried by the Ixodes tick that infect humans similarly to Borrelia burgdorferi. Consequently, it is possible for an Ixodes tick to coinfect a host with either two or all other diseases. When a host is coinfected, the combined effects of the diseases act synergistically, often proving to cause worse symptoms than a single infection alone Coinfected humans tend to display a more severe manifestation of Lyme disease. In addition, they tend to acquire a wider range of secondary symptoms, such as influenza-like symptoms. More studies and research must be done to determine the synergistic effect of co-infection and its effect on the human body. So far, there are three factors that may contribute to the severity of the clinical manifestation of Lyme Disease. The presence of ribosomal spacers, plasmids, and the outer surface protein C (OspC) are indicators of the severity of the infection. Additionally, humans, themselves, vary in their response to the infection. The variation in response leads to different clinical manifestations and different infections to different organs. After the pathogen is transmitted, it will acclimate to the mammalian conditions. Borrelia burgdorferi will change its glycoproteins and proteases on its plasma membrane to facilitate its dissemination throughout the blood. While infecting, B. burgdorferi will express proteins that will interact with endothelial cells, platelets, chondrocytes, and the extracellular matrix. This interaction inhibits proper function of the infected areas, leading to the pathological manifestations of Lyme disease. In response, the host will initiate an inflammatory response to attempt to remove the infection. Borrelia burgdorferi, also, expresses at least seven plasminogen binding proteins for interference of factor H at the activation level. This is part of a complement system evasion strategy that leads to downstream blocking of immune response. B. burgdorferi (B31 strain) was the third microbial genome ever sequenced, following the sequencing of both Haemophilus influenzae and Mycoplasma genitalium in 1995. Its linear chromosome contains 910,725 base pairs and 853 genes. The sequencing method used was whole genome shotgun. The sequencing project, published in Nature in 1997 and Molecular Microbiology in 2000, was conducted at The Institute for Genomic Research. Overall, B. burgdorferi's genome oddly consists of one megabase chromosome and a variety of circular and linear plasmids ranging in size from 9 to 62 kilobases. The megabase chromosome, unlike many other eubacteria, has no relation to either the bacteria's virulence or to the host-parasite interaction. Some of the plasmids are necessary for the B. burgdorferi life cycle but not for propagation of the bacteria in culture. The genomic variations of B. burgdorferi contribute to varying degrees of infection and dissemination. Each genomic group has varying antigens on its membrane receptor, which are specific to the infection of the host. One such membrane receptor is the surface protein OspC. The OspC surface protein is shown to be a strong indicator of the identification of genomic classification and the degree of dissemination. Varying number of OspC loci are indications and determinants for the variations of B. burgdorferi. The surface protein is also on the forefront of current vaccine research for Lyme disease via Borrelia. Genetically diverse B. burgdorferi strains, as defined by the sequence of ospC, are maintained within the Northeastern United States. Balancing selection may act upon ospC or a nearby sequence to maintain the genetic variety of B. burgdorferi. Balancing selection is the process by which multiple versions of a gene are kept within the gene pool at unexpectedly high frequencies. Two major models that control the selection balance of B.burgdorferi is negative frequency-dependent selection and multiple-niche polymorphism. These models may explain how B. burgdorferi have diversified, and how selection may have affected the distribution of the B. burgdorferi variants, or the variation of specific traits of the species, in certain environments. In negative frequency-dependent selection, rare and uncommon variants will have a selective advantage over variants that are very common in an environment. For B. burgdorferi, low-frequency variants will be advantageous because potential hosts will be less likely to mount an immunological response to the variant-specific OspC outer protein. Ecological niches are all of the variables in an environment, such as the resources, competitors, and responses, that contribute to the organism's fitness. Multiple-niche polymorphism states that diversity is maintained within a population due to the varying amount of possible niches and environments. Therefore, the more various niches the more likelihood of polymophrism and diversity. For B. burgdorferi, varying vertebrae niches, such deer and mice, can affect the overall balancing selection for variants. \|Wikispecies has information related to Borrelia burgdorferi\| \|Scholia has a topic profile for Borrelia burgdorferi.\|
Andes’ Tropical Glaciers Going Fast, May Soon Be Gone By Paul Brown, Climate News Network LONDON — The glaciers of the tropical Andes have shrunk by between 30 and 50 percent in 30 years and many will soon disappear altogether, cutting off the summer water supply for millions of people, according to scientists studying the region’s climate. Their findings are particularly significant because glaciers in the tropics, 99 percent of which are in the Andes, are regarded as among the most sensitive indicators of climate change on the planet, according to the Intergovernmental Panel on Climate Change (IPCC). The Pastoruri glacier, located in Northern Peru in the Andes. Credit: Wikimedia Commons In the Andes glaciers contribute to irrigation, hydroelectricity generation, and water supply. For example, 15 percent of the water consumed in La Paz, the capital of Bolivia, comes from glaciers, a figure that doubles in the summer. The region, with 3.5 million people, is heavily dependent on melt water for its survival (and see our story of 25 January, Andean glaciers show record melting). Many of the crops along hundreds of kilometers on the dry eastern slopes of the Andes rely on irrigation from glacier melt water in the summer. The research covers 300 years of glacier history in South America. The glaciers reached their maximum extent during what is termed the Little Ice Age, between 1650 and 1730, when the world was colder. Rivers like the Thames in London and Seine in Paris froze over during some winters. By studying rocky debris piled up during the Little Ice Age and then left behind as the glaciers retreated after 1750 the researchers have been able to chart their progress. Rain Replaces Snow Since then there has been a gradual decline in the length and mass of the glaciers, but this has accelerated dramatically during the last 30 years. Aerial photographs and satellite records have shown how quickly the area has changed. Although the temperature in the region has increased by 0.7°C (1.26°F) in this period, the warming is not thought to be the major cause of the retreat. Instead it is the warming of the Pacific Ocean since the 1970s that is the problem. The influence of the warmer sea on the climate means that instead of snowing at higher altitudes in the tropical Andes, it frequently rains. As a result the snowpack has no opportunity to build up, leaving the glaciers bare and exposed to sunlight. The study, published in the journal The Cryosphere, includes measurements and other work done by scientists in Bolivia, Peru, Ecuador, and Colombia in collaboration with Albany University in the United States, Zurich University in Switzerland, and Savoie University in France. The glaciers cover 1,900 square kilometers (733 square miles), but many of them are not expected to survive the predicted increase in temperature of 4°C to 5°C (7.2°F to 9°F) by the end of this century. Some are already disappearing. The Chacaltaya glacier above La Paz disappeared in 2010. Smaller glaciers (less than a square kilometer in size) are most vulnerable, and the lower the altitude the faster they are melting. At a height of 5,400 meters (17,716 feet) melting can be as high as 80 to 100 percent already, as in the case of the glacier above La Paz. Most glaciers at this altitude are expected to disappear in the next 10 to 15 years. Paul Brown is a joint editor at Climate News Network. Climate News Network is a news service led by four veteran British environmental reporters and broadcasters. It delivers news and commentary about climate change for free to media outlets worldwide.
Tomatoes are technically fruits (berries to be exact) that are treated like vegetables. Tomatoes are one of the most common garden plants in the United States and have a reputation for being easy to grow, and producing a prolific cropsn. Plants usually grow 1–3 m high, on a weak, woody stem that often needs support. Leaves are 10–25 cm long, with hairy leaflets. The small, 1-2cm yellow Flowers come in groups of 3–12. Tomatoes are grown around the world for their edible fruit, and thousands of Cultivars having been selected for varying fruit types, colors, sizes, textures, shapes, and for optimum growth in different climates and conditions. They range in size from the 1-2cm Cherry tomatoes, to the 10cm or more beefsteak tomatoes. Most cultivars are in the 5-6cm range and red is the most common color, though yellow, orange, pink, purple, green, or white fruit are also easily found. Some have multicolored and striped fruit. Tomatoes grown for Canning are usually elongated, at 7–9 cm long and 4–5 cm wide; they are known as Plum tomatoes. \|Standard Cyclopedia of Horticulture\| Tomato. The plant Lycopersicum esculentum (which see, page 1931, Vol. IV), grown extensively for its edible fruit. The tomato is probably grown more extensively in North America than elsewhere, and the varieties have reached a high degree of perfection. The American standard or ideal is a tomato that is nearly globular, solid and "smooth" (that is, not wrinkled). (Fig. 3818.) The flat angled and wrinkled tomatoes (Fig. 3819) are now little grown in this country. These forms are little adapted to canning, in which use enormous quantities of tomatoes are employed, and they do not satisfy the popular desire. The old-time pear, cherry, and plum forms (Fig. 3820) are still grown for curiosity and also for the making of pickles and preserves, but their field culture is relatively not important. The currant tomato, grown for ornament and curiosity, is considered to be Lycopersicum pimpinellifolium. It sometimes hybridizes with the common species (Figs. 2234, 2235, Vol. IV). The tomato requires a warm soil and climate, a sunny open position, and also a long season. The plants are usually started in hotbeds or glass houses, being transferred to the open as soon as settled weather comes. They are usually set from 4 to 5 feet apart each way and are allowed to grow as they will, finally covering the ground. For home use, however, the plants are often trained, in order to forward their ripening and to secure larger and better-colored fruits. The best method is to train to a single stem, supported by a stake or perpendicular wire or cord (Fig. 3821); or sometimes it is tied to the horizontal strands of a trellis. This single-stem training requires close attention, and if the time cannot be spared for it, the vines may be allowed to lie on an inclined trellis or rack. This rack training keeps the plants from the ground and thereby allows the individual fruits to develop perfectly and also checks the spread of the fruit-rot; but it usually does not give such perfect fruits as the single-stem training, since the number of fruits is limited in the latter. Sometimes a serious difficulty in tomato-growing is a rot of the fruit. This seems to cause most damage following close wet weather when the fruit is ripening. It is thought to be worst on plants that cover the ground thickly with foliage and do not allow it to become dry on the surface. Usually it does not seriously lessen the crop beyond a few pickings; and if the plants are brought into bearing early and are kept in thrifty condition for subsequent bearing, the percentage of total injury is greatly reduced. The tomato is tender to frost. The green fruit remaining when frost kills the plants may be ripened in tight drawers or cupboards, if it is nearly or quite full grown. The tomato is a short-lived perennial, but in cold climates it is grown from seeds as an annual. It may be grown from cuttings. General culture of the tomato. The tomato plant comes from regions in South America where the conditions of temperature and moisture in its growing season are very constantly favorable for its rapid growth and the ripening of a large yield of fruit. Although it cannot be classed as a tropical and hardly as a semi-tropical plant, it thrives best in a day temperature of 65° to 85° F., makes very slow growth in one below 40° F., and, unless hardened by gradual exposure, will be killed by a short exposure to a temperature of 32°. It is a rapid-growing short-lived plant and under favorable conditions will mature its first fruit in ninety to one hundred and twenty days from the sowing of the seed and continue in bearing for fifty to ninety days, when it will generally die of exhaustion, though its life may be prolonged (but with lessened vigor) either by cuttings or layering. It is emphatically a sun-loving plant and unobstructed sunlight is essential for its most vigorous growth and greatest fruitfulness. An attempt to grow tomatoes of superior or even good quality in an orchard or at a season when the sunlight is likely to be dimmed much of the time by clouds or mists is very likely to be disappointing. The splendid color often seen in Italian-grown fruits is due to cloudless skies rather than to superior varieties or cultural methods. Under favorable conditions the plant is a vigorous and rapid grower and capable of maturing an enormous crop of fruit, but it requires for even a fair yield very constantly favorable conditions, and any check in its growth from cold or cloudy weather or too deep and harsh cultivation, even if the plant seems fully to recover, will surely materially lessen the yield of fruit. Many cases have been seen in which cultures within a few miles of each other and on similar soil have matured crops differing greatly in quantity and quality as a result of such difference in cultural practice as to bring one crop into the fruiting-stage in better condition, or at a time when the weather was more favorable for a full setting of fruit. The plant, however, is very tenacious of life and will often live and produce some fruit under most unfavorable conditions and many who have grown it for years do not know of the amount of fruit a healthy tomato plant is capable of producing. It is doubtful whether the average yield of all the cultures in the United States exceeds 6,000 pounds of marketable fruit to the acre. Yet every season for the past fifty years many fields have been known where the salable crop was from 30,000 to 40,000 pounds to the acre, with exceptional still larger yields. Exposure is often an important factor in determining the profit of a crop. Generally a gentle inclination to the southward, with protection of higher land or forest on the side from which cold and damp winds may be expected will give the largest yield of the most marketable fruit, but a sharp inclination to the south, particularly if it be steep or such as to form a hot pocket, rarely produces a maximum crop, although, because of the early ripening of the fruit, it may be a profitable one. The largest yields recorded were generally grown on red clay loam. Large yields are often secured from soils of very different compositions, from "gumbo" prairie, marsh muck, stiff clay, to a light sand provided the conditions of drainage, fertility, and tilth are favorable, but a maximum crop can never and even a profitable one very seldom be grown on a cold soil, or one which is poorly drained, sodden, sour, or hard and solid from want of cultivation. A good crop of tomatoes very seldom follows one of tomatoes or potatoes. Tomatoes are rank feeders and the use of fresh stable manures and those carrying a large proportion of nitrogen is likely to result in a rank growth of vines ripening a small crop of fruit of poor quality. The best yields and quality of fruit will usually be from fields rich from fertilizing in previous years. On unfertile fields where one is obliged to use commercial fertilizers, those comparatively rich in potash will generally prove most profitable. The largest yield and best fruit have generally been from rich clover sods, which were plowed as early as practicable in the spring, rolled, and made friable by repeated surface cultivation. Although in all but the extreme northern part of the United States, in very high altitudes and in some parts of the Puget Sound country, tomatoes will generally ripen a full crop from seed sown in the open ground, from Washington northward plants so grown will rarely ripen their crop until past midsummer and much of it will miss the long days of sunshine, which are essential for the development of the best quality. On this account it is desirable, in most cases, to start the plants under glass, so as to give them fifty to sixty days' growth by the time they can be set in the open ground without danger from killing frosts. It is very easy to grow plants to this age, but the character of the growth and the condition in which they go into the fields are most important factors in determining the quantity and quality of the fruit. Starting the plants under glass is usually accomplished best by sowing the seed in boxes about 4 inches deep and of convenient size for handling, filled with soil made up of two-fifths potting earth or garden loam, two-fifths old well-rotted cow-manure, and one-fifth coarse sharp-grained sand. Soils used in plant-boxes or -beds should always be sterilized by spreading over steam-pipes perforated on the lower side and filled with live steam until a potato buried about 3 inches in the soil is cooked soft. The seed can be sown rather thickly and covered 1/4 to 1/3 inch deep. The boxes should be well watered and set in the shade until the plantlets show above the soil, when they should be set in full sunlight and kept at a constant temperature between 65° and 80°, and given water as needed. The plants should develop large seed-leaves and bud within ten to fifteen days, when they should be transplanted into the frames. The soil of the frames should be 3 to 6 inches deep and freshly made up and sterilized about as recommended for the plant-boxes. The plants may be set twelve to twenty-four to the square foot, according to the time they are expected to remain before setting in the field. The beds should be closely watched and the sash opened as the air in them becomes warmed by the sun to a temperature above 60° and as promptly closed as it cools below 40°. The soil should be watered as necessary to prevent the plants wilting, but this should be done as far as practicable in evening or early morning, rather than during bright sunshine. If necessary the beds may be protected from frost by covering the sash with sacks, old carpets, straw, or even a sprinkling of earth. An inexperienced person will be surprised to see how effective even a slight covering often is. In case frost does creep in, it is best to keep the beds covered until they can warm up without direct sunshine, even if this takes a day or two. Cases have been known in which plants that seemed to be killed were saved by slow warming up. For a few days before the plants are to be set in field, they should be hardened off by scant watering and fuller exposure both to the sun and night air, and the day before they are to be set should be thoroughly sprayed with bordeaux mixture. The field, particularly if it has been a clover sod, should be prepared and cutworms killed by keeping it absolutely free of green vegetation for at least a week before the plants are to be set and the evening before scattering over the surface poisoned bait made by thoroughly mixing one pound of paris green or similar poison with fifty pounds of bran or middlings moistened with sweetened water. The evening after the plants are set, the poison should also be scattered along the rows and the next day the plants should be again sprayed with bordeaux. Field culture should begin the day after the plants are set and be repeated every four or five days and as soon after every rain as it can be done without puddling the soil. At first the culture should be as close to the plants and as deep as possible, but it should be farther from the plants and shallower each time until it is a mere stirring of the surface in the center of the row, always taking care to disturb the vines as little as possible. The plants should frequently be looked over carefully for potato bugs, the most effective way of combating them being by hand-picking the beetles and eggs when they first appear. When quantity and quality of fruit is second to early ripening, the seed may be sown earlier and the growth of the plants checked by crowding and a scarcity of water; so treated they generally will form a crown cluster of well-developed fruit by the time one dares risk them in the open. They are then set close in the row and rather deep, with the stem and root slanting to the south and will ripen the first cluster very early, although the remainder of the crop will be late and poor. When quality rather than quantity of fruit is of first importance, staking and pruning is sometimes advantageous, particularly if the season or the soil is inclined to be wet. With many growers stakes 2 inches square and 5 to 6 feet long have given the best satisfaction. As soon as the tomato plant forms its first cluster of bloom it divides, and both branches are allowed to grow and then tied to the stakes while all other branches are cut off just beyond the first cluster of blossoms; during the early part of the season this will require daily attention. Staking has been found profitable and is very generally practised in the southern states. Even when first discovered by Europeans, the plant or plants now commonly called tomatoes existed in many forms differing so materially in habit of plant and character of foliage and fruit that they were classed by botanists as distinct species, and the number of varieties offered has increased with frequent changes until American seedsmen have catalogued tomatoes under at least 513 distinct names, while many other more or less distinct forms are commonly grown abroad, particularly in Italy. The following are some of the names used in seedsmen's catalogues, many of them standing for distinct forms of vine or fruit, while others are simply variations in stocks. Currant or Grape.—Rank-growing, but slender small-leaved vine, very productive of long currant-like stems of bright red fruits not over 1/3 inch in diameter, of little culinary value. Cherry, both Red and Yellow.—Strong-growing vine, very productive of cherry-shaped fruits, which are excellent for pickles and preserving. Pear, both Red and Yellow.—Strong-growing vine, small, long-necked, pear-shaped, two-celled fruits. Plum, both Red and Yellow.—Long oval-shaped, 2-celled fruits, which are excellent for preserving. Turk's Turban.—Long oval, bright red fruit, with a peculiar growth on the blossom end. Potato or Broad-leaved (in a number of variations).—Comparatively small vine, with broad entire leaves. Dwarf Champion.—Vine very short, compact, leaves thick, crumpled, nearly entire. Tree.—Vine very short, compact and upright in growth, with distinct thick nearly entire leaves. Peach, both Red and Yellow.