Split (1)

train · 64k rows

content stringlengths 275 370k
What is osteoarthritis? Osteoarthritis (OA) is the most common chronic (long-lasting) joint condition. A joint is where two bones come together. The ends of these bones are covered with protective tissue called cartilage. With OA, this cartilage breaks down, causing the bones within the joint to rub together. This can cause pain, stiffness, and other symptoms. OA occurs most often in older people, although it can occur in adults of any age. OA is also called degenerative joint disease, degenerative arthritis, and wear-and-tear arthritis. A leading cause of disability, OA affects more than 30 million men and women in the United States. Here’s everything you need to know about OA, from treatment to prevention and more. OA is caused by joint damage. This damage can accumulate over time, which is why age is one of the main causes of the joint damage leading to osteoarthritis. The older you are, the more wear and tear you’ve had on your joints. Other causes of joint damage include past injury, such as: - torn cartilage - dislocated joints - ligament injuries Osteoarthritis and cartilage Cartilage is a tough, rubbery substance that’s flexible and softer than bone. Its job is to protect the ends of bones within a joint and allow them to move easily against each other. When cartilage breaks down, these bone surfaces become pitted and rough. This can cause pain within the joint, and irritation in surrounding tissues. Damaged cartilage can’t repair itself. This is because cartilage doesn’t contain any blood vessels. When cartilage wears away completely, the cushioning buffer that it provides disappears, allowing for bone-on-bone contact. This can cause intense pain and other symptoms associated with OA. Here’s what else you need to know about cartilage, joints, and osteoarthritis. OA can occur in any joint. However, the most commonly affected areas of the body include the: The most common symptoms of osteoarthritis include: - tenderness (discomfort when pressing on the area with your fingers) As OA becomes more advanced, the pain associated with it may become more intense. Over time, swelling in the joint and surrounding area may also occur. Recognizing the early symptoms of OA can help you to better manage the condition. OA is a progressive condition with five stages, from 0 to 4. The first stage (0) represents a normal joint. Stage 4 represents severe OA. Not everyone who has OA will progress all the way to stage 4. The condition often stabilizes long before reaching this stage. People with severe OA have extensive or complete loss of cartilage in one or more joints. The bone-on-bone friction associated with this can cause severe symptoms such as: - Increased swelling and inflammation. The amount of synovial fluid within the joint may increase. Normally, this fluid helps reduce friction during movement. However, in larger amounts, it can cause joint swelling. Fragments of broken-off cartilage may also float within the synovial fluid, increasing pain and swelling. - Increased pain. You may feel pain during activities, but also when you’re at rest. You may feel an increase in your pain level as the day progresses, or more swelling in your joints if you’ve used them a lot throughout the day. - Decreased range of motion. You may not be able to move as well, due to stiffness or pain in your joints. This can make it harder to enjoy the day-to-day activities that used to come easily. - Joint instability. Your joints may become less stable. For instance, if you have severe OA in your knees, you may experience locking (sudden lack of movement). You may also experience buckling (when your knee gives out), which can cause falls and injury. - Other symptoms. As a joint continues to wear down, muscle weakness, bone spurs, and joint deformity may also occur. The joint damage caused by severe OA isn’t reversible, but treatment can help reduce symptoms. Learn everything you need to know about advanced osteoarthritis. Osteoarthritis vs. rheumatoid arthritis OA and rheumatoid arthritis (RA) share the same symptoms but are very different conditions. OA is a degenerative condition, which means that it increases in severity over time. RA, on the other hand, is an autoimmune disorder. People with RA have immune systems that mistake the soft lining around joints to be a threat to the body, causing it to attack that area. This soft lining, which includes the synovial fluid, is called the synovium. As the immune system launches its assault, fluid buildup within the joint occurs, causing stiffness, pain, swelling, and inflammation. If you’re not sure which form of arthritis you have, your best bet is to talk to your doctor. But you can also do your own research. Find out the differences between RA and OA. OA is often a slow-developing disease that can be hard to diagnose until it starts to cause painful or debilitating symptoms. Early OA is often diagnosed after an accident or other incident that causes a fracture requiring an X-ray. In addition to X-rays, your doctor may use an MRI scan to diagnose OA. This imaging test uses radio waves and a magnetic field to create images of bone and soft tissue. Other diagnostic tests include a blood test to rule out other conditions that cause joint pain, such as RA. A joint fluid analysis can also be used to determine whether gout or infection is the underlying cause of inflammation. Check out the other tests used to help diagnose osteoarthritis. OA treatment is centered upon symptom management. The type of treatment that will help you the most will largely be determined by the severity of your symptoms and their location. Often, lifestyle changes, over-the-counter (OTC) medication, and home remedies will be enough to provide you with relief from pain, stiffness, and swelling. At-home treatments and lifestyle changes for OA include: Physical activity strengthens the muscles around your joints and may help relieve stiffness. Aim for at least 20 to 30 minutes of physical movement, at least every other day. Choose gentle, low-impact activities, such as walking or swimming. Tai chi and yoga can also improve joint flexibility and help with pain management. Being overweight can put strain on your joints and cause pain. Shedding excess pounds helps relieve this pressure and reduces pain. A healthy weight can also lower your risk of other health problems, such as diabetes and heart disease. Resting your muscles can reduce swelling and inflammation. Be kind to yourself and don’t overdo it. Getting enough sleep at night can also help you to manage pain more effectively. Heat and cold therapy You can experiment with heat or cold therapy to relieve muscle pain and stiffness. Apply a cold or hot compress to sore joints for 15 to 20 minutes several times a day. These practices can help take the edge off of your symptoms and improve your quality of life. For a full list of OA treatments, learn more here. Exercises for osteoarthritis Gentle stretching exercises can be very helpful for people with OA, especially if you have stiffness or pain in your knees, hips, or back. Stretching can help improve mobility and range of motion. As with any exercise plan, check with your doctor before beginning, to make sure it’s the right course of action for you. If stretching exercises get the green light, try these four osteoarthritis exercises. There are a number of different types of OA medications that can help provide relief from pain or swelling. They include: - Oral analgesics. Tylenol (acetaminophen) and other pain relievers reduce pain but not swelling. - Topical analgesics. These OTC products are available as creams, gels, and patches. They help to numb the joint area and can provide pain relief, especially for mild arthritis pain. - NSAIDs (nonsteroidal anti-inflammatory drugs). NSAIDs such as Advil (ibuprofen) and Aleve (naproxen) reduce swelling as well as pain. - Cymbalta. Your doctor may prescribe the antidepressant Cymbalta (duloxetine) for you off-label to help provide OA pain relief. - Corticosteroids. These prescription medications are available in oral form. They may also be given by injection directly into a joint. Your doctor may recommend you try OTC solutions as a first line of defense. Learn more about the OTC and prescription options for osteoarthritis. Osteoarthritis natural treatments Alternative treatments and supplements may help to relieve symptoms such as inflammation and joint pain. Some supplements or herbs that may help include: Other alternative treatment options include: You should discuss with your doctor any herbs or supplements you’re considering before you use them. This will help ensure that they’re safe and effective, and won’t interfere with other medications you’re taking. Interested in more natural home remedies for OA? Here’s what works. There’s no downside to eating healthy, but if you have OA, diet and nutrition are especially important. First off, you’ll want to keep your weight in a normal range to reduce unnecessary pressure on your joints. There’s also research suggesting that some types of OA, such as osteoarthritis of the knee, respond positively to a diet high in flavonoids, which are nutrients found in fruits and vegetables. Also, the antioxidants found in many fruits and vegetables may also help combat the free radicals produced by inflammation. Free radicals are molecules that can cause cell damage. A high-quality diet may help provide relief from OA symptoms by reducing inflammation and swelling. Eating foods high in the following can be highly beneficial: - vitamin C - vitamin D - omega-3 fatty acids Increasing your intake of foods with anti-inflammatory properties will help, too. Check out more reasons and ways to eat well while living with OA. Osteoarthritis in your hands Osteoarthritis can affect one or several areas of your hands. These areas often include the tips of the fingers, the middle knuckle of each finger, the joint connecting the thumb and the wrist, and the wrist itself. The joints that are affected largely determine the symptoms that occur. These symptoms often include: - trouble moving your fingers - reduced range of motion - crunching sound when you move your fingers - trouble gripping or holding onto objects Women are more prone to OA in the hand than men, and usually get it at a younger age. Hand OA can have a big impact on your ability to do the tasks associated with day-to-day living. However, treatments ranging from lifestyle changes to surgery can help. Read more about OA in the hands and how to treat it. Osteoarthritis in your hips OA can occur in one or both hips. In this way it differs from RA, which usually occurs in both hips at the same time. Hip OA is a slowly degenerative condition. Many people find that they’re able to combat their symptoms for many years by using medication, exercise, and physical therapy. Supports, such as canes, can also help. If the condition worsens, steroid injections, other medications, or surgery can help provide relief. Alternative therapies can also help, and new technologies are on the horizon. Here’s what you need to know about the many treatment options for hip OA. Osteoarthritis in your knees Like hip OA, knee OA can occur in one or both knees. Age, genetics, and knee injury may all play a role in knee OA. Athletes who concentrate solely on one sport that creates extensive, repetitive motion, such as running or tennis, may be at increased risk of OA. Likewise, if you pursue only one type of physical activity, this may overuse some muscles and underuse others, causing weakness and instability in the knee joint. Varying your activities helps to work different muscle groups, allowing all the muscles around your knee to be strengthened. Treatment for knee OA depends on the stage of the condition. Learn about the stages of OA in the knee and how each one is treated. Osteoarthritis knee brace Wearing a brace around your knee can be an excellent nonsurgical treatment for knee OA. Braces can reduce swelling and pressure. They can also increase stability in your knee by shifting your weight away from the damaged part of your knee. This allows for greater mobility. There are several types of knee braces. Some may be custom fitted for you, and others are available OTC. Your doctor may recommend that you try different kinds of braces for different activities. Find out what the best type of brace for your OA is. The cervical spine is located in the neck and contains facet joints. These joints help to maintain flexibility in the spine, allowing for a full range of motion. When the cartilage around the facet joints starts to wear away, cervical OA results. Cervical OA doesn’t always cause symptoms. If it does, symptoms can range from mild to severe and include: - pain in your shoulder blade, down your arm, or in your fingers - muscle weakness - stiffness in your neck - headache, mostly in the back of your head - tingling or numbness down your arms or legs Occasionally, more serious symptoms can occur, such as loss of bladder or bowel control, or loss of balance. Check out the risk factors and treatment options for cervical OA. If you have back pain, you may have spinal osteoarthritis. This condition affects the facet joints located in the lower back and buttocks. Age and spine trauma are both potential factors in spinal OA. Women are more likely than men to get this condition. People who are overweight, or whose jobs require squatting and sitting, may also be at increased risk. Spinal OA’s symptoms can vary in severity. They include: - stiffness or tenderness in the joints in your back - weakness, numbness, or tingling in your arms or legs - reduced range of motion It’s important to pay attention to these symptoms. If left untreated, spinal OA can worsen, causing more severe symptoms and disability. Read more about OA of the spine. You may have risk factors for OA that you can’t control, such as heredity, age, and gender. But other risk factors can be controlled, and managing them can help reduce your risk of OA. The following tips can help you manage the risk factors under your control: - Support your body. If you’re an athlete or an avid exerciser, make sure you care for your body. Wear athletic supports and shoes that reduce impact on your knees. Also make sure to vary your sports, so that all of your muscles get a workout, not just the same muscles every time. - Watch your weight. Keep your body mass index (BMI) in the appropriate range for your height and gender. - Keep a healthy diet. Eat a range of healthy foods, with a focus on fresh vegetables and fruits. - Get enough rest. Give your body ample opportunities to rest and to sleep. If you have diabetes, controlling your blood sugar can also help manage your risk of OA. See how else you can manage your risk and help prevent OA. OA is a chronic condition that doesn’t have a cure, but with treatment, the outlook is positive. Don’t ignore symptoms of chronic joint pain and stiffness. The sooner you speak with your doctor, the sooner you can receive a diagnosis, begin treatment, and improve your quality of life. Here’s why you may need to see a rheumatologist.
Presentation on theme: "Unit 1 Cell and Molecular Biology Section 4 Molecules."— Presentation transcript: Unit 1 Cell and Molecular Biology Section 4 Molecules Structure and function of cell components (i) Carbohydrates (ii) Lipids (iii) Proteins (iv) Nucleic Acids Carbohydrates Carbohydrates are chemical structures containing C, H, and O in a ratio of 1:2:1 The general formula is (CH 2 O) n Facts about monosaccharides Monosaccharides are molecules with the general formula (CH 2 O) n. The main example is glucose. Monosaccharides such as glucose are all of low molecular weight sweet soluble crystalline. Monosaccharides such as glucose are used as sources of energy. Glucose chain structure Glucose is an example of an aldose sugar as its terminal group C 1 is an aldehyde (CHO). Glucose is a reducing sugar due to the presence of the carbonyl group CO which can donate electrons. It is possible for the atoms in a 6- carbon sugar to take up different positions on the carbon chain. This leads to structural isomers Optical isomers of glucose Since molecules are 3- dimensional in shape optical isomers can be formed which are structurally identical but are mirror images of each other. D-glucose with OH on right of C 6. L-glucose with OH on left of C 6. Ring structure of Glucose Since glucose is a relatively long molecule, groups within it can react and change the shape of the molecule to form a pyranose ring structure. -D -D Glucose Reacting to form disaccharides The monomer glucose reacts by condensation (or dehydration) to form disaccharides. Water is removed in the process. In the example below two molecules of a-D glucose react together to form maltose. The bond holding the glucose molecules together (highlighted in red) is known as a glycosidic bond. Maltose is linked by an (1-4) glycosidic bond. If two β-D glucose join the result is cellobiose and the bond is at an angle (top to bottom) glycosidic bond Structure and function of polysaccharides Polysaccharides are complex carbohydrates made up linked monosaccharide units. When a polysaccharide is made up of one type of monosaccharide unit it is called a homopolysaccharide. Starch and glycogen are polysaccharides used for energy storage. Other polysaccharides such as cellulose and chitin may be structural in function. Starch Starch is a storage compound in plants, being insoluble in water. It is a homopolysaccharide made up of two components: amylose and amylopectin. Amylose – a straight chain structure formed by 1,4 glycosidic bonds between -D-glucose molecules. C C O C1C1 C C H HOHO H CH 2 OH OHOH H H H OHOH C4C4 C O C C C H O H OHOH H H OHOH C C O C1C1 C C H H OHOH H H H OHOH C4C4 C O C C C H O H OHOH H H H OHOH OH O Structure of Amylose Fraction of Starch The amylose chain forms a helix. This causes the blue/black colour change on reaction with iodine. The structure of the Amylopectin Fraction of Starch Amylopectin is a branched structure due to the formation of 1,6 glycosidic bonds. C C O C1C1 C C H HOHO H C 6 H 2 OH OHOH H H H OHOH C4C4 C O C C C H O H CH 2 OH OHOH H H OHOH C4C4 C O C C C H H OHOH H H OHOH C C O C1C1 C C H H OHOH H H H OHOH O OH The cross linkages are formed by dehydration reactions between carbon 1 of one chain and carbon 6 of a parallel chain Start of chain 2 End of chain 1 Amylopectin causes a red-violet colour change on reaction with iodine. This change is usually masked by the much darker reaction of amylose to iodine. Starch therefore consists of amylose helices entangled on branches of amylopectin. Shows branching of amylopectin Glycogen Glycogen is a homopolysaccharide made from repeating -D-glucose units and is very similar in structure to amylopectin, i.e. it has a highly branched structure. Glycogen is a storage compound in animals; including humans. It causes a red-violet colour on addition of iodine (similar to amylopectin). Cellulose Cellulose is the most abundant organic material on earth. Most animals however lack the enzyme cellulase required to break it down to its component monomers. Cellulose is made up of long straight chains of - glucose molecules. The -glucose molecules are joined by condensation, i.e. the removal of water, forming (1,4) glycosidic linkages. Note however that every second -glucose molecule has to flip over to allow the bond to form. This produces a “heads-tails-heads” sequence. The glucose units are linked into straight chains each 100-1000 units long. Weak hydrogen bonds form between parallel chains binding them into cellulose microfibrils. Cellulose microfibrils arrange themselves into thicker bundles called macrofibrils. (These are usually referred to as fibres.) The cellulose fibres are often “glued” together by other compounds such as hemicelluloses and calcium pectate to form complex structures such as plant cell walls. Other Polysaccharides Chitin is the main structural component of the exoskeleton of arthropods (e.g. spiders, insects and crustaceans) and the walls of fungi such as yeast. Chitin is structurally similar to cellulose but the monomer is an amino sugar called glucosamine. Glucosaminoglycans are complex heteropolysaccharides found in the connective tisues and skin of vertebrates. Activity Read Dart Pg 25-31 Scholar 4.2 carbohydrates Practice drawing different molecular structures Lipids Lipids have a varied structure but all have the following properties in common:- Insoluble in water Soluble in organic solvents The three main groups of lipids are:- Triglycerides Phospholipids Steroids Lipids are important in cell membrane structure and also as energy storage molecules and hormones. Structure of glycerol Glycerol is a three carbon alcohol that contains 3 –OH (hydroxyl) groups Structure of Fatty Acids Fatty acids are hydrocarbon chains ending in a carboxyl group (COOH) R is an abbreviation for any organic group About 30 different fatty acids are commonly found in lipids (they nearly always have an even number of carbon atoms). HO – C – R O Saturated fatty acids All available bonds are occupied by hydrogens E.g Palmitic acid CH 3 (CH 2 ) 14 COOH Stearic acid CH 3 (CH 2 ) 16 COOH OH – C – C – C – C – C – C – C – C – C – C – C – C – C – C – C – CH 3 O Unsaturated fatty acids Some carbon atoms are double bonded with one another, therefore they are not fully saturated with hydrogen E.g. Oleic Acid CH 3 (CH 2 ) 7 CH = (CH 2 ) 7 COOH Note - this is monounsaturated (1 double bond) E.g. Linoleic acid CH 3 (CH 2 CH=CH) 3 (CH 2 ) 7 COOH Note – this is polyunsaturated (more than 1 double bond) Formation of Ester Linkages Glycerol and fatty acids are joined together by dehydration (condensation) reactions The bond linking glycerol and fatty acids is called an ester bond Triglycerides Triglycerides consist of a single glycerol molecule and three fatty acids. Glycerol Glycerol (blue) is an alcohol derivative of glyceraldehyde and has three hydroxyl groups. It acts as the backbone of the structure. Fatty acids (red) – there are more than 70 types of fatty acid but they all have long hydrocarbon tails and a terminal carboxyl group (COOH). The variety of fatty acids determine the properties of each triglyceride. Formation of Triglycerides Triglycerides form by condensation (dehydration) reactions between the hydroxyl (OH) groups of the glycerol and the carboxyl (COOH) group of three fatty acids. Triglycerides are esters being derived from an alcohol and a fat. Triglycerides in plants Plants store their energy in triglycerides with low melting points which are liquid at room temperature. These triglycerides are referred to as oils result from reaction between glycerol and an unsaturated fatty acid e.g. oleic acid. Triglycerides in Animals Animals store their energy in triglycerides with high melting points which are solid at room temperature. These triglycerides are referred to as fats. result from reaction between glycerol and a saturated fatty acid e.g. stearic acid. Triglycerides in cells Triglycerides are insoluble in water because they have no charge i.e. they have covalent bonds. This causes them to form droplets in the cytoplasm Functions of triglycerides Energy storage - triglycerides contain twice the energy/gram of carbohydrates or proteins. During aerobic respiration triglyceride is broken into 2C portions which are fed into the Krebs cycle. Source of metabolic water. water is released on the breakdown of triglycerides and this property is used efficiently is by desert mammals. Insulation – triglycerides are found in the blubber of whales and other aquatic animals. Buoyancy – aquatic animals use triglycerides to help them float as they are less dense than water. Phospholipids The structure of phospholipids is based on the structure of triglycerides but the third hydroxyl group of the glycerol is linked to phosphoric acid which is often linked to a large polar group. The fatty acids which make up phospholipids have a consistent length of between 16 and 18 carbons. This allows them to form neat bilayers. Phospholipids are said to be amphipathic, having two very different sides to their nature. The ‘head’ containing the polar group and the phosphate group has polar covalent bonds. It is slightly charged and attracts water, i.e. it is hydrophilic. The ‘tail’ containing the long hydrocarbon group which is non-polar covalent. It is not charged and repels water, i.e. it is hydrophobic. Hydrophilic portion Hydrophobic portion The amphipathic nature of phospholipids is important in the formation of bilayers such as cell membranes. The hydrophilic groups line up on the outside faces of the membrane. The hydrophobic portions are arranged within the membrane. Phospholipids may have fatty acids which are saturated or unsaturated. This affects the properties of the resulting bilayer/cell membrane: Most membranes have phospholipids derived from unsaturated fatty acids. Unsaturated fatty acids add fluidity to a bilayer since ‘kinked’ tails do not pack tightly together. Phospholipids derived from unsaturated phospholipids allow faster transport of substances across the bilayer. Membranes exposed to the cold have a very high percentage of unsaturates e.g. bacteria grown at low temperature or the membranes of reindeer ears – remember unsaturates are liquid at much lower temperatures. Membranes which are stiffer such as those in nerve cells contain a much higher percentage of phospholipids derived from saturated fatty acids. They also contain high levels of cholesterol which stiffens membrane structure further. Steroids Steroids have a common four ring structure. Each unit within the four-ring structure is known as an isoprene unit (C 5 H 8 ). Different steroids vary in the side chains attached to the rings. Notice that cholesterol and testosterone are almost identical except for the side groups on C3 and C17. Steroids are classified as lipids since they are soluble in organic compounds but not in water. They have a very powerful effect because of this as they can pass through cell membranes. Steroids are hormonal in function and have a wide variety of functions. Other examples of steroids are oestrogen, progesterone, cortisol, cholesterol and aldosterone. Activity Read and take notes from Dart Pg 32-37 Scholar section 4.3 Use the internet to familiarise yourself with different ways of presenting the chemical formulae / structures Amino acids Amino acids are the structural building blocks (monomers) of proteins. There are twenty different kinds of amino acids used in proteins. Proteins are referred to as heteropolymers due the variety of amino acids involved in their structure. Amino acids, like carbohydrates, show isomerism. Proteins are only made up of amino acids which are L-isomers. L-isomer D-isomer At neutral pH’s amino acids exist in an ionised form and have both acidic and basic properties. This is because the carboxylic group donates hydrogen ions to the solution (acidic) whereas the amino group (NH 2 ) attracts hydrogen ions from the solution. The repeating sequence of atoms along a proteins is referred to as the polypeptide backbone. Attached to this repetitive chain are the