—Fruits covered with down similar to that on a peach or plum. Diadem.—Fruit bright red, distinctly striped with yellow. While Apple.—Round smooth yellowish white fruit of delicate Savor and the best of all varieties for eating from the hand. Golden Queen.—Fruit bright yellow, often with a distinct red blush. Each of the above is so distinct in habit of plant foliage or fruit that botanists might perhaps classify them as distinct species, while the following are some of the more distinct of the varietal forms listed by seedsmen under different names. Earliana.—Comparatively small weak-growing vine, but maturing very early a large crop of smooth bright red fruit. Bonny Best.—Vigorous vine, ripening very early and evenly a large crop of uniformly round bright red fruit. Matchless.—Large smooth bright red fruit, with red fine-flavored but not very solid flesh. Red Rock.—A healthy productive vine, with uniformly flattened globular fruit of fine flavor. Dwarf Giant.—Vine dwarf, but very hardy and productive of large handsome bright red fruit of superior quality. Sterling Castle.—Vine does particularly well under glass, producing large crop of small uniformly round bright red fruit. Prince Bourghese.—An Italian sort, wonderfully productive of bright red, long plum-shaped fruit of fine flavor. Stone.—Very vigorous and productive vine, with oval purplish red fruit. Ponderosa.—Very large solid-fleshed fruit with small seed cavities, little pulp, and few seeds. June Pink.—Early-maturing, purplish pink fruit. Acme.—Large vigorous vines, with round purple-pink fruit. Beauty.—Strong-growing vine, with a large flattish oval purple fruit. Honor Bright.—Vine, although apparently unhealthy, is very productive of very firm hard-fleshed fruit, which in ripening changes from white to distinct yellow, then to very bright red. Many carefully conducted trials have shown that first germination crosses will generally give a larger yield of fruit than either parent. In the experience of breeders, such increased yields have been in proportion to the varietal distinctness and purity of stocks crossed. No distinct difference in the varietal character of plants from seed of different fruits of an isolated vine of pure stock has been noticed, plants from seed of the first and the last ripe fruit of the same vine showing no difference in earliness. Nor has any consistent difference been detected in size or form of fruit in plants grown from seed of a small smooth and a large rough fruit from the same plant. Although the flowers are seldom self-fertilized, it is thought that they are with few exceptions pollinated from those of the same plant, generally from those of the same cluster and one should be guided in seed selection by the general character of the plant, rather than by that of single fruit. When plants are grown so that the branches intermingle, there would very likely be crossing and it is wisest to save seed from isolated plants. One should first form a clear-cut conception of the exact varietal character desired, then carefully select isolated plants which come nearest to ideal and save, separately, seed from a number of fruits. A few seeds from each lot should be grown to fruit maturity under glass during the winter. It is quite possible that this will reveal some lots which do not breed true; such can be rejected and the best and purest lots planted for seed crop. Seed is often viable when taken from fruit so green that it shows but little color and plants from such seed sometimes show a little gain in earliness, but they are weaker, less fruitful and do not carry their individuality so well as those from fully ripened seed. Plumper, heavier seed, which will retain its viability much longer, is secured from fruit which is fully ripe. The amount to a bushel of fruit varies greatly from only one to two ounces in sorts like the Ponderosa to as high as twelve to fourteen ounces in the smaller more seedy sorts. When the amount of fruit is less than a bushel and the appearance of the seed is important, the best plan is to spread the fruit in the sun until it is fully ripe. Cut each fruit through the center, and by squeezing the pulp and seed can be pressed out. Let this stand, and in one to three days, depending on the ripeness of the fruit and the temperature, it will separate, the seed falling to the bottom. Pour off the liquid, add to the seed two or three times its bulk of water, stir, let settle and pour off the water and repeat with fresh water until seed is clean. Spread not over three or four seeds deep and stir every hour or two until seed is thoroughly dry. Larger quantities can be handled as follows: Separate the pulp and seed from the flesh and skins. Seed-growers usually do this by running the ripe fruit through rollers about 1/2 inch apart. (In a small way, a hand cider-mill will do this very well.) Then run the pulp and seed through a slowly revolving cylinder of wire netting of about 1/4-inch mesh, set at a slight incline so that the seed will fall through the netting, while the flesh, skins, and the like will gradually work out of the lower end. Allow the seed and pulp to stand and ferment until the seed settles and is covered with liquid, which will require from ten to forty-eight hours, according to condition. Care should be taken not to add water or rain while ground fruit is fermenting. Pour off the liquid. Put two or three pails of seed in a barrel, add four to eight pails of water, agitate, and then let seed settle and carefully pour off the water, carrying what pulp and bits of skin it will. Repeat with fresh water till seed is clean. Spread seed not over 1/4 inch deep on cloth- or wire-bottom screens. Expose to sun and every few hours stir the seed until it is entirely dry, then bag. Care should be taken to be sure that seed is quite dry before bagging, for it will seem dry to a novice long before it is fit. Growing of tomatoes in the South. The growing of tomatoes on a commercial scale in the southern states began just prior to 1900 and has gradually increased until it is now one of the most important crops grown in that section. Especially is this true of Florida, Mississippi, and Texas. The crop in Florida begins to move in December and continues at intervals during the winter months. The movement in Mississippi and Texas is more concentrated, beginning the latter part of May and closing the last of June. During the height of the tomato season, solid trainloads of tomatoes are shipped out of the two last-named states daily. In growing the tomato for the northern markets, earliness is of prime importance. For this purpose, it is necessary to start the crop during the winter months, and, as the tomato is very sensitive to cold, it must be given careful protection for the first six weeks or two months of its growth. This necessarily means extra care and expense, which, in turn, means that the grower, in order to succeed, must exercise a higher degree of intelligence than is shown in the production of the average vegetable crop. It has been clearly demonstrated that it does not pay to grow tomatoes on a large scale, nor does it pay to grow them when most of the help has to be hired. The best results are obtained when a single family plants not over two or three acres and does all the detail work connected with the growing and harvesting of the crop. Tomatoes for the early market are started in hot-beds. Both manure and flue hotbeds are used for this purpose. The soil of the hotbed should be loose and porous, but not too rich. Especially should an excessive amount of organic matter be avoided. A good average soil, with 1 inch of leaf-mold added gives good results. The seeds are sown about January 20. They are placed in rows 4 inches apart, 1/2 inch deep, and from three to four seeds to the inch. Under normal conditions, the seed should begin germinating in six to eight days. The temperature should not be allowed to go over 80° F., during the day, nor below 65° at night. The heat should be so regulated as to produce a slow, steady growth. Too much heat produces rapid, succulent growth, often causing the plants to become weak and spindling, under which conditions they are easily affected by adverse weather and more subject to the attacks of diseases. As soon as the young plants begin to grow, plenty of ventilation should be given and the soil frequently stirred. The soil should be kept moist, but not wet. By the last week in February, the plants begin to crowd in the row, at which time they should be moved to the cold-frame. The coldframe is usually located in the field where the crop is to be grown. The soil in the coldframe should be richer and should contain more organic matter than that in the hotbed. The rows are laid off about 3 to 4 inches apart, and the plants set 4 inches apart in the row. A board with wooden pegs set 4 inches apart may be used to advantage in opening the holes for the plants. It is advisable to set the plants deeper than they stood in the hotbed, and, as soon as transplanted, they should be given a good watering. Special pains should be taken to protect them from sudden changes in temperature. At first they should be carefully covered at night; and if the weather is very threatening, an extra cover, such as cotton bagging, Sudan grass mats, and the like, should be used. Whenever the weather is clear and bright, the top should be lifted during the warm part of the day. During the latter part of March, when the nights are warm, the cover may be left off entirely, so as gradually to harden the plants. By the first of April, the tomatoes begin to crowd in the row, which is a good indication that they are ready for moving to the open field. Tomatoes for the early market should be planted on well-drained elevated land, that has some form of windbreak on the north side. The land should be well broken with a turning plow, then disked, harrowed, and laid off in 4-foot rows. A furrow should be run down each row and fertilizer applied and mixed in with the soil. Just before taking the plants from the coldframe, the soil should be given a thorough wetting. Then one end of the coldframe should be knocked out and the soil should be removed to a depth of 2 inches, up to within a few inches of the first row of plants. A sharp spade or mason's trowel is then used and a 4-inch square is cut around each plant, after which the block of soil containing the tomato is carefully lifted and placed in a flat box or on a wide board, which is then set in a wagon. The wagon should be made to straddle one row and the plants lifted out from the rear and placed from 2 to 3 feet apart in the three adjoining rows. Special pains should be taken when the plants are placed in the furrow to prevent the soil from breaking away from the roots, as they will wilt easily at this stage. Moist soil should be drawn by hand and pressed around each plant. A sweep or small turning plow should then be run around each row so as to fill in the remainder of the furrow. Tomatoes should receive frequent and thorough cultivation from the time they are set in the open field until the first fruits begin to ripen. A crust should never be allowed to form on the soil, nor should weeds be allowed to grow. A five-tooth cultivator is one of the best implements that can be used in cultivation. When moved to the open field, the plants are often beginning to show their first cluster of blooms and are also beginning to force out shoots from the axils of the leaves. The plants should be gone over carefully every few days and all lateral shoots and suckers should be removed before they have grown longer than 1 inch. It is a serious mistake to neglect removing shoots and suckers, even for a few days. When three or four fruit-clusters have set, the terminal bud is pinched out, and thereafter no new growth whatever should be allowed. This severe pruning undoubtedly reduces the amount of fruit to the acre, but it is a considerable aid in the development of quality and earliness. The staking, like the pruning, should begin soon after the plants are set in the field. A 4-foot stake, 1 by 2 inches, should be driven down within a few inches of the plant, and coarse twine wrapped around the plant and tied to the stake. Two or three tyings should be made during the development of the plant. The staking holds the vines and fruit off the ground, prevents rotting of the fruit in wet weather, and allows the sun and air to strike the fruit, thus inducing earliness, while, at the same time, reducing the danger from diseases. Tomatoes in the southern states north of Florida begin to ripen about the middle of May. As soon as the ripening period arrives, the tomato patch should be gone over every day during the shipping-season. As soon as the fruit shows a deep creamy white color, with a faint blush of pink, it is ready for harvesting. At the first of the season, the fruit may be allowed to take on a deeper color than later on. Tomatoes are gathered in one-half-bushel baskets, lined with coarse ducking, and carried to the packing-sheds, which are generally located in the field, and then packed in four-basket crates, averaging twenty pounds, or one-third bushel, each. As a rule, there are two grades: fancy and choice. The fancy are packed with the stem end down and average about twelve to the basket. The choice are packed on the side and average about fifteen to the basket. The six-basket crate is now becoming popular in some sections. The bulk of the crop is shipped in refrigerator cars, well iced. It is now becoming the custom, when distant markets are to be reached, to harvest the fruit as soon as it is mature, but while still quite green in color. Each tomato is wrapped with soft paper and packed in flats or six-basket carriers and shipped in refrigerator cars, with the ventilators open, but without ice. This is known as the "green-wrapped" pack. It requires 896 four-basket crates to fill a car. A fair average yield is 250 crates to the acre, although a few growers sometimes produce as high as 600. A good average price for a season is 60 cents a crate. A medium to large tomato, one that is smooth and does not crack easily, is the best for early shipping. The Acme has been the leading variety for many years, while the Earliana, Stone, and Beauty, are grown on a small scale in some sections. There is no standard fertilizer for tomatoes. Tomato soils of Texas are relatively rich in potash; so, as a rule, it is not necessary to use more than 1 per cent of this ingredient. Most of the Texas growers use a fertilizer containing from 8 to 10 per cent of phosphoric acid, 2 per cent of nitrogen, and 1 per cent of potash. A fertilizer containing from 400 to 600 pounds of equal parts of acid phosphate and cottonseed meal to the acre gives very satisfactory results. In the states east of the Mississippi River, the amount of potash is considerably increased; the total amount of fertilizer used to the acre is also considerably greater. From 800 to 1,000 pounds of fertilizer to the acre, containing 6 per cent phosphoric acid, 7 per cent potash, and 3 per cent of nitrogen, seems to be satisfactory. Fifteen or twenty loads of manure to the acre, applied broadcast, two or three months in advance of planting the crop, will always give good results. The damping-off fungi often attacks the young plants while they are in the hotbed. These fungi work on the stem of the plant, just where it enters the soil, causing it to shrivel and the top to fall over. Wet soil and a damp sultry atmosphere are conditions that favor the development of this disease. Frequent stirring of the soil and thorough ventilation will go a long way toward preventing the appearance of this trouble. A thin coating of tobacco dust or a mixture of three parts of lime to one of sulfur, spread over the soil after the seed is planted, will also help to hold the disease in check. The blossom-end rot is a very destructive disease. It makes its appearance when the fruit first begins to ripen, thereby destroying the earliest and most profitable part of the crop. The fruit is attacked at the blossom-end. A small black speck first appears, which gradually increases in size until the entire fruit is affected. There is practically no remedy. The best thing to do is to gather and destroy the fruit as soon as it becomes affected. Tomato-wilt often attacks the plants when the crop is grown on the same land more than one season in succession. Rotation should be practised as a safeguard against this disease. The nematode is a microscopic worm which attacks the roots of a tomato plant and causes small bead-like knots to form. Ground infested with this pest should be avoided and whenever there is danger of infestation, cowpeas should not be planted on the land preceding tomatoes, as most varieties of peas encourage the development of the nematode. The boll-worm sometimes causes considerable damage. This is a large green worm that enters the fruit near the stem-end. As soon as the fruit becomes infested, it is entirely worthless and should be removed and fed to hogs or destroyed. The boll-worm can be partially controlled by spraying with arsenate of lead; put, as it seldom makes its appearance before the fruit is full grown, there is danger in using any poison as a spray. Tomato-growing under glass. The tomato ranks next to the cucumber and perhaps next to lettuce in importance as a vegetable forcing crop. It is grown extensively under glass near all of the large cities of the North from the Mississippi River to the Atlantic coast. In some instances houses are devoted wholly to tomatoes, while in the larger number of cases other crops are grown in rotation with tomatoes. A very common practice is to produce lettuce until early spring and then the beds and benches are planted in tomatoes which will ripen during the months of May, June, and July. An early summer crop is considered more profitable than late fall and winter tomatoes, notwithstanding the fact that prices are always much lower. The larger net profits are due to larger yields obtained at much less expense, and there are no fuel bills to pay during the months of June and July and very little artificial heat is required in April and. May. These remarks are not intended even to suggest that the forcing of tomatoes should be restricted to late spring and early summer, for many growers realize satisfactory profits on the fall crop and sometimes on midwinter tomatoes. The tomato is also a popular vegetable in houses which are used solely in providing fresh vegetables at all seasons for the home table. No fruit or vegetable is more appreciated in the winter months than well-grown greenhouse tomatoes which are superior in quality to those grown in the open ground. Numerous varieties are used for forcing purposes. English varieties have received much attention and some of them, such as Comet, have been grown on a large scale. American sorts, however, are now relied on mainly by the most extensive American growers. Bonny Best is undoubtedly taking the lead among red-fruited varieties. It is very prolific and the round smooth fruits are popular on most markets. Beauty, Globe, and Trucker Favorite are planted most extensively wherever pink or purple fruits are wanted. In the starting of tomato plants for forcing, there should be uninterrupted growth from germination until the plants have attained full size in the beds. It is customary to sow the seed for the fall crop soon after June 20, and for the spring crop from January 15 to February 1. If a very early spring crop is wanted, the seed should be sown January 1 or even earlier. The seedlings may be planted in beds or flats at the first transplanting and the second shift should be made to pots large enough to care for the plants without crowding. A third shift to 4- to 6-inch pots is often made, and with good management this should result in very fine plants. Most of the large commercial growers employ solid beds. Raised benches are used in some sections, especially when carnations precede the tomatoes. Solid beds require no expense for construction and maintenance and it is less difficult to maintain uniform soil-moisture conditions. Benches are an advantage when bottom heat is desired and this should be considered if the crop is to be grown at midwinter. If lettuce is grown until the tomatoes are planted early in the spring, solid beds will be found entirely satisfactory. Large pots and boxes are often used in small houses but they are not practicable on a large commercial scale. Some persons have an idea that the tomato does well in poor soils. This is an erroneous impression, for high yields are obtained only in rich soils. It is true that the proportion of plant-food must be well balanced. An excess of nitrogen, with copious watering and high temperature, causes a rank growth of plants and a low yield. But the soil must be well provided with the mineral elements and enough nitrogen to meet the needs of the plant. If lettuce is grown until March, and enough manure employed to obtain good crops, the soil should be in ideal condition for tomatoes. It must be borne in mind that the greenhouse soil is a kind of manufactured soil, and it is important to give special attention to the supply of fiber or organic matter. The productiveness of greenhouse soils, whatever the crop may be, depends more on their physical properties than upon their chemical composition. Stable manure, used in ample quantity for lettuce, will make the best preparation for tomatoes and no additional manure will need to be applied to the tomatoes, except as a mulch. Special fertilizers have not been found necessary, and seldom an advantage, when stable manure has been used in sufficient amount to keep the soil in proper physical condition. While sandy loams are preferable for growing tomatoes under glass, any of the common soils, clays included, will give good results when properly handled. There is the greatest diversity of practice among growers concerning planting distances. Some prefer to plant close together in rows with liberal spacing between rows. For example, a highly successful gardener sets the plants 14 inches apart in rows 30 inches apart. Some plant 2 feet apart each way with alleys at convenient distances. In large commercial houses, liberal spacing between rows is a great advantage in training the plants, pollinating the flowers, and picking the fruit. It is possible to do a little intercropping between the tomato plants. Lettuce and radishes are sometimes grown between the rows, by starting the crops immediately after the tomato plants have been set. The practice is only fairly satisfactory because the tomato plants shade the lettuce and radishes so that the latter crops are seldom very good. While tomato plants may be trained to two or more stems, the almost universal practice under glass is to grow single stems. (Figs. 3822. 3823.) This is easily accomplished by removing with thumb and finger all lateral branches as fast as they appear. In order that the laterals do not make too much growth, it is best to look over the plants every three or four days. When the plants attain a height of about 5 feet the tops are nipped. The stems may be supported in any convenient way. Various arrangements of wire, or wire and strings, are usually employed. A common practice is to use fairly heavy string or twine for the uprights which are tied to wires running lengthwise in the house. Tomatoes under glass may be tilled, if it is preferred, but the better practice is to mulch the ground with 3 or 4 inches of fresh horse-manure which has been aerated in thin layers a few days before being applied. The mulch should be applied after most of the fruit has been set. If applied too soon, an excessive vine growth and sparse setting of fruit may result. A mulch of manure keeps the soil in a loose and friable condition; it conserves moisture more perfectly than the most thorough tillage; it furnishes plant-food every time water is applied; it prevents weed growth and saves labor in rendering tillage unnecessary. The temperature of the house at night should not fall below 60°. From 10° to 15° higher during the day will provide excellent growing conditions. If there is bright sunshine and the ventilators are open, there need be no fear if the temperature should rise to 100°. Some fresh air should be admitted every day, but good judgment should be exercised in ventilating the houses. Excessive watering must be avoided. High temperatures, over-watering, and poor ventilation are responsible for many failures. Some attention must be given to the pollination of the flowers. Various methods are followed. Some careful growers use a little camel's-hair brush on each flower that is likely to contain ripe pollen-grains, and the grains of pollen are thus carried from flower to flower just as bees and other insects might perform this work out-of-doors. Jarring the plants daily is usually sufficient to get a good setting of the spring and early summer crops. Whatever the method employed, the work should be done, if possible, when there is bright sunshine and the atmosphere of the house is as dry as possible. Greenhouse tomatoes have certain enemies which must be controlled if a satisfactory crop of fruit is desired. Steam sterilization of the soil previous to setting the plants is practicable in most large greenhouses. This is by far the most effective means of destroying the nematodes which cause an abnormal development of the roots and interfere with the nutrition of the plants. Steam sterilization also helps to prevent some of the diseases to which the tomato is subject. Blight, mold, and the oedema are among the most serious diseases. Frequent and thorough application of bordeaux mixture is valuable in controlling various diseases. The white-fly is the most destructive insect pest. It may be controlled by fumigating with hydrocyanic gas. Some of the most successful growers are able to obtain yields of ten pounds to the plant for the spring crop. This, however, is considerably above the average when the entire country is taken into account. Six pounds to the plant, for the spring crop, is a good yield, and four pounds for the winter crop is considered satisfactory. An average of 10 cents a pound for the spring crop makes it a profitable undertaking, and 30 cents a pound is not too much for the winter crop. The greenhouse tomato should be of the highest quality and special care should be exercised in marketing it. Small packages holding about five pounds are preferable. The tomatoes should be clean and wrapped in paper bearing the name of the grower. The grower should be able to guarantee every specimen which is packed in the number 1 grade. CH Cultivationsn. Planting early, mid and late season varieties will ensure tomatoes throughout the season. Grow in sunny spot with good drainage. Soil should be neutral to a little acidsn, if it's very acid add some sulfur, or if it's very alkaline add lime before planting. Staked and trained plants can be planted 1½ - 3 feet apart, while unstaked/trained plants should be planted 3-4 feet apart. Plant the seedlings deep, up to the first leaves, as they will form additional roots on the buried stem, giving them a healthier root system. Training the plants to keep them off the ground will help prevent fruit rot and pests on the fruit. Either use a 6 ft. stake, or a wire cylinder made just for this purpose, and sold widely at nurseries (or make a big cylinder from a 7 foot long concrete reinforcing screen with 6 inch mesh, then stake it to the ground, firmly). Water heavily, and regularly 2-3 times a week, depending on the weather. Rich soil will not require fertilizer, but poor soil could use some Tomato fertilizer. If night temperatures drop below 13°C (55°F) in the spring, fruit will probably not setsn. You can use fruit-set hormones to speed up production. When temperatures top 38°C (100°F), fruit production also may stopsn, but hormones will not help in this case. It is important then if your climate is extreme to choose varieties specifically for your needs. Fruit is ripe when coloration is complete and fruit are juicy. Continually harvest ripe fruit to extend season. If frost is going to end the season, pick all fruit including unripe, which can be kept in a dry, dark place at 16-21°C (60-70°F) where it may ripensn. Or you can pickle the green tomatoes. Hydroponic and greenhouse cultivationGreenhouses. Cultivars like the British 'Moneymaker' and some of the cultivars grown in Siberia have been specifically bred for indoor growing. Starting seeds in a greenhouse (or at least indoors) in more temperate climates during the winter is a common way to get a head start on the growing season. These greenhouse starts need to be hardened before planting outdoors. Tomatoes are also grown Hydroponically, either for high-density plantings and production, or in hostile climates. Tomatoes are falsely claimed to be self-pollenating. Outdoors, bees and wind do the trick, but in a greenhouse, pollination must be aided by artificial wind, vibration of the plants (one brand of vibrator is a wand called an "electric bee" that is used manually), or more often today, by cultured Bumblebees. From seed. Seeds widely available in stores and catalogs, and heirlooms varieties can be grown from seed from your favorite varieties. Plant seeds indoors 5-7 weeks before moving them to the garden in order to get a head-start on the season and production.sn Plant seeds under ½ in. of fine soil, firmed over the seeds, and keep damp. Place in sunny window or cold frame. Temperatures from 18-21°C (65-70°F) are perfect, but anywhere from 10-29°C (50-85°F) will dosn. When seedlings are 2 inches tall, they should be in pots at least 3-4 inches in size. Keep in a sunny spot throughout the growing process. If you buy seedlings at the store, choose the compact and sturdy plants. If they're already flowering or fruiting in a small pot, they are probably root-bound and won't be as productive in the garden. Pests and diseases Tomato cultivars vary widely in their resistance to disease. Tobacco mosaic virus is a common problem, so smoking and the use of Tobacco products should be kept away from tomatoes. Different forms of Mildew and Blight are also often tomato afflictions, which accounts for why tomato cultivars usually get marked with letters like VFN, which indicate its disease resistance. V = Verticillium wilt resistance, F = Fusarium Fungus, FF = Race 1 and Race 2 fusarium, T = tobacco mosaic virus, N = Nematodes, A = alternaria leaf spot, and L = septoria leaf spot. There are countless tomato Cultivars today, and some of the more common are listed below. Heirlooms tend to be grown for their flavor, colors and shapes, while hybrids are chosen for disease resistance, larger crops and uniformity. Determinate or indeterminate Tomatoes are first of all commonly classified as determinate or indeterminate. - Determinate, or bush, types bear a full crop all at once and grow to a specific height; these can work well in containers - Indeterminate cultivars grow like vines that, continuing growth and production until killed by frost (most, if not all heirlooms are are indeterminate.) - There are also tomatoes called "vigorous determinate" or "semi-determinate", which stop growth like determinates, but produce a second crop after the first one. Beyond this, tomato cultivars can be divided into several rough, overlapping categories. aka main crop, slicing or globe. - 'Celebrity', 'Big Boy' and 'Better Boy' - widely grown - 'Heatwave' - popular where summers are very hot - 'Ace' and 'Pearson' - popular in California - 'Marglobe' and 'Rutgers' - old favorites Fruit-set begins at lower night temperatures, and usually do well in cooler summer areas. Includes: 'Early girl', 'Burpee's Early Pick', 'Pilgrim', 'First Lady', 'Dona' Require less heat for fruit-set and ripening. Includes: 'Oregon Spring', 'Swift', 'Manitoba', 'Stokesalaska' These are usually the first generation crosses between two parent lines, and sometimes indicated with an F1 following the name. Hybrids can fall into any of these categories. - Yellow and orange fruits - 'Yellow Pear', 'Orange Queen', 'Mountain Gold', 'Lemon Boy', 'Husky Gold' - Deep reddish black/brown - 'Black Krim', 'Black Prince', 'Black Cherry' - White fruit - 'White beauty', 'New Snowball' - Striped fruit - 'Black Krim', 'Green Zebra', 'Tigerella' - Green fruit - 'Evergreen' - Hollow tomatoes for stuffing - 'Stuffer', 'Yellow Stuffer' - 'Long Keeper' - lasts for 3 months in proper storage - 'Caro Rich' - high in beta carotene (and vitamin A) aka beefsteak. Grow best where days and nights stay warm. - 'Beefmaster' - - 'Beefsteak' - - 'Big Beef' - - 'Burpee's Supersteak Hybrid' - 2-lb tomatoes - 'Delicious' - tomatoes have exceeded 7-lbs. - Mortgage Lifter (a popular heirloom beefsteak known for gigantic fruit) aka plum. Used for sauces, paste, canning, drying. Lots of small, oval fruit. Meat is thick with few seeds. Includes: 'Roma', 'San Marzano', 'Viva Italia', 'Italian Gold' (yellow), 'San Marzano' aka cherry, marble. Can be as small as a currant. Cherry: 'Red Cherry', 'Yellow Cherry', 'Red Pear', 'Yellow Pear', 'Juliet' Very small: 'Gardener's Delight', 'Sweet Million', 'Supersweet 100', 'Sweet 100', 'Santa F1' - 'Aunt Ruby's German Green' (spicy green beefsteak type) - 'Azoykcha' (Russian yellow variety) - 'Andrew Rahart Jumbo Red' (red beefsteak) - 'Backfield' (deep red indeterminate beefsteak type) - 'Box Car Willie' (red beefsteak) - 'Brandywine' (red beefsteak, Sudduth strain) - 'Cherokee Purple' (purple beefsteak) - 'Crnkovic Yugoslavian' (red beefsteak) - 'Earl’s Faux' (pink/red beefsteak) - 'Elbe' (orange beefsteak) - 'German Johnson (sweet beefsteak type) - 'Great Divide' (red beefsteak) - 'Ispolin' (pink Siberian strain) - 'Lucky Cross' (bi-color red/orange) - 'Marianna’s Peace' (red beefsteak) - 'Mortgage Lifter' (red beefsteak, various strains) - 'Red Pear' (pear shaped salad cherry type with beefsteak flavor) - 'Rose' (very large sweet Amish beefsteak type) - 'Urbikany' (Siberian variety) Small plants good for Container gardens - 'Small Fry' - 'Tiny Tim' Many varieties of processing tomatoes are grown commercially, but just five hybrid cultivars grown in California constitute over 60% of total production of processing tomatoes. - Standard Cyclopedia of Horticulture, by L. H. Bailey, MacMillan Co., 1963 - Sunset National Garden Book. Sunset Books, Inc., 1997. ISBN 0376038608 - w:Tomato. Some of the material on this page may be from Wikipedia, under the Creative Commons license. - Tomato QR Code (Size 50, 100, 200, 500) <ref>tags exist, but no <references/>tag was found
Grades 2 - 3 Grade level Equivalent: Not Available Lexile® Measure: Not Available DRA: Not Available Guided Reading: Not Available - Parts of Speech - Homework and Studying Support About This Book Make learning essential vocabulary words a favorite daily routine! Students will look forward to each day’s new vocabulary cartoon, which identifies the word’s part of speech, provides a simple definition, and uses the word in a sentence that is supported in context by the cartoon. The visual cues and humor of these cartoons work hand in hand to make new words fun to learn and easy to remember!
In many countries a measles, mumps and rubella (MMR) vaccine is a standardised vaccine provided to all children. India has in recent years run extensive measles and rubella vaccination campaigns. However, it continues to neglect to add mumps to this list. Mumps can result in a number of severe and even fatal complications. It most commonly occurs in children between five and ten years of age. The disease is spread via airborne droplets resulting from an infected individual coughing or sneezing. Due to this it is easily passed from child to child in a school setting. Mumps can lead to serious complications such as meningitis and pancreatitis. The disease is also capable of causing encephalitis in rare cases where the infection is spread to the brain. India’s record keeping in regards to mumps cases is severely lacking, which, in absence of the use of a vaccine will severely hinder efforts to curb the often severe effects of the infection. The disease is characterised by an initial fever alongside swelling of the parotid glands located below the ears. While the swelling presents a characteristic symptom that is easily identifiable, a lack of knowledge of the disease could lead it to go undiagnosed. An estimated fifty percent of individuals develop these hallmark symptoms. Around fifteen to twenty percent of individuals may be infected but remain asymptomatic. The remaining thirty to 35 percent of individuals develop non-specific respiratory symptoms such as coughing and sneezing, allowing them to pass the disease on to others. One study noted that the Integrated Disease Surveillance Program (IDSP) network reported only 2892 mumps cases between September 2009 and May 2015. While this may indicate that mumps is not a major health concern in India, the authors note that the true extent of the disease is severely underestimated. Data was found to be inadequate for many areas, with no regularity in surveillance measures. The study also noted a lack of consistency in the serological testing algorithm, attempts for virus isolation and the available molecular tools and sequencing. Finally, the study concludes that addition of the vaccine to the national immunisation schedule would be worth the cost, as the economic burden of the vaccine is likely to be offset by a reduction in disease burden and treatment costs. As the disease primarily affects children, the number of school hours lost to illness would also be reduced.
Static elimination / discharging or neutralisation What is static? Static is a stationary electric charge, which forms on the surface of non-conductors (insulators) and un-grounded or isolated conductors. Friction, pressure and separation are the main reasons for the creation of static. If two materials come in contact with each other and are then separated, electrons may be transferred from one to the other. A change in temperature also creates charge. Static electricity is thus an imbalance of positive and negative charges. When a moving web comes in contact with a rubber, steel, or an aluminium roller and then separates from it, static electricity gets created on both the web and the roller. As bare films, paper and rubber rollers are non-conductive, there is no free flow of electrons. Thus the static charge on films and paper dissipates very slowly. Metal rollers and foils being conductive allow free flow of electrons to ground, since they are invariably earthed. However, conductors will develop a static charge if they are insulated from the ground. The magnitude of the static charge will depend on the material, applied forces, separation rate, temperature and relative humidity. When different materials rub against each other, which material becomes positively or negatively charged depends on the materials’ abilities to hold or give up electrons. This ranking is called the tribo-electric series. A list of some common materials is shown below. Under ideal conditions, if two materials are rubbed together, the one higher on the list should give up electrons and become positively charged. Problems created by static electricity Static electricity can create unwanted problems. In many industrial situations, static charges reduce productivity and also create quality problems. Commonly encountered problems due to static are: - Uncomfortable shocks to operator - High reject rate - Static attracts dust/residue on the shop floor - Fire and spark hazard - Breaks and jams - Low speeds - Web wander - Improper sealing - Improper stacking Static discharge solutions Valence helps you identify the source and magnitude of your static problem. We have a complete range of quality products and can provide economical solutions, backed by sound application engineering and post-sales service support. We help you place these equipment to an appropriate location, thereby minimising problems created by static. AC static eliminators: Valence active static eliminating bars are of shockless type. Touching the electrodes will not give any shock. Powered by a high voltage source, the active bar provides very effective static elimination on moving webs and sheets. A single row bar is suited for most general purpose applications and the more powerful dual row bar is an ideal solution for more difficult and high speed applications. DC static eliminators: For more effective static elimination at speeds as high as 900 m/min, the Valence DC static eliminating bar is a better option. These too are shockless and sparkless and can be positioned 150 mm away from the target where static needs to be eliminated. Ionising blowers: A high volume curtain or stream of ionised air is produced. This is done by blowing air through ionising electrodes positioned at the exit of the air flow. The resulting ion cloud can travel a distance of one meter under ideal conditions. The Valence ionising blower can be used in a variety of industrial applications. Passive static discharge brushes: The Valence passive static discharge brush is kept close to the moving web. The charged web is thereafter virtually free of static. These brushes can be used in potentially explosive environments. They do not require a power supply. Digital static charge meter: The Valence digital static charge meter is a useful tool for checking static levels in various processes.
Musical theatre uses song, dance, acting and spoken dialogue to tell a story. It's main forms are the European operetta and its American descendant, the musical. Musical is a stage performance, show or film whose action and dialogue is interspersed with singing and dancing performed by the cast as well as acting. While there is no fixed length for a musical, a traditional musical has around at least fifteen to twenty music numbers (songs). The book or script of a musical refers to the story, character development, and dramatic structure, and is mostly referred to as the libretto (Italian for “little book”). Moments of greatest dramatic intensity in a book musical are often performed in song. Proverbially, "when the emotion becomes too strong for speech, you sing; when it becomes too strong for song, you dance."
In this quick tutorial you'll learn how to draw a Cartoon Tortoise in 5 easy steps - great for kids and novice artists. The images above represents how your finished drawing is going to look and the steps involved. Below are the individual steps - you can click on each one for a High Resolution printable PDF version. At the bottom you can read some interesting facts about the Cartoon Tortoise. Make sure you also check out any of the hundreds of drawing tutorials grouped by category. How to Draw a Cartoon Tortoise - Step-by-Step Tutorial Step 1: First draw the tortoise’s eye. Step 2: Then draw the tortoise’s head. After that draw the mouth and nostrils. Step 3: After that draw the tortoise’s shell. Start a little way from the head. Then add the shell pattern. Step 4: Next draw the tortoise’s feet. Step 5: Finally draw the tortoise’s bell and back foot.
Jaundice is a condition commonly associated with a yellowing of the skin and eyes. This occurs in roughly sixty percent of infants and is referred to as “newborn jaundice.” While it is fairly common and most infants heal without treatment, a misdiagnosis or failure to treat severe cases can result in lifelong medical problems, developmental delays, or even death. Prolonged jaundice could also indicate other serious blood disorders or deficiencies and should therefore not be ignored. What Is Newborn Jaundice? Jaundice is most commonly identified by a significant yellowing of the skin. Jaundice is rarely a serious condition and usually dissipates without treatment after a few weeks. Typically, jaundice begins in the face and eventually spreads to the rest of the body. It is attributed to high bodily levels of a naturally occurring chemical called bilirubin. Bilirubin has a yellow color and is a byproduct of red blood cell production. Newborn Jaundice Symptoms The most notable symptom of jaundice is a yellowish discoloration of the skin and the whites of the eyes. This usually occurs within forty eight to ninety six hours after the baby is born. This discoloration is typically best detected in bright light. Jaundice can also be detected by gently pressing a finger onto the skin of the baby. If the skin appears yellow rather than white or pink, it is possible that the newborn has jaundice. Other symptoms related to problematic newborn jaundice could include: - Chronic high-pitched crying - Chronic fatigue or trouble waking up - Trouble gaining weight - Jaundice that lasts longer than three weeks Newborn Jaundice Causes Jaundice is fairly common in newborns. It is caused as a result of the overabundance of bilirubin, a byproduct of red blood cell production that is usually regulated by the liver. While jaundice is primarily the result of one cause, that is to say, too much bilirubin, there are many different causes for this overabundance and some could require medical attention. Jaundice is also divided into two categories and the causes for each differ slightly. Complications with breastfeeding are also highly linked with cases of neonatal jaundice. Physiological jaundice is the most common form of neonatal jaundice. It occurs purely as a result of high levels of bilirubin that would normally be regulated by the liver and by the excretory system. Complications with gut bacteria and low enzyme levels can also contribute to this. Pathological jaundice is generally considered a more serious form of newborn jaundice. It is characterized by higher levels of bilirubin and tends to persist longer than physiological jaundice. Pathological jaundice also tends to be associated with other factors such as infection and maternal medical drug use. Newborn Jaundice Treatments Jaundice is very common in neonates and, in many cases, symptoms disappear without any treatment or medical intervention. The most common type of treatment is known as phototherapy. Phototherapy exposes the newborn to white light which mimics the effects of the sun, for short periods at a time. This treatment has been shown to successfully lower bilirubin levels and alleviate the symptoms of jaundice. For infants exhibiting extremely high levels of bilirubin, doctors may opt to perform an exchange transfusion to avoid permanent neurological damage. Newborn Jaundice Legal Help As newborn jaundice is a relatively common condition, occurring in roughly 3 out of 5 newborns, it might be considered a benign affliction that does not require attention. However, if your child has suffered long-term damage or afflictions and also had newborn jaundice, it is possible that an oversight resulted in allowing a severe form of jaundice to go untreated. If your child had jaundice and you suspect that your child developed any afflictions as a result of failure to treat or diagnose a problem, it is imperative to speak with a qualified birth injury attorney who can advise you on the proper steps to take in order to seek justice. “Infant Jaundice.” Symptoms. Mayo Clinic. Web. 18 Jan. 2015. <http://www.mayoclinic.org/diseases-conditions/infant-jaundice/basics/symptoms/con-20019637>. “Newborn Jaundice: MedlinePlus Medical Encyclopedia.” U.S National Library of Medicine. U.S. National Library of Medicine. Web. 18 Jan. 2015. <http://www.nlm.nih.gov/medlineplus/ency/article/001559.htm>. “Jaundice.” HealthyChildren.org. American Academy of Pediatrics. Web. 18 Jan. 2015. <http://www.healthychildren.org/English/ages-stages/baby/Pages/Jaundice.aspx>.