different amino acid side chains (R- groups) which are not involved in the peptide bond but which give each amino acid its unique property. Amino acids are grouped according to whether their side chains are:- acidic basic uncharged polar non polar Non-polar amino acids Isoleucine ile Neutral Non-polar Methionine met Neutral Non-polar The type of side chain is very important as it affects the solubility of the amino acid. Hydrophobic features include long non-polar (uncharged) chains or complex aromatic rings. Hydrophilic features include additional carboxyl groups or amino groups not involved in peptide bonding which are ionised in solution. Structure of proteins Primary structure The sequence of amino acids in a given protein is known as its primary structure. Secondary structure Simple proteins with regularly repeating amino acids often form a secondary structure due to hydrogen bonds between the amino group ( NH) and carbonyl group ( CO ) of adjacent amino acids. This additional bonding may twist the long protein chain into a helix known as an alpha helices This secondary bonding gives rise to proteins which are structural e.g. Collagen – 3 alpha helices twisted together Elastin Keratin -7 alpha helices twisted together A second formation resulting from hydrogen bonds between adjacent peptide bonds is known as β- pleated sheets An example of a protein made up of β- pleated sheets is fibroin found in spiders webs which is extremely strong. Tertiary structure The third type of structure found in proteins is called tertiary protein structure. The tertiary structure is the final specific shape that a protein assumes. This final shape is determined by a variety of bonding interactions between the "side chains" on the amino acids. These bonding interactions may be stronger than the hydrogen bonds between amide groups holding the helical structure. Bonding interactions between "side chains" may cause a number of folds, bends, and loops in the protein chain. Different fragments of the same chain may become bonded together. There are four types of bonding interactions between "side chains" including: hydrogen bonding, salt bridges, disulfide bonds, non-polar hydrophobic interactions. Globular proteins such as enzymes, antibodies, and cell membrane proteins all show tertiary structure The hydrophobic interactions of non-polar side chains are believed to contribute significantly to the stabilizing of the tertiary structures in proteins. Non groups such as benzene rings repel water and other polar groups and results in a net attraction of the non-polar groups for each other Quaternary Structure The quaternary protein structure involves the clustering of several individual peptide or protein chains into a final specific shape. A variety of bonding interactions including hydrogen bonding, salt bridges, and disulfide bonds hold the various chains into a particular geometry. There are two major categories of proteins with quaternary structure - fibrous and globular. Fibrous Proteins: Fibrous proteins such as the keratins in wool and hair are composed of coiled alpha helical protein chains with other various coils analogous to those found in a rope. Other keratins are found in skin, fur, hair, wool, claws, nails, hooves, horns, scales, beaks, feathers, actin and mysin in muscle tissues and fibrinogen needed for blood clots. Globular Proteins On the other hand, globular proteins may have a combination of various individual units of various shapes which are mostly clumped into a shape of a ball. Major examples include insulin, hemoglobin, and most enzymes. Nucleotide structures The building block of a nucleic acid is a nucleotide. Nucleotides consist of A pentose sugar A nitrogenous base A phosphate group Pentose Sugars Deoxyribose and ribose differ by the group attachment at the 2’C. Bases There are 5 bases These can be classified into two types Purines Double ringed Adenine and Guanine Pyrimidines Single ringed Cytosine, Thymine and Uracil Formation of a nucleotide A condensation reaction occurs between the OH group on the 5’ C and phosphate group to form a strong phosphodiester bond. A condensation reaction occurs between the base and the 1’ C to form a strong glycosidic bond Enzymes DNA polymerase Catalyses the linking together of DNA nucleotides during replication DNA polymerase can only add a nucleotide to the 3’ end of the previous nucleotide. RNA polymerase Catalyses the linking of RNA nucleotides during transcription (and in the replication of the lagging strand during DNA replication) DNA ligase Joins short sections of DNA together DNA replication animation: http://184.108.40.206/pub/flash/24/menu.swf Activity Read DART pg 48 – 53 and take notes Scholar 4.5 http://www.maxanim.com/genetics/index.htm Look at Replication fork DNA replication Meselson-Stahl experiment Make notes on DNA and RNA structure Make notes on replication and transcription Think about how you will remember which bases are purines and which are pyrimidines Write a summary of all the different bonds formed between molecules by dehydration reactions.
Blocking E. coli Bacteria Blocking E. coli Bacteria Before They Move In A U.S. Department of Agriculture (USDA) scientist and his colleagues have discovered key gene and chemical interactions that allow Escherichia coli (E. coli) O157:H7 bacteria to colonize the gut of cattle. The animals not only host, but can shed the deadly human pathogen. Many E. coli O157:H7 outbreaks have been associated with contaminated meat products and cross contamination of produce crops. Because the bacteria do not cause cattle to show clinical symptoms of illness, and due to other unknown variables, they can be hard to detect within cattle and the environment. The researchers reported how the E. coli sense a key chemical that plays a critical role in allowing the bacteria to colonize inside the cattle's gastrointestinal (GI) tract. This research supports the USDA priority of ensuring food safety. To proliferate, E. coli express genes differently based on their environment, such as outside the cattle host, inside the cattle rumen, or even at the end of the cattle GI tract. Having a better understanding of when, why and how these bacteria colonize could lead to practical applications in the future. The researchers showed that "quorum sensing" chemicals called acyl-homoserine lactones (AHLs), which are produced by other bacteria, are present within the bovine rumen but absent in other areas of the cattle GI tract. AHLs are important because E. coli harbor a regulator, called SdiA, which senses these AHLs and then prompts the E. coli to attach and colonize. Limiting production of the SdiA chemical, or blocking bacterial reception of the AHLs, may eventually lead to new strategies for keeping E. coli from attaching inside the animal. - Authos: Rosalie Marion Bliss - September 7, 2010
The following five effective reading instruction strategies not only work with any curriculum, but in an era of budget cuts, it’s good to know that these strategies can easily be deployed with no additional funding. Five Effective Reading Instruction Strategies 1. Empower your students by giving them choices. Research suggests that children who get to choose at least one item to read per day show not only increased engagement, but also an increase in reading comprehension skills. Allowing students reading choices has a big payoff! 2. No text should be taught in isolation. “Across the Curriculum” has become the mantra of contemporary education—and for good reason. If knowledge and skills overlap and spill over from one class into the next, they explode with energy and real life application! Students can see those connections and articulate them through in-class discussion and authentic group activities 3. Writing that Transcends the Classroom. Say you were learning to play Beethoven’s 14th Sonata on the piano. Before fumbling through the piece on your own, one of the first things you would probably do is listen to the way that an expert has performed it to get a sense for the nuances of its rhythm, mood and feel. The same goes for writing. Writers, just like musicians need a model. Worksheets and fill-in-the-blank exercises are just that—exercises. They may show students where to place the commas, but they won’t show them how to use language in a rhetorical way. Empower your students by giving them opportunities to read, hear, and discuss good writing, then apply these strategies to their own writing choices. It will be rewarding for both you and the students to see them take ownership of their own work and see writing as exploration! 4. Read Out Loud and Read Aloud. As we mentioned above, one of the most effective reading comprehension strategies is modeling. It’s a benefit to the whole class to hear other students read. Research has shown that when students read out loud, it helps the brain orient to rhythms, cadence, tone, expression and context. Reading to your students helps in much the same way. Children and adults of all ages benefit from read alouds. 5. Reading Clubs.The more children engage with each other about what they are reading, the more excited they get about the process. Set up book groups and literature circles each week, allowing students to chat freely about their ideas, suggestions, and opinions. It boosts reading comprehension skills and provides a positive social cognitive environment to enhance understanding and explore concepts! Looking for a few new ways to improve reading comprehension in your classroom? Download your own free copy of the Marygrove Master in the Art of Teaching’s Guide to Best Practices in K-6 Reading Comprehension today!
The growing rate of obesity among children indicates that it is more important than ever to encourage them to play actively. In 2010 First Lady Michelle Obama initiated a campaign called “Let’s Move” that works with the President’s Council on Fitness, Sports and Nutrition to support the construction of more playgrounds around the U.S. Schools, neighbourhoods, non-profit groups, local governments and individual families are creating play areas that appeal to youngsters and give them a safe place to move their muscles. Climbing is popular with children and newer playgrounds are often filled with innovative climbing toys. They can be in arched, domed or spiral shapes and made from either flexible or fixed materials. Climbing walls made from plastic hand and footholds challenge. The activity of climbing can strengthen muscles for youngsters, making them aware of their physical abilities and balance as well. When children reach the age of four or five, they usually have enough upper body strength to enjoy hanging from bars or rings. Horizontal ladders provide an interesting way to move from one place to another. Track rides allow a child to grip a bar above her head that will carry and move her along a track. Suspended rings require good eye-hand coordination as well as strength as a school-age child reaches from one ring to the next. Children often get a boost in self-confidence when perseverance allows them to complete a course of overhead rings that was previously too difficult. There are many styles of slides including wavy, straight and spiral that can have an open or chute formation. Children mount most slides by means of a ladder or set of stairs, but some are part of a complex structure that allow kids to reach the top of the slide by using other kinds of climbing systems. Some playgrounds have sliding poles, as well. These require considerable arm and upper body strength and should be reserved for children above the age of eight or so. Playground swings come in two main styles: single-axis and multi-axis. Two chains or ropes suspend the typical back-and-forth single axis swing. A tire or disc often forms the seat of a multi-axis swing that can move in any direction. Kids improve their timing and rhythm as they learn to propel a swing. Toddlers should use swings that have bucket seats, which are closely supervised by a responsible adult. Bouncing and BalancingToys Spring rockers provide a good way for toddlers to exercise their leg muscles and their imaginations as they pretend to ride in a vehicle or on an animal. These toys are often not as challenging enough for older kids. Traditional seesaws or teeter-totters have a seat at each end of a long board or pole supported by a centre fulcrum. Spring-centred seesaws are better for preschool children because the springy fulcrum prevents hard landings if one child dismounts without warning. Many new playgrounds have added balancing toys to their equipment list. These include balance beams, log rolls, and stepping stones. All of these devices help children develop coordination and body control.
To Wit: An E-zine On How To Be a Wit A genius sees connections where others see none. A mad man sees connections where there are none. A way to make metaphors better is to make the vehicle more concrete. We can say LIFE IS A STAGE PLAY, but that is vague. So ask, "What kind of stage play?" and we can construct something like:“For some, life is a tragedy. For some, life is a comedy. I’m auditioning for a bedroom farce.” Or we ask, "What goes on in a stage play?" and we can get:Some people are actors, some are audience, and some are prompters clutching last year’s script. Using metaphors to emphasize common ground A metaphor is one of the most effective devices for making people remember your ideas. A metaphor makes one thing clear and comprehensible by identifying it with a second, different kind of thing. There are two good ways to use metaphors: (1) You can use metaphors to focus attention on the common ground between the two things. (2) You can use metaphors to transfer associations, using what we know about the second thing to see aspects of the first. In this issue, we will look at the first way to use a metaphor. You can use metaphors in either of these ways seriously or for humor. To understand how to use metaphors, we need to look at their structure. Consider the metaphor, LIFE IS A STORY. The thing you are using the metaphor to describe, LIFE, is called the tenor. The tenor is often abstract or poorly understood and needs the metaphor to clarify it. The different thing that the tenor is identified with, A STORY, is called the vehicle. It is typically more concrete than the tenor, giving us something we can imagine. The tenor and the vehicle need to have something in common, otherwise the metaphor will be too weird to accept. LIFE and A STORY both have characters and conflict. This commonality is called the ground. Instead of a metaphor, you can use simile. The difference between a metaphor and a simile is that the metaphor identifies one thing with another while a simile only compares two things. It is easier for the mind to do a comparison than to identify two dissimilar things, so if you are only going to make one fleeting reference, it is better to use simile than a metaphor. In any event, the process of finding a simile is the same as finding a metaphor. When you want to use a metaphor to focus attention on some aspect of a thing, you make that thing the tenor and that aspect the ground. All you need do is find other things that have the same association, that share the ground. Each of those things is a candidate vehicle. If you're using the metaphor to exaggerate the ground for humor, you are interested in other things that have that ground in a big way. You can use metaphors to emphasize the ground. Suppose you are talking about love, and you want to say it has a delicate beauty. You look for something that has that attribute and make the metaphor. You can say, "Love is a rose, delicate and beautiful.” You can use metaphors to exaggerate the ground for the purpose of humor. My all-time favorite example of this comes from Phyllis Diller. Referring to her large mother-in-law, whom she calls “Moby Dick,” she says, "When she wears a white dress, we show home movies on her." Notice, she does not say, “She is as big as a movie screen.” She does not say, “She is a movie screen.” She just implies it. For humor, you can’t lay everything out: You can’t talk down to the listener. A lot of the time, the listeners will have a good idea of what the ground is when you just state the tenor and vehicle. You can surprise people by then stating an unexpected ground. Here are three uses for this trick: You can use can choose an unexpected ground in order to call attention to the expected ground. Consider: “Tigers and people – we’re cute when we're young.” This calls attention to what we must be like when we're older, and implies that people are dangerous. This trick uses implied antithesis. By stopping after stating how we are when we are young, the listener is led to fill in the rest with the opposites. It is also a variety of irony. You don’t say what you mean, but the listener knows. You can use can pick an unexpected ground to change the meaning of a cliché. Consider: “Speech is silver; silence, gold.” The obvious ground is how valuable they are. So instead say, “Speech is silver; silence, gold. You have to polish your silver,” and you have converted the cliché into advice on public speaking. You can use can use an unexpected ground for humor. For example, “My love is a rose, and boy does she get prickly at times.” Remember that you can emphasize our feelings about the tenor and the vehicle by using them as the ground, as in the refrain from a song by Tommy Thompson: "You're my sweet maple sugar, honey, hot buttered rum." The danger of using our feelings as ground is that we can easily use it to dehumanize people. The use of metaphor to dehumanize other people doesn’t require any objective ground. Remember the movie “Hotel Rwanda” with the radio broadcasts, “Tutsis are cockroaches.” The ground is the feelings of those using the metaphor towards the tenor, the people they are dehumanizing and the vehicle. We see it in ourselves referring to some criminals as “sexual predators” or “monsters,” associating them with dangerous animals. This allows us to go beyond just exploring the feelings. We can deal with them unfettered by the obligations we have toward other humans. There are people whose behavior needs to be discouraged, prevented, or stopped, but do we really need to dehumanize them to do it? These metaphors are a risk to our own humanity. We have looked at ways to use metaphors and similes solely for the ground. We can simply emphasize the ground. We can exaggerate the ground for humor. We can choose an unexpected ground to call attention to the expected ground, to change the meaning of a cliché, or to surprise. Finally, we looked at using our feelings as the ground, which comes with significant risks. Next issue we will look at how to use metaphors to transfer associations from the vehicle to the tenor. Visit our web site at www.toolsofwit.com \|Thomas Christopher, Ph.D.: Seminars, Speeches, Consulting 1140 Portland Place #205, Boulder CO 80304, 303-709-5659, [email protected] Books through Prentice Hall PTR, albeit not related to wit: High-Performance Java Platform Computing, ISBN: 0130161640, Web Programming in Python, ISBN: 0-13-041065-9, Python Programming Patterns, ISBN: 0-13-040956-1
Our Maths Statement of Intent For each child to become fluent in the fundamentals of maths, be able to reason mathematically by following a line of enquiry and solve problems by applying their mathematics to a variety of problems. Maths at Shears Green Infant School Numbers and maths are everywhere. We use them in our daily lives usually without even realising quite how often! Maths is involved in almost all aspects of everyday life, and therefore at Shears Green Infants, we believe it is essential that we equip our children with the numerical skills they will need. In the children’s maths learning they will explore problem solving, numbers and how they work together using different operations (addition, subtraction, multiplication and division), shapes, data handling, measuring, time and much more! The children are given opportunities for hands on learning wherever possible and we include ‘real life’ maths in our curriculum learning journeys. At Shears Green Infant School we use a range of models and images (see below), alongside manipulatives to provide practical experiences for children at this early stage of calculation. Early Years Foundation Stage Children follow the Early Years Foundation Stage Curriculum. We give all children the opportunity to talk and communicate in a widening range of situations and to practise and extend their range of vocabulary and numeracy skills. They have the opportunity to explore, enjoy, learn about, and use mathematics in a range of situations. Mathematics is assessed using the criteria from the Early Learning Goals. Mathematics is taught both as a discrete subject and within the whole Early Years Curriculum to give children opportunities to use their Numeracy skills in real life situations. Years 1 & 2 The 2014 Maths curriculum has a larger focus on number. It is set out into the following sections for Years 1 & 2: Number – including Number and Place Value, Addition and Subtraction, Multiplication and Division and Fractions. Geometry – including Position and Direction. There is also a greater focus on reasoning. The National Curriculum states: "Teachers should develop pupils’ numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics. Pupils should be taught to apply arithmetic fluently to problems, understand and use measures, make estimates and sense check their work. Pupils should apply their geometric and algebraic understanding, and relate their understanding of probability to the notions of risk and uncertainty. They should also understand the cycle of collecting, presenting and analysing data. They should be taught to apply their mathematics to both routine and non-routine problems, including breaking down more complex problems into a series of simpler steps." Where possible and relevant teachers will make cross curricular links between numeracy and other subject areas through the year group topic of the term to ensure relevant links between subjects are maximised to promote our cross curricular approach and links to real life. For example, Handling Data in Numeracy could be linked to a Science topic that involves collecting data. “That’s not the way I was taught!” The children learn different ways to add, subtract, multiply and divide which are appropriate to their understanding of numbers. We understand that the methods we now teach are different to the way many of you will have learnt at school. The following pages show some strategies at a glance but we hold a maths workshop in the Autumn Term for parents later in the school year for anyone who would like to know more. Please also follow the links to ‘Parent Guides’ which will give you advice and activities for supporting your child with maths at home. Many of the activities suggested make maths ‘real’ for the children. Whole school theme days and weeks At times during the year there will be Whole school theme week or days linked to numeracy and other areas of the curriculum. These weeks are used to excite and engage pupils and develop further a cross curricular approach where skills can be adopted across a range of subject areas. Please click on the link below to access our Maths Workshop PowerPoint Please click on the link below to access our Revised Calculation Policy MODELS and IMAGES
It would be interesting to know how Father’s Day came into practice and celebrated worldwide with an equal respect as that of mother’sday and other significant holidays. The custom of honoring dad’s on a special day was traced in the ruins of Babylon over 4,000 years old. A young boy called Elmusu carved a Father’s Day message on a card made out of clay wishing his Babylonian father good health and a long life. No one knows what happened to Elmesu or his father, but the tradition of having a special day celebrating and honoring fathers had remained through the years in several countries across the world. Father’s Day was celebrated on St. Joseph’s Day (March 19) as the Catholic Church had a significant influence on the culture of the society those days. No matter who choose to celebrate Father’s Day, Father’s Day is today a day the perfect occasion for children to honor and to express feelings of gratitude and thankfulness to their fathers and to every dad in the world. Modern version of Father’s Day celebration originated and began in Spokane, Washington. A woman by the name of Sonora Smart Dodd created the tradition, and thereafter the tradition spread in countries around the world. She was the oldest of six children who were raised by their father, Civil War veteran Henry Jackson Smart, was widowed after their mother died during childbirth. Mr. Smart was left to raise the newborn and his other five children by himself on a rural farm in eastern Washington state. Listening to a Mother’s Day sermon in 1909 at the Central Methodist Episcopal Church. Sonora thought of an idea inspired from the lecture is to honor fathers and to establish a father’s Day. Sonora wanted her father to know how special he was to her because she realized the selflessness her father had shown in raising and bringing up his children, single-handedly, as a single parent after their mother died. Mr. Smart was in the eyes of his daughter Sonora, a courageous, selfless, and loving man. Sonora’s father was born in June, so she chose to hold the first Father’s Day celebration in Spokane, Washington on the 19th of June, 1910 a couple of weeks after Sonora’s father’s birthday. After Sonora became an adult she realized the selflessness and the greatness her father had shown in raising his children and wanted to let him know how deeply she was touched. She was the first to solicit the idea of having an official Father’s Day observance. With support from the Spokane Ministerial Association and the YMCA, the first Father’s Day was celebrated in Spokane on June 19, 1910, that was a way Sonora paid a tribute to her great dad. Unlike Mother’s Day, which was readily accepted, Father’s Day history was bumpy, Father’s Day was received with mockery,hilarity and making fun of it as some people resisting the idea.Although the holiday continued to be celebrated, it would be another 62 years before it was officially recognized. In 1924, President Calvin Coolidge recommended the idea of a national Father’s Day on the third Sunday in June as Father’s Day and was set aside for a national holiday. President Lyndon Johnson signed a similar proclamation in 1966, but President Richard Nixon, proclamation Father’s Day in 1972, so it become a permanent national holiday held on the third Sunday of June. Sonora Dodd, the driving force behind the holiday, died March 22, 1978.Father’s Day is now celebrated popularly on 3rd Sunday in June in every part of the world. In the United States, Canada, the United Kingdom, and many other countries. So Father’s Day was born as a token of love and gratitude that a daughter cherishes for her beloved father. Roses are the Father’s Day flowers: red to be worn to honor a living father and white rose to honor a deceased one.