Collection of Climate and Energy Educational Resources The CLEAN Collection is a hand-picked and rigorously reviewed collection of educational resources aligned with the Climate Literacy and the Energy Literacy frameworks, and the Next Generation Science Standards. The review process engages scientists and educators in vetting each resource for scientific accuracy, pedagogic effectiveness and useability.Help Current Search Limits Grade Levelshowing only College Upper (15-16) Show all Grade Level Energy Literacy Principlesshowing only Various sources of energy are used to power human activities Show all Energy Literacy Principles Refine the Results Climate and Energy Topics - Climate System Includes natural processes within the climate system: orbital patterns, solar radiation, oceans, atmosphere, water cycle, the natural greenhouse effect, carbon cycle, regional climates and differences between climate and weather. - Energy Use Sources of energy, usage trends, conservation, policy Climate Literacy Principles Energy Literacy Principles Show all Energy Literacy Principles - 4.3 Fossil and bio fuels contain energy captured from sunlight Fossil and bio fuels are organic matter that contain energy captured from sunlight. - 4.7 Different sources of energy have different benefits and drawbacks Different sources of energy and the different ways energy can be transformed, transported and stored each have different benefits and drawbacks. Various sources of energy are used to power human activities2 matches General/Other Results 1 - 2 of 2 matches
WATER QUALITY - Localized Pollution Sources How vulnerable is the water in each watershed to localized pollution sources? Why is this important for water quality? Localized Pollution Source Index Known locations with the potential to produce and disperse contaminants are a threat to surface water and groundwater quality. A wide variety of chemical, nutrient and temperature impairments occur from these sources. Pollutants may move directly into streams as contaminanted runoff, infiltrate into groundwater, or discharge from wastewater or industrial processing. Note: For this index, the term 'localized source' refers to a known contaminant risk location. Some of these sources do not discharge to surface water and do not meet the statutory section 502(14) 'point source' definition of the Clean Water Act. Examples of localized pollution potential: • Wastewater treatment plants may serve populations that exceed their design capacity and become a major contributor of phosphorus to streams, which may cause excessive plant growth (Johnes et al. 1996). • Open-pit mines that remove sulfur-bearing waste rock contribute acid mine drainage, which may result in the death of fish and insects in receiving streams. Nitrous oxides, sulfides, and mercury may be released during processing of ore. • Feedlots present a risk to water quality because of potential contamination from excess nutrients, microbial pathogens and pharmaceuticals present in the animal waste (Burkholder et al. 2007). CREATING THE INDEX This index quantifies the density of localized potential pollution sources at the catchment and watershed scale. This density identifies the relative potential for impacts to water quality. Six localized potential sources are quantified as inputs for this index: - registered animal feedlots (feedlots with 50+ animal units; or 10+ animal units in shoreland areas) - potential contaminant sites (MPCA database, site type detail below) - superfund sites (federal and state listed; active and inactive sites) - wastewater treatment plants (phosphorus, nitrogen and CBOD discharge loads) - open pit mines (Mesabi range) - septic systems (estimate based on domestic wells in the County Well Inventory) This metric totals the number of animal units (AU) in registered feedlots in each catchment (September, 2014 data). The animal unit count is divided by catchment land area to calculate AU/acre. (1 AU = 1000 lb dairy cow equivalent.) Scores are scaled from 0 to 100, with a density of .75 AU/acre or greater = 0; no registered feedlots = 100. Potential Contaminant Metric: Potential contaminants are identified from a database managed by the Minnesota Pollution Control Agency (October, 2014 data). Sites that are included vary in the severity of the risk but are all deemed to be a threat to water quality. The contaminant types included in the index are: - air pollution sources, - hazardous waste producers and disposal sites, - petroleum tanks and tank leak sites, - solid waste dumps and landfills, - contaminated sites that are under remediation - industrial and construction storm water permit sites. The total number of sites is divided by catchment land area. Scores range from 0 to 100; with the 95th percentile density (1.87 points/km2) or greater = 0; no sites present = 100. Superfund Site Metric: This metric uses a combination of federal and state listed superfund sites, including both active and inactive locations. Total number of sites is divided by catchment land area. Scores range from 0 to 90; with the 95th percentile density or greater = 0 and a maximum score of 90 indicating some level of risk when one superfund site is present. Wastewater Treatment Plant Metric: This metric measures phosphorus, nitrogen and carbonaceous biochemical oxygen demand (CBOD) discharge loads for WWTPs based on NPDES permit reports. The quantity of the three effluents is summed for each catchment and the relative quantity of effluent discharged within the catchment boundary is calculated. Where WWTPs are present, but no quantity was measured for that particular effluent, the catchment receives no score. The score for each effluent type is based on 0 = the 95th percentile of the load totals; remaining values are scaled from 0-100. Septic Systems Metric: The domestic wells listed in the County Well Index (CWI) are used to approximate septic system location. Given these data assumptions and lack of historic records, this metric provides a conservative estimate of actual septic system density. The metric score is based on well density per km of land area in a catchment. Scores range from 0 to 100, with a the 95th percentile density (15.587 wells/km2 ) or greater = 0; no wells present = 100. Open Pit Mines Metric: The extent of disturbed land from open pit mining activity is compared to the total land area for each catchment that contains mining activity. Open pit mining data is available for the Mesabi iron range area of Minnesota, the only area in Minnesota with open pit mining for metals. Gravel, aggregate and sand mines have different environmental impacts and are not included in this localized source metric. Scores range from 0 to 100, with 15% disturbed land area = 0; no land disturbed by mining = 100. Localized Pollution Source Index: The six catchment values are combined and averaged for a catchment scale Localized Pollution Source Index score. Major Watershed Scale The major watershed scale Localized Pollution Source Index uses an area weighted average of the catchment scores. Each catchment score is multiplied by the catchment area. The product for all catchment metrics within a watershed are summed and divided by the area of that major watershed. There is significant scientific literature to support a qualitative relationship between contaminant sources and water quality within a watershed. However, there is little scientific literature to define quantitative relationships or thresholds between the density of sources and impacts to watershed water quality. Thus, in most cases the density of each localized source type is used to scale from 0 (less desirable condition) to 100 (no point source present or most desirable condition). The zero value is set at the 95th percentile to avoid high density outliers from skewing the remaining range of results. A literature-based threshold of .75 Animal Units per acre was used as the zero value for the feedlot metrc. The ability to recycle manure on agricultural lands reduces the risk of contamination to surface waters. Research suggests that when cow manure is spread at rates exceeding .75 AU, excess phosphorous is being applied and there is a heightened risk for contaminating surface waters (Saam, Mark Powell, Jackson-Smith, Bland, & Posner, 2005). This value is considered a conservative threshold for the feedlot metric as the density is scaled to total catchment land area, not only cropland. The combined Localized Pollution Source Index at the catchment scale is the average of the catchment scores for all metrics combined. The combined index has a range of scores from from 0 to 100. Open pit and taconite mines are found in northeast Minnesota. The land area of each pit and associated land disturbance is used to calculate the percent disturbed land area per catchment. A threshold of 15% disturbance is used as a '0' score. The scores show a range of disturbance to catchments with mining activity. Wastewater discharge sites include municipal and industrial discharge and are most concentrated near the metropolitan areas of the Twin Cities, Rochester and Duluth, as well as the mineral processing areas in the northern Iron Range. Feedlots are heavily concentrated in the southern half of Minnesota, as well as in a corridor toward the northwest, particularly in the Sauk River watershed. The highest density of potential contaminant sites and superfund sites are clustered around metropolitan areas and are primarily manufacturing and industrial facilities. The more dispersed contaminant sites found throughout Minnesota include un-permitted dumps, city landfills, industrial and manufacturing sites. The septic system metric uses the presence of a domestic well as a surrogate for the presence of an individual septic system; based on the assumption that these dwellings to not have access to public sewer and water services. The pattern shows housing expanding north of the Twin Cities and into the St. Croix River basin, cabins and lake homes in north central Minnesota, and wide-spread pockets of rural subdivisions. The combined Localized Pollution Source Index at the catchment scale shows the distribution and density of a wide variety of pollution sources. Water quality impairments from nutrients, chemicals, temperature, and other by-products of human activities are most likely to occur in those areas with the highest density of contaminant generation. The highest density condition occurs in the Twin Cities Metropolitan area. The lowest density of localized pollutions sources is found across northern Minnesota outside of the mining areas. Some forest products industries also show potential for localized impacts. Looking at each catchment scale metric individually shows different statewide patterns of vulnerability. Water quality is vulnerable in the northeast due to mineral extraction and processing; water in the southern two-thirds is vulnerable to the high density of animal feedlots. The southeast corner of the state faces additional risk due to the karst landscape, steep topography and valley streams, which increases the likelihood for both ground water contamination and overland runoff into surface waters. Stormwater and wastewater permits for discharging water into streams and other surface water can change flow patterns and impact the timing and duration of high and low flows. Open pit mining activity can alter the direction of surface water flow, create large water storage features and remove permanent vegetation. Water quality degradation due to chemical or pharmaceutical contaminants can result in populations of aquatic organisms that are unable to reproduce. These contaminants effectively disconnect aquatic systems by creating chemical “barriers” or locations within which some organisms cannot survive and disconnects the remaining populations. Pollutants interact in different ways based on the pH, temperature, sediment load, available sunlight and other characteristics. The soil type and slope of the landscape have a large influence on the sediment load in streams and the way in which contaminated sediment moves and deposits within surface waters. The presence of karst geologic features such as sinkholes, springs and seeps increases the transport speed of contaminants to surface and groundwater. Thus, the geomorphic setting influences the impact of different pollutants on the health of the system. Pollution can impact biological communities by directly affecting the health of plants and animals. Chemicals and hormone disruptors can reduce fertility and feminize male fish. Toxins in the air, water and soil that bioaccumulate through the food chain have broad unforeseen consequences. Heavy metals, e.g., cadmium or nickel, released in industrial or mining discharges can result in mortality of aquatic organisms at very low concentrations. The influence of point source pollutants on water quality were well known when the Clean Water Act was authorized (Karr 1981). Although the number of point sources has been reduced, a number of contaminants are still discharged and pose a threat to surface water and groundwater quality. Aquatic life (class 2) standards for water quality are often more stringent than drinking water standards (class 1) for many pollutants, so class 2 standards help protect drinking water as well. A wide variety of chemical, nutrient and temperature impairments occur from point sources including wastewater treatment plants, feedlots, landfills, and mines. Moreover, many older sewage treatment plants may now serve much larger populations than their design capacity with consequent reduction in treatment efficiency, which are a major contributor of phosphorus to streams (Johnes et al. 1996). Pollutants, sources and impacts: Excess phosphorus increases algal blooms and productivity (Moore 2007), which ultimately leads to reduced dissolved oxygen concentrations when plants die and decompose. Low dissolved oxygen can affect fish growth and give competitive advantage to tolerant species (Annear et al. 2004). The threshold for impairment in Minnesota for warmwater streams (Class 2Bd, B, C, D) is 5 mg/L (Moore 2007). The effluent limit where point sources discharge directly into the water is 1 mg/L. Elevated levels of ammonia, such as from wastewater can deplete the dissolved oxygen in the water and cause fish kills. Un-ionized ammonia (NH3) is toxic to aquatic biota at elevated levels where sensitive species and early life stages of fish are affected first (Moore 2007). The chronic standard for coldwater streams in Minnesota (Class 2 A) is 0.016 mg/L unionized ammonia and 0.04 mg/L for warmwater streams (Class 2Bd, B, C, D). In rural streams, ammonia nitrogen and nitrate nitrogen comes from leaky septic tanks and effluent from wastewater treatment plants (Gary et al. 1983). Chloride enters waters from industrial and wastewater treatment plant effluents (Moore 2007). Chloride may interfere with the osmoregulatory capacity of organisms and is considered a pollutant. The Class 2 chronic standard for chloride is 230 mg/L. Heavy metals, such as mercury, aluminum, copper, zinc, lead, nickel, selenium, chromium or cadmium, may be found in waterways and at elevated concentrations they can bioaccumulate in fish. Copper, lead and zinc are the most common metals found in the water and mortality of aquatic organisms may occur at very low concentrations. Sources for these metals include industrial wastewater, discharge from old landfills, or mining discharges, while aluminum is associated with industrial discharges (Welch et al. 1998). Metal concentrations increase in storm water flow in urbanized areas from corrosion of car parts and pipes. Feedlots present a risk to water quality because of potential contamination from excess nutrients (primarily nitrogen and phosphorus), microbial pathogens, endocrine disruptors, and pharmaceuticals present in the animal waste (Burkholder et al. 2007). A threshold of .75 animal unit per acre of land was used as the "0" threshold value for scoring the feedlot metric at the catchment scale. This threshold is a conservative interpretation of a study estimating manure recycling ability of Wisconsin dairy farms. (Saam et al. 2005) Thermal pollution from heated water discharge without regard to other pollutants can reduce growth in trout and other coldwater species. Fleming and Quilty (2007) found an increase from 15.2 to 15.9°C in daily mean stream temperature doubled the risk to aquatic biota and this risk grew exponentially with increasing stream temperatures. There is a well documented relationship between potential pollution sources and impacts to water quality from Minnesota and multiple locations around the world. The contaminant sources that are found in the effluent from point sources can be measured directly in receiving waters and many studies have quantified these inputs. The ranking and scoring of pollution sources that reach surface waters in other ways is based on a count of sites by type to create a density per watershed land area. There is no attempt to weigh the relative risk associated with different types of pollutants or different size sites. The score from each type of potential pollution source was ranked from 0 to 100 prior to combining into an overall score. This approach allowed the different input types to have equal weight in the final score despite greatly different range in site numbers. In reality, the risk from each localized source varies greatly. Much more information about specific site characteristics, as well as location relative to surface and ground water, would be needed to quantify the variability of risk. This index contains a very wide variety of potential contaminant sites and weights them equally. Points could be ranked based on site type, location, remediation actions, proximity to water, volume of discharge, and type of contaminant. Additional contaminant sources that are currently not scored could be included. This index quantifies the density of a variety of potential pollution sources for each catchment (subwatershed). This information could be improved further by quantifying all potential localized sources that are in catchments upstream of any given site in the watershed.
Osiris, also called Usir, one of the most important gods of ancient Egypt. The origin of Osiris is obscure; he was a local god of Busiris, in Lower Egypt, and may have been a personification of chthonic (underworld) fertility. By about 2400 bce, however, Osiris clearly played a double role: he was both a god of fertility and the embodiment of the dead and resurrected king. This dual role was in turn combined with the Egyptian concept of divine kingship: the king at death became Osiris, god of the underworld; and the dead king’s son, the living king, was identified with Horus, a god of the sky. Osiris and Horus were thus father and son. The goddess Isis was the mother of the king and was thus the mother of Horus and consort of Osiris. The god Seth was considered the murderer of Osiris and adversary of Horus. According to the form of the myth reported by the Greek author Plutarch, Osiris was slain or drowned by Seth, who tore the corpse into 14 pieces and flung them over Egypt. Eventually, Isis and her sister Nephthys found and buried all the pieces, except the phallus, thereby giving new life to Osiris, who thenceforth remained in the underworld as ruler and judge. His son Horus successfully fought against Seth, avenging Osiris and becoming the new king of Egypt. Osiris was not only ruler of the dead but also the power that granted all life from the underworld, from sprouting vegetation to the annual flood of the Nile River. From about 2000 bce onward it was believed that every man, not just the deceased kings, became associated with Osiris at death. This identification with Osiris, however, did not imply resurrection, for even Osiris did not rise from the dead. Instead, it signified the renewal of life both in the next world and through one’s descendants on Earth. In this universalized form Osiris’s cult spread throughout Egypt, often joining with the cults of local fertility and underworld deities. The idea that rebirth in the next life could be gained by following Osiris was maintained through certain cult forms. In the Middle Kingdom (1938–c. 1630 bce) the god’s festivals consisted of processions and nocturnal rites and were celebrated at the temple of Abydos, where Osiris had assimilated the very ancient god of the dead, Khenty-Imentiu. This name, meaning “Foremost of the Westerners,” was adopted by Osiris as an epithet. Because the festivals took place in the open, public participation was permitted, and by the early 2nd millennium bce it had become fashionable to be buried along the processional road at Abydos or to erect a cenotaph there as a representative of the dead. Osiris festivals symbolically reenacting the god’s fate were celebrated annually in various towns throughout Egypt. A central feature of the festivals during the late period was the construction of the “Osiris garden,” a mold in the shape of Osiris, filled with soil. The mold was moistened with the water of the Nile and sown with grain. Later, the sprouting grain symbolized the vital strength of Osiris. At Memphis the holy bull, Apis, was linked with Osiris, becoming Osiris-Apis, which eventually became the name of the Hellenistic god Serapis. Greco-Roman authors connected Osiris with the god Dionysus. Osiris was also identified with Soker, an ancient Memphite god of the dead. Test Your Knowledge American History and Politics The oldest known depiction of Osiris dates to about 2300 bce, but representations of him are rare before the New Kingdom (1539–1075 bce), when he was shown in an archaizing form as a mummy with his arms crossed on his breast, one hand holding a crook, the other a flail. On his head was the atef-crown, composed of the white crown of Upper Egypt and two ostrich feathers.
Nerve Tissue consists of the tissues of the brain, spinal cord, associated peripheral nerves, and specialized sensory organs. Neurons are the main cellular component and come in three types. They are the “sensing,” “thinking” and “connecting,” and action directing cells of the nervous system. Sensory Neuron Interneuron Motor Neuron Along with the neurons, nerve tissue contains specialized connective tissue cells called the neuroglia (neuroglial or glial cells) . These cells actually outnumber neurons about 10 to 1 and they function to support and nourish the individual neurons. Nerve tissue (neurons supported by neuroglia) is functionally specialized in two ways: 1. Irritability – the responsiveness to stimuli. These stimuli are such things as: a. heat f. touch b. cold g. injury ("pain") c. pressure h. electrical d. light i. taste e. sound j. smell 2. Conductivity - the ability to carry an impulse. Signals collected in the extremities must be carried all the way to the brain for processing and all the way back to some location for action. Nerve tissue appears visually in two different ways. Some nerve tissue has a characteristic gray coloring while other nerve tissue is a shiny, glossy white color. 1. Gray Matter - This is found in the outer layer of the cortex and other parts of the brain, the core of the spinal cord, and in the peripheral nerves. Gray matter consists mainly of neuron bodies. 2. White Matter -This is found in the brain, spinal cord, and nerves, and consist largely of the myelinated axons of neurons.
Standard everyday time is based on the rotation of the earth. This Universal Time (UT) is unsuitable for astronomical calculations, because the earth's spin is slowing down in an irregular manner. Astronomers use a uniform time called Ephemeris Time (ET) in their calculations. Delta-T = ET-UT is a measure of the difference between the two ways of tracking time. According to historians, the mean solar day in Diary times was about 1/20th of a second shorter than today. The minuscule difference added up over the nearly million days since 500 BCE and now amounts to several hours. This accumulated clock difference equals delta-T. A great deal of effort has gone into working out delta-T for the epoch of the Diaries, but no solution satisfies the precision astronomers expect. For year 0, one recent calculation puts delta-T at 2hr 34min, another at 2hr 38min, and TheSky offers 2hr 44min. In year -400, the difference widens: a contemporary canon of eclipses estimates delta-T at 4hr 5min -- 17 minutes off from TheSky's 4hr 22min. An error of 17 minutes can affect the dating of phenomena observed near the horizon and alter the description of an eclipse. The eclipse dates recorded by the Babylonians closely match the computed dates tabulated in modern eclipse canons. Additionally, the eclipse characteristics documented in the ancient texts are generally consistent with the computed descriptions. Historians are sometimes sanguine about their computations. They have been known to attribute an excessive scatter in computed results to inaccurate Babylonian clocks, rather than to the elusiveness of determining delta-T and other variables. A detailed study of lagtime (See frame 20, Lagtime) by Fatoohi et al led to remarkable findings. The authors searched the Diaries and found 136 records that register an observed lagtime. Analysis of the records determined that the time difference between the observed lagtime (by Babylonian astronomers) and the computed lagtime (by Fatoohi et al) is less than 16 minutes, except for only 9 records. The computations involved a massaging of the data. The question arises: Is the excellent match between Babylonian observations and modern computation due to a circular reckoning? Fatoohi et al computed delta-T based on historical records of astronomical events, including eclipses from Babylon. Their delta-T works out to 4h 40m in the year -500, a figure close to the 4h 31m determined by a contemporary investigator. Lunar acceleration is another input the researchers fine tuned. Generally accepted values range from -23.895" to -26.0"/cy2 [seconds of a degree per century per century]. The authors found that -26.0''/cy2 delivers superior results. They even revalued the cubit. Instead of 2.0 degrees, Fatoohi et al concluded that 2.2 degrees provides better agreement with Babylonian measurements of planetary conjunctions. The computations of Fatoohi et al entail elements of circular reckoning. Possibly the aimed for end result unduly influenced the work. Their findings seem too good to be true. However, the concurrence between lagtime observation and computation is not surprising. The excellent match is comparable to the box score toted up in the section Testing the Diaries. (See frame 24, Box Score) TheSky does not equal the accuracy claimed by Fatoohi et al, but Feat of Clay used the software mostly to test observations of planets. They move slowly across the background of fixed stars, and hence the observations are not sensitive to delta-T and other corrective factors.
To design parallel RL circuit and find out the current flowing thorugh each component. Resistor, Capacitor, AC power source, ammeter, voltmeter, connection wire etc.. With an ac signal applied to it, the parallel RL circuit shown below offers significant impedance to the flow of current. This impedance will change with frequency, since that helps determine XL, but for any given frequency, it will not change over time. As you would expect, Ohm's Law still applies, just as it has in other circuits. Voltage, being the same for all components, is our reference. Current, however, is the sum of the currents through R and L, keeping in mind that the coil opposes any change in current through itself, so its current lags behind its voltage by 90°. Therefore, our basic equation for current must be: If we move the "j" to the denominator of its fraction, we must change its sign. This is also in keeping with the fact that jωL = jXL. As with the parallel RC circuit, we can divide the entire equation by V and solve for the complex impedance of this circuit. Our resulting initial equation is: To calculate the total circuit impedance, we take the general equation: However, we only have R and L, so the XC factors drop out of the equation. This leaves us with: We complete the calculation by removing the "j" from the denominator: This gives us an entirely real number in the denominator, which in turn makes the necessary computations possible and practical. Our parallel RL impedance is still a complex number, which can be written as: To verify this mathematical expression, let's try a practical example. Let V = 10 volts RMS, with R = 10Ω and L = 0.01H and frequency =100 Hz. Then: XL = 2Pi100*0.01 = 6.283 Ω The next step is to calculate Z using the equation we derived earlier, and compare that result with the result above. If we've done our math correctly, the results should match. For simplicity we will first calculate the denominator (D) value and the two numerators (N1 and N2). Then we can insert those values into the final equation. D = R2 + XL2 = 102 + 6.28312 = 100 + 39.478 = 139.478 N1 = RXL2 = 10 x 6.28312 = 10 x 39.478 = 394.784 N2 = R2 XL = 102 x 6.2831 = 628.318 Now we can insert these values into the full equation and solve for Z: We see that both sets of calculations produce precisely the same answer. This indicates that our method for calculating impedance without using (or knowing) the signal voltage is perfectly valid. This can be verified using the simulator by creating the above mentioned parallel RL circuit and by measuring the current and voltage across the resistor and inductor. It should be consistent with the earlier findings. It has wide applications in. 1. Electronic filter topology 2. Analog circuits 3. Piezo electric shunt damping system
Activity details: In this activity the class works together to create a poster, collage or mural that shows the journey that water makes on its way from rain to the sea. Key lessons and understandings of activity: This activity has been designed to allow children to imagine and explore the aspects of the water cycle. Children will develop an understanding of waterways being important to the health of humans, animals, nature and the sea, and that water can take a long journey to the sea. Year levels: Foundation Indoor or outdoor activity: Indoor Duration of activity: 45 mins Learning areas addressed: Geography, Art, Science Resources needed: Art materials Homework and extension opportunities: None. Keywords: Water, water cycle, foundation Explicit Australian Curriculum link: Living things have basic needs, including food and water (ACSSU002)
Describe 5 processes in the water cycle. Evaporation (liquid → gas), melting (solid → liquid), condensation (gas → liquid), precipitation (rainfall, snow, hail), and runoff (water moving over the surface of the earth from condensation or melting) What is uniformitarianism? Geologic processes that happened in the past are happening today. Proposed by James Hutton. What are the Moho, lithosphere, and asthenosphere? Moho is the junction of the crust and mantle (line between 3 and 4 in the diagram above). Lithosphere is the crust and upper part of upper mantle (1/2 + 3). Asthenosphere is the lower part of the upper mantle (4). How do the physical properties of the lithosphere differ from those of the asthenosphere? The lithosphere is slightly elastic and rigid. It will crack and break. The asthenosphere is like plastic. It is very hot, not very rigid and can permanently change shape. How is the inner core different from the outer core? Inner core is solid, outer is liquid. Inner core is hotter. Inner core is made of iron and nickel, outer core is iron and sulfur. How did geologists study the earth's interior? Volcanic eruptions, seismic waves or shockwaves from explosions, meteorites, gravitational studies, drilling What ate 3 types of rocks? How do they form? Metamorphic: other rocks under conditions of high temperature and pressure, usually from being buried Igneous: lava (surface of earth)/ magma (inside the earth) cooling Sedimentary: particles from erosion being cemented together What features distinguish intrusive from extrusive igneous rocks? Intrusive: crystals - gradual cooling of magma inside the earth Extrusive: air bubbles - rapid cooling of lava on the surface of the earth What are the three types of sedimentary rocks? Chemical: form from precipitation reactions Clastic: form from particles of other rock cemented together Organic: form from particles once associated with plants/animals What three processes may affect rock in the rock cycle? Subduction: melting of rock eventually leading to igneous rock Burying: buried rocks deep in the crust lead to metamorphic Erosion: erosion produces sediments. Sediments deposited in areas where they get cemented together become sedimentary rocks Any rock may be subjected to any of these 3 processes! What theory did Alfred Wegener propose? What observations led him to propose this? Wegener proposed continental drift because of the "jigsaw puzzle" look of the earth and because of the rock/fossil distribution Why was his theories rejected? It was rejected, because he was not a geologist (he was a meteorologist) and because he could not explain how the continents could be moving What later evidence showed he was correct? Echo sound mapping showed the ocean floor had mountains and valleys. Heat emissions showed magma oozes from inside the earth (sea floor spreading). Rock magnetism of the sea floor showed magnetic poles reversals What does convection in the mantle cause? All plate tectonic activity: earthquake, volcanoes, mountains, hot spots What causes convection currents in the mantle? Differential heating/temperature difference inside the earth What are convergent, divergent and transform plate boundaries? Convergent come together, divergent move apart, transform slide next to each other What is a ridge and a trench? What occurs at these locations? Ridge: structure forming from divergent ocean plates (sea floor spreading) Trench: subduction zone, One plate (usually oceanic) is pushed under another (continental or oceanic) What plates are responsible for the San Andreas fault? What type of boundary is it? North American and Pacific. Transform boundary. Describe 3 types of earthquake scales. Richter: rates on earthquakes based on times and size of waves Moment Magnitude: measures amount of energy released Mercalli: rates earthquakes based on observations and damage Describe 3 types of earthquake waves. P wave: longitudinal waves that cause medium (ground) to move parallel to wave direction S wave: transverse wave that causes medium to move perpendicular to wave direction Surface wave: created when seismic waves reach the surface. May have more of a rolling motion. What two bits of information are needed to determine the magnitude of an earthquake? SP interval and s wave amplitude Describe 5 parts of a volcano. Magma chamber: pocket of magma Pipe: narrow vertical channel Vent: opening in ground Crater: bowl shaped pit on top of central vent Caldera: huge depression formed if crater collapses What is a hot spot? Region where hot rock extends from deep within the mantle. Usually away from a plate boundary/middle of a plate
Children Are Learning You probably remember studying "arithmetic"- adding, subtracting, multiplying, and dividing when you were in elementary school. Now, children are starting right away to learn about the broad ideas associated with math, including problem solving, communicating mathematically, reasoning, and number sense. Listed below are a few of the key mathematical concepts that appear in elementary school math books and classroom instruction today. - Algebra: Algebra is a generalization of arithmetic in which letters of the alphabet represent numbers or a specified set of numbers, and are related by operations that hold for all numbers in the set. Children use algebra when they solve problems like 4+o = 7, with letters replacing the box as children get older. Arithmetic: Arithmetic is the knowledge and the ability to add, subtract, multiply, and divide whole numbers and fractions. For example: 5+1, 10-5, 6x2, 3÷12, and ¾ + ½. Calculus: Calculus is about how quantities change. By understanding calculus, people can use math to make predictions about things that change Estimation: Estimation is the act of approximating or guessing the number value of something. We use estimation regularly to determine such things as how many, how heavy, and how full. Being a good estimator also helps children know if answers on calculators or other computer-generated data make sense. Geometry and spatial sense: Geometry begins with children recognizing shapes by their characteristics and extends to their being able to use formulas and algebra to determine important details about each shape. For example, a= ½ (bxh) is the formula for determining the area of a triangle. Measurement: Measurement is determining the lengths, areas, volume, time, and other quantities. Children need to know common units of measure such as inches or kilograms and how to use measurement tools. Number sense: Number sense is understanding the relative sizes of numbers and how to use them, whether doing arithmetic, estimation, measurement, Probability: Probability is determining the likelihood that something will happen, often expressed as a fraction or a ratio1 in 10, 1/10. Statistics: Statistics is the collection and analysis of numerical data. Taking a census and counting people is a statistical activity.
Zambezi River with Zambia in foreground and Zimbabwe in background. @ C.Michael Hogan Zambezi River at the junction of Namibia, Zambia, Zimbabwe and Botswana. Source: Brian McMorrow From headwaters in northwest Zambia, the river flows: - southeast through a portion of eastern Angola; - south through western Zambia; - east along the Zambia-Namibia (Caprivi Strip) border to the junction of Namibia, Zambia, Zimbabwe and Botswana; - east along the border between Zambia and Zimbabwe over the dramatic Victoria Falls and on to Lake Kariba - east into Mozambique and Lake Cahora Bassa - south west through Mozambique (where it is joined by the Shire River which drains Lake Nyaka/Lake Malawi) and on to the Indian Ocean. Climate in the Zambezi Basin is influenced by surface winds arriving both from the Indian Ocean and Atlantic Ocean, with each alternative direction bearing potential precipitation, although the Indian Ocean is responsible for most of the moisture, due to the warmer ocean temperatures. Numerous fish species, as well as avafauna and mammals utilize waters of the Zambezi. Adverse impacts of enhanced erosion, sedimentation and enhanced flood events have resulted from poor agricultural land use practises throughout the basin, alternatively called the Zambeze Basin. Southern Africa’s longest trans-boundary river, the Zambezi, rises at 1,585 meters above sea level in north-western tip of Zambia. The River flows for some 2,700km through plains, gorges, rapids and cataracts before spreading out in deltoid form as it enters the Indian Ocean in the East Coast of Mozambique. The River carries more than 75% of the mean annual runoff of the region’s interior, and drains more than 40% of the landmass. Demand for water is increasing with population and economic growth. Along its meandering journey to the Indian Ocean, nurturing life in its waters, along its banks and beyond, the Zambezi is not only a source of water but also of food, electricity, transport, communication and recreation for millions of people. (ZRA, 2008) The Zambezi River Basin is the fourth largest river basin of Africa, after the Congo/Zaire, Nile and Niger basins. The Basin covers some 1.3 million square kilometres spread over eight countries, namely, Zambia (40.7%), Angola (18.2%), Zimbabwe (18%), Mozambique (11.4%), Malawi (7.7%), Botswana (2.8%), Tanzania (2%) and Namibia (1.2%). Almost 33% of the total population of the riparian countries live in the basin. (ZRA, 2008) Source Zambezi River Authority When the river discharges to the Indian Ocean it has an average discharge rate of approximately 7100 cubic meters per second. Poor conservation and land use practises in the basin have led to adverse flooding impacts, and also less stable in stream retention of flow, such that groundwater recharge has been hampered over the last half century. There are numerous dams on the Zambezi to provide for agriculture and other human use, especially to provide water in drought years. Along the Zimbabwe stretch alone there are more than 150 dams, including two massive man-made lakes, Kariba and Cahora Bassa, at over 5000 and 2000 square kilometers respectively. Sandwiched between Botswana and Zambia, the narrow neck of land that is the Caprivi Strip gives Namibia access to the Zambezi River. Defined by the Zambezi and Chobe Rivers, the eastern tip of the Caprivi Strip is usually under water during the flood season in March and April, as shown in the top image. Water is black in the false-color image, which was made with both infrared and visible light measured by the Moderate Resolution Imaging Spectroradiometer (MODIS) on NASA’s Terra satellite. Interestingly, the flood confines itself to the gap between the two rivers, as if constrained by country borders. One might expect, in such a case, that water flowing from the Chobe River into the rain-swollen Zambezi is backing up onto the floodplain, but that is not the case. The land immediately behind the confluence is dry; the floodplain ends several kilometers west of the confluence. Why? The detailed view of the eastern edge of the flood plain (second image) provides some clues. The Advanced Land Imager on NASA’s Earth Observing-1 (EO-1) satellite captured the lower image several minutes before Terra MODIS acquired the top image. The extent of the EO-1 ALI image is outlined in white on the top MODIS image. This highly detailed true-color image shows the stark eastern edge of the floodplain. To the left of the edge, water covers everything. Deep blue channels wind among green, shallowly flooded plains. To the right of the edge, the land is dry. The city of Kasane is perched confidently along the edge of the flood plain. What stops the water from flooding the city and everything else east of the line? The eastern edge of the flood plain is defined by the Mambova Fault, which elevated the land on its eastern side. The Zambezi and Chobe Rivers cut channels across the fault, but the shallow flood plain has not surmounted the elevated ground. The triangle between the two rivers and the fault creates Impalila Island. A channel of water, called the Kasai, connects the two rivers in the flood plain. Floods on the Zambezi occur when heavy rains fall on the wetlands in Angola and Zambia. The water flows downstream and gets backed up at the Mambova fault. The river expands over the flat floodplain behind the fault until the waters meet the channel cut by the Chobe River in the south. During the annual flood, the build up of water from the Zambezi River overcomes the Chobe, and water begins to flow south into Lake Liambezi. At the height of the flood, water occasionally flows directly into Lake Liambezi from the Zambezi River through the Bukalo Channel, as it did on May 8, 2010. (Source: NASA) Near the river mouth the mean concentrations of total dissolved solids is 113 milligrams per liter; the corresponding concentration of total suspended solids is 90 milligrams per liter. Thus the annual discharge of total solids to the Indian Ocean is 2.5x107 tons. The poor land management practises, chiefly of poor indigenous farmers of the basin, have contributed excessive sedimentation via extreme soil erosion throughout much of the Zambezi basin. Nutrient levels in the Zambezi River are relatively low, especially in the upper Zambezi; in that reach, above Victoria Falls, most of the catchment drains Kalahari sands, whose nutrient levels are inherently low due to their aeolian formation; moreover, agricultural fertilizer addition throughout the Zambezi watershed is low, due to the shortage of capital available to farmers of this region. Nitrate levels (as nitrogen) in the upper Zambezi are typically in the range of .01 to .03 milligrams per liter. Correspondingly electrical conductivity of the upper Zambezi is on the order of 75 micro-S per centimeter, due to the paucity of ion content. From the Luangwa River downstream nitrate levels elevate to .10 to .18 milligrams per liter, and electrical conductivity rises to a range of two to four times the upper Zambezi levels. Delta sediment core data show a decrease of lithogenic deposits to the delta shelf region after about 16,000 years before present, produced by a landward retreat of the Zambezi River delta system during the period of sea-level rise induced by glacial melt. At the same time interval, deposition of ﬂuvial mud shifts northward associated with associated progressive ﬂooding of the Zambezi shelf and inception of northward shelf currents. From that same late Pleistocene era, pollen records prove an increase of mangrove and coastal vegetation, implying an extension of coastal wetlands during ﬂooding of the broad, low-gradient Zambezi inner shelf area. fish species present in the Zambezi River, including eel and shark taxa. The largest native demersal species present are the 117 centimeter (cm) long tiger fish (Hydrocynus vittatus), the 175 cm African mottled eel (Anguilla bengalensis labiata), the 120 cm Indonesian shortfin eel (Anguilla bicolor bicolor), the 200 cm Giant mottled eel (Anguilla marmorata), the 150 cm African longfin eel (Anguilla mossambica), the 183 cm Sampa (Heterobranchus longifilis), the 150 cm Cornish jack (Mormyrops anguilloides) and the 700 cm largetooth sawfish (Pristis microdon).There are a total of 190 reef-associated taxa are the 400 cm bull shark (Carcharhinus leucas), the 120 cm crocodile snake eel (Brachysomophis crocodilinus) and the 38 cm silver sillago (Sillago sihama).The largest native benthopelagic fish in the Zambezi are the 170 cm North African catfish (Clarias gariepinus), the 146 cm common carp (Cyprinus carpio carpio), the 150 cm Indo-Pacific tarpon (Megalops cyprinoides) and the introduced 120 cm rainbow trout (Oncorhynchus mykiss). The native There are two native pelago-neritic (coastal brackish water) species in the Zambezi: the 131 cm tenpounder (elops machnata) and the 20 cm orangemouth anchovy (Thryssa vitrirostris). Certain mammalian species are found in the Zambezi River. Notably, the dugong (Dugong dugon) is found in the delta region, where discharge to the Indian Ocean takes place. Further upriver in Zambia, Zimbabwe, Namibia and Botswana, hippopotami (Hippopotamus amphibius) are found wading in the shallower waters. The upper Zambezi River drains the Central Zambezian miombo woodlands, an ecoregion of dense forest woodland that bisects Africa directly south of the Congo Basin and East African savannas. These woodlands are dominated by trees of the subfamily Caesalpinioideae, particularly species belonging to the genera Brachystegia, Julbernardia, and Isoberlinia, which seldom occur outside miombo. In this ecoregion, mature miombo woodland trees are usually 15 to 20 meters high, with a broadleaf shrub and grass understory. Although trees here are mostly deciduous, this locale exhibits a richer fraction of evergreen tree species than drier Zambezian miombo, about 24 percent compared to nine percent in the Zimbabwean woodlands. Diverse in species, this ecoregion, mapped as wetter Zambezian miombo woodland, includes virtually all miombo dominants, including Brachystegia floribunda, B. glaberrima, B. taxifolia, B. wangermeeana, Marquesia macroura, Julbernadia globiflora, J. paniculata, and Isoberlinia angolensis. Zambezian and mopane woodlands occupy a considerable fraction of the lower Zambezi catchment. These mopane woodlands are dominant in the ecoregion. Mopane often forms pure stands to the exclusion of other species, but is generally associated with several other prominent trees and shrubs, such as Kirkia acuminata, Dalbergia melanoxylon, Adansonia digitata, Combretum apiculatum, C. imberbe, Acacia nigrescens, Cissus cornifolia, and Commiphora spp.The The ecoregion nearest the Zambezi River mouth is the Zambezian coastal flooded savanna. The plantlife of this wetland ecoregion contains both open grassland-dominated communities and mixed freshwater swamp forests. Dominant grass genera of seasonally flooded clayey depressions (tandos) include Hyparhenia, Ischaemum and Setaria, while species such as Panicum curatellifolia, Uapaca nitida and Syzigium guineense are common woody species of the ecoregion. The swamp forest component, including Barringtonia racemosa, Ficus verruculosa and Phoenix reclinata, generally borders rivers, lakes, and lagoons within this ecoregion. In more permanently waterlogged areas, reed swamps characterized by Phragmites australis and Typha capensis predominate, being replaced by mixed herbaceous and grass swamps under drier conditions. Associated vegetation types are numerous and include Borassus palm savanna, mangrove and dune forests as well as patches of mopane and miombo woodlands. Stone age artifacts began to be recovered along the Zambezi, especially near Victoria Falls, since the 1930s. Along the Zambezi River in areas of present day Zimbabwe, conditions suitable to early sedentary agriculture were met by sufficient water availability and arable soils. Traces of such early sedentary farming lifestyles exist in the archaeological record dating to the first millennium AD, considered the Iron Age in this region, even though metal-working was a small part of the technology of these early cultures.. The majority of the land in this reach is mopane woodland underlain with the dominant grass Heteropogon contortus. Much of this area was considered only marginally suitable for agriculture in prehistorical times, due to the known high prevalence of tsetse fly populations, particularly unsuitable for livestock. - Zambezi River Authority (ZRA), Transboundary Issues on Sustainable Hydropower Development in the Zambezi River Basin in the Eyes of the Zambezi River Authority (September 2008) - B.Campbell, P.Frost and N.Byron. 1996. Miombo woodlands and their use: overview and key issues. pp. 1-10 in B. Campbell, editor. The Miombo in transition: woodlands and welfare in Africa. CFIOR, Bogor. - B.R.Davies. 1986. The Zambezi River system. in B.R.Davies & K.F.Walker (eds.) The Ecology of river systems. Dordrecht, Netherlands - K.M.Dunham. 1994. The effect of drought on the large mammal populations of Zambezi riverine woodlands, Journal of Zoology, v. 234, pp. 489–526 - FishBase. 1999. Species in Zambezi - Mamdouh Shahin. 2002. Hydrology and water resources of Africa: Volume 1. Springer Publishers. books.google.com 659 pages - E.Marshall and M.Maes. 1994. Small water bodies and their fisheries in southern Africa. books.google.comB. Food and Agriculture Organization of the United Nations. Committee for Inland Fisheries of Africa. 68 pages - G.Pwiti. 1996. Settlement and Subsistence of Prehistoric Farming Communities in the mid-Zambezi valley, northern Zimbabwe. South African Archaeological Bulletin. 51: 3-6 - Rik Tjallingii. 2012. Sedimentary evolution and climate history of Zambezi River sediments since 44 ky before present. Nederlands Aardwetenschappelijk Congres - Bernard Wood. 2011. Wiley-Blackwell Encyclopedia of Human Evolution. 1264 pages - Google eBook - World Wildlife Fund. 2002. Zambezian coastal flooded savanna; Central Zambezian miombo woodlands.