LI: To collect and present information Between 1085 and 1086, the ‘Great Survey’ was commissioned to establish exactly who owned land across England and some parts of Wales. The survey was also set out to see how much money could be raised in taxes. The information from this survey as eventually recorded in a book known as the Domesday Book. It remains one of the earliest remaining public and legal documents. Officials collected information they wanted from groups of village representatives – anyone who refused the request would be executed! Collect information from family and friends and present it using pictograms or bar charts. You can put all your information together and present it in a book or one you’ve made yourself. Some questions you might ask are: - Where do you live? - What animals are in your house? - How do you travel to school? - What hobbies do you have? - What types of music do you listen to? - How many people live in your house? You can alternatively create a book about yourself, collecting information about yourself with pictures. Once you have collected your data, write a few sentences about how you think your information and data is different from the information that would have been collected in 1085 and 1086.
Kitchen Science: Cooking x STEAM Our Kitchen Science classes allow children to experience science interactively. They will connect their STEAM knowledge to everyday activities and events. As a result they will deepen their: Understanding and interest in science. Our young scientists are encouraged to ask questions, think critically, experiment, explain their reasoning, problem-solve and, of course, have fun with science! BONUS SKILLS: Students will also practice their executive function skills, critical thinking and social-emotional learning. What We Learn Through our fun kitchen experiments, like making homemade butter, modeling glaciers, measuring lung capacity, making slime, fighting gravity to name just a few, students to explore: Working with ratios, proportions, temperature, volume and so much more Our experiments are safe to conduct at home and are designed for young and curious minds! STEAM stands for Science, Technology, Engineering, Art and Mathematics. We recorded these kitchen science experiments for you to explore each of the five STEAM areas with your kids. Allow your kids to experience science in a new way: delicious, relatable and fun! Try these at home with your future scientist! - Happy Experimenting STEAM @ HOME
· Explain in your own words what the meaning of domain is. Also, explain why a denominator cannot be zero. · Find the domain for each of your two rational expressions. · Write the domain of each rational expression in set notation (as demonstrated in the example). · Do both of your rational expressions have excluded values in their domains? If yes, explain why they are to be excluded from the domains. If no, explain why no exclusions are necessary. · Incorporate the following five math vocabulary words into your discussion. Use bold font to emphasize the words in your writing. Do not write definitions for the words; use them appropriately in sentences describing your math work. o Excluded value o Real numbers Your initial post should be at least 250 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your classmates’ posts by Day 7. Is their work similar to your own?
- Aug 11, 2019 - Reaction score How Autism Spectrum Disorder and PTSD following World War I shaped 20th century architecture and design. Fascinating article exploring the origins of modernist architecture. IMO while it makes good points it still feels a bit too explanatory for me to take it without a grain of salt.How did modern architecture happen? How did we evolve so quickly from architecture that had ornament and detail, to buildings that were often blank and devoid of detail? Why did the look and feel of buildings shift so dramatically in the early 20th century? History holds that modernism was the idealistic impulse that emerged out of the physical, moral and spiritual wreckage of the First World War. While there were other factors at work as well, this explanation, though undoubtedly true, tells an incomplete picture. Recent advances in neuroscience point to another important factor: one reason modern architecture looked so different than past constructions was because its key 20th century founders literally didn’t see the world in a “typical” fashion. They couldn’t. Their brains had been either physically altered by the trauma of war or, like Le Corbusier, they had a genetic brain disorder. And while their recommendations for “good design”—a new world, a clean slate—certainly reflected their talent, ambition, and drive, their remedies also reflected their brains’ specific disorders. Eye tracking people with autism can help us understand why Le Corbusier remained blind to others’ views—he literally couldn’t process visual stimuli normally. And the autism diagnosis can also help us better understand why his architecture turned out the way it did. This is quite important. For it turns out people on the spectrum often struggle not only with social relations but with visual overload referred to as hyperarousal. So, no surprise, then, that Le Corbusier would streamline Villa Savoye, built near Paris in the early 1930s (above, at left), to the point it suggests a box on stilts rather than what it was: a wealthy couple’s country retreat. No wonder his National Museum of Western Art in Tokyo, Japan, completed some two decades later (at right) would feature so much blank concrete. Le Corbusier’s designs are a likely response to his atypical brain; he was striving to limit stimulation, wrestling to calm a brain abuzz. Gropius’s war experiences were particularly horrific; seriously wounded on the Western Front, he also survived a plane flight where the pilot had been shot dead. So, when he built his own home in a Boston suburb, (in Lincoln, MA, 1938) two decades later, and three thousand miles away from where he saw military action, he put the building on a remote hilltop far from the street. Its front façade and overall form suggest a concrete pill box or duck blind, complete with flat roof, hidden door and slit windows, the better to shoot from. His home office has a front window with a sill more than four feet off the floor—no one could possibly see him inside from outside and he could only see out when standing up (not unlike a WWI trench). The brain of a war veteran may forever mix past with present, struggling to find safety ever after; the terrorized subcortical parts of his brain, stuck at the Front, directing every move of the design. Why should it matter that the people who gave us modern architecture in the 20th century had traumatic brain damage and disorders? For one, the information reframes our understanding of how modern architecture came to be. We can now better understand, at least in part, why modern buildings look so different than older or traditional ones: relationally-compromised people with atypical “fixations” and emotional regulation came up with the architectural approach, abetted by a wounded world rushing to bury the past and an economic power structure all-too-willing to profit from it.
Exoplanet hunters have been busy. Since 2011 astronomers have discovered, on average, about three exoplanets every week—a precious few of which lie in the “habitable zone,” where water could take liquid form. This chart maps the known cosmic neighborhood of 861 planets. Click on the options under "Select layout" to map the planets based on their location in the sky, or on their distance from the Sun. (Since the Kepler planet-hunting satellite aims at a single spot in the Northern Hemisphere, a huge group of planets can be found near the 18-hour mark.) Here we've separated the planets into four categories. Gas giants, the easiest to find, are massive planets the size of Jupiter, Saturn and above. Neptunian planets are smaller gaseous objects that still weigh more than 10 Earth masses. Super-Earths weigh between two and 10 Earth masses; these planets could be either rocky or perhaps made of gas. And the Terrestrial planets are those with an Earth-like size. Despite the apparent multitude of nearby planets, researchers have been able to find just a minuscule fraction of what’s out there. Astronomers estimate that our Milky Way galaxy holds more than 100 billion planets. Graphics and interactive by Jan Willem Tulp (Sources: the Exoplanet Data Explorer at exoplanets.org; planetquest.jpl.nasa.gov; “The Exoplanet Orbit Database,” by J. T. Wright et al., in Publications of the Astronomical Society of the Pacific, Vol. 123, no. 902; 2011)
There has been increasing investments to develop technology in the field of Carbon Sequestration and fight the menace of climate change. As Global Warming accelerates and society continues to emit greenhouse gases, the idea is gaining of investing in artificial techniques of Carbon Sequestration. According to the Intergovernmental Panel on Climate Change, nations may need to remove between 100 billion and 1 trillion tonnes of carbon dioxide from the atmosphere this century to avert the worst effects of climate change, far more than can be absorbed by simply planting more trees. Carbon sequestration : It is the long-term storage of carbon in plants, soils, geologic formations, and the ocean. Carbon sequestration occurs both naturally and as a result of anthropogenic activities and typically refers to the storage of carbon. - Terrestrial Carbon Sequestration: - Terrestrial carbon sequestration is the process through which CO2 from the atmosphere is absorbed by trees and plants through photosynthesis and stored as carbon in soils and biomass (tree trunks, branches, foliage, and roots) - Geologic Carbon Sequestration: - CO2 can be stored, including oil reservoirs, gas reservoirs, unmineable coal seams, saline formations and shale formations with high organic content. - Ocean Carbon Sequestration: - Oceans absorb, release and store large amounts of CO2 from the atmosphere. - This can be done in two ways- enhancing productivity of ocean biological systems through Iron fertilization, and injecting CO2 into the deep ocean. - The dumping of iron stimulates phytoplankton production, which in turn leads to enhanced photosynthesis from these microorganisms, helping in CO2 absorption. Need Monthly Current Affairs PDF? Get everything on your phone with our all in one app for your UPSC Preparation. - Get daily current affairs on you phone - Download monthly current affairs PDF - All India daily mock tests with ranking
Cycling is an everyday activity in Aotearoa/New Zealand. CAN is a national voice for cyclists, promoting cycling as an enjoyable, healthy, low-cost and environment-friendly activity, and a key part of an integrated, sustainable transport system. - Promote the benefits of cycling - Improve safety for cyclists - Encourage the creation of a good cycling environment - Advocate for integrated cycle planning - Increase the number of cyclists on our roads. Social , economic and environmental pressures are forcing countries and cities to become more sustainable, and to reduce their dependence on private motor vehicles. Cycling has an important role to play in improving the pleasantness and sustainability of cities and the health of individuals. Cycling is a key component of an integrated and sustainable transport strategy: - The bicycle is a vehicle for our times – quiet, non-polluting, space-efficient, healthy, economical, and convenient. It can and should have an integral place in a modern lifestyle. - Access to private motor vehicles is important for many people, but their unthinking use is causing increasing pollution and congestion in urban areas, and is compromising the safety of other road users. - New Zealand has global responsibilities for climate change and CO2 production. - Cycling will make an important contribution to improving the quality of life in both cities and rural areas, and to improving the health of individuals - The majority of journeys undertaken in New Zealand are under 8 km in length (5 km in urban areas). Many people could use bicycles for most trips. Others could cycle for local trips or to access public transport. All types of people use bicycles - People cycle for different reasons , such as transport, recreation or sport. Cyclists’ needs differ, and must be taken into account when planning and providing for cycle use. - No one cycles all the time - cyclists are also pedestrians, and many use motor vehicles and public transport. Multi-mode journeys require special consideration. - Cyclists come from all age and economic groups, but young people and those on low incomes depend more on cycles. Ways of encouraging other groups to cycle should be identified and implemented. The roads must be safer for people on bikes - Many would-be cyclists are deterred by perceived and real dangers. - Cycling is an accessible, low cost option for a wide range of people. At a time when vehicle costs are rising rapidly, social equity demands that everyone has access to safe stransport options that suit their budget. - While cycling injury and fatality rates in New Zealand are statistically small (e.g. one fatality for every 2 million hours of riding), the significant road safety gains seen in New Zealand for motor vehicle occupants have not translated into similar improvements for active road users. - New Zealand urgently needs a nationwide enforcement and education campaign aimed at improving motorists’ awareness of the needs of cyclists and their behaviour towards them. - Better training for enforcement officers and more comprehensive and careful crash reporting and recording are required. - Cyclists’ own skills and road behaviours need to be addressed. All school children (aged 9-13) should receive cycling skills and safety training as part of road use education. Education and enforcement campaigns are needed to improve adult cycling skills and behaviours. - There is evidence that mandatory cycle helmet wearing legislation is not working as intended and should be reviewed. Priority needs to be given to other safety issues such as motorist behaviour and roading improvements. (Note: see here for further clarification of CAN's position on this) Better planning and facilities are needed CAN wishes to see planning for cycles co-ordinated at a national level through a National Cycling Strategy. It should recognise health and economic benefits and access issues, and integrate cycling into general transport, environmental, urban design and health planning. Roading authorities should: - have specialist cycle planners, and adequate training in cycleways for all planning/engineering staff. - put safe cycling in to roading design standards and consider in all roading projects. - NZTA should not fund or subsidise any work that makes the environment less safe for pedestrians or cyclists. - Safety audits of existing roads should consider the needs of cyclists. - The scope of benefit/cost analyses should be widened to include intangibles, strategic issues, health benefits and induced traffic effects. However, most cycle facilities should not be expected to meet benefit/cost requirements (as is already the case for most roading work). - Most cycling will continue to take place on the ordinary roading network, but where conditions require it, on-road cycle lanes, off-road cycle paths and other special facilities should be constructed. - CAN opposes mandatory use of segregated cycle facilities in recognition that such facilities are often inappropriate for some cyclists. Some facilities are more dangerous to use than to ignore. - Issues relating to cyclists sharing facilities with pedestrians, skateboarders and roller bladers sharing facilities should be investigated and guidelines established to encourage compatible shared usage. - Mountain bikers and cycle tourists need special consideration in rural areas. Routes out of cities and towns and to mountain bike areas should be signposted. - Public transport should provide for cycle storage at principal stops, and for carriage of cycles where practicable. Cycle tourism benefits the country Tourism authorities should be encouraged to promote New Zealand overseas and at home as a cycle tourist destination. Specific issues to be addressed include: - Improved collection of information on current cycle tourist numbers, origins and destinations. - Improved provision for carriage of bikes on trains, aeroplanes and coaches. - A national network of signposted cycle touring routes should be developed, with maps available. To achieve these things, CAN will: - Work with all levels of government and community. - Liaise with industry and retailers. - Mobilise and assist local groups. - Act as facilitator of communication and debate nationally and internationally. - Use mass membership to obtain benefits and influence decision makers. - Maximise membership participation and make decisions by consensus wherever possible. - Develop policy positions and advertise these to decision makers. - Encourage uptake of cycle skills training courses.
William Henry Singleton’s Resistance to Slavery: Overt and Covert In this lesson, students will learn that enslaved people resisted their captivity constantly. Because they were living under the domination of their masters, slaves knew that direct, outright, overt resistance—such as talking back, hitting their master or running away—could result in being whipped, sold away from their families and friends, or even killed. Nonetheless, the regular appearance of runaway slave advertisements in newspapers in the eighteenth and nineteenth centuries demonstrates that despite the high likelihood and dire consequences of being caught, many enslaved people attempted to run away. Most enslaved people, however, resisted their captivity in ways that were covert or concealed, masked, and hidden. Through watching a short video, and reading selected excerpts from his narrative, students will explore how enslaved people like Singleton did not passively accept their condition but resisted it in numerous ways. They will learn about covert as well as overt resistance and will reflect upon the techniques people use to resist injustice today. What do William Henry Singleton's life experiences teach us about resistance to slavery? What does it mean to resist? How is resistance against injustice engaged today? Evaluate the effectiveness of covert and overt actions taken against slavery. Analyze the competing perspectives regarding slavery and abolition. Examine the strategies engaged by slaves and abolitionists to eliminate slavery. Evaluate strategies used to resist and eliminate injustices today.
Forested lands in Alberta occupy about 60 percent of the total provincial area. Approximately 351,000 square kilometres of the total forested area is located within the Green Area. Of this, approximately 64 percent (225,000 square kilometres) is timber-productive forest (forest capable of yielding 50 cubic metres/hectare of wood volume within 120 years). Alberta's forests feature a variety of tree species. White spruce, black spruce, lodgepole pine, jack pine, balsam fir, Douglas fir and tamarack are the most common coniferous species. Aspen, balsam poplar and white birch are the most common deciduous species. In the timber-productive area, almost 50 percent is pure coniferous stands, about 30 percent is pure deciduous, and the remaining 20 percent is a mixture of coniferous and deciduous trees. inventory records show that the forests in Alberta are relatively young. Due to a history of frequent forest fires, approximately 70 percent are less than 120 years of age. The majority (55 percent) of pure coniferous tree stands are between 81 and 140 years old; 10 percent are older and the remainder are younger. Pure deciduous stands are typically younger, with 65 percent of the trees being between 41 and 100 years old. Of the remaining age classes, 26 percent of trees in pure deciduous stands are older than 100 years. age of mixed-wood forests reflects the age range of their dominant tree type. About 51 percent of coniferous-dominated mixed-woods are 81 to 140 years old, whereas 55 percent of mixed deciduous forests are between 41 and 100 years
Imaging the motion of electrons with unprecedented resolution A team of researchers from the Faculty of Pure and Applied Sciences at the University of Tsukuba filmed the ultrafast motion of electrons with sub-nanoscale spatial resolution. This work provides a powerful tool for studying the operation of semiconductor devices, which can lead to more efficient electronic devices. The ability to construct ever smaller and faster smartphones and computer chips depends on the ability of semiconductor manufacturers to understand how the electrons that carry information are affected by defects. However, these motions occur on the scale of trillionths of a second, and they can only be seen with a microscope that can image individual atoms. It may seem like an impossible task, but this is exactly what a team of scientists at the University of Tsukuba was able to accomplish. The experimental system consisted of Buckminsterfullerene carbon molecules - which bear an uncanny resemblance to stitched soccer balls - arranged in a multilayer structure on a gold substrate. First, a scanning tunneling microscope was set up to capture the movies. To observe the motion of electrons, an infrared electromagnetic pump pulse was applied to inject electrons into the sample. Then, after a set time delay, a single ultrafast terahertz pulse was used to probe the location of the elections. Increasing the time delay allowed the next "frame" of the movie to be captured. This novel combination of scanning tunneling microscopy and ultrafast pulses allowed the team to achieve sub-nanoscale spatial resolution and near picosecond time resolution for the first time. "Using our method, we were able to clearly see the effects of imperfections, such as a molecular vacancy or orientational disorder," explains first author Professor Shoji Yoshida. Capturing each frame took only about two minutes, which allows the results to be reproducible. This also makes the approach more practical as a tool for the semiconductor industry. "We expect that this technology will help lead the way towards the next generation of organic electronics" senior author Professor Hidemi Shigekawa says. By understanding the effects of imperfections, some vacancies, impurities, or structural defects can be purposely introduced into devices to control their function. Source: University of Tsukuba
Published at Wednesday, December 18th 2019. by Putri Wulandari in School Worksheets. A comprehensive set of worksheets covering a variety of subjects can be used to expand your child has learning experience. A worksheet about shapes can be used as part of a game to find shapes around the house, counting worksheets can be used to count things you see in the grocery store and so on. Almost everything you do with your child can be turned into an opportunity to learn - and worksheets can give you the guidance you need to find those opportunities. Worksheets that include topics such as social and natural science will help to expand your child has horizons, teaching them about their environment and how things work, while improving their vocabulary at the same time. A worksheet about farm animals can initiate a visit to the farm area at the zoo, or to a real farm, where your child can explore and learn even more. Many children are being left behind due to lack of math skills. Schools today seem to do a poor job of preparing students for math at the middle and high school level. Here are 5 tips that parents can use to help their child be successful at math. Start early. Before your child goes to preschool, they need to be familiar with small numbers, up to 10. Two is easy to teach and point out. Pair of socks, shoes, etc. Five fingers on a hand and toes on feet. Ten total fingers and toes. At the preschool level, start counting up to 20. Add small numbers, 1 plus 1 is 2. 2 plus 1 is 3. You can even begin the fraction of one half. Half a sandwich, and other food items are a great start. When finishing kindergarten, your child needs to be able to count past 20 and know what larger numbers mean as well. Not working with them, just be familiar. A lot of teachers I know use worksheets for different purposes and when used effectively, it can be a good filler or fulfill the purpose of what you want to teach. A good handout always supplements the lesson. You need to pre-teach material and information before it is to be processed via a handout. When these are given too much emphasis however, students can become demotivated by the learning process, which in turn, lowers their self-esteem. You obviously want to avoid this. What are math worksheets and what are they used for? These are math forms that are used by parents and teachers alike to help the young kids learn basic math such as subtraction, addition, multiplication and division. This tool is very important and if you have a small kid and you do not have a worksheet, then its time you got yourself one or created one for your kid. There are a number of sites over the internet that offer free worksheets that are downloadable and printable for use by parents and teachers at home or at school. English grammar worksheets are often distributed to students who enroll in English language tutorials. These are considered part of the tutorial itself and are guides to the main lessons that they need to learn. Since these classes can be quite expensive, a cheaper alternative is certainly very much welcome. A more affordable and even free alternative to find them is the Internet. In the Internet one can find every possible English grammar worksheet that is available for people who are learning the English language. Physical activity is not only important for your child has health - it will help them cope with the sheer physicality of interacting with twenty children on the playground. Bumps and shoves are inevitable, so make sure your child has lots of physical play to develop gross motor skills too. Your attitude towards starting school will greatly influence that of your child. If you are enthusiastic and excited about school, your child will be to. Regardless of your experiences at school, it is vital that you be positive and teach your child that learning is important - and it can be fun! Find preschool worksheets that introduce alphabets, sounds, numbers, counting, shapes, colors, dot to dot drawing, coloring in and cutting out activities. As his age progresses, adapt to his needs. You may include advance preschool worksheets that are more on mathematics, reading, writing, perception and more general knowledge. With the help of these pre-school worksheets your child can develop the basic skills he needed when he starts his formal education. Any content, trademark’s, or other material that might be found on the Evrimdemirel website that is not Evrimdemirel’s property remains the copyright of its respective owner/s. In no way does Evrimdemirel claim ownership or responsibility for such items, and you should seek legal consent for any use of such materials from its owner. Copyright © 2020 Evrimdemirel. All Rights Reserved.
There are many types of mites that infect dogs, cats, and other animals. Mites are microscopic arthropod parasites that, for the most part, infect the skin or mucous membranes. Mites can even be present on birds and reptiles. The most common mites that infect dogs and cats are ear mites, Demodex, scabies, and Cheyletiella. Ear mites are very common on cats and are occasionally seen on dogs. They live primarily in the ear canals and can cause severe irritation. They are easily transmitted between pets, so if they are found in one pet, all pets in contact should be treated. A different species of ear mite can infect rabbits. Demodex is a mite that all dogs are exposed to, but only a small percentage of dogs develop skin problems. In young puppies, it usually causes small areas of hair loss especially on the head and front legs. Adult dogs tend to show more generalized symptoms, and usually have more red, itchy skin lesions. Adult dogs that develop Demodex usually have another disease such as hypothyroidism, Cushings, or cancer that suppresses the immune system and allows the Demodex to increase in numbers and cause lesions. It is now recognized that cats have their own species of Demodex, but the disease is much more rare in cats. Scabies is a skin disease in dogs or people caused by the mite Sarcoptes. Most dogs with this disease are intensely itchy. Scabies is highly contagious, but not all dogs in contact are as itchy. People also have their own species of Sarcoptes; most of their cases are due to the human scabies mite, but it is possible for people to develop lesions from the dog scabies mite. Cheyletiella species of mites can be seen in rabbits and dogs. It is especially seen in puppies as large flakes of scale and is sometimes called "walking dandruff." There is no one treatment that will kill all the types of mites discussed here. Your veterinarian can advise you on the various treatments for each problem.
I showed this demo in class and I was surprised at how cool the students thought it was. They actually thought it was some kind of trick. It is not a trick. Instead, this is an example of the angular momentum principle. If you want to try this yourself, I guess you are going to have to find some type of wheel. I attempted to get this to work with a small Lego wheel, but it wouldn't spin fast enough. You should be able to do this with one of those toy gyroscopes though. Anyway, here is the angular momentum principle: Or, if you prefer it without a derivative it could be written as: Here Tau is the torque on the object (about some point) and the vector L is the angular momentum as the object rotates around an axis through that point. Wow. I was going to link to a previous post where I talked about angular momentum and torque. However, it seems I have never done that. Ok - short version: Torque is like the rotational force, it can be defined as: The second line is the magnitude of the torque. The vector r is a vector from the point of rotation to the point where the force is applied to the object. The angle theta is the angle between r and the force. Remember that torque (just like force) is a vector. Direction matters. If you don't know what the cross product is, just think of the magnitude expression. However, you do need to know the direction of the torque for this example. The torque must be perpendicular to both the force and the r vector. There will be two vectors that meet that criteria. Choose the one such that when the fingers of your right hand cross r and then F, your thumb is in the direction of the torque.
This course of Chinese Culture and Contemporary China will explore the foundations of Chinese civilization and the dimensions of Chinese culture. It will pay particular attention to the relationship between Chinese culture and the present-day life of the Chinese people and to the different elements of the culture which are under the present social structures, belief systems, literature, arts, customs, etc. The course aims at providing students with a deeper knowledge of Chinese culture, thus enabling them to better understand China. The course will cover the following main areas of topics: (1) the foundations of Chinese civilization: its geography, language, and history; (2) the core concepts in Chinese philosophies and religions: Confucianism, Taoism, and Buddhism; (3), literature and arts, including Chinese calligraphy, painting, Tang poetry, and classical fiction; (4) society and life, including education, the role of women, Chinese food, and traditional holidays; (5) travel and landscapes, including well-known Chinese cities, mountains, ethnic regions and customs; (6) Chinese media, culture and sports, including TV and movies, fashion, Chinese gongfu and taiji. In addition, students will be expected to participate in a buddy program beyond curriculum if they have a chance to come to Nanjing. Ideally they will be paired up: an international student with a Nanjing University student to allow students to learn firsthand about Chinese customs, culture, and language. Students will be required to complete various projects and homework assignments as well, which will encourage them to use Nanjing University and the city of Nanjing as a laboratory to apply what they learn during their stay at Nanjing University. Essentials of Chinese Confucian Thought -Confucian culture is the cornerstone of traditional Chinese culture. In this segment, we introduce the three basic concepts of Confucian culture: Li or ritual etiquette, Ren or benevolence, and Tao. In the Confucian view, the variety of practiced rituals maintains the balance of society. Benevolence is the core of the ritual because only with benevolence one can truly observe li. Tao is the natural laws or order of the universe. One has to research the objective universe genuinely, to find those natural laws, and then use what was found to structure the human world. All these elements make the benevolence great. Essentials of Chinese Painting -In this unit, we introduce the world of Chinese painting, which is one of the oldest continuous artistic traditions in the world. We discuss three important features that make Chinese art of painting unique and different from the Western painting. We also analyze the possible philosophical reasons lying behind that difference. By the end of the unit, one will know things like why Chinese paintings are usually not framed and without many colors, or why Chinese people when drawing might prefer having more than one artistic perspective, as well as other aspects of Chinese art. Essentials of Chinese Music -This unit mainly focuses on three topics of Chinese music culture which are the origin and essence of the Chinese musical style, Confucian effect on the understanding of traditional Chinese music and Contemporary Chinese music development under the influence of western music. It is hoped that after completing this unit, students could feel and realize the uniqueness of Chinese traditional music, and have an overall understanding of the development of Chinese music culture. Essentials of Chinese Costume -With a large variety of clothes and accessories, from the dragon robe of emperor to the humble clothes of common people， Chinese traditional costumes show the beauty of the material world. It’s also related to the social classes, feudal ethics and traditional philosophies. This unit centers on three major questions, trying to show specific details of the splendid costumes as well as explaining the cultural implication, such as the ranks of imperial court, the customs of weddings and funerals, the gender issue in Tang dynasty, etc. -Chinese food is well-known throughout the world for its appearance, aroma and flavor. The uniqueness of Chinese food lies not only in its appearance and flavor, but also in its style of preparation, cooking and presentation. Chinese food culture was gradually formed in the development of Chinese society and civilization and was in turn helped shape the character and temperament of the Chinese people. As a panorama of Chinese culture, Chinese food is generally believed to be one of the best channels to know this country, its people and culture. There is a profound philosophy under Chinese food culture, and this lesson will help the learners understand why eating and drinking is of special importance to the Chinese, not only to their physical wellbeing but also to their mental health and harmony. Chinese Traditional Festivals -Festivals are an important part of Chinese culture. A significant number of festivals in folklore are rich in various elements of Chinese traditional culture. Do you know what the most important Chinese holiday is? Do you know what Chinese people eat, what clothes they wear and what other interesting things they do during those holidays? More important do you know the reason why they are doing that? Watch the "Festival Culture" unit to find that out. The unit is rich in contents supplied with exciting media that brings you to the amazing world of Chinese festivals.
Vaccines and drugs are different in terms of their research and development, marketing, supply sources, regulation and access. Both the products are manufactured for a specific disease condition or disorder. Research and development in both the fields are ongoing and time-consuming. However, the major differences between them are classified below: - Drug Research and development starts with new insights on the disease that allows the researchers to develop a drug to stop the severity of a disease. The drug discovery and development is finding the existing treatment of the disease and developing a medicine by gathering information on how it is accepted, distributed, metabolized and excreted from the body. On the other hand, vaccine research focuses on eradicating a disease from the population. For vaccine research and development, the research is done to find the vaccine antigen. - A drug is a chemical, herbal, or biological product to cure diagnose or treat a disease or a condition. A drug is to cure a disease that has already occurred or is about to occur. On the other hand, a vaccine is a product that stimulates a person’s immune system to develop immunity against a specific disease. The vaccine prevents from getting infected with a particular disease. The mode of administration for both of them can be oral or an intravenous source. - Drugs are classified according to their chemical or biological structure; mechanism of action; origin of the drug; site of action; mode of action and the therapeutic activity. Contrary to it, vaccines can be of two different types. It can be a live and attenuated vaccine, inactivated vaccine, and recombinant DNA vaccine. - A drug can be made from natural, semi-synthetic and synthetic sources. The drug researcher uses a chemical substance and their mixtures to form a medical drug. On the other hand, a vaccine is made from a biological, synthetic source. Some of the vaccines are even made from live or inactivated microorganisms, toxins, and antigens. - Drugs are taken orally or intravenously upon need. The course of a drug starts after getting infected with the disease. It may last for 3 to 6 days depending on the severity and the type of infectious disease. Whereas, vaccines can be taken by every child after birth. A new born has to be given a number of vaccines and it’s booster shots to prevent them from deadly infections. Routine vaccination is given to children hepatitis A, B, polio, mumps, measles, diphtheria, pertussis, rubella, tetanus, chickenpox, rotavirus, influenza, meningococcal disease and pneumonia. Now, with the advent, there are adult vaccinations also like cervical vaccination given to the girls who reached puberty. Both vaccine and drugs are medical products having their beneficial and adverse effect. They both contain an active and inactive ingredient. Before the promotion, market, or sales both of them should clear the FDA approval. It’s must for every vaccine or a drug to comply with the standards of quality, efficacy, and safety.
diet or national assembly in which the chief estates (see estate ) of a nation—usually clergy, nobles, and towns (or commons)—were represented as separate bodies. The name survives in the Netherlands, where the two houses of parliament are known as States-General; however, only the name has been preserved there, for the lower house represents the entire nation by direct election, and the upper house represents the provincial estates, which are also elected democratically. Like the English Parliament , the States-General of France and other European assemblies had their origin in the king's council, or curia regis. The Cortes of the Spanish kingdoms, the diet of the Holy Roman Empire, and the diets of Bohemia, Hungary, Poland, and the Scandinavian countries all originated as royal councils and all represented, in varying degrees, the principal estates of the realm. They are generally said to have grown out of the earlier Germanic assemblies. Whatever their origin, they developed along entirely different lines in the various countries, and by the 16th cent. there was little or no resemblance between the English Parliament, the States-General of France, and the States-General of the United Provinces of the Netherlands. Sections in this article: The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved. See more Encyclopedia articles on: French History
Raising Responsible Children What is the ultimate goal with parenting? Is it to raise individuals who do what their parents say, behave properly, conform to their parents rules, and contribute to society out of duty? Although all of these outcomes are good in theory, they lack the correct motivation behind them. Dr. William Sears suggests, the goal with parenting is to enable our children to live without us. It is paradoxical. The goal is to see our children become confident, responsible, self-sufficient, and interdependent individuals with values that guide them throughout life. This means we guide our children in their decision making process, enabling them to become self-motivated, with an understanding that they are part of a greater social system and their decisions affect others--this is what it means to become a responsible member of society. Raising responsible children begins with infancy and continues until adulthood. There are key factors which help build a sense of responsibility in children throughout various stages--Infants, Toddlers, Primary School, Teenagers. The learning from each stage builds upon the previous one, until your child has reached independence and self-sufficiency. Although this is a general guideline, be sensitive to your child's learning and development, some may grow faster, while others take a bit longer. Remember, you as a parent are the facilitator of this learning. Your ultimate goal is to enable them to become a confident, self-sufficient, interdependent person. According to Dr. Sears, the earliest lessons in responsibility come from parents who are responsive to their children's needs. "Parents who respond appropriately to their children are likely to raise responsible kids. Why? Responsiveness becomes the norm for these children, teaching them that people should treat others in a responsible way." Ironically, it is the infants' dependency which lays the groundwork for future self-sufficiency. When you respond to your baby's cries, you are affirming their feelings and needs, ultimately teaching them to trust in oneself. This trust becomes the foundation of being trustworthy later in life. Being responsive to your child's needs shows them their voice and actions are important. Toddlers have a growing awareness of self and independency. Wise parents allow their toddlers to practice their emerging skills as much as possible in a safe environment. Your role as a parent is to function as a facilitator, you set up the situation so your child can learn and make things happen. Encouraging your child to try new things, fall down (safely), and get back up and try again is a lesson in responsibility. Toddlers are learning how to manage their own bodies--sitting, crawling, walking, running, jumping, feeding themselves, brushing teeth, potty training, etc... You can't force your child to learn these skills, you can create the setting for your child to learn. Experimentation is key. They will make messes. They will have accidents. It is important we remain positive, encouraging, and supportive throughout each moment of learning responsibility and independence. Toddlers - Primary School "Teach them early, then trust them later," says Dr. Sears. The hard work you put forth in guiding your childrenwill pay off later. From toddlers to teenagers, there are key elements which help create a sense of responsibility. Those include chores and responsibilities, accountability, and life-management skills. The tasks, expectations, and skills vary according to age and build upon previous learning with each new stage. Chores & Responsibilities Each member of the family needs chores and responsibilities. Chores help develop a sense ofsignificance as part of the family 'team.' Responsibilities help children feel useful and needed, and will help them take care of their own home one day. Sharing in responsibilities facilitates accountability, self-confidence and helpfulness. According to Dr. Sears, household responsibilities help to: - Create a sense of ownership, attachment and thus respect for the home. - Encourage skill development and lifetime learning opportunities. - Teach accountability for and consequences of their actions. - Equip them to live and work with others after they leave home. - Foster a sense of accomplishment and pride. - Teach interdependence and belonging within a bigger system. - Teach that everyone is expected to contribute to the well-being of the family. How do you divide the tasks and responsibilities? Here are some things to consider: - Activities according to their age and stage: - Ages 1-2: Scrub with water, use sponges/brushes, rinse dishes, clean sinks/tubs, dusting - Ages 3-4: Sorting laundry into dark/lights, vacuuming, sweeping, setting the table - Ages 5-6 Start washing the dishes, loading/unloading the dishwasher, washing the car - Ages 7-8: Start cooking or helping prepare one meal a week, helping select groceries - Ages 9-10: Mow the lawn, help fix things around the house - What the child is already interested in and match the chores to the child. - Give special jobs to each child. - Create job charts, letting them choose tasks, and rotate if they want. - Plant a family garden, learning to sow, water, pull weeds, and harvest. - Do jobs along with your children, work side by side, together. Learning to be accountable for your actions is is an important part of one's development. When a child is held accountable for their actions, they are learning that their behaviour has consequences, both for themselves and others. They learn what it means to depend on one another, through interdependency. Being accountable is an important aspect of belonging to a family, a social group, and a community. How do you teach accountability? - Establish simple family rules for the safety and benefit of everyone. - Teach children to take responsibility for their actions early on. - Don't accept irresponsible excuses, excuses are a sign of immaturity. - Establish routines so children remember how and when to do tasks. - Expect them to be accountable for the consequences of their mistakes. - Praise and encourage right behaviour. The goal of parenting is to teach your children to live without you, which includes teaching them skills to manage their lives--both present and future. These skills include, but are not limited to: thinking and planning ahead, managing finances, time-management resources, organisational skills, and every day skills. As a parent, you have a very important role of teaching and modelling life-management skills that will help your children become responsible adults. How do you teach important life-management skills? - Teach children to think and plan ahead. - Teach them to wait and have patience. - Instill a long-term perspective. - Equip them to make sacrifices in the present for a better future. - Help them create a plan to earn money and save for a big item they want. - Teach children about managing finances. - The importance of saving. - How to spend money responsibly. - The importance of staying out of debt. - The importance of giving. - How to plan for retirement. - Teach time-management and organisational skills, depending on age and personality. - Weekly/Monthly calendar on the wall - Daily planner book - To-do lists - With more privileges come greater responsibilities. - As your child grows older, their responsibilities grow. - As they are given more privileges, you expect them to be more responsible. - Privilege: Walking to/from park alone. Responsibility: Be home at promised time. - Equip children with life skills. - You have opportunities to teach your children life skills nearly every day, involve them in age-appropriate tasks. - These tasks include: cooking, sewing, changing a lightbulb, fixing things around the house, changing a tire on the car, unclogging the drain, etc... - Model responsibility. - How you view your own responsibilities has an affect on how your children live up to their responsibilities. - Focus on the positive aspects of your job, so your children come to see responsibility as a normal part of adult life. Parents can probably agree that the most important goals of childhood are healthy development and education. What about work? According to Dr. Sears, studies show that employment during teenage years has both negative and positive effects. Consequently, there are a number of factors to consider when it comes to teenagers and work. You need to find out why they want to work, why should they work, how does work impact their current studies, what kinds of jobs they should have, and how many hours should they work. Why do they want to work? Parents need to determine the right reasons for working and check their motives behind working: - Is it to save long-term, for a car or university studies? - Is it to learn life skills? - Is it to have personal spending money to satisfy the need for materialistic things? - Is it to gain independence? Work together with your child to determine if their motives are right and discuss the importance of saving and planning for long-term, not just short-term, instant gratification purposes. Why should they work? There are several benefits with teenagers who experience a positive work environment: - gain skills and training - learn productivity in society - learn interpersonal skills and how to work in a team - work with problem-solving skills - experience the importance of punctuality and time-management - gain customer service skills - learning budget and money management - productive use of time vs. unproductive use of free time (screen time, gaming, shopping) How does work impact their current studies? The reality is, when a teenager spends time at work, they will have less time for studies. According to Dr. Sears, students who work more than 20 hours per week have high levels of stress and decreased investment in their studies. However, studies show that students working between 15-20 hours per week have higher grade point averages compared to non-working peers. Discuss the importance of time management, right priorities, and a healthy work-life balance. What kind of job should they have? The type of job affects the risks and benefits of working. Consider these factors: - Does the job have proper safety training and supervision? - Could there be any long-term physical risks of the job? - Does my child have proper judgement and wisdom to handle the risks of the job? What are their working hours? Consider the legal limit for working hours. In many countries, the law protects teens from working too many hours, too early, or too late. As previously stated, working over 20 hours per week has shown to have negative affects on teenagers. Discuss with your child about what a healthy work experience looks like, the importance of their rights, setting boundaries, and saying no to working too many hours. Raising a responsible child requires you as a parent to have the mindset of legacy. What legacy are you creating? Think beyond your lifetime. Your investment now, has the potential to benefit generations to come, and impact thousands of lives. The time, commitment, patience, and guidance you are investing now in your children, will affect not only them, but their children's children and the lives around them. Looking back on your own life, what experiences helped teach you responsibility? What factors contributed to your sense of confidence, independence and self-sufficiency? Think about people in your family or others you knew who left a lasting legacy. What was it about them that made an impact upon your life?