From CreationWiki, the encyclopedia of creation science The Blue Crab is a species of crab located in the Atlantic Ocean from Argentina to Nova Scotia. The exoskeleton of the Blue Crab is very hard like most crustaceans. They have claws for hunting and defensive purposes, as well as walking and swimming legs for escaping from predators. The Female Blue Crab only mates once in its entire life, unlike its male counterpart. After releasing urine full of pheromones she will find a male partner to collect a sperm packet. Then she continues to forage until she reaches a place where she can burrow into mud and allow the eggs to fertilize and move to a sponge structure on her underside.. Then she will carry them on her underbelly in the sponge until they emerge as larvae that float off into the ocean to feed. The Blue crabs are used to make large profits in their harvest by commercial fisherman. They also have many different names like Jimmy, Sally, Sook, and Sponge Crab which distinguish male and female crabs and their maturity. The outside of the crab is called the exoskeleton which is very hard. If the crab is looking for food or trying to escape from a predator they can use their swimming legs which are two paddle like legs that are located on the back. The blue crab, like most crustaceans, has a defense system consisting of their claws that are also used for catching their prey. This crab sees through eyes located on stalks that protect the eye, but they also use antennae that detect vibrations and chemical changes in the water. The blue crab must shed its shell, called molting, in order to have room to grow. Although the outside of the crab is very hard, the inside of the crab is very soft. The crab has gills that take oxygen into the bloodstream circulated by the heart and also has a stomach to digest food. All the cracks and curves of the crab are filled with muscles that move their claws, swimming legs and walking legs. To find if a blue crab is male or female you examine its underbelly. The male blue crab has a long broom handle shape on the underbelly, while the female blue crab has a ball with a small point where the sponge develops. Unlike the male blue crab, the female blue crab only mates once in its life. To become sexually mature, the females go through a pubertal molt and in that process they release urine into the sea that has pheromones in it to attract the male blue crabs. The male crabs will perform cradle carrying which involves protecting the females by carrying them until the molt is over. At that point the female's shell is soft and the male and female will then mate. The female will take and store sperm from the male crab and fertilize her eggs later. When all the mating is over the female crab goes to feed and gain energy before finding a place where she can fertilize her eggs. The female blue crabs prefer spawning places on the shore and she will lay in mud until the eggs develop in their sponge. The female will usually fertilize her eggs two to nine months after mating and places them in a large sponge like object on her underbelly until the babies emerge. The sponge usually takes two hours to develop and often contains two million eggs which need two weeks to develop. Blue crabs are large predators in the bays of North America. The blue crab's life cycle includes very large migratory patterns which are very complex since they pass through various life stages in many different habitats. The blue crab is also very important to many commercial fishermen. The blue crab is found on the western edge of the Atlantic Ocean from Argentina to Nova Scotia, yet have been found in the waters of Japan and Europe. The blue crabs have a large variety of predators including eels, drum, spot, trout, some types of sharks, and cownose stingray. The blue crab is an omnivore, which means it eats both plants and animals. Blue crabs eat thin shelled annelids, bivalves, small fish, some plants and basically anything else they can find to eat, including carrion. The Chesapeake Bay, in Maryland and Virginia, is known for their blue crabs because so much economic growth comes from harvesting the blue crabs. Fishermen received over one hundred million dollars from collecting blue crabs in 1993. Since then the harvests for blue crabs have not been as good. For example, in 2000, the money from blue crabs was only 45 million dollars. Blue Crab Names There are many different names for the blue crab depending on their sex and their different stages of life. One of the names for a blue crab is the Jimmy, which refers to a male crab because of its T shape on its underbelly. Males have blue on the tips of their claws. Unlike the female, the male Blue crab is much more difficult to determine whether they are immature or mature. The only difference with the immature male is that the underbelly is slightly thinner and curved inward than the mature version. Another name for Blue Crab is Sally, which is used to describe an immature female crab. They are only referred to as a Sally by watermen for a shorter way to say "she crab". Also the immature female has a tighter underbelly unable to open because it can not yet have fertilized eggs. An adult female Blue Crab is given the name Sook. The Sook has an upside down U on its underbelly and is more open because it is able to carry eggs. The name Sponge crab is used for a female Blue Crab when it has its fertilized eggs stored in its sponge like structure.
How Inequality, Diversity And Empire Brought Down The Roman Republic It is often said that the United States resembles ancient Rome in more ways than one. America’s founding fathers, of course, actively modeled our great republican institutions on that of Rome, and our empire surely is as comparably rich and so extensive that our leaders, like their august predecessors at the Roman Forum, consider the whole of the known world their purview. There are, however, many more similarities than merely that, and an examination of Rome’s history finds many uncomfortable parallels with our own. The Romans, for instance, threw out their own kings at the very outset of their republic and set up a system of governance that was quite advanced for its time. Like in Athens, the people of Rome would gather together in assemblies to pass legislation and elect various magistrates who would oversee the implementation of the laws, elect higher-ranking state officers, and give rulings in legal cases. Power, moreover, was split between different classes and offices, theoretically ensuring that no one sector of society could dominate the rest. Rome was, therefore, a democratic republic both in spirit and in law. For most of Rome’s history as a republic, the constitution and its division of power and shared responsibility for governance worked reasonably well, most of the time. That’s because Rome at the time was still a very small society by today’s standards — a city-state that could count a few tens of thousands of individuals as citizens. This relatively small population allowed citizens to if not personally know one another, then to at least know of each other, their reputations and other features and commonalities that collectively made them a people to one another. As Romans, they were tied to together through family, clan and class into a tightly-knit civic body that could, in a pinch, offer up tremendous sacrifices for their beloved Rome. Indeed, the stoicism and unstinting patriotism of those at the bottom who were asked to sacrifice for their country was, in turn, reflected in the deep sense of noblesse oblige that was present throughout much of the traditional Roman upper class. The people would suffer and serve the needs of the Roman state, but so, too, did their social betters and, most importantly, were seen to do so. There was, in essence, a shared sense of destiny that tied the citizen soldiers of Rome to the glory-seeking aristocrats who sought to lead them. While not exactly the same, they were nonetheless of a kind and all in it together. From ethnic identity to civic identity Such a system worked well for so long because the body politic was still small enough that the Romans’ numbers did not stop those crucial cultural ties that bind from keeping the system balanced and efficient. Take away those cultural linkages that made Romans see each other as members of a common enterprise, however, and decay quickly set in. Unfortunately, Rome’s very success and expansion began to undermine the very constitutional system that made the republic’s success possible. First, expansion brought with it the incorporation of new lands and peoples that quickly made Rome’s city-state political system incredibly unwieldy. This was because the only way to hold down large territories for lengthy periods of time was not through brute force, but through a system of indirect rule that incorporated the elites of conquered, subject peoples into the very imperial system that had conquered them. Deserts, as Tacitus once said, the Romans could make, but the taxes and manpower that created them were not something Rome could produce at will. The resulting solution of indirect rule was common in all ancient empires, of course, but in Republican Rome, local elites were often granted the same citizenship rights as the residents of Rome itself, effectively transforming Roman identity away from a tightly-bound ethnic identity that tied rich to poor together and toward a much looser civic identity premised on mutual inclusion and equal rights in the same political system. Importantly, however, full exercise of citizenship’s political rights required one to actually reside in Rome, which nicely neutralized any potential political threat expanding citizenship to subject peoples might have actually entailed. This transformation of Roman citizenship away from a form of ethnic identity and into a form of civic identity proved immensely useful, and it is largely responsible for the relative lack of ethnic rebellions experienced by the empire. Indeed, it was only those subject peoples who were denied this identity by dint of their economic status, such as slaves, or those who chose to cling to their primordial identity, such as the Jews, who engaged in large-scale, identity-based rebellions against Roman rule. In contrast, all other rebellions were primarily civil wars that pitted different groups of Roman citizens against one another for political control of the Roman state. So, the advantage of this type of open citizenship was clear – it could produce buy-in to the growing empire by those it conquered and, as a result, greatly increase the amount of territory and manpower Rome could efficiently command. Such was its power that even when the great Carthaginian general Hannibal invaded the Italian peninsula and occupied much of Southern Italy for years, most of Italy — conquered by Rome though it had been — remained stoutly loyal to Rome. The problem with expansion So, where was the problem in expansion? First, while more territories, manpower and wealth could be leveraged for Rome in its wars, the expansion of citizenship to non-ethnic Romans became much more problematic as Rome expanded beyond Italy. Nearby Latins and other Italians, for instance, were not so different from the Romans that including them as citizens was deeply divisive. This, however, was not so for the Greeks, Africans, Gauls, Germans and Egyptians who were conquered and, in many cases, also given citizenship. This meant that, for the first time, Roman culture and Roman politics were not necessarily one and the same. Second, expansion also led to the great enrichment of the Roman upper class, for it was they who naturally captured the vast majority of its spoils. Huge amounts of precious jewels, gold, silver, slaves and other riches were brought back to Rome and put in the coffers of its wealthy citizens. True, your average Roman soldier got away with some loot, too, but given the cost of leaving behind the family farm or artisan enterprise to go campaigning for years on end, it is little wonder that war swiftly became a losing proposition — at least for the poor. In fact, Rome’s vaunted citizen soldiers would often come back to find that inflation and the increase in size of slave-worked aristocratic estates made not just their war loot, but their old livelihood, too, economically worthless. Crushed by the spoils-fueled growth in the wealth of Rome’s super rich, this vital sector of Roman society — its propertied, smallholder middle class — withered and died, becoming in the process that dreaded of all urban cohorts of antiquity — the mob. Rome, at least temporarily, did not suffer unduly from the death of its former middle class, as it swiftly converted from a system of citizen soldiering to a professional, standing army. No longer was service necessarily the guaranteed future of either the Roman poor or rich. Instead, a class of professional officers, long-term service troops and public bureaucrats and contractors tasked with maintaining the empire and paid out of the coffers of the republic and, importantly, out of the loot given out by successful generals, emerged as the true source of Roman military power. They were fearsome. Given time, they could defeat almost any enemy the ancient world could throw against them. One should now be able to see how expansion crippled Rome’s Republican institutions. What had once been a tightly-bound society of ethnic kin allied with one another against the rest of the world turned into a loosely bound society of competing cultural identities tied together via imperial domination and money. Being Roman eventually meant being whatever wealth said it was, and shorn of the old ties that kept the rich and poor together out of a mutual sense of common destiny, they soon turned on one another. Elections, as a consequence, became things to be bought and sold, while the mob became something to be stirred up with appeals to cash, imperial loot and resentment, not appeals to civic pride or public virtue. By the time Julius Caesar defied the Senate and led his army across the Rubicon and so on to Rome, the Roman Republic had long since rotted away from within. All that history at that point lacked was someone strong enough to do away with the old pretenses by knocking them down completely — something Julius’ heir, Octavian, known to history as the first real emperor of Rome, had no problem doing. Why is this relevant today? So, what are the parallels with our own history? For one, the enervating power of money in our politics has reached, if not yet surpassed, similar levels of corruption as that seen in Rome. In our system, the candidate with more money commonly wins over 90 percent of the time, while it can be empirically documented that even as the voices of the wealthy go unchallenged in the halls of power, the interests of the poor are heard not at all. This comes, moreover, at a time when skyrocketing inequality has reached levels last seen in the Gilded Age of the 19th century. Second, our own citizen military in which nearly everyone once served is a long-gone vestige of the past. It has since been replaced by a professional force whose leadership has become something of a service caste within our wider democratic society. Mass conscription may have had many faults, but it was the draft — especially its threatened expansion to the middle class — that forced us out of Vietnam. Like Rome’s citizen soldiers who could no longer shoulder the burden of an expanding empire, the constraints placed upon our own expansion by America’s citizen army had to be done away with, and it was — first by professional troops but now, increasingly, by contract mercenaries and inhuman drones mostly serviced and fielded by corporate contractors. Stripped of the blood price that must be paid for engaging in foreign adventures, it’s little wonder, then, that America’s citizens have grown increasingly bored by, and distant from our wars abroad. Finally, American identity itself is something that is beginning to crack and mean many different things to many different people. Once universally acknowledged as being synonymous with being a white, Anglo-Saxon Protestant, it has since come to include a wide variety of ethnic identities and faith traditions far outside the orbit of traditional WASP culture. Being American, like being Roman, is no longer principally about being a member of a discernible people as opposed to paying homage, or more often lip service, to a civic idea — America today, Rome yesterday — that is larger than any given form of parochial cultural attachment. Is America, like Rome, doomed? Will some enterprising general cross the Potomac, lay siege to the Capitol, and install himself in the White House in some repeat of Julius Caesar’s triumphant, if ultimately tragic, march on Rome? Is our own mob, crushed by economic inequality and distracted by reality television, ready to surrender democracy into the hands of an imperial state? One hopes not, but as Zhou Enlai, Chairman Mao’s right-hand man, once famously quipped about the effects of the French Revolution, it may simply be too early to tell. The views expressed in this article are the author’s own and do not necessarily reflect Mint Press News editorial policy. Print This Story
Maintaining Septic Systems When a septic system fails, untreated wastewater can contaminate surface waters and ground water with unhealthy bacteria and other pollution. Flushing special dye down a toliet usually shows this pollution. This bacteria accumulates in clams, because clams filter feed from the water. This contamination is detected by sampling of coliform bacteria and results in closure of important shellfish beds and swimming beaches. Maintaining your septic system will limit excess nutrients, too. Algae feed on these nutrients, intensifying algal blooms. Red tide closures result from certain algae carrying a toxin that accumulates in clams and is harmful to humans. What can landowners do? - Do pump out and inspect your septic system - Don't dispose of household hazardous products down sinks or toilets - Participate in sanitary surveys and other activities - Learn how municipalities can obtain funding for replacement systems - Consider the benefits of Decentralized Wastewater Systems A Homeowners Guide to Septic Systems explains how septic systems work and how to maintain them. It also includes a longer list of do's and don'ts. The Maine Septic Systems pamphlet is a shorter resource, also containing helpful tips.
Cancer of the esophagus, which is a hollow, muscular tube that connects the throat to the stomach, is relatively rare in the United States, making up just 1 percent of all cancers diagnosed. The good news is that rates of this type of cancer have been falling slightly in each of the past 10 years, and survival rates are improving, especially if esophageal cancer is detected early. During the 1960s and 1970s, only about 5 percent of patients survived at least five years after being diagnosed. Now, about 20 percent of patients are making it to the five-year mark, according to the American Cancer Society. Who’s at risk? Esophageal cancer is four times more common among men than among women, and the risk goes up the older people get. What you can do While the exact cause of esophageal cancer is unknown, research suggests that the following measures may reduce your risk: Turn your back on tobacco. Because smoking damages the DNA in the cells lining your esophagus, smoking significantly increases your risk of this type of cancer. Eat more fruits and vegetables. About 15 percent of esophageal cancers can be linked to a diet low in fruits and vegetables, according to the American Cancer Society. Eating more of those foods raw may offer even more protection. Hold off on hot liquids. Drinking very hot beverages may damage esophageal cells, potentially leading to cancer, according to some studies. Reduce alcohol consumption. Research shows that people who drink more than three alcoholic beverages a day are more likely than nondrinkers to develop cancer of the esophagus. Maintain a healthy weight. Being obese, especially around the abdomen, has been linked to esophageal cancer. Get a grip on GERD. If you have gastroesophageal reflux disease (GERD), the constant exposure of your esophageal lining to stomach acids and bile can seriously damage your esophagus, possibly causing esophageal cancer. Having Barrett’s esophagus, a complication of GERD, further increases your risk of esophageal cancer. If you have GERD or Barrett’s esophagus, schedule an upper endoscopy on a routine basis so that your doctor can look for precancerous changes in the lining of your esophagus. See more helpful articles: If you have a question for our HealthCentral experts, please submit here.
The following instructable details 2 ways to find out if something is square, 1 way to draw an accurate perpendicular line, and 1 way to draw an accurate parallel line. These tricks involve virtually no math to do and are scalable to any dimensions from millimetres, to miles. The 4 tricks are probably not something you will use every day but are really handy to know and will allow you to amaze others with your skill and mental prowess. I have embedded the video podcast of this because it is sometimes easier to see it done than to try to understand a written description. my part is at 5:24 Don't be shy about watching my other episodes or checking out my other instructables. Step 1: Trick #1 - the 3,4,5 trick Note* this trick is the only one that uses math and it is only really to explain how it works. So don't be scared off. According to Pythagoras, a right angle triangles sides can be described by the equation a squared + b squared = c squared where c= the hypotenuse (the longest side). By a lucky fluke of math 3 squared + 4 squared just happens to = 5 squared. So all you have to remember is 3,4,5. Simple so far right? If you have something you are working on, for example a wooden frame, cut plywood, a tacked metal structure or even brickwork, and you want to see if it is square, this trick is for you. Just measure 3 units across from the corner and make a mark, then 4 units up and make a mark. Now measure the distance between the two marks and you should get 5 units. If not then it is not square. If it is more than 5 units it is more than 90 degrees. If it is less than 5 units it is less than 90 degrees. I am saying units because it does not matter what you use to measure, what matters is that the 3,4,5 ratio is correct. Just know that the longer measurements you can take, the more accurate it will be. You can even do multiples of the ratio, for example 12”x16”x20”.
SummaryStudents review information learned during the past five lessons and activities of the Introduction to Engineering unit. Working in teams, they create flyers and short quizzes about various types of engineering to share with the class and collect into a "Olympic Engineering Binder" for the class to keep. It is important for engineers to have good communication skills. Engineers usually work in teams, and are responsible to clearly explain their ideas and designs to others. This is a wrap-up of the other five lessons in the unit. The students should now have a good understanding of many types of engineering and the differing responsibilities of each. After this activity, students should be able to: - List seven different kinds of engineers (biomedical, chemical, environmental, civil, electrical, mechanical and aerospace). - Explain which kind of engineering they are most fascinated with and why. More Curriculum Like This The Olympics are introduced as the unit theme by describing the engineering required to build grand and complex event centers. Then students are introduced to the techniques of engineering problem solving, specifically brainstorming and the steps of the engineering design process. Students review the what they have learned throughout the five lessons in this unit. This includes a review of many types of engineers, reminding students of the various everyday products, structures and processes they design and create in our world. Students learn about infrared energy and how it is used to sense the surrounding environment. They review where infrared falls on the electromagnetic spectrum and learn how infrared sensors work, as well as various ways engineers and scientists create and apply infrared technology to study science a... Students are introduced to engineering, specifically to biomedical engineering and the engineering design process, through a short lecture and an associated hands-on activity in which they design their own medical devices for retrieving foreign bodies from the ear canal. Through the lesson, they lea... Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards. All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org). In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc. Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards. All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org). In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc. Each group needs: - White paper - Variety of colored markers or crayons - Research materials: Encyclopedias and/or Internet access To share with the class: - One large binder - Three-hole punch Well, you have now returned from your amazing trip to Beijing, where you learned so much about so many different kinds of engineering! In addition to learning about different types of engineers, you also learned that it is really important for engineers to be able to share their ideas with other people and to be able to work in teams. Today, you will work in teams to share your ideas about engineering with your classmates. Each group will develop a brochure/flyer that explains one kind of engineer and what s/he gets to design, test and build. And, you will also make a short quiz to test your classmates' knowledge! Once all groups have shared their flyers and quizzes with the class, collect them for a class "Olympic Engineering" binder so that we can remember our wonderful trip to Beijing and all that we learned there. Before the Activity - Gather all necessary materials. With the Students - Split the class into seven groups. This could be done by numbering off or having the students list which type of engineering in which they are most interested or draw engineering types (see types listed in Step 2) out of a hat or bowl. - If not already done through Step 1, assign each group one type of engineering to work on: biomedical, chemical, civil, environmental, electrical, mechanical and aerospace. (Note: Although computer science differs from electrical engineering, allow the electrical engineering students to include computer science applications. Similarly, the chemical engineering groups can include material science applications.) - Have each group create a brochure/flyer for their type of engineering. Flyers should include: - a definition of their type of engineering, - a short list of the cool features designed/created by their type of engineering, and - some kind of drawing or visual to represent their type of engineering. - Have each group create a short quiz for the class based on their type of engineering. Quizzes should include: - 5 questions about their type of engineering and - an answer sheet. - Have each group share their quiz with another group and see if they can answer the quiz questions correctly. Remind students to encourage each other and not make fun of students who may not give the right answers. - Have each group present their flyer to the class and have them ask the class their quiz questions. Students should raise their hand to answer each question. - Collect all of the flyers and quizzes and put them together in an "Olympic Engineering" binder for the class to share. See Activity Extensions for more creative ideas on what to add to this binder throughout the school year. If students are having trouble remembering details about each type of engineering, provide articles/handouts describing the different types of engineering or allow them access to basic research materials or the Internet to look up interesting facts. Discussion/Review: Discuss with the class the different types of engineering they have been learning about. Ask them which engineer they would most like to be and why. Encourage students to connect the things that they currently like to do and are interested in with a particular type of engineering ("I really like to hike and camp, so I would like to become an environmental engineer to make sure that our air stays free of pollution.") Activity Embedded Assessment Quiz Questions: Have the students pass their finished quizzes to another group and see if the other group can answer the questions. If they have difficulty, ask the group that wrote the quiz to explain the answers to the answering group. Engineering Jeopardy: Set up a game of "Jeopardy" to test the engineering knowledge of the class. Make a board that has a variety of answers with different monetary values. Each correct question (to a chosen answer) gives the team that amount of money. Each wrong answer (i.e., wrong question) subtracts that amount from the team's total. The questions for the game could be taken from the quiz questions the students came up with or be created by the teacher. Split the class into two or three teams so that everyone is involved in the game. Award the winning team a small prize if you so desire. Bind the students' work into a binder that the class will have access to throughout the year. Ask the students to think of other things they would like to include in the binder to make it more complete. Some ideas are: a list of engineering definitions, lists of famous engineers or more details for each type of engineering, or a list of innovative products designed by specific types of engineers. This binder could grow as the class learns more about engineering concepts throughout the year. For upper grades, have the students include some more technical questions in their quizzes using math or science. For lower grades, come up with the questions as a class and discuss the answers together. ContributorsKatherine Beggs; Denali Lander; Abigail Watrous; Janet Yowell Copyright© 2006 by Regents of the University of Colorado. Supporting ProgramIntegrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder The contents of this digital library curriculum were developed under a grant from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education and National Science Foundation GK-12 grant no. 0338326. However, these contents do not necessarily represent the policies of the Department of Education or National Science Foundation, and you should not assume endorsement by the federal government. Last modified: July 5, 2017
The Electronic Frontier Foundation recently launched a website called Teaching Copyright "to help teachers present the laws surrounding digital rights in a balanced way." In five distinct lessons, students are challenged to: - Reflect on what they already know about copyright law. - See the connection between the history of innovation and the history of copyright law. - Learn about fair use, free speech, and the public domain and how those concepts relate to using materials created by others. - Experience various stakeholders' interests and master the principles of fair use through a mock trial. Teaching Copyright will require your students to think about their role in the online world and provide them with the legal framework they need to make informed choices about their online behavior. It's based on US Copyright Law, but there are lots of good resource links and questions to ponder regardless of your location.