Grizzly Bears Bite! Grizzly bears are a powerful, intimidating subspecies of brown bear. Just how threatening humans find them is revealed by the final part of their scientific name: Ursus arctos horribilis. Though much of their diet consists of fruit and nuts, make no mistake, these animals are apex predators. They have the teeth and bite to prove it. Young readers will be delighted with what they learn about these formidable animals and their bite. Spectacular, detailed photographs bring grizzlies up-close and personal while an accessible narrative shares important life science concepts. This reading and learning experience is enhanced by fact boxes, a graphic organizer, and glossary.
In order for the eye to stay healthy, it must remain moist. The lacrimal gland, a specialized structure located under the outer one third of the upper eyelid, helps to make tears. Each time you blink, your eyelid spreads tears over the surface of the eye and pumps excess tears towards ducts in both the upper and lower eyelids. These ducts then drain the tears into your nose. Lacrimal Obstruction is usually caused by an infection with the "tear pipe" located in the nose. This infection causes swelling in the inner corner of the eyelid. Approximately seven percent of infants are born with a congenital obstruction of their tear drainage system (the lacrimal duct) in either one or both eyes. This percentage is even higher in premature babies. In most infants, the obstruction is caused by a membrane at the base of the tear duct just before the duct enters the nose. \|Symptoms of acquired and congenital lacrimal obstruction\| \|Tearing or Watering\|\|Obstruction of the tear duct will cause tearing or watering of the eye because the tears cannot drain properly.\| \|Mucous\|\|Eyelashes may stick together with mucous or an accumulation of tears in one or both eyes.\| \|Swelling\|\|The tears trapped within the duct may become infected, causing a painful swelling in the inner corner of the eyelid.\| Excessive tearing or eye discharge should be examined by an ophthalmologist to determine the cause of the problem. In some children, excessive tearing may be caused by another condition besides tear duct obstruction. The membrane that causes the obstruction in infants will usually open on its own within three to four weeks after birth. If this does not occur, your physician will recommend treatment to open the blockage. Initial treatment involves massaging the area over the affected tear sac (located under the skin between the eye and nose) to force the tears and mucous from the sac and hopefully pushing open the membrane causing the obstruction. In infants, this massage requires the active involvement of the parent, as it must occur frequently. Massage is generally continued until the tearing resolves. Antibiotic drops or ointments may also be prescribed by the physician. If the obstruction is still present, it may be necessary to open the tear duct by probing and irrigation. Probing is most commonly performed between six months and one year of age in infants. The probing is performed by passing a thin probe down the tear drainage system in an attempt to open the blockage. Minimal pain is associated with this procedure. After the probing, bloodstained tears or a slight nosebleed may occur. These side effects are brief. Antibiotic drops or ointments may be prescribed. Unfortunately, blockages may recur in spite of probing. If the tearing persists, then a silicone tube may be placed down the duct to keep the tear draining system open. The tubes are tiny, generally imperceptible, and usually remain in place for twelve months to prevent the obstruction from recurring. Treatment for acquired and congenital lacrimal obstruction depends on the exact cause. If the tear drainage system is blocked, surgery to open the blockage may be necessary. The type of surgery depends on the location of the blockage. For example, it may be necessary to make an additional opening from the lacrimal sac into the nose, a procedure known as a dacryocystorhinostomy or DCR. If the problem is dry eyes, however, artificial tear replacement or even closure of the tear drainage (puncta) may be helpful. At Miami Eye Center, Dr. Joseph Selem will meet with you during your private consultation to assess your individual situation. Dr. Selem can help you decide if Lacrimal System Surgery in Miami is right for you. See the beauty in yourself and the world around you in crisp, clear detail today! Request an appointment online or call Dr. Joseph Selem and the staff at Miami Eye Center at 305-444-0221 to schedule your private consultation.
Between 1910 and 1970, nearly 100,000 Aboriginal children were taken from their parents as part of a campaign to phase out Australia's native race. These children became known as the Stolen Generation. The Australian government upheld the campaign because studies showed that Aborigines were at a higher risk for alcoholism, infant mortality, criminal behavior and drug addiction than non-native Australians. Separated from their families, Aboriginal children were meant to be assimilated into white society but faced emotional turmoil as a result of not being accepted on the basis of their race. What's more, they were cut from the comforts and identity of their own cultural heritage. No prime minister had offered a formal apology to the members of the Stolen Generation due to fear of sweeping lawsuits and demand for financial reparations. But on Feb. 13, Prime Minister Kevin Rudd delivered a formal apology nearly a century in the making. To date, only one member of the Stolen Generation has received financial reparations for his suffering. Learn more in How Aborigines Work and What was Australia's Stolen Generation?
When your students read, view, and listen to multiple sources on a topic or issue, do they tackle each source in a silo? Martha Polley and Sunday Cummins share Martha’s dive into helping students think across history sources, synthesizing to deepen their understanding. Tagged: text sets Nurturing Informed Thinking is filled with practical and inspiring ideas to help students integrate multiple texts about a nonfiction topic. Both content area and ELA teachers will find this book a valuable resource, writes middle school educator Mary K. Marsh. As Kevin Hodgson’s 6th graders rush to complete projects and portfolios in their final two weeks, he reflects on what he wishes he had achieved or done better during the school year. More patience. More connected learning. More awareness of his students’ lives. Thematic text sets that tap into the social worlds and narrative driven lives of adolescents can spark “unstoppable learning,” say literacy educators Katie and Chris Cunningham, who share several text-set examples and a 10-step process for building your own. Text sets can help kids enrich their studies in any content area. MS teacher Kevin Hodgson tells how teachers are using Library of Congress primary resources to create engaging text sets that help students contextualize the present by exploring the past. Each of these 20 English Language Arts-oriented articles (dating back to 2012) has enjoyed thousands of reads since it was first published at MiddleWeb. From closer reading to better writing, we hope you find some helpful ideas and inspiration for the new school year! Teachers can help students explore important connections across different genres and subjects using “text sets” – collections of books and other media with a common theme. In this MiddleWeb article, teacher educator Amanda Wall details an assignment creating text sets for ELA and math. Overcoming Textbook Fatigue: 21st Century Tools to Revitalize Teaching and Learning benefits teachers who feel an urgency to abandon textbook dependency and create more relevant and engaging lessons, says reviewer Susan Shaver.
Massachusetts’ New Bedford Harbor is one of the country’s most polluted waterways. For 40 years, nearby factories and shipping vessels have been dumping pollution into it, and it's so grimy that there's been a ban on fishing in much of the area since 1979. So why is one species of fish thriving there? According to the Environmental Protection Agency, two manufacturing plants near the harbor spent much of mid-20th century improperly dumping polychlorinated biphenyls (coolant fluids used in motor production) and heavy metals into the harbor, contaminating sediment as far as six miles away. The EPA has been working on cleaning up the harbor since 1982, but it remains a highly toxic area. Like Blinky the three-eyed fish in The Simpsons, fish in the harbor have rapidly evolved to cope with the toxic waters. In a new paper published in BMC Evolutionary Biology, researchers from Woods Hole Oceanographic Institution say that the 3-inch-long Atlantic killifish (Fundulus heteroclitus) is dominating the harbor. Not only are they dominating the harbor, but they burrow into the toxic sediment for most of winter and spend most of their time in summer there, unlike other fish. EPA guidelines for the fishing ban in New Bedford Harbor. Image: EPA A genetic change in the fish has modified a receptor protein called AHR2. In normal fish, AHR2 regulates cellular functions—PCBs stimulate it, eventually causing toxicity and death. In killifish, the receptor isn’t fully turned off, but it is significantly dulled, making PCB ultimately less toxic to them. Only killifish living in the harbor seem to show this modified receptor—killifish living elsewhere have the normal receptor. “The killifish have managed to shut down the pathway,” said Mark Hahn, a coauthor of the paper. “It’s an example of how some populations are able to adapt to changes in their environment. It’s a snapshot of evolution at work.” It’s the latest evidence that rapid evolution occurs not just in bacteria or other smaller organisms, but in more complex ones, too. “These studies are helping to dissect how evolution occurs on a contemporary scale and why some species are more likely to adapt to a rapidly-changing world,” Diane Nacci of the EPA said. But, like Blinky, who seems to get along just fine in the Springfield River, the presence of killifish at New Bedford has had some impacts higher up on the food chain. Though they thrive in the sediment, they still carry extremely dangerous doses of PCBs that are transferred to larger fish, and ultimately humans, when they’re preyed on. So while killifish have evolved in response to pollution, it's hardly evidence that pollution is anything but harmful. It's also important to note that the success of killifish could be due in part to the failures of other species. EPA cleanup efforts are ongoing, and the AVX Corporation, one of the companies that originally dumped in the harbor, was just forced by a federal judge to pay $366.245 million to help clean the waterway. The hope is to hit cleanup goals within about 5 years so other fish can return to the area. Until then, the mutant killifish will keep doing what they do.
By June 1940, France had surrendered to Germany and Britain had rescued approximately 330,000 men from the beaches of Dunkirk. Britain now stood alone with its empire against Germany. Hitler believed that Britain had to be defeated before he could turn his attention to the USSR and so in the invasion of Britain codenamed Operation Sealion, two German armies (totalling 100,000 men) would be transported across the English Channel. However this crossing could be blocked by the Royal Navy, which was protected by the RAF. The Luftwaffe had to eliminate the RAF in order to bomb the Royal Navy blockade. The two sides fought each other in a series of “dog fights” which became known as the Battle of Britain. From July 10th1940 fleets of German bombers were sent, escorted by German fighter planes to protect them from attack whose targets were the airfields in Southern England. Britain was faced with overwhelming odds as German planes (2500 aircraft) far outnumbered those of the British (700 aircraft) and Goering, commander of the Luftwaffe was confident of success. However Hitler made a major tactical error. Upto 7th September, Germany, with its huge number of pilots in comparison to Britain, was defeating Britain. Any German plane shot down was relatively easy to replace and equip with another pilot. In the first week of September, Britain had lost 185 aircraft and 300 men. Only 200 replacement pilots were available and it took longer to train new pilots than to build new planes, which were constantly bombed by the Luftwaffe whilst in their airbases. Hugh Dowding, Chief of RAF fighter command, had feared that the battle would be lost. However on 7th September Hitler ordered the Luftwaffe to bomb London instead of the airbases in reprisal for a British bombing raid on Berlin. This allowed the several airbases that had been put out of action to repair themselves and replace aircraft that had been destroyed by bombing. These aircraft were able to resume the defence of Britain and to attack the Luftwaffe on their way to London. Germany had also made a series of miscalculations and underestimations of Britain’s defence. The British-operated Hurricane and Spitfire aircraft proved to be more superior to German equivalents and more strongly built, which gave the British advantages in combat. The RAF also had the secret weapon of RADAR, which the Luftwaffe was unaware of. This allowed the RAF to assemble their fighters to intercept the Luftwaffe. German fighters were also relatively light and could only carry comparatively little fuel and so as a result they were unable to escort their bombers over London whereas the RAF were operating in their own territory and so could remain in the air for much longer. By September 17th, Hitler called off Operation Sealion, although the Luftwaffe continued to bomb London and other major cities. The bombing raids by Britain on Berlin were the key factor that had caused the German switch in bombing tactics. Although Britain had not planned to cause this switch in tactic, it was this tactical error that allowed Britain to build more aircraft and so to ultimately hold out in the Battle of Britain. The Battle of Britain also boosted Britain’s morale greatly as it convinced the British public that Germany could be defeated. The Blitz The bombing of British cities, or the Blitz began on 7th September 1940. Although the Blitz was used as an act of retaliation against the British bombing of Berlin, Hitler’s aim was to bomb Britain into submission. This would destroy Britain’s military capacity and shatter the British public’s morale and so eventually Britain would either be defeated or it would have to negotiate peace terms. For the next 76 nights (except 2nd November) London and other major cities were bombed continuously. The worst single air raid was on 14th November against Coventry, which lasted 10 hours. 4000 people were killed and the Cathedral was destroyed. Germany deliberately aimed to destroy public morale as well as industrial areas and approximately 2. 5 million people had been left homeless and 43,000 were killed. In my opinion, it was the effective organisation of the people and country that enabled Britain to survive the Blitz. A national government had been set up that involved talents from all parties and so there where no domestic political arguments to hold back the country. The Prime Minister, Churchill (Prime Minister from May 1940) was one of the greatest inspirations for ordinary people. His determination not to give in enabled the country to keep going despite being so close to defeat and he gave the country an important moral boast. He regularly gave radio broadcasts to inspire the nation and make it feel their efforts were valued and so they would be more determined to continue with the war effort. He visited bombed areas to give a sense of unity between the government and its citizens and even turned Dunkirk, a military defeat, into a victory, which helped psychologically (“Dunkirk Spirit”). The Emergency Powers Act passed in 1940 gave the government almost unlimitless power over its citizens, which enabled it to make effective use of them. To protect its citizens, the government recruited air-raid precautious wardens (ARP) to help people survive bombing raids and issued leaflets to help its citizens. The government enforced blackouts so that the enemy would find it harder to bomb industrial targets as well as minimising the number of people killed and encouraged people to build shelters to defend them from the blast of the bombs. Barrage balloons were placed to stop bombers flying low. Searchlights, and radar were used to locate enemy aircrafts so they could be shot down using the newly installed anti-aircraft batteries and the RAF. Gas masks had been issued to protect the public from gas attacks (but none came) and sirens were installed to warn people of air attacks. The more damage was minimised, the more public morale would remain and so be determined to hold out rather than surrender. Evacuation was introduced to minimise in particular the number of children killed by the bombing of major cities. Approximately 1. 5 million children and young mothers were evacuated to the countryside throughout the war. The government also took direct control of 75% of Industry and by 1943 production was 8. times greater than in 1939. Women were conscripted in 1941 to fill in vacant jobs in industry that conscripted men held, which was vital to enabling Britain to continue the war effort. Women also joined sections of the armed forces to do important jobs and some joined the Woman’s Land Army, which did everyday farming jobs, making more food available. The government used propaganda to make people inspired to help out in the war effort e. g. in factories and censored pictures of dead soldiers or destroyed houses to keep people’s morale. Churchill introduced “Bulldog Spirit” to boost morale and claimed that “Dunkirk Spirit” would keep the country going. Bombed shops put signs saying “more open than usual” and people were determined to carry on with their normal lives e. g. in Coventry production rose despite suffering the worst single air raid in Britain. The king and queen visited bombed cites and made radio broadcasts, which the public were inspired by. Entertainment was organised every night to maintain public morale. Churchill encouraged original class barriers to be broken and insisted that everyone was “in it” together. In May 1940, the Home Guards were set up to act as a second line of defence against a German invasion and consisted of men too old or young to fight, numbering nearly 1. 5 million by June 1940. The Home Guards trained after work with any weapons they could get and although the Home Guards did not help in military terms, it had huge psychological impact on the public. It made them feel more involved and committed to the war effort and therefore willing to keep going throughout the war. Rationing was introduced as there were food shortages because German U-boats were destroying British merchant ships carrying food and other essentials. It was meant to distribute food and other essentials in a fair way so that everyone felt that they were in the war together equally suffering and so morale kept high. The “Dig for Victory” campaign, which encouraged people to grow food, was also highly successful in that more food was available and it made everyone feel involved with the war effort and therefore they would feel that they had “done their duty” and so would be inspired to help with the war effort. The Battle of the Atlantic Gemmy attempted to starve Britain into submission by destroying its merchant ships. Britain was a small island and couldn’t provide for all her needs and it had a system of ships sailing worldwide to meet her needs. The government took control of all merchant ships and made them sail in convoys (most of which went to the USA) with escort “destroyer” ships. However, there were not enough destroyers for every group of convoys and the German U-boats hunted in “Wolf packs” of up to 12 for added protection. By 1942, 30 U-boats were being produced a month, and the U-boats had little difficulty in destroying the convoys. In 1941, 1299 allied ships were shot down (six times the replacement rate) compared to only 87 U-boats and by 1942 the allies had lost almost 1700 ships, whilst the Germans had over 400 U boats. Soon Britain would be starved of food and essential raw materials and would be forced to sue for peace. However on 7th December 1941, Japan attacked Pearl Harbour, which led to USA joining the war. The USA was a huge industrial power and was producing ‘Liberty’ ships faster than that U-boats could sink them and so these Liberty ships were able to escort the convoys. The Royal Navy began received new ships that had been ordered in 1940 and so there were more ships able to escort the convoys. “Hunter-Killer” groups of ships went with the convoys to destroy the U-boats, which resulted in increased protection for the convoys. The convoys also received more protection from the increased air cover that the USA provided in addition to the RAF. This left a comparatively small area of the Atlantic uncovered by air cover. The aircrafts could also radio positions of located U-boats and this allowed the escort ships to locate them easier and sink them. Now that the Atlantic wasn’t the sole responsibility of Britain helped Britain enormously and by 1943 many more convoys brought supplies back to Britain. In 1943, 247 U boats were sunk (mainly by aircraft) and the allies built four times as many boats as were sunk. Britain also benefited psychologically as it not only did it overcome its enemy, but it was no longer alone. It had the USA, a huge industrial power, as its ally and through lend-lease schemes, Britain received many more goods to help the war effort.
Let’s Explain What a Mind Map Is What is mind mapping? A mind map consists of a central idea encased in a circle, with other ideas shown as radiating from it. Each idea coming directly from the central concept is considered to be a main branch, and each main branch may have other branches coming from it. The overall appearance is similar to the branches on a tree, all stemming from the main concept at the center. A mind map can be used as an active learning technique, to help reinforce concepts from a lesson, or it can be used to generate ideas in a specific area of learning. Creating a Mind Map To create a mind map, use a blank sheet of paper. In the center of it, write a main or central concept. Surround this with a circle. From this central concept write other concepts that relate to the first one. Use free-flowing association and write anything that comes to mind, whether it seems useful or not. Circle each of these secondary concepts and link them to the main idea with a line. Then add additional concepts which relate to the secondary ideas, linking them to the appropriate secondary concept with lines. You can carry out this mind mapping for as many levels as you wish. The ultimate result is a central idea, with sub-topics scattered around it. You can think of a mind map as being something like a free-flowing outline. Free tools for creating mind maps online can be found in this article. Uses in the Classroom As a teacher, you might ask yourself what is mind mapping, and how do I use it in the classroom? To use mind mapping as a way to learn new material, incorporate the technique into your lesson. After you have covered a subject with some basic information on the subject, draw a mind map on the board at the front of the room. You can also draw the mind map using an overhead projector, or with one of the online tools mentioned above. Have the students copy the mind map into their notes as you go. Put the main subject of the material just covered into a circle in the center of the page. Now have the students help you create the mind map by contributing topics which tie directly into the main subject. Link these to the main subject using the visual technique of the mind map, then add layers of information linking to each secondary topic. Continue building your map until you have all the main points of the subject covered. By being actively involved in creating a group mind map, the students will tend to retain the new material much longer than they would have otherwise. In order to use mind mapping as a review technique, suggest to the students a list of main topics and have them create a mind map for each topic. This can be done as a group exercise or you can have them do it individually. Mind mapping will help the students to think about the material, identify the important points, and link all of the points in their minds. In addition to using mind mapping to help students learn, many people find it a handy technique to brainstorm ideas for a meeting or explore connections for a new idea. If you are going to teach something new to your students, you might want to try mind mapping as a way to organize your thoughts before the lesson. You might even find that you come up with a few new ideas. Give it a try. This post is part of the series: Mind Mapping - Using Mind Mapping to Help Your Students - Learning Mind Mapping With Elementary Students - Mind Mapping: Helping Students Fine Tune Studies - Mind Mapping Software Solutions for Teachers
If you like playing with objects, or like drawing, then geometry is for you! Geometry can be divided into: Plane Geometry is about flat shapes like lines, circles and triangles … shapes that can be drawn on a piece of paper Solid Geometry is about three dimensional objects like cubes, prisms, cylinders and spheres. Hint: Try drawing some of the shapes and angles as you learn … it helps. Have you tried this resource? Help someone out by sharing your thoughts!Write a review
Autonomous cars are vehicles that can navigate and react to the environment without human input. Autonomous cars are not controlled by a human, but rather by sophisticated software. These vehicles can go wherever a traditional car can go. While these cars are not quite ready for public use, they do almost everything a human driver can do. Autonomous cars fall into six levels of driving automation. The SAE defines each level as a degree of autonomy. Autonomous cars can be evaluated by the number of miles they have driven without a human driver. These miles are an important proxy for how much training data they have received and how much investment was made to get the cars on the road. Another important measure is the number of “disengagements,” or situations in which the human driver takes over when the computer can’t handle a situation. While most companies don’t publish these statistics publicly, some states require them. Autonomous cars can also reduce the number of vehicles on the road. Currently, the average vehicle is used only 4% of the time and is parked the rest of the time. As these cars can drive themselves, they will cut down on traffic by driving more efficiently. Additionally, they will be much lighter than current cars. As a result, they will also be more environmentally-friendly. While the advancement of AI-powered technology has made it possible for self-driving cars to reach the stage of mass production, there are still many challenges to overcome. First of all, the technology is expensive. It could make the cars too expensive for the public to afford. Second, it’s difficult to design an AI system that is able to make split-second judgments. Third, the lack of safety of autonomous cars is a real concern. As a result, the AV industry has to address the issue of safety when humans share the road with autonomous vehicles. Fortunately, there have been no fatal accidents involving Tesla Motors cars. But in the long run, autonomous cars will have to contend with unpredictable human drivers and their unpredicted behavior. While the technology behind self-driving cars isn’t quite ready for widespread adoption, the benefits are numerous. Ultimately, they will reduce traffic accidents, decrease transportation costs and save on fossil fuels. Currently, there are some early tests and prototypes running around cities and other environments. Some even have taxi services. Tesla’s Autopilot technology has been a hot topic since its debut. The company’s first-mover advantage and ability to revolutionize the automobile industry has given it a leg up on the competition. Autonomous cars are not yet fully autonomous, but they do have high-tech safety features that help make them safer. However, it is important to remember that a human driver should be present at all times. Autonomous cars can reduce traffic congestion in cities and towns. They could free up commute time for other tasks, including employment or school. Furthermore, they could make roads safer for elderly and disabled people. Because of their increased efficiency, autonomous cars may be able to operate more safely for people with impaired vision, reaction time or quadriplegia.
This Pop Rocks science experiment is a fun way for students to investigate how combining a solid and liquid forms a gas. Solid, Liquid, Gas: Pop Rocks Science Experiment Most kids know the fizz that bubbles up when you pour a glass of soda is carbon dioxide gas called carbonation. What they may not know is how it is made. Carbonation is made by forcing carbon dioxide gas and water into the soda at high pressures. This easy science experiment aligns to Next Generation Science Standards and is perfect for students to explore the properties of gas. - 12 oz. bottle of soda - medium sized kitchen funnel - 8 inch round balloon - Pop Rocks candy - student lab sheet 1. Place the balloon over the end of a small kitchen funnel. We stretched the balloons first and even blew them up a little then released the air to stretch them further so the candy would fall in easier. 2. Pour the Pop Rocks candy into the funnel. Tap the funnel until the candy flows into the balloon. Gently shake the balloon so the candy falls to the bottom. 3. Stretch the balloon over the mouth of the soda bottle. Lift the balloon up so the candy pours into the bottle. Listen for the popping sound as the gas releases, rises, and fills the balloon. Students use the lab sheet in this science unit to collect data by drawing the steps they took and recording observations they made. I ask them to think about the properties of gas, then analyze their data, explain their result, and what caused the balloon ti inflate. Explain the Pop Rocks Science to Your Students The science behind the experiment is pretty simple. Each tiny piece of Pop Rocks candy contains a small amount of carbon dioxide gas. When it is dropped into a liquid the candy gets wet releasing tiny gas bubbles that make a popping sound as they burst out of the candy shells. Carbonated drinks contain a lot of pressurized carbon dioxide. When Pop Rocks are poured into the soda some of the gas in the soda collects as millions of bubbles on the candy. As more gas is released from the candy it moves upward and in to the balloon to fill the space. Remember, gases fill their container or space. Since the balloon fits tightly around the mouth of the bottle, the gas has nowhere else to go up and into the balloon! Are you a 2nd grade teacher planning a matter unit soon? Be sure to check out this complete States & Properties of Matter unit and teaching Power Point because I’ve done all the planning for you! Click here for States & Properties of Matter I know your class will enjoy this Pop Rocks science experiment as a fun way to explore combining a solid and liquid to form a gas. For more science experiments and properties of matter activities visit these posts: Happy teaching and experimenting!
We focused on “I for Ice” today and included some science in our lessons! Ice Painting: This was how I introduced the letter I to him. It was a hit. I gave J a piece of paper with both the upper and lower case letter I and we talked about the letter, it’s sound, and then let the LeapFrog fridge phonics toy repeat the letter and sound. We also filled in the block letters with stickers. Since “ice” was our I-word for the day, I gave him some homemade popsicles (made from Kool-aid) and showed him how he could paint with them. I got this idea from the Toddler Busy Book. Surprisingly, he was so interested in painting that he did not consider eating the popsicles until the very end. (During this activity, he pointed out that the paper was wet, so I started our science lesson by telling him as the ice gets warm it melts and becomes water) **You could also use plain ice and construction paper to paint similar to this. Ice Melting Bags: This was our science activity that went well with I for Ice day. I had already made several different colored ice cubes the night before using food coloring. I had J separate the different colors into sandwich bags and we taped them to the dishwasher so they would be at his eye level. We described the ice together (cold, hard, heart-shaped in our case). I opened the freezer door and had him feel inside. He noticed that it was cold in the freezer. I told him that ice needed to be kept cold or it would melt, so we kept it in the freezer. I asked him if he remembered what happens to ice when it gets warm and he did!! He replied “water!” By this point our ice bags had already begun to melt, so I had him look for water in the bags. He was excited to find some in a couple of the bags! Throughout the afternoon, we kept an eye on our ice bags. I pointed out that the ice was getting smaller and the water in the bag was increasing. We talked about the different properties of ice and water. By dinnertime, he was excited to show daddy his bags (of now colored water) and to tell him that the ice had become water because they got warm. I got the general idea from http://www.preschoolrainbow.org/toddler-theme.htm. You could easily turn this into a color mixing activity or get more specific by placing more ice in one bag and noticing how it melts slower this way, discuss why,… Ice Blocks – This was a simple activity with really no prep and no clean up. I gave J a bowl of ice cubes and he built with them…. kind of. At first we made letters and shapes with them (of course we made the letter I) but as they melted a bit, we could start stacking them to create walls/towers. Other things we did: - I pulled out all of J’s letter books and had him search for the letter I page. He then wanted to show his stuffed Pooh all of the letter I’s. - I had printed an extra Letter I page (they were big block letters) and I had him fill in the letters with blocks, pompoms, stickers, and paperclips.\ - It’s raining AGAIN, so I used painter’s tape to write both the upper and lower case letter I on our kitchen floor. (I reused last weeks triangle tape because painter’s tape can get expensive!!) Our letter I will stay up all week. - He got a popsicle as a special snack (probably his favorite “activity” of the day. He was VERY engaged while eating his popsicle! Age attempted: 23 months
Pulmonary (lung) and cardiovascular (heart and circulation) health are closely tied because they work as a team to oxygenate the cells and tissues of your body. This is why it’s so important for people with chronic obstructive pulmonary disease (COPD) to understand how both systems work. Your lungs, as you probably know, are a pair of highly elastic and spongy organs that sit inside your chest on either side of your heart. They are the main organs of respiration, or breathing. They allow you to take in air from the atmosphere, and provide a platform for which oxygen can get from the air into your bloodstream. You have two lungs: Right Lung: Consists of an upper, middle and lower lobe Left Lung: Consists of an upper and lower lobe. It has only two lobes in order to make room for the heart. Your heart is a muscle the size of your fist that sits in the center of your chest, although it’s skewed toward the left. It has four chambers: Just as you have two lungs, you have two hearts: How Breathing Oxygen Works To help me show how these two systems work together to keep you alive, pretend that you are an oxygen molecule. Here, let me shrink you down to size. There Now you are smaller than a speck of dust. The wind catches you, and you are inhaled by a person (you don’t know who), and you make your way to the lungs as I describe in my post Your Journey Down the Respiratory Tract. Once in the lungs, you make your way to the bloodstream. Here, you catch a ride on a cell that looks kind of like a purplish-blue inner-tube called a red blood cell (RBC), or an erythrocyte. On this RBC is a hemoglobin molecule, and it attracts you to it, attaching you securely like a seat belt. When this happens, the RBC turns from a purplish-blue color to bright red. Looking around, you watch as many oxygen molecules cross over from the lungs to RBCs, turning the blood red. But you are moving fast, and quickly find yourself in a pulmonary vein that takes you inside the heart. You are now inside the left atrium. In this chamber blood collects quickly. The walls appear very relaxed, and as more blood pools these walls expand. When they contract, you shoot through a valve called the Mitral Valve. Now you find yourself inside the left ventricle. The left Ventricle is the largest chamber in the heart, and it is also the strongest. This is necessary because it’s job is to send freshly oxygenated blood to every part of the body except through the lungs. A ton of blood pools up around you, and all of a sudden… WHOOSH! You are shot like a bullet through the Aortic Valve into the Aorta. The aorta is a large artery, the largest in the body. This is necessary because a lot of blood is forced through this vessel with a very strong force by the left ventricle. You now travel through a series of vessels called arteries. Arteries are strong vessels that carry oxygenated blood to the various tissues of the body, including all the major organs: heart, lungs, brain, kidneys, stomach, intestines, and liver. While other oxygen molecules jump off along the way, you travel through a series of arteries that take you all the way up to the brain. The hemoglobin lets go of you, turning the RBC to a bluish-purple color again. That RBC will head back to the right heart, along with the rest of the unoxygenated blood, to pick up another oxygen molecule, and the cycle will continue. In the meantime, you enter a brain cell. Here you participate in cellular respiration, a complex series of chemical reactions that allows the cell to release energy from food. This energy is needed for that cell to do its job to keep the brain thinking. If you look at this on a larger scale, millions of oxygen molecules enter your body every time you breathe in. It keeps your brain thinking, heart pumping, intestines digesting, and kidneys filtering and removing waste. It’s used by all the cells of your body to keep you alive. How the Body Removes Carbon Dioxide Cellular respiration also produces a waste product called carbon dioxide, or CO2. It must be removed from the cell, and then exhaled by the lungs. The heart also plays a role in removing this waste product from your body. To help me explain this, I want you to pretend you are a CO2 molecule. As an RBC passes the cell, an empty hemoglobin molecule attracts and attaches you to it. You are now riding through the venous system, which contains unoxygenated blood on its way back to the right heart and then to the lungs to pick up oxygen. You are a long way from the mighty force of the left ventricle, so the blood pressure here is low, so you are moving along slowly. You have time to observe the blood around you is a purplish-blue color, the color of RBCs not carrying oxygen (if you look at your hands and arms you should see veins). As you get close to the heart you see the tricuspid valve. It opens and you enter the heart once again, only this time you are in the right atrium, or the smallest chamber of the heart. As blood collects the walls of the right atria expand, and then contract, forcing you through a valve called the pulmonary valve. You are now inside the fourth chamber of the heart, this one is called the right ventricle. This ventricle is smaller than the left ventricle because it only has to push blood through the lungs. In a healthy person, not much force, or pressure, is needed for this job. As blood continues to enter the right ventricle, the walls expand, and then the walls contract, and -- SWOOSH! -- you are shot into the lungs. Here, you exit the bloodstream and into an alveolar air sac, through a series of pipes in the lungs that get larger and larger until (voila) you are exhaled through the mouth or nose. There! Now you can be the full size you are again. How the Heart Works If you place your ear, or your stethoscope, on a person’s chest over the heart, you will hear the sounds of the heart. The sound is normally described as lub dub. The lub is heard when the atria expand and contract, and the dub when the ventricles expand and contract. You should hear a lub dup (a heartbeat) about once a second. So, on your journey you saw that the heart is a muscle that relaxes and contracts. When the heart relaxes it’s called diastole, and this is when blood enters the heart. During this time the walls expand as more and more blood enters. When the walls contract, this is called systole. During systole, blood in the atria is forced into the ventricles (lub), and blood in the ventricles is forced through the entire body (dup). Another neat thing about the heart is it works completely independent of your brain. In fact, you could actually be brain dead and your heart will keep beating. This is because your heart has its own pacemaker, specialized cells in the upper part of the right atria called the Sinoatrial Node (SA Node). When these cells fire, they set off an electrical charge. It causes the right atria to contract first, and then the left atria a split second later. The charge then travels to the ventricles, which contract at about the same time. A normal heart beats 60-100 times every minute. So, now you have an understanding of how the heart and pulmonary system work together to oxygenate the body and keep it working. In my next post I will describe how the natural progression of a disease like COPD might damage this system. If you'd like more informaion, The Mayo Clinic has a great video showing how the heart and circulatory system work together: “Heart and Circulatory System.”
TimeRef - Medieval and Middle Ages History Timelines - Castles of William the Conqueror. Castles built in the reign of William the Conqueror As the Normans spread out to conquer their new lands, they chose to build their motte and bailey castles in locations where they could be on hand to put down revolts. They built inside or near existing towns, usually on high ground or where there was a good water supply. In the early years the Normans heavy handedly cleared whatever was in their way to build where they wanted, knocking down housing and striping local areas of building materials. Norman Castles. The Normans built their first castle at Hastings soon after they arrived in 1066. They looked for sites that provided natural obstacles to an enemy, such as a steep hill or a large expanse of water. It was also be important to have good views of the surrounding countryside. After his coronation in 1066, William the Conqueror claimed that all the land in England now belonged to him. William retained about a fifth of this land for his own use. The rest was distributed to those men who had helped him defeat Harold at the Battle of Hastings. The Norman conquerors realised that with only 10,000 soldiers in England, they would be at a disadvantage if the one and a half million Anglo-Saxons decided to rebel against them. Build a Norman Castle. CastleXplorer : Explore the castles of England, Scotland and Wales. In medieval Europe the first castles appeared in the 9th century, when the Carolingian empire was collapsing as a result of Viking and Magyar raids. As central authority disintegrated, nobles fought for power and territory. They built castles so that they could control and defend their land. These castles started out as simple, wooden structures, relying on natural defences such as rivers or hills, but soon builders were adding earthworks - mounds, banks and ditches - for extra defence. Earthworks could be mounds, called mottes, or round, raised enclosures, called ringworks. A motte was topped by a wooden tower; while a ringwork contained buildings protected by a wooden palisade. The English Castle. The English Castleby David Dawson This article is the first in a series which attempts to outline the development of the English Medieval castle and to describe its major features. Where possible, reference is made to existing castles within a comfortable day's journey of London so that the visitor who wishes to view a selection of English castles, but has limited time at his or her disposal, need not travel far from the capital Perhaps the first issue to be dealt with is an answer to the question, "what is a castle? " Dover Castle. Dover Castle One of the largest castles in the country, strategically located at the shortest crossing point to continental Europe, Dover Castle has played a prominent part in national history. Its origins lie in the Iron Age, and a Roman Lighthouse and Anglo-Saxon church can still be seen within the grounds. William of Normandy strengthened existing Anglo-Saxon fortifications here in 1066, but it was Henry II who set the blueprint for today's castle when he had the fortifications rebuilt in the 1180's, adding the massive keep and a series of concentric defences. Over the centuries, the defences were continually enlarged and improved, with the castle retaining a military role into the mid twentieth century. An underground hospital and the command centre used for the Dunkirk evacuation are a legacy from the Second World War. Location: Durham Castle - Durham World Heritage Site. Durham Castle has enjoyed a long history of continuous use, and is now home to students of University College, Durham. Beginnings. Norfolk Archaeological Trust. East Norfolk in Roman times Burgh Castle’s setting has changed a great deal over the last 2000 years. In Roman times sea levels were much higher than they are now and the coastline quite different. The fort would then have stood on the eastern edge not of low-lying grazing marsh, but of an inland ‘Great Estuary’ which covered the whole of present-day Broadland. Large ships might have docked next to the fort and sailed up the rivers Yare, Waveney and Bure to reach Venta Icenorum (Caistor St Edmund), Brampton and other important places. Sea levels and weather patterns are always changing, and ongoing climate change might lead to water levels rising again. Roman Fort.