Head and Neck Cancer Detection and Diagnosis To diagnose your condition, your doctor will evaluate your medical history, perform a physical examination, and order tests. The physical examination may include visual inspection of your oral and nasal cavities, neck, throat, and tongue using a small mirror and/or lights. Your doctor may also feel for lumps on your neck, lips, gums, and cheeks. Examinations and tests will vary, depending on your symptoms. Common diagnostic tests and procedures include: - Biopsy is the removal of tissue for examination. A pathologist studies the tissue under a microscope to make a diagnosis. A biopsy is the only sure way to tell whether a person has cancer. - CT (CAT) scan is a series of detailed pictures of areas inside your head and neck created by a computer linked to an X-ray machine. - Endoscopy is the use of a thin, lighted tube called an endoscope to examine areas inside the body. The type of endoscope the doctor uses depends on the area being examined. For example, a laryngoscope is inserted through the mouth to view the larynx; an esophagoscope is inserted through the mouth to examine the esophagus; and a nasopharyngoscope is inserted through the nose so the doctor can see the nasal cavity and nasopharynx. - Laboratory tests examine samples of blood, urine, or other substances from the body. - Magnetic resonance imaging (MRI) uses a powerful magnet linked to a computer to create detailed pictures of areas inside the head and neck. - PET scan uses sugar modified in a specific way so that it is absorbed by cancer cells and appears as dark areas on the scan. - X-rays create images of areas inside the head and neck on film. If your diagnosis is cancer, your doctor will want to learn the stage, or extent, of the disease. Staging is a careful attempt to find out whether your cancer has spread and, if so, to which parts of your body. Staging may involve an examination under anesthesia in the operating room, X-rays and other imaging procedures, and laboratory tests. Knowing the stage of your head or neck cancer will help your doctor plan your treatment. We Can Help Physicians at The Mount Sinai Hospital have extensive experience treating diseases of the larynx, including larynx cancer. U.S. News & World Report ranks Mount Sinai 10th in the nation for Ear, Nose and Throat/Head and Neck Surgery. Call us at 212-241-9410 to schedule an appointment. We are conveniently located on the Upper East Side of New York City.
The sacred waterlilies have appeared as capitals of columns in ancient Egyptian temples. The Egyptian priests and rulers were often buried with necklaces of waterlily blossoms, for the lilies symbolized resurrection from the dead. Hindu and Buddhist traditions revere the lotus (Nelumbo) as the womb of gods, and as the symbol of the spiritual ideal. Europeans developed a passion for water gardens around the beginning of the nineteenth century, and the waterlilies often featured prominently in their gardens and art, such as in the Monet painting at right. Besides their cultural significance, the Nymphaeales provide an important source of food and economic products. The stout tubers of the waterlily and the lotus are edible when properly prepared, and have been an important starch crop both in Asia and North America. The seeds of many species have a fleshy outer covering, which is also edible. In addition, the tubers have been used as a source of dye and for medicinal effects ranging from traditional use as an aphrodisiac to recent use in cancer treatment. The waterlilies have been around much longer than any human culture, and one view of flowering plant origins maintains that waterlilies and the other paleoherbs are representative of the earliest members of that group. You may wish to visit the server for the International Waterlily and Water Gardening Society. You may also wish to visit the Victoria Waterlily Web Page, which has a collection of interesting links. Or visit Texas A&M for their Flowering Plant Gateway, with links to relevant on-line materials. Information about some of the impressionist waterlily paintings by Claude Monet may be found at the Paris Webmuseum.
Are you ready for Presidents' Day? Engage your students while learning about America's Presidents! This file includes: - Reading Comprehension Pages: Each page would be great for reading practice, homework, or morning work! Pages include: - Presidential Fact Sorting Activity: Students cut out the cards, research the Presidents, and attach the appropriate 3 cards to each of the 12 posters (color or b/w): George Washington, Thomas Jefferson, Abraham Lincoln, Theodore Roosevelt, Woodrow Wilson, Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, John F. Kennedy, Ronald Reagan, Bill Clinton, Barack Obama - Presidential Bingo: Students choose Presidents' names to write on their own bingo cards. The teacher will read a clue while the students mark the President on their card. There is a clue for every President! This game would be a great culminating activity after studying the Presidents or to celebrate Presidents' Day in a fun way! Thank you for considering this product. I hope you have fun using the activities in your classroom! Contact me with any questions, and please leave feedback! If you like this product, check out my store. - Smarter Students :)
The passage below is quotted from wikipedia: "The cycle between one maximum elongation and the next lasts 584 days. After these 584 days Venus is visible in a position 72 degrees away from the previous one. Since 5 * 584 = 2920, which is equivalent to 8 * 365 Venus returns to the same point in the sky every 8 years (minus two leap days). This was known as the Sothis cycle in ancient Egypt, and was familiar to the Maya as well. Another association is with the Moon, because 2920 days equal almost exactly 99 lunations (29.5 * 99 = 2920.5)." My question is why it will be 72 degrees away?
means that a new item entirely, bearing little if any similarity to the native language item, must be learned such as definite/indefinite article, There construction, Relative nouns and aspect of the verb. In addition, split is the most difficult level that one item in the first language becomes two or more in the second language; there are more tense and modal verbs in English than the Korean. verb, there still exist some items that belong to both categories. Of course, they are overlapped in every case. In other words, the case that we have to consider is when the verb-form involved is a gerund-participle or past participle form. This is because these verb-forms can occur after be in the progressive and passive constructions. Followings are examples of this case. a. They are entertai The following persons have contributed to the development of this learning material: Content and Structure: Leslie Childs................. English Curriculum Content Expert New Brunswick Community College.......... Bathurst Angela Acott-Smith............ Project Co-ordinator “There are many more speakers of World Englishes and people who use English for international communication than there are native speakers of it.” “The present international status of English is rightly justified on the basis of the numerical strength of its non-native speakers; the cross-cultural and localized functional range of the language has developed in various domains.”
Human genetic diseases attributable to changes in a single gene include sickle cell anemia, cystic fibrosis, Huntington's disease and fragile X syndrome, explains the World Health Organization. Examples of diseases that are not purely genetic but have a genetic component include cancer, diabetes, asthma and cardiovascular disease.Continue Reading Sickle cell anemia is a single-gene disorder in which defective haemoglobin molecules cause red blood cells to take on a sickle shape rather than their usual donut shape, states the WHO. These abnormally shaped cells are unable to fit through small blood vessels, resulting in blockages that prevent organs and tissues from receiving adequate amounts of oxygenated blood. The defective cells also have much shorter life spans than normal red blood cells, which results in anemia due to a chronic shortage of red blood cells. To develop cystic fibrosis, a person must receive a copy of the gene responsible for the disorder from both parents, notes the WHO. People with the disorder have thicker mucus linings in their lungs than usual, placing them at risk for dangerous lung infections. Fragile X syndrome results when there is weak a spot on the long arm of the X chromosome. It is the most common genetic cause of mental retardation. The specific name for the fragile X syndrome gene is the FMR 1 gene.Learn more about Conditions & Diseases
2We’ve looked at linear and quadratic functions, polynomial functions and rational functions. We are now going to study a new function called exponential functions. They are different than any of the other types of functions we’ve studied because the independent variable is in the exponent.Let’s look at the graph of this function by plotting some points.x x2-7-6-5-4-3-2-11573468BASERecall what a negative exponent means:/2/4/8 3The asymptoteThe asymptote is a line that the graph is heading towards but will never meet. At Studies these are usually horizontal, or vertical lines.The asymptote 4Compare the graphs 2x, 3x , and 4x Characteristics about the Graph of an Exponential Function where a > 11. Domain is all real numbers2. Range is positive real numbers3. There are no x intercepts because there is no x value that you can put in the function to make it = 0Can you see the horizontal asymptote for these functions?What is the x intercept of these exponential functions?What is the range of an exponential function?What is the domain of an exponential function?What is the y intercept of these exponential functions?Are these exponential functions increasing or decreasing?4. The y intercept is always (0,1) because a 0 = 15. The graph is always increasing6. The x-axis (where y = 0) is a horizontal asymptote for x - 5All of the transformations that you learned apply to all functions, so what would the graph of look like?up 3right 2down 1Reflected over x axisup 1 6Reflected over y-axisThis equation could be rewritten in a different form:So if the base of our exponential function is between 0 and 1 (which will be a fraction), the graph will be decreasing. It will have the same domain, range, intercepts, and asymptote.There are many occurrences in nature that can be modeled with an exponential function (we’ll see some of these later this chapter). To model these we need to learn about a special base. 8If au = av, then u = vThis says that if we have exponential functions in equations and we can write both sides of the equation using the same base, we know the exponents are equal.The left hand side is 2 to the something. Can we re-write the right hand side as 2 to the something?Now we use the property above. The bases are both 2 so the exponents must be equal.We did not cancel the 2’s, We just used the property and equated the exponents.You could solve this for x now. 9The left hand side is 4 to the something but the right hand side can’t be written as 4 to the something (using integer exponents)Let’s try one more:We could however re-write both the left and right hand sides as 2 to the something.So now that each side is written with the same base we know the exponents must be equal.Check: 10Solving equations with exponentials G-SOLVROOTG-SOLVISCT
Get a cartoon story made up ideally of as many pictures as there are people in your class, or of at least six different pictures (use photocopies so more than one student can have the same piece of paper) and cut it up so that each of the pieces of paper just contains one picture. Give each student one piece of paper each for thirty seconds. They must look at the picture and try and memorise everything they see, without writing anything down. After thirty seconds take the pictures back. Give each of the students a letter for their picture. Now put the class together, and explain to them that they've got different parts of a story which they must put in the right order. Write the numbers (1-11) on the board; they must act together, describing their picture to the class and debating where it comes in the story. The teacher's role is to do absolutely nothing, except help with vocabulary and keep a note of errors. If they come to a standstill, don't do anything; they will start trying again, I assure you! After a while, one of the class will assume the role of leader and go up to the board and try to organise things. Eventually, they will make some kind of order of the information they've given. They will then write down a letter next to each number in what they hope is the right order. Once they've finished, stick up any pictures that they've got correct next to the correct numbers, then sit down again. They then continue until they believe they've got the right order again. Then do the same. This is a great activity for a number of reasons: 1. Class bonding. By making it a class activity, you are essentially pitting the students against you, which helps group identity. 2. Genuine communication. I think this is a more useful task than closely controlled drills that often bear little relation to what happens outside the class. Here the students have to use whatever communication skills they possess to put over their message, just as they would in the real world. 3. Multi-level. By careful choosing of the cartoon, you can make the activity easier or more difficult. You can also help with the amount of assistance you offer the students. 4. Class dynamics. You get to know what the key relationships of the class are, because you essentially disappear into the corner of the room and observe. Let's Learn English E-Learning Platform offers lots more FREE tips for teachers in our Teacher's Tip section. We also offer an unbeatable number of exercises, units, learning modules, and full courses cover all the major exams, business english, and cover all the major coursebooks. Language schools can also add their own material, see reports on their students - and we can rebrand the system to fit into your existing school website. Find out more or contact us for a demo. Angus Savory 18/08/2011
Connect the Dots: Practicing "U" The tool to solving the puzzle in this worksheet is connecting the dots and counting to 10! To open this puzzle up and find out what kind of water-repelling accessory begins with a U your child will need to use a combination of his counting and alphabet skills. This worksheet will give him practice saying the letter U, and help him with his counting as he connects the dots and reveals the hidden picture. What sound does the letter U make at the beginning of a word? After completing this activity your child will have practice saying the letter U.
The origins of modern viruses are not entirely clear. It may be that no single mechanism can account for all viruses. They do not fossilize well, so molecular techniques have been the most useful means of hypothesising how they arose. Research in microfossil identification and molecular biology may yet discern fossil evidence dating to the Archean or Proterozoic eons. Two main hypotheses currently exist. Small viruses with only a few genes may be runaway stretches of nucleic acid originating from the genome of a living organism. Their genetic material could have been derived from transferable genetic elements such as plasmids or transposons, which are prone to moving within, leaving, and entering genomes. Viruses with larger genomes, such as poxviruses, may have once been small cells which parasitised larger host cells. Over time, genes not required by their parasitic lifestyle would have been lost in a streamlining process known as retrograde-evolution or reverse-evolution. The bacteria Rickettsia and Chlamydia are living cells that, like viruses, can only reproduce inside host cells. They lend credence to the streamlining hypothesis, as their parasitic lifestyle is likely to have caused the loss of genes that enabled them to survive outside a host cell. It is hypothetically possible that viruses represent a primitive form of self replicating DNA and are a precursor to life as it is presently defined. Other infectious particles which are even simpler in structure than viruses include viroids, satellites, and prions.
Prepositions indicate relationships between words or ideas. Most prepositions deal with location and are easy to learn. in spite of in front of *These can also be used as conjunctions. Some prepositions, however, have more than one meaning and can be very confusing. Generally, in, on and at indicate location. See also: Prepositions of Location To and from imply movement toward or away from something. However, to can also function as part of an infinitive. See also: Infinitives. To and for can introduce indirect objects. See also: Indirect Objects For and since can also indicate duration. See also: Present Perfect Progessive Of is used in partitives (all of, some of . . .) and other expressions. See also: Quantifiers Many prepositions are also used in expressions. See also: Grammar: Preposition Collocations with "Be"; Verb and Preposition Collocations
A stall is a physical phenomenon in fluid dynamics where the airfoil stops generating lift when moving through the air at angles above the critical angle of attack. As airfoils generate lift by the resultant force arising from the airflow around its upper and lower surfaces, the airflow needs to be smooth and continuous for a continuous lift. When the angle of attack increases, the airflow separates from the upper surface and abruptly reduces the lift generated. Frequently Asked Questionsedit How does an aircraft recover from the stall?edit A stalled aircraft can be recovered to normal flight be reducing the angle of attack below the critical angle of attack, i.e. by pitching down the aircraft. What is a deep stall?edit A deep stall is a type of stall where an aircraft's recovery from the stall is highly unlikely due to the loss of controls to pitch down the aircraft. This happens in configurations where a T-tail is involved. When such aircraft enters a stall, the wing at a high angle of attack and the wake from the separated turbulent flow blocks any flow to the tailplane and the elevators. This leaves the elevator ineffective to the pilot's inputs.
Around 10% of people with glaucoma will eventually go blind, even with treatment. Because glaucoma often does not generate symptoms, many people have it and do not know. Roughly 1.5 million Americans are diagnosed with glaucoma, but it is estimated that twice that many people have the disease. African-Americans are particularly at risk with rates 4-5 times higher than the general population. African-Americans are also much more likely to go blind from glaucoma. The reasons for this are not entirely understood, but genetics and family history seem to play a large role. There are several forms of glaucoma, but by far the most common is open-angle glaucoma. This type of glaucoma is caused by a build-up of pressure in the eye. In a healthy eye, a mix of water and amino acids known as aqueous humor circulates from the ciliary bodies below the iris, through the pupil, and out through the trabecular meshwork. This fluid provides protein and sugar to the eye tissue. If the fluid cannot drain through the trabecular meshwork, it builds up, increasing pressure in the eye. The trabecular meshwork is a spongy tissue that becomes less permeable with age, and may also be damaged by injury or disease. The pressure will rip the optic fibers, causing spots of blindness and loss of peripheral vision. Neovascular glaucoma is a rare type of glaucoma caused by the development of new blood vessels. Circulatory problems in the eye can cause abnormal blood vessel growth, which can scar the trabecular meshwork. Fluid can’t drain through the scared tissue. Blood may also build up in the eye as well in this form of the disease. Another relatively common form of glaucoma is caused by exfoliation syndrome. Exfoliation syndrome occurs when clumps of protein fall into the aqueous humor and clog the trabecular meshwork. Acute Angle-Closure Glaucoma occurs when the iris enlarges and pinches the trabecular meshwork closed. The sudden build-up of aqueous humor can destroy eye tissue rapidly. This is treated by using a laser to cut back the iris. These types of glaucoma can usually be detected with an air puff pressure test. Sometimes the optic nerve will degenerate due to poor circulation. This is known as low-pressure glaucoma because it is not caused by a buildup of fluid and cannot be detected by a pressure test. Some medications reduce pressure by causing the eye to produce less fluid. Some medications help the fluid drain. Glaucoma eye drops can be prohibitively expensive and can irritate the surface of the eye. Medical marijuana has proven effective at relieving eye-pressure temporarily, but requires such high and frequent dosing that many patients find the side effects untenable. New technology allows medication to be delivered through a special contact lens. Perforating the trabecular meshwork with a laser often helps relieve pressure, but can be risky and expensive. There is no “cure” for glaucoma, but reducing the pressure inside the eye helps slow progression of the disease. Generally, vision lost from nerve damage will never regenerate. The Social Security Administration has a listing of impairments which qualify for disability benefits known as the Blue Book. Glaucoma is not specifically listed. However, there are two listings- loss of central visual acuity and loss of visual efficiency- the people with severe glaucoma are likely to meet. Loss of central visual acuity is defined as having worse than 20/200 vision in the better eye even with glasses or contacts. Loss of visual efficiency can either by a visual efficiency percentage of 20 or less, or a visual impairment value of 1.00 or greater in the better eye, with glasses or contacts. The visual efficiency percentage and impairment values are measured by testing both central and peripheral vision. Even if your vision has not worsened to the point of qualifying for the listing, you may be eligible for benefits if your vision problems prevent you from working. An experienced long term disability lawyer can help you ascertain whether you qualify or not.
Today is the birthday of physicist Henry Cavendish, born in 1731 and known for his discoveries about the composition of air, water, and earth. In 1766 Cavendish demonstrated the existence of hydrogen, or "inflammable air," and he showed that carbon dioxide, or "fixed air," was produced both by fermentation and by the action of acid on marble. The next year he determined from an analysis of London pump water that calcareous matter could be held in solution--that is, he discovered calcium bicarbonate. By 1783 he had discovered that the composition of the atmosphere is constant at a given time and place, and soon thereafter established that water was a compound. Cavendish determined the density of Earth in 1798. And while studying electricity, he discovered inductive capacity--that electrostatic charge is confined to the conducting surface. The great Cavendish Laboratory in Cambridge, United Kingdom, is named in his honor. [Source: Trevor I. Williams, Ed., A Biographical Dictionary of Scientists (John Wiley & Sons, New York, ed. 3, 1982).]