Climate change drives California’s stunning wildflowers off One of the great joys in life is hopping in the car every spring to go see the wildflowers popping up all over California. Hillsides that spent the winter a dull brown transition briefly to green, and then explode in a dazzling array of colors – orange, yellow, purple, red, blue – as if someone tripped and spilled a Crayola box of primary and secondary colors on the landscape. But it might not always be like that. It is by now well known that climate change has a handful of predictable consequences. Some species move up mountains, chasing their desired temperature to ever higher elevations. Others change their latitude, following their optimal habitats away from the equator and towards the poles. Still other species stay where they are, but change the timing of their development along with the changing seasons. The least fortunate of species can’t adapt fast enough to changing environmental conditions, and while defiantly attempting to hang onto their existence, will ultimately perish. But what our changing world means for ecological diversity is a tougher question to answer. Over the last 20 years, European mountains in the boreal and temperate regions have seen an increase in species richness. Warming there has allowed for longer growing seasons and higher productivity. This makes sense: the species that have always lived on mountain peaks are now being joined by those escaping lower elevations. Elsewhere in Europe, the story is playing out differently. In more southerly latitudes where the climate skews more Mediterranean, declines in species richness have been reported for mountain summits. Globally, there are no clear trends. Instead, species diversity is probably somewhat more predictable at smaller scales. A 15-year observational study of a Northern California grassland parallels the findings from southern Europe, suggesting that the proper scale to consider is the biome – areas dominated by particular communities of vegetation with similar climates. Susan P. Harrison and Stella Copeland, researchers from the Department of Environmental Science and Policy at the University of California, Davis, together with Elise S. Gornish of the UC Davis Department of Plant Sciences monitored species richness at 80 sites within the University of California’s McLaughlin Natural Reserve, a 2,776 hectare site (100 hectares equals one square kilometer) in Northern California, each April and June between 2000 and 2014. The climate there is classified as Mediterranean; mean annual temperature is 46.4 degrees F in January and 77 degrees in June. On average, the area sees 62 centimeters of rain each year, mostly falling between October and April. Of the 80 sites, 38 were on relatively infertile serpentine soils, which are good hosts for native species, and 42 were on more fertile soils that were more heavily dominated by exotic grasses. Each of the 80 sites was divided into five plots, each measuring one square meter. No matter whether Harrison looked at the local scale (5 square meters) or the broader landscape scale (80 sites = 27 square kilometers), or whether she considered just native species or included exotics as well, species richness declined over the 15 years. The biggest contributor to the decline was a loss in native annual forbs, otherwise known as wildflowers, though other types of plants declined as well. However, the decline could not be pinned to large decreases in a small number of common species. Instead, there were small changes at each site by a large number of species. The entire community, it seems, has been suffering. Meanwhile, the non-native species, typically thought to be hardier and more adaptive, did not increase (though they didn’t really decline, either) over that course of the study. Of all the possible causes for the wildflower decline, the only one that was supported by the data was precipitation. Diversity declined equally on sites that had been grazed or left ungrazed, and a wildfire that came through the area in 2009 did not seem to severely impact the landscape either. The lack of increase in exotic grasses means that there were no strong changes in soil nitrogen deposition either. Put most simply, the wildflowers declined because the area became progressively drier, less humid, and sunnier thanks to the retreat of rainclouds. (The current California drought is only four years old. Even when the researchers only considered years up until the drought began in 2012, declines in plant diversity remained significant.) The combined pattern of decreased rainfall, humidity, and cloud cover is known as aridification, and it’s a process that’s been predicted to intensify thanks to climate change in Mediterranean climates like in California. While Harrison’s observations aren’t entirely identical to climate-related predictions which also include increases in temperature, the data largely suggest that “the community changes we observed should be a reasonable model for those to be expected in coming decades.” While many people implicitly assume that climate change is inextricably linked with a decrease in biodiversity, that is not necessarily the case, at least not across the globe. Indeed, some ecosystems seem to be becoming more diverse. Climate change is not having universal consequences now, and it will not in the future. But the researchers do conclude that declining diversity is very likely for water-limited climates. This study moves beyond the study of European mountaintops, because the researchers have spotted the trend even within a five square meter patch of grassland, a scale that is even “visible to the relatively casual observer.” This is climate change that you can see, at least if you’re paying attention. California is becoming drier, wildflowers are becoming scarcer, and California may just become slightly less beautiful. – Jason G. Goldman \| 24 June 2015 Source: Susan Harrison, Elise Gornish, and Stella Copeland (2015). Climate-driven diversity loss in a grassland community. Proceedings of the National Academy of Sciences. DOI: 10.1073/pnas.1502074112. Header image: Native-dominated grasslands (foreground) and exotic grass-dominated grasslands (background); courtesy of Catherine E. Koehler/McLaughlin Natural Reserve/University of California. A caffeine fix for heavy metal cleanupOctober 14th, 2016 What’s smothering coal? Not the EPAOctober 13th, 2016 The unappreciated brilliance of ratsOctober 12th, 2016 Dam greenhouse gas emissions really add upOctober 11th, 2016
Upon completing this unit, students will be able to: 1. Examine how technological developments drove social, political, and economic change in ways not possible in prior eras. 2. Analyze the strengths and flaws of the League of Nations. 3. Assess how peace and stability might have been more fully served through the League than it was. 4. Evaluate the events and leaders of the Russian Revolution and its potential for 5. Examine responses of Arabic-speaking peoples to the political geography of the Middle East established after World War I. 6. Evaluate the impact of early twentieth-century technological advances on tropical African societies.
The Groom of the Stool was a male servant in the household of an English monarch who, among other duties, “preside[d] over the office of royal excretion,” that is, he had the task of cleaning the monarch’s anus after defecation. In the early years of Henry VIII’s reign, the title was awarded to minions of the King, court companions who spent time with him in the Privy chamber. These were the sons of noblemen or important members of the gentry. In time they came to act as virtual personal secretaries to the King, carrying out a variety of administrative tasks within his private rooms. The position was an especially prized one, as it allowed one unobstructed access to the King’s attention. Despite being the official bum-wiper of the king, the Groom of the Stool had a very high social standing. A whipping boy, in the 1600s and 1700s, was a young boy who was assigned to a young prince and was punished when the prince misbehaved or fell behind in his schooling. Whipping boys were established in the English court during the monarchies of the 15th century and 16th century. They were created because the idea of the Divine Right of Kings, which stated that kings were appointed by God, and implied that no one but the king was worthy of punishing the king’s son. Since the king was rarely around to punish his son when necessary, tutors to the young prince found it extremely difficult to enforce rules or learning. Whipping boys were generally of high birth, and were educated with the prince since birth. Due to the fact that the prince and whipping boy grew up together since birth, they usually formed an emotional bond. The strong bond that developed between a prince and his whipping boy dramatically increased the effectiveness of using a whipping boy as a form of punishment for a prince. The idea of the whipping boys was that seeing a friend being whipped or beaten for something that he had done wrong would be likely to ensure that the prince would not make the same mistake again. Fulling is a step in woollen clothmaking which involves the cleansing of cloth (particularly wool) to eliminate oils, dirt, and other impurities, and making it thicker. In days gone by, the fullers were often slaves. In Roman times, fulling was conducted by slaves standing ankle deep in tubs of human urine and cloth. Urine was so important to the fulling business that urine was taxed. Urine, known as ‘wash’, was a source of ammonium salts and assisted in cleansing and whitening the cloth. By the medieval period, fuller’s earth had been introduced for use in the process which ameliorated the process and removed the need for urine. In Britain, the crime of snatching a body was only a misdemeanor and so was punishable by a small fine only. This led to a huge industry in body snatching in order to provide corpses to the blossoming medical schools of Europe. One method the body-snatchers used was to dig at the head end of a recent burial, digging with a wooden spade (quieter than metal). When they reached the coffin (in London the graves were quite shallow), they broke open the coffin, put a rope around the corpse and dragged it out. They were often careful not to steal anything such as jewelry or clothes as this would cause them to be liable to a felony charge. During 1827 and 1828, some Edinburgh resurrectionists including Burke and Hare changed their tactics from grave-robbing to murder, as they were paid more for very fresh corpses. Their activities, and those of the London Burkers who imitated them, resulted in the passage of the Anatomy Act 1832. This allowed unclaimed bodies and those donated by relatives to be used for the study of anatomy. This effectively ended the body snatching business. A dog whipper was a church official charged with removing unruly dogs from a church or church grounds during services. In some areas of Europe during the 16th to 19th centuries it was not uncommon for household dogs to accompany – or at least follow – their owners to church services. If these animals became disruptive it was the job of the dog whipper to remove them from the church, allowing the service to continue in peace. Dog whippers were usually provided with a whip (hence the title) or a pair of large wooden tongs with which to remove the animals. They were generally paid for their services, and records of payments to the local dog whipper exist in old parish account books in many English churches. Toad doctors were practitioners of a specific tradition of medicinal folk magic, operating in western England until the end of the 19th century. Their main concern was healing scrofula (then called “the King’s Evil,” a skin disease), though they were also believed to cure other ailments including those resulting from witchcraft. They cured the sick by placing a live toad, or the leg of one, in a muslin bag and hanging it around the sick person’s neck. Needless to say this job would also require growing or gathering up a large collection of toads, and in the case of doctors who used just the leg, chopping their legs off to give to their patient. A Knocker-up was a profession in England and Ireland that started during and lasted well into the Industrial Revolution, before alarm clocks were affordable or reliable. A knocker-up’s job was to rouse sleeping people so they could get to work on time. The knocker-up often used a long and light stick (often bamboo) to reach windows on higher floors. In return, the knocker-up would be paid a few pence a week for this job. The knocker-up would not leave a client’s window until they were assured the client had been awoken. This all leads to the obvious question: who knocks up the knocker-up? A tosher was someone who scavenges in the sewers, especially in London during the Victorian period. The toshers decided to cut out the middle man and it was a common sight in 19th Century Wapping for whole families to whip off a manhole cover and go down into the sewers, where they would find rich pickings. As most toshers would reek of the sewers, they were not popular with the neighbors. Similarly, the mudlarks were people who would dredge the banks of the Thames in the early morning when the tide was out. They would have to wade through unprocessed sewerage and even sometimes dead bodies in order to find little treasures to sell. In a kind of weird twist, this is now the popular hobby of some middle class Londoners who travel the banks to clean up trash. We have all heard of the court Jester – the fool who was permitted to insult the king without losing his head – as long as it made the king laugh. It was a job that came with accolades and with fear. It is also a job unlike any existent today. How many families do you know that employ a private “comedian” so to speak? But, while the job did vanish from history for hundreds of years, as recently as 1999 one Kingdom (Tonga) has appointed an official jester. In a bizarre (and very amusing) twist, the man appointed happened to also be the government’s financial advisor. He was later embroiled in a financial scandal. The American jester to the Tongan court was Jesse Bogdonoff and he is pictured above.
One of the enduring mysteries in physics is high critical-temperature superconductivity—or high-Tc superconductivity. All superconductors (materials that conduct electricity with no resistance) require very low temperatures compared with room temperature, but the high-Tc superconductors have transition temperatures that are higher than their conventional cousins—30° to 110° Celsius above absolute zero, compared to a few degrees. This slight bump in allowable temperatures makes high-Tc superconductors a bit more reachable experimentally, but exactly how they conduct electricity is still mysterious. A new study published in Science examined a particular class of high-Tc superconductor, known as an iron pnictide. ("Pnictide" refers to an atom in the same column as nitrogen in the periodic table.) K. Hashimoto et al. found evidence of a quantum critical point (QCP): a place where the material's properties change radically due to quantum fluctuations rather than changes in temperature or pressure. While many physicists suspect the presence of a QCP in high-Tc superconductors, none have found unambiguous evidence for its existence. The current study is still not definitive, but the particular iron pnictide material the researchers used provides far cleaner data—and stronger hints that the QCP is actually there. Its presence would reveal a great deal about the inner workings of high-Tc superconductors, perhaps helping lead to even higher temperature superconducting devices. The phases of matter many of us learned in school—solid, liquid, and gas—are based on the ordering of atoms within materials. Additional phases, including superconductivity, are explicitly quantum in character, relying as they do on the ordering of electric charge carriers. The properties of these charge carriers arise from interactions rather than being fundamental particles like electrons, but they still act like particles: they may have mass, charge, and spin. Materials can change from one phase to another when the temperature or pressure is changed, though the superconducting phase transition can also be induced by introducing atoms whose electrical properties provide extra charge carriers. This process is called doping. In the case of high-Tc superconductors, the key parameters are temperature and doping. The iron pnictide superconductor in the recent study was BaFe2(As1-xPx)2, where "x" is the doping fraction. (In this case, the pnictide is the arsenic.) The researchers picked this particular pnictide due to the ease with which pure crystals of the material can be grown and how clean the resulting data is. For x values roughly between 0.2 and 0.7, BaFe2(As1-xPx)2 is a superconductor; outside those values, the material isn't superconducting at any temperature. A QCP—if it is present—marks another type of phase transition, where quantum fluctuations at absolute zero change the superconducting behavior of the material. While absolute zero isn't experimentally achievable, the quantum fluctuations start at (relatively) higher temperatures, changing the behavior of the flow of the charge carriers. One measure of the flow is known as the London penetration depth. (This quantity actually determines how far magnetic fields can penetrate into the superconductor. An ideal superconductor repels all magnetic fields.) Near the hypothetical QCP, the penetration depth grows to large values. The researchers found that at the optimal doping value, the London penetration depth jumped sharply. While this behavior doesn't automatically mean there is a QCP, it's certainly suggestive and could explain other phenomena in iron-based superconductors. A side effect of a QCP is to divide the superconducting behavior into two regions, based again on doping. In one of these superconducting phases, both superconductivity and magnetism may be able to coexist, a phenomenon not seen in other materials. Hunting for the telltale signs of this second phase transition could be a next step, as the authors stated. If the QCP is actually present, it may be the driving factor for high-Tc superconductivity. The current study could prove to be significant progress toward solving the enigma of these materials.
Macular Degeneration is the leading cause of vision loss, affecting more than 10 million Americans – more than cataracts and glaucoma combined. Macular degeneration is caused by the deterioration of the central portion of the retina, the inside back layer of the eye that records the images we see and sends them via the optic nerve from the eye to the brain. The retina’s central portion, known as the macula, is responsible for focusing central vision in the eye, and it controls our ability to read, drive a car, recognize faces or colors, and see objects in fine detail. The first sign of macular degeneration is usually distortion of straight lines. This may progress to a gradual loss of central vision. Symptoms of macular degeneration include: - Straight lines start to appear distorted, or the center of vision becomes distorted - Dark, blurry areas or white out appears in the center of vision - Very rarely diminished or changed color perception
Astronomers investigating a supernova remnant see nothing but swirls of gas. The lack of stellar remains means the explosion must have birthed a black hole only 1,000 years ago. In 1066, William the Conqueror seized the throne of England in the midst of Europe’s Dark Ages. Around the same time (give or take a few years), our planet saw the light from an exploding star 26,000 light-years away, though the brief flare was too faint to be noticed by warring Earthlings.But this was no ordinary supernova (if such things can ever be ordinary). The 16-light-year-wide stellar remains, known as W49B, look distinctly barrel-shaped, unlike other remnants found in the Milky Way. That unique shape has made astronomers question the details of the star’s demise. Using 2½ days’ worth of Chandra X-ray Observatory images and spectra, Laura Lopez (MIT) and her colleagues suggest in a recent article published in the Astrophysical Journal that the star shot out two jets before collapsing into a black hole. Lopez and her colleagues traced elements in the debris field and found an iron-rich bar of material running down the remnant’s center. X-ray images also showed that the remnant’s gas is elongated along the direction of this bar, an asymmetry that cannot be explained by the roughly spherical core-collapse that drives most supernovae.Since supernovae can give birth to both neutron stars and black holes, Lopez’s team looked for the faint X-ray glow of a neutron star — but they found nothing. Supernova explosions can send the resulting neutron stars whizzing off into space, but even if the explosion had given the neutron star a kick, the stellar corpse hasn’t had enough time to disappear. The explosion must have produced a black hole. This black hole would be 1,000 years old, making it the youngest known in the Milky Way. The black hole’s formation also explains the strange iron-rich bar. After the star’s core collapsed and infalling layers rebounded as a supernova, some of the exploding gas failed to escape the spinning black hole’s strong gravitational field, falling back into its gaping maw. As the gas spiraled in, it produced a pair of spectacular, short-lived jets that whipped out from the black hole’s poles, the remains of which expanded over time to form the iron-rich bar now seen running along the remnant’s center. The spectra and images build a strong case for a rare explosion called a Type Ib/Ic supernova, the first of its kind discovered in the Milky Way. In these explosions, the star throws away its topmost layers of hydrogen in a strong stellar wind long before it loses its battle against gravity and explodes. This loss explains why Type Ib/Ic spectra don’t have hydrogen lines. Type Ib/Ic supernovae are also known to produce some of the mysterious gamma-ray bursts (GRBs), bright flashes from short-lived jets that can be seen from across the universe. But to make a GRB, it’s not enough to have a supernova accompanied by a jet. Gamma-ray bursts require an intense, narrow jet, opening only a few degrees wide. If the jet were wider, no gamma-ray flash would have accompanied the supernova. So was W49B a GRB? From our perspective, definitely not. Neither of W49B’s jets pointed our way, so no gamma rays would have flooded Earth 1,000 years ago. But some distant civilization lying in the jets’ line of sight might have seen the high-energy flash, and if that’s the case, W49B would be the closest remains of a GRB. Astronomers would have to measure the width of a jet that no longer exists to find out for sure. That’s not entirely impossible. Lopez suggests that future studies might test whether gamma rays flooded the scene 1,000 years ago, either by measuring leftover radiation in the gas shell or by conducting simulations based on measurements of the iron-rich bar. Whether this beautiful remnant was a GRB or not, it gives astronomers a unique opportunity to study the birth of a young black hole.