The celebration this year, 2017, is fun, but Canada was certainly not founded in 1867. The name “Canada”, and the country Canada, and the idea of separate provinces, and the idea of entrenched rights for aboriginal people — all of that is much older than 1867. Canada was founded on October 7, 1763, when the part of New France already known as Canada was given a new constitution by her new British owners. The Royal Proclamation of 1763 stands for four enduring principles: democracy, the rule of law, fairness for veterans, and protection of Aboriginal lands. 1763 is when Canada became a separate country in North America, well before the founding of the United States. The much-celebrated constitution of 1867, which chops Canada into provinces (for the second time, because the first attempt at creating Canadian provinces in 1791 was abandoned in 1840) is just one of several technical fixes on the basic nation-building of 1763. Canada’s 253-year-old constitution was, in its time, a progressive document from a liberal (Whig) government in the Age of Enlightenment, in stark contrast to the feudal monarchist regime it displaced. It sets up assemblies and courts to “care for the Liberties and Properties” of the inhabitants and future settlers, well prior to the American and French Revolutions. The veteran’s policy found in the Proclamation was followed and enshrined in statutes, such as the Soldier Settlement Acts, and the Veteran’s Land Act. This careful attention to the rewarding of veterans is the only aspect of the Royal Proclamation to fall into disuse, and only just recently. Under the Proclamation the Indian Nations were to be protected from the “Great Frauds and Abuses” of the past by giving the Indians an absolute veto over settlement in their lands. This is the source for constitutional protection of aboriginal and treaty rights, recently proven to be potent laws for the protection of the environment. The rights to hunt and fish, typically central to every treaty, becomes the modern right to a healthy environment capable of supporting a meaningful wildlife harvest. These ancient aspects of our constitution are the modern bulwark against dangerously rapid development of resources. 253 years ago Canada was founded as a democratic country governed by the rule of law, with justice for the indigenous people who made room for the settlers. Lawyers and politicians tinkered with this basic structure many times until 1982 when Canada finally achieved full independence. 1867 is an excuse for a party, but the real cause for celebration is much older indeed.
SAT Physics Subject Test Chapter 7 Oscillations THE SPRING–BLOCK OSCILLATOR: VERTICAL MOTION So far we’ve looked at a block sliding back and forth on a horizontal table, but the block could also oscillate vertically. The only difference would be that gravity would cause the block to move downward, to an equilibrium position at which, in contrast with the horizontal SHM we’ve examined, the spring would not be at its natural length. Vertical vs. Horizontal Use what you know about horizontal motion of the The only difference in vertical motion is that you must account for gravity. Consider a spring of negligible mass hanging from a stationary support. A block of mass m is attached to its end and allowed to come to rest, stretching the spring a distance d. At this point, the block is in equilibrium; the upward force of the spring is balanced by the downward force of gravity. Next, imagine that the block is pulled down a distance A and released. The spring force increases (because the spring was stretched farther); it’s stronger than the block’s weight, and, as a result, the block accelerates upward. As the block’s momentum carries it up, through the equilibrium position, the spring becomes less stretched than it was at equilibrium, so FS is less than the block’s weight. As a result, the block decelerates, stops, and accelerates downward again, and the up-and-down motion repeats. When the block is at a distance y below its equilibrium position, the spring is stretched a total distance of d + y, so the upward spring force is equal to k(d + y), while the downward force stays the same, mg. The net force on the block is F = k(d + y) – mg but this equation becomes F = ky because kd = mg (as we saw above). Since the resulting force on the block, F = ky, has the form of Hooke’s law, we know that the vertical simple harmonic oscillations of the block have the same characteristics as do horizontal oscillations, with the equilibrium position, y = 0, not at the spring’s natural length, but at the point where the hanging block is in equilibrium. A block of mass m = 1.5 kg is attached to the end of a vertical spring of force constant k = 300 N/m. After the block comes to rest, it is pulled down a distance of 2.0 cm and released. 10. How far does the weight of the block cause the spring to stretch initially? 11. What are the minimum and maximum amounts of stretch of the spring during the oscillations of the block? 12. At what point(s) will the speed of the block be zero? 13. At what point(s) will the acceleration of the block be zero? Here’s How to Crack It 10. The weight of the block initially stretches the spring by a distance of 11. Since the amplitude of the motion is 2.0 cm, the spring is stretched a maximum of 5 cm + 2.0 cm = 7 cm when the block is at the lowest position in its cycle, and a minimum of 5 cm – 2.0 cm = 3 cm when the block is at its highest position. 12. The block’s speed is 0 at the two ends of its oscillation region, which are the points described in question 12. 13. The block’s acceleration is 0 at its equilibrium position, which is the point described in question 11.
The seedy mystery of why size matters Bigger plants tend to have bigger seeds, a new study has confirmed, but scientists still don't know why. Seeds vary enormously in size from dust-like orchid seeds to the enormous Maldive Island double coconut. And scientists are interested in understanding more about the evolutionary forces that determine seed size. In the biggest study of its kind, Moles and an international team looked at a representative sample of 13,000 plants from across the world. They mapped their findings against what scientists know about the evolutionary relationships between plants to identify the biggest changes in seed size over time. They then compared this change in seed size to the change in other aspects of the plant, such as whether it grows near the tropics or is dispersed by wind or some other method. Previously scientists thought these kinds of factors were responsible for determining seed size. But to their surprise, the researchers found the strongest predictor of the evolution of seed size was the size of the plant: as plants got bigger seeds tended to get bigger and as plants got smaller their seeds tended to get smaller. "It's more of a surprise than anything else because there is no obvious mechanical reason why that should be the case," says co-author Professor Mark Westoby, also of Macquarie University. "So in that sense it's a new question we need to focus on." This is a question that evolutionary ecologists are now turning their minds to, says Westoby, using mathematical theory to model different combinations of plant traits to see which offer the best evolutionary fitness. One of the curious facts about seed size is that although tiny seeds tend to come in large numbers this doesn't give their species an evolutionary advantage. This is because there is a trade-off between size and fitness for survival with small seeds being not as well equipped for survival as their large counterparts.
Hula (IPA: /ˈhuːlə/) is a dance form accompanied by chant or song. It was developed in the Hawaiian Islands by the Polynesians who originally settled there beginning around in around the fifth century C.E. The chant or song that accompanies the dance is called a mele. The hula either dramatizes or comments on the mele. There are many styles of hula. They are commonly divided into two broad categories: Ancient hula, as performed before Western encounters with Hawaiʻi, is called kahiko. It is accompanied by chant and traditional instruments. Hula as it evolved under Western influence, in the nineteenth and twentieth centuries, is called ʻauana. It is accompanied by song and Western-influenced musical instruments such as the guitar, the ʻukulele, and the double bass. Hula has a long history with the Hawaiian peoples, but was almost eradicated in the nineteenth century, when Protestant missionaries saw it as lewd and attempted to stamp it out. It became popular as a secular dance form in the early part of the twentieth century, but rediscovered its religious footing after the 1970s and the Hawaiian Renaissance. Hula, like many forms of dance, is an expression of much more than simply body language, and in its movements and chants can be found the history, culture, and, some say, the soul of the Hawaiian people. Hula is a very expressive form of dance, and every movement has a specific meaning. Every movement of the dancer's hands has great significance. Chants, or mele, accompany the movements, aiding in the illustrating the narrative and telling the story. Traditional dances focused more on these chants than on hand gestures, but because so few people understand the language any longer, the emphasis is changing. Hula dancers were traditionally trained at schools called halau hula. Students followed elaborate rules of conduct known as kapu, which included obedience to their teacher, who was referred to as a kamu. Dancers were not allowed to cut their hair or nails, certain foods were forbidden and sex was not allowed. A head pupil was chosen by the students and placed in charge of discipline. A memorizer, or a hoopaa, assisted students with the chanting and drumming. The organization of today's halau hula is similar to that of the traditional schools. Hula performed today can generally be divided into two styles. The divergence of the two is generally marked as 1893, the year the Hawaiian monarchy was overthrown. The dances from before 1893 are are known as kahiko, or ancient hula, and the newer dancers are referred to as auana, or modern and unrestricted hula. The footwork of the two styles is nearly identical, but themes of auana tend to be more generic and lighthearted. Another difference is that the Auana dances are secular, whereas kahiko is still considered to be sacred. The hula's origins are closely tied to Hawaiian culture. While there is little doubt that the dance originated on the Hawaiian islands, little evidence remains of the genesis of the art form. There is no record of the first person to dance the hula, although it is commonly agreed amongst Hawaiians that the first to dance were gods or goddesses. This is why the hula is held sacred by Hawaiians, and has historically been performed by both men and women. The dance was developed by the Hawaiian islands' original Polynesian settlers, who used canoes from the southeastern Pacific islands to migrate to Hawaii, beginning in the fifth century, C.E. The origins of hula are often described in terms of legends. According to one legend, Laka, goddess of the hula, gave birth to the dance on the island of Moloka, at a sacred place in Kaokinaana. After she died, Laka's remains were hidden beneath the hill of Puokinau Nana. Another story states that when Pele, the goddess of fire, was trying to find a home for herself, running away from her sister Namakaokaha'i (the goddess of the oceans), she found an island where she couldn't be touched by the waves. There at chain of craters on the island of Hawai'i she danced the first dance of hula, signifying that she finally won. Yet, another such story described the efforts of Hi'iaka, the patron goddess of Hawaii, who danced to appease Pele, the Hawaiian volcano goddess and Hi'iaka's sister. This narratives provides the basis for many modern dances. This tradition continued throughout the pre-European period in Hawaii, as the hula became closely related to religious practices. Offerings were made regularly to Laka and Hi'iaka. American Protestant missionaries, who arrived in Hawaii in 1820, denounced the hula as a heathen dance, nearly destroying it. The newly Christianized aliʻi (Hawaiian royalty and nobility) were urged to ban the hula—which they did. Teaching and performing the hula, thus, went underground. The Hawaiian performing arts had a resurgence during the reign of King David Kalākaua (1874–1891), who encouraged the traditional arts. King Kalakaua requested performances of hula at his court, encouraging the traditional arts over the objections of the Christianized Hawaiians and the missionaries there. Hula practitioners merged Hawaiian poetry, chanted vocal performance, dance movements, and costumes to create a new form of hula, the hula kuʻi (kuʻi means "to combine old and new"). The pahu, a sacred drum, appears not to have been used in hula kuʻi, evidently because its sacredness was respected by practitioners; the ipu gourd (Lagenaria sicenaria) was the indigenous instrument most closely associated with hula kuʻi. Ritual and prayer surrounded all aspects of hula training and practice, even as late as the early twentieth century. Teachers and students were dedicated to the goddess of the hula, Laka. Hula changed drastically in the early twentieth century, as it was featured in tourist spectacles, such as the Kodak hula show, and in Hollywood films. Certain concessions were made in order to capture the imagination of outsiders, such as English language lyrics, less allusive pictorial gestures, and heightened sex appeal added by emphasizing hip movements. This more entertaining hula was also more secularized, moving away from its religious context. During this time, practitioners of the more traditional form of hula were confined to a few small groups, performing quietly and without fanfare. There has been a renewed interest in hula, both traditional and modern, since the 1970s and the Hawaiian Renaissance. This revival owed a particularly large debt Ma'iki Aiu Lake, a hula teacher trained by Lokalia Montgomery (1903-1978), a student of Mary Kawena Pukui. In the early 1970s, Lake departed from the usual tradition of training only dancers and spent three years training hula teachers in the ancient hula kahiko dances. As these new teachers began gathering students, hula was able to expand much more quickly, and has remained strong ever since. In the 1990s, hula dancers were generally anonymous, known more by the names of their schools and teachers. Today, there are several hundred hula schools, as well as many other active formal hula groups, on all the Hawaiian islands. There are schools that teach both forms of hula, and, as is the case with many forms of dance, there are often public recitals. The crowning competition for hula dancers take place at modern hula festivals. Hula kahiko encompassed an enormous variety of styles and moods, from the solemn and sacred to the frivolous. Many hula were created to praise the chiefs and performed in their honor, or for their entertainment. Serious hula was considered a religious performance. As was true of ceremonies at the heiau, the platform temple, even a minor error was considered to invalidate the performance. It might even be a presage of bad luck or have dire consequences. Dancers who were learning to do such hula necessarily made many mistakes. Hence they were ritually secluded and put under the protection of the goddess Laka during the learning period. Ceremonies marked the successful learning of the hula and the emergence from seclusion. Hula kahiko is performed today to the accompaniment of historical chants. Many hula kahiko are characterized by traditional costuming, by an austere look, and a reverence for their spiritual roots. Hawaiian history was oral history. It was codified in genealogies and chants, which were memorized strictly as they were passed down. In the absence of a written language, this was the only available method of ensuring accuracy. Chants told the stories of creation, mythology, royalty, and other significant events and people of the islands. The dog's-tooth anklets sometimes worn by male dancers could also be considered instruments, as they underlined the sounds of stamping feet. Traditional female dancers wore the everyday pāʻū, or wrapped skirt, but were topless. Today this form of dress has been altered. As a sign of lavish display, the pāʻū might be much longer than the usual length of kapa, a local cloth made by pounding together strips of mulberry bark, then painting and embossing it with geometric designs. Sometimes, the dancers wear very long strips of kapa, long enough to circle the waist a number of times, increasing their circumference substantially. Dancers might also wear decorations such as necklaces, bracelets, and anklets, as well as many lei, garlands of flowers, leaves, shells or other objects, (in the form of headpieces, necklaces, bracelets, and anklets). Traditional male dancers wore the everyday malo, or loincloth. Again, they might wear bulky malo made of many yards of kapa. They also wore necklaces, bracelets, anklets, and lei. The materials for the lei worn in performance were gathered in the forest, after prayers to Laka and the forest gods had been chanted. The lei and kapa worn for sacred hula were considered imbued with the sacredness of the dance, and were not to be worn after the performance. Lei were typically left on the small altar to Laka found in every hālau, as offerings. Hula performed for spontaneous daily amusement or family feasts were attended with no particular ceremony. However, hula performed as entertainment for chiefs were anxious affairs. High chiefs typically traveled from one place to another within their domains. Each locality had to house, feed, and amuse the chief and his or her entourage. Hula performances were a form of fealty, and often of flattery to the chief. There were hula celebrating his lineage, his name, and even his genitals (hula maʻi). Sacred hula, celebrating Hawaiian gods, were also danced. It is important that these performances be completed without error (which would be both unlucky and disrespectful). Visiting chiefs from other domains would also be honored with hula performances. This courtesy was often extended to important Western visitors, who left many written records of eighteenth- and nineteenth-century hula performances. The newer hula ʻauana arose from adaptation of traditional hula ideas (dance and mele) to Western influences. The primary influences were Christian morality and melodic harmony. Hula ʻauana still tells or comments on a story, but the stories may include events more recent than the 1800s. The costumes of the women dancers are less revealing and the music is heavily Western-influenced. The mele of hula ʻauana are generally sung as if they were popular music. A lead voice sings in a major scale, with occasional harmony parts. The range of subject of the songs is as broad as the range of human experience. People write mele hula ʻauana to comment on significant people, places, or events, or simply to express an emotion or idea. The hula then interprets the mele in dance. Occasional hula ʻauana call for the dancers to use props, in which case they will use the same instruments as for hula kahiko. Costumes play a role in illustrating the hula instructor's interpretation of the mele. While there is some freedom of choice, most hālau follow the accepted costuming traditions. Women generally wear skirts or dresses of some sort. Men may wear long or short pants, skirts, or a malo (a cloth wrapped under and around the crotch). For slow, graceful dances, the dancers will wear formal clothing such as a muʻumuʻu, a long flowing dress with short gathered sleeves, for the women and a sash for men. A fast, lively, "rascal" song will be performed by dancers in more revealing or festive attire. The Hula is most always performed in bare feet. Hula is performed at luau (Hawaiian parties) and celebrations. Hula lessons are common for girls from ages 6–12 and, just like any other kind of dance they have recitals and perform at luau. All links retrieved November 3, 2014. New World Encyclopedia writers and editors rewrote and completed the Wikipedia article in accordance with New World Encyclopedia standards. This article abides by terms of the Creative Commons CC-by-sa 3.0 License (CC-by-sa), which may be used and disseminated with proper attribution. Credit is due under the terms of this license that can reference both the New World Encyclopedia contributors and the selfless volunteer contributors of the Wikimedia Foundation. To cite this article click here for a list of acceptable citing formats.The history of earlier contributions by wikipedians is accessible to researchers here: Note: Some restrictions may apply to use of individual images which are separately licensed.
2 Answers \| Add Yours The United States Constitution guarantees certain rights for all US citizens. Some of these rights were written in to the original body of the Constitution, and others within the first ten amendments to the Constitution, collectively known as the Bill of Rights. The first right, enshrined in the main body of the Constitution, is the notion of habeas corpus, that courts cannot hold or imprison someone without evidence. Additional rights guaranteed in the Bill of Rights include: - First Amendement: Congress will not establish an religion, but will allow citizens free exercise of religion. This amendment also guarantees freedom of speech, the right of peacable assembly, and the right to petition Congress for redress to right wrongs. - Security against unreasonable search and seizures: The government must show probable cause before searching a citizen's property or seizing a citizen's goods. - The fifth through eighth amendments guarantee right to timely trial by jury and many other rights for defendants in trials. Cruel and unusual punishments are prohibited. The fourteenth amendment, passed after the Civil War, guarantees all citizens equal protection under the law, and thus prohibits racial discrimination. It is the basis for many of the legal protections for the disabled and also for gender equality. It is a mistake to think that citizens rights come from the Constitution. The Constitution is a document of limited government. Initially the guarantee was that the federal government was limited and contained within the 4 corners of that document. It could not interfere with my liberty except for certain enumerated instances. The Bill of Rights as well as many other Amendments were written as a positive guarantee of certain rights. The problem today is that the federal government has far exceeded its original charter to the point where such rights as we do have need to be recognized by the federal government to be valid. We’ve answered 319,653 questions. We can answer yours, too.Ask a question
The U.N. Intergovernmental Panel on Climate Change (IPCC) on Friday released its first major climate report in six years, which concluded that it's "extremely likely" humans have been the dominant cause of global warming over the last 60 years. According to the report, global warming is “unequivocal,” and since the 1950s it’s “extremely likely” that human activities have been the primary cause, an effect known as anthropogenic global warming. The report, which is the first of three major studies, presents the clearest picture yet of current climate science. The report found that efforts to keep atmospheric warming below 2 degrees Celsius, or 3.6 Fahrenheit -- which many scientists say is the limit to avoid major disruption -- are not enough. Analysis of geologic and climate records went back hundreds of thousands of years, and scientists say many of the changes observed since 1950 are "unprecedented over decades to millennia." Since the Industrial Revolution, the burning of fossil fuels has been the primary force behind the observed 40 percent increase in atmospheric carbon dioxide concentrations. "Greenhouse gases contributed a global mean surface warming likely to be in the range of 0.5°C to 1.3 °C over the period 1951−2010, with the contributions from other anthropogenic forcings, including the cooling effect of aerosols, likely to be in the range of −0.6°C to 0.1°C." In other words, greenhouse gases can be connected to about 0.9°C of warming, offset by about 0.3°C cooling from human aerosol emissions, resulting in 0.6°C average global surface warming over the past 60 years. Scientists also measured the effects of natural causes, including solar activity and ocean cycles. "The contributions from natural forcings are likely to be in the range of −0.1°C to 0.1°C, and from internal variability likely to be in the range of −0.1°C to 0.1°C." In other words, natural causes have had a negligible effect on global temperatures. The panel predicts that global temperatures are likely to rise by 0.3 to 4.8°C (0.5-8.5°F) by the end of the century -- depending on how we control carbon emissions, and whether we implement geoengineering projects to reduce global temperatures. The report warns that even if carbon emissions are stopped completely, the planet will continue warming for hundreds of years without geoengineering. The report also predicts sea levels will rise faster, and Arctic ice will continue to melt at a high rate. Scientists are also "virtually certain" that the upper ocean has warmed from 1971 to 2010. Climate skeptics are quick to point out the so-called "pause" in the increase in temperatures since 1998, but the IPCC report indicated El Nino effects could be responsible for the lull, though 15 years is too short a period to draw conclusions.

Subsets and Splits

No community queries yet

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