This is a portal to educational sources available in the India Office Records on the historical event of Indian Independence, 1947. Nehru and jinnah 1947 British colonisation of India began in the second half of the 18th century when the English East India Company took control of Bengal and gradually expanded its territory to other parts of India. In 1858 the British Government replaced the role of the East India Company and became the 'Paramount' ruler of India. It was not until 1947 that India regained its independence - ending nearly 200 years of British rule. The following pages provide a series of documents produced mainly during the last 50 years of British rule and are divided into four themes:
Statistical physics offers an approach to studying climate change that could dramatically reduce the time and brute-force computing that current simulation techniques require. The new approach focuses on fundamental forces that drive climate rather than on "following every little swirl" of water or air. Scientists are using ever more complex models running on ever more powerful computers to simulate Earth's climate. But new research suggests that basic physics could offer a simpler and more meaningful way to model key elements of climate. The research, published in the journal Physical Review Letters, shows that a technique called direct statistical simulation does a good job of modeling fluid jets, fast-moving flows that form naturally in oceans and in the atmosphere. Brad Marston, professor of physics at Brown University and one of the authors of the paper, says the findings are a key step toward bringing powerful statistical models rooted in basic physics to bear on climate science. In addition to the Physical Review Letters paper, Marston will report on the work at a meeting of the American Physical Society to be held in Baltimore this later month. The method of simulation used in climate science now is useful but cumbersome, Marston said. The method, known as direct numerical simulation, amounts to taking a modified weather model and running it through long periods of time. Moment-to-moment weather -- rainfall, temperatures, wind speeds at a given moment, and other variables -- is averaged over time to arrive at the climate statistics of interest. Because the simulations need to account for every weather event along the way, they are mind-bogglingly complex, take a long time run, and require the world's most powerful computers. One practical advantage of the new approach: the ability to model climate conditions from millions of years ago without having to reconstruct the world's entire weather history.Direct statistical simulation, on the other hand, is a new way of looking at climate. "The approach we're investigating," Marston said, "is the idea that one can directly find the statistics without having to do these lengthy time integrations." It's a bit like the approach physicists use to describe the behavior of gases. "Say you wanted to describe the air in a room," Marston said. "One way to do it would be to run a giant supercomputer simulation of all the positions of all of the molecules bouncing off of each other. But another way would be to develop statistical mechanics and find that the gas actually obeys simple laws you can write down on a piece of paper: PV=nRT, the gas equation. That's a much more useful description, and that's the approach we're trying to take with the climate." Conceptually, the technique focuses attention on fundamental forces driving climate, instead of "following every little swirl," Marston said. A practical advantage would be the ability to model climate conditions from millions of years ago without having to reconstruct the world's entire weather history in the process. The theoretical basis for direct statistical simulation has been around for nearly 50 years. The problem, however, is that the mathematical and computational tools to apply the idea to climate systems aren't fully developed. That is what Marston and his collaborators have been working on for the last few years, and the results in this new paper show their techniques have good potential. The paper, which Marston wrote with University of Leeds mathematician Steve Tobias, investigates whether direct statistical simulation is useful in describing the formation and characteristics of fluid jets, narrow bands of fast-moving fluid that move in one direction. Jets form naturally in all kinds of moving fluids, including atmospheres and oceans. On Earth, atmospheric jet streams are major drivers of storm tracks. For their study, Marston and Tobias simulated the jets that form as a fluid moves on a hypothetical spinning sphere. They modeled the fluid using both the traditional numerical technique and their statistical technique, and then compared the output of the two models. They found that the models generally arrived at similar values for the number of jets that would form and the strength of the airflow, demonstrating that statistical simulation can indeed be used to model jets. There were limits, however, to what the statistical model could do. The study found that as pace of adding and removing energy to the fluid system increased, the statistical model started to break down. Marston and Tobias are currently working on an expansion of their technique to deal with that problem. Despite the limitation, Marston is upbeat about the potential for the technique. "We're very pleased that it works as well as it did here," he said. Since completing the study, Marston has integrated the method into a computer program called "GCM" that he has made easily available via Apple's Mac App Store for other researchers to download. The program allows users to build their own simulations, comparing numerical and statistical models. Marston expects that researchers who are interested in this field will download it and play with the technique on their own, providing new insights along the way. "I'm hoping that citizen-scientists will also explore climate modeling with it as well, and perhaps make a discovery or two," he said. There's much more work to be done on this, Marston stresses, both in solving the energy problem and in scaling the technique to model more realistic climate systems. At this point, the simulations have only been applied to hypothetical atmospheres with one or two layers. Earth's atmosphere is a bit more complex than that. "The research is at a very early stage," Marston said, "but it's picking up steam." Cite This Page:
Wednesday, 27 February 2013 CASE 434 - Our sun and Sirius, Binery twins Sirius is the brightest star in the night sky. With a visual apparent magnitude of −1.46, it is almost twice as bright as Canopus, the next brightest star. The name "Sirius" is derived from the Ancient Greek: Σείριος Seirios ("glowing" or "scorcher"). The star has the Bayer designation Alpha Canis Majoris (α CMa). What the naked eye perceives as a single star is actually a binary star system which in turn is connected and rotates with our own sun, consisting of a white main-sequence star of spectral type A1V, termed Sirius A, and a faint white dwarf companion of spectral type DA2, called Sirius B. The distance separating Sirius A from its companion varies between 8.1 and 31.5 AU Sirius appears bright because of both its intrinsic luminosity and its proximity to Earth. At a distance of 2.6 parsecs (8.48 ly), as determined by the Hipparcos astrometry satellite, the Sirius system is one of Earth's near neighbors; for Northern-hemisphere observers between 30 degrees and 73 degrees of latitude (including almost all of Europe and North America), it is the closest star (after the Sun) that can be seen with a naked eye. Sirius is gradually moving closer to the Solar System, so it will slightly increase in brightness as it moves closer. Sirius A is about twice as massive as the Sun and has an absolute visual magnitude of 1.42. It is 25 times more luminous than the Sun but has a significantly lower luminosity than other bright stars such as Canopus or Rigel. The system is between 200 and 300 million years old. It was originally composed of two bright bluish stars. The more massive of these, Sirius B, consumed its resources and became a red giant before shedding its outer layers and collapsing into its current state as a white dwarf around 120 million years ago. Sirius is also known colloquially as the "Dog Star", reflecting its prominence in its constellation, Canis Major (Greater Dog). The heliacal rising of Sirius marked the flooding of the Nile in Ancient Egypt and the "dog days" of summer for the ancient Greeks, while to the Polynesians it marked winter and was an important star for navigation around the Pacific Ocean.
As iconic animals such as the West African lion and mountain gorilla reach the edge of extinction, scientists in Japan are working towards saving the genetics of endangered animals for future generations. A team at Kyoto University’s Institute of Laboratory Animals Graduate School of Medicine announced on Wednesday that they have created a bank that freeze-dries the sperm of imperiled species. The sperm is mixed with a special liquid that allows it to be stored at four degrees Celsius, a much higher temperature than seen in conventional methods. Associate professor Takehito Kaneko told Phys.org that the less energy-intensive method has already been successfully tested with rats and mice without the need for heavy liquid nitrogen equipment. Viable sperm was able to be thawed and active five years later. The new technique allows sperm to be stored more easily, aiding in the preservation of endangered species. However, eggs still need to be frozen by traditional means or be inseminated after being removed from the female. The technology currently does not have any applications for humans, but Kaneko mentioned to the AFP that the freeze-drying process could potentially be used in space to establish animal colonies on other planets. Much like seed banks, the researchers at Kyoto University are working hard towards preserving Earth’s genetic diversity from threats stemming from climate change, pollution, development, and habitat destruction.
There are three primary types of cloning, (1) recombinant DNA technology or DNA cloning, (2) reproductive cloning, and (3) therapeutic cloning. Therapeutic cloning is the one scientists hope will be successful for organ cloning. This would be done by extracting DNA from the person receiving the transplant that DNA is inserted into an enucleated egg. After the egg (now with the donors DNA) begins to divide, the embryonic stem cells are harvested. These are the cells that can be developed in to any type of cell. Those cells can can then be grown into the complete organ or tissue for the donor and will be a full genetic match (in theory). This organ cloning would eliminate the need for anti-rejection drugs than can cause some many problems with donor recipients. There are still several obstacles to overcome before organ cloning is a reality. The technology for creating human embryos, harvesting stem cells, and producing organs from stem cells is not efficient. Another possibility for organ cloning is to create genetically modified pigs from wich organs suitable for human transplants could be harvested. This kind of transplantation is called xenotransplanation since it is from animal to human. Although Primates are a closer match to humans, they are more difficult to clone and their reproduction rate is lower. Of the species that have been cloned to date, pigs create the organs most similar to humans. The technical and moral debate over organ cloning will continue for years to come. It is almost certain that organ cloning will eventually become a reality in some countries.
Researchers at Harvard University and MIT have developed a an origami inspired technique that enables robots to independently change their shape from flat to an articulated structure. Composed of copper layers, paper and shape memory polymer, this robot can be manufactured inexpensively with a laser cutter. Many of you will remember the Transformers from your childhood cartoons, these robots were capable of changing their shapes. Now, Transformers have more real competitors. A team of researchers at the Wyss Institute at Harvard University and the Massachusetts Institute of Technology have unveiled a prototype robot that can change its shape from a flat structure to a quadruped. All this without any any external intervention. The transformation takes four minutes and then the robot can move at a speed of about two inches per second. The scientific paper published in the journal Science explains that the design principle of this self assembly robot is based on the Japanese art of origami. The robot is designed from a composite of heat-sensitive surface which is carved with cuts and grooves to create hinges. When resistors in the robot are heated, the deformable composite material bends and cools to form the three-dimensional structure. Small motors inside allow the robot to move. The composite material is made up of five layers. The central layer is a copper foil which has been etched using a laser to form a network of electrical connectors that connects the motors, resistors, and the microcontroller Batteries. This copper foil is sandwiched between two paper sheets themselves covered by two outer layers of a shape-memory polymers which when heated bend at predetermined angles. Currently, the prototype works independently with a timer that handles the sequence of operations and different forms. But the researchers say that it is possible use sensors to trigger the transformation, for example, at a certain temperature or pressure. This new technology can have many interesting applications, especially in space. Imagine that flat robots or satellites could be packed in a container and sent to their destination where they could regain their desired form and complete the desired mission.
Scientists are in the business of solving mysteries—or trying to, anyway. That’s true across all disciplines, but astronomers and physicists are the only ones who get to think about questions that are literally cosmic. And even in that rarefied category, in which the subject matter ranges from black holes to neutron stars to the search for Earth-like planets across interstellar space, it doesn’t get any more esoteric than the ongoing quest to uncover the secrets of dark matter and dark energy. Together, they make up a whopping 96 percent of the cosmos—but to this day, nobody can say with any confidence what either one of them actually is. The European Space Agency (ESA) is hoping to change all that: by 2020, if all goes according to plan, the Euclid space mission will go into orbit, trying to sniff out the nature of these similarly named but (presumably) unrelated phenomena. And now, NASA is on board as well: a few weeks ago, the space agency formally joined the Euclid project, funding 43 U.S.-based scientists to work with their international counterparts. “Once Europe commits to a mission, they do it,” says Charles Bennett, of Johns Hopkins University, part of the NASA contingent, who has served on “more committees than I care to think about” trying to get a similar U.S. undertaking off the ground. While America dithered, Europe moved, and NASA’s best option to participate in the cutting-edge research meant accepting an unfamiliar supporting position on the mission. The matter of whose flag goes on the telescope pales, however, compared with the grandeur of the questions Euclid could help answer. The mystery of dark matter goes all the way back to the 1930’s, when Caltech astronomer Fritz Zwicky noted that some galaxies seemed to be orbiting each other so fast that they should be slowly separating—each galaxy remaining discrete and intact, but the distances among them opening wider and wider. In the 1960’s, the Carnegie Institution’s Vera Rubin and others realized that something similar ought to be true within individual galaxies—that they were whirling so fast they should rip themselves apart. And by the 1980’s, astronomers were forced to accept the idea that the gravity from some mysterious, invisible form of matter had to be holding them all together. Today, the consensus is that dark matter consists of vast clouds of some still-undiscovered subatomic particle that surround galaxies and galactic clusters. The shapes and sizes of those clouds could provide a valuable clue to the particles’ properties, and while Euclid can’t see the clouds directly (“dark” here is a synonym for “utterly invisible”), it can deduce their shapes and sizes by looking at the galaxies that lie beyond them. “We’ll use a technique called ‘weak lensing,’” says Jason Rhodes, of the Jet Propulsion Laboratory, the research leader of the NASA contingent. “It’s my particular area of interest, and it’s what got me interested in Euclid in the first place.” The idea, based on Einstein’s General Theory of Relativity, is that a massive foreground object warps spacetime, distorting the images of objects in the background. To map out the dark matter in a nearby cluster of galaxies, therefore, you look at the distortions of thousands of other galaxies behind it; the pattern of distortions tells you the size and shape of the dark-matter cloud that must have caused it. Dark energy is something entirely different—indeed, in some ways it’s the exact opposite: it’s a still-unknown force, discovered in the 1990’s, that makes the universe expand faster and faster all the time. (Einstein originally came up with this idea, but eventually abandoned it). You can think of dark energy as a type of antigravity, but exactly what type — whether it fluctuates in strength over time, for example — is yet to be determined. Euclid will tackle this problem as well, by looking at the distances among tens of millions of galaxies at many different stages of cosmic history—with objects more distant from Earth representing images that come to us from earlier in time. Using measurements of the primordial light left over from the Big Bang, theorists can predict how those distances should change as the universe evolves, both with and without dark energy in its various possible forms. By comparing the theories with what Euclid actually sees, they’ll be able to get a handle on which theory matches what’s happening in the cosmos. Euclid probably won’t solve the mysteries of dark matter or dark energy by itself. “These are big questions,” says Bennett, “and it’s not possible to do everything with one satellite.” At the same time the Euclid team is gearing up, physicists are thus searching for individual dark-matter particles here on Earth, for example, since they should pervade, not just surround, the Milky Way. But without complementary measurements from Euclid and other cosmic dark-matter searches, says Rhodes, “we wouldn’t know how dark matter behaves in bulk.” As for dark energy, telescopes on the ground are already trying to do the same sort of measurements Euclid will do from space, and while the Europeans’ orbiting telescope will be free from atmospheric distortion, its relatively small mirror means it can’t easily detect light from the faintest galaxies. In coming years, the U.S.-built Large Synoptic Survey Telescope could significantly expand this ground-based campaign. And a new Hubble-like space telescope donated to NASA free of charge by the National Reconnaissance Office could become Euclid’s partner in orbit. That growing mix of high-tech eyes looking steadily up and out is exactly what’s needed for puzzles as big as dark mater and dark energy, says Bennett. “My advisor at MIT, Bernie Burke, used to tell me ‘you can’t discover anything unless you’re looking at the sky,’” he recalls. Obvious? Maybe, but when you’re trying to answer these most cosmic of questions, it’s not a bad thing to keep in mind.
But, what is an alternative fuel vehicle? An alternative fuel vehicle is a vehicle that runs on alternative fuels. So, what is an alternative fuel? "Alternative fuels" are vehicle fuels that aren't made from petroleum. There are many kinds of fuels that vehicles can run on that aren't made from petroleum. The United States Department of Energy officially recognizes this list of alternative fuels: - Alcohols - ethanol and methanol. - Compressed natural gas (CNG) - natural gas under high pressure. - Electricity - stored in batteries. - Hydrogen - a very special type of gas. - Liquefied natural gas (LNG) - natural gas that is very, very cold. - Liquefied petroleum gas (LPG) (also called propane) - hydrocarbon gases under low pressure. - Liquids made from coal - gasoline and diesel fuel that doesn't come from petroleum. - Biodiesel - a lot like diesel fuel, but made from plant oil or animal fat. Almost all of the fuel we use for transportation is made from petroleum. Gasoline and diesel fuel account for all but about one-fourth of one percent of California's transportation fuel. Most California gasoline does contain a small amount of ethyl alcohol (also called ethanol), which increases the oxygen content of the gasoline for cleaner burning. The fact that California is nearly 100 percent dependent on petroleum for transportation could cause a serious problem, like it did in 1973 and 1979 when the gas supply was limited and the prices went up. - California's dependence on petroleum makes us vulnerable to price and supply - Air quality concerns have increased the importance of alternative fuels and advanced transportation technologies like electric vehicles. - By increasing alternative fuel use, such as natural gas and electricity, consumers have fuel choices that compete with gasoline and diesel, broaden our supply base, and have lower environmental impacts. Natural gas is the basic energy source for some of the alternatives to petroleum. On one hand, this is good because most of the natural gas we use comes from friendly North American countries, if not the United States itself. And at the present, there seems to be a plentiful supply of natural gas. So, the supply of natural gas is relatively stable and reliable. On the other hand, natural gas is a non-renewable fossil fuel, just like petroleum and coal, and so, it too will some day be used up if people continue to use a lot of it. Read more on... Sites With More Information About Electric and Alternative Fuel Cars
Discover the cosmos! Each day a different image or photograph of our fascinating universe is featured, along with a brief explanation written by a professional astronomer. 2011 February 12 Explanation: It's easy to get lost following the intricate filaments in this detailed mosaic image of faint supernova remnant Simeis 147. Also cataloged as Sh2-240 and seen towards the constellation Taurus, it covers nearly 3 degrees (6 full moons) on the sky. That corresponds to a width of 150 light-years at the stellar debris cloud's estimated distance of 3,000 light-years. The remarkable composite includes image data taken through narrow-band filters to highlight emission from hydrogen and oxygen atoms tracing regions of shocked, glowing gas. This supernova remnant has an estimated age of about 40,000 years - meaning light from the massive stellar explosion first reached Earth 40,000 years ago. But this expanding remnant is not the only aftermath. The cosmic catastrophe also left behind a spinning neutron star or pulsar, all that remains of the original star's core. Authors & editors: Jerry Bonnell (UMCP) NASA Official: Phillip Newman Specific rights apply. A service of: ASD at NASA / GSFC & Michigan Tech. U.
The need for high power in the VHF, UHF, and microwave bands has led to transistors that can easily supply tens to hundreds of watts at RF frequencies to 10 GHz and beyond. Most of these devices are made with gallium arsenide (GaAs) or gallium nitride (GaN). GaAs and GaN are compound semiconductors. Known as III-V semiconductors, they fall into categories of elements with either three or five valence electrons. Boron, aluminum, gallium, indium, and thallium are Category III elements. Nitrogen, phosphorus, arsenic, antimony, and bismuth are Category V elements. Combining a Category III element with a Category V element produces a covalent bond with eight electrons, yielding a unique semiconductor. Such semiconductors have higher electron mobility than silicon, so they’re more useful at higher frequencies. GaAs and GaN have been found particularly useful for microwave power amplifiers. You can use GaAs or GaN to make any type of transistor including the most popular, like bipolar junction transistors (BJTs) and enhancement-mode MOSFETs. But other types have emerged, such as heterojunction bipolar transistors (HBTs), metal-semiconductor FETs (MESFETs), high electron mobility transistors (HEMTs), and laterally diffused MOS (LDMOS). These transistors take advantage of the materials to produce the best amplifying and power handling capability. HBTs use the standard BJT configuration but use different materials for the base and emitter. One popular combination, a GaAs emitter and an aluminum-gallium-arsenide (AlGaAs) base, yields very high gain at microwave frequencies out to 150 GHz. A MESFET is essentially a JFET with a metal gate that’s used to form a Schottky junction with the main conducting channel. The operation is depletion mode, where the device is normally on and is turned off by a applying a negative gate voltage. MESFETs are usually made with GaAs and have high gain at microwave frequencies.
\|Van Allen Belt \|\|A region containing charged particles trapped in the Earth’s magnetic force field (magnetosphere). The belt’s lower boundary begins at about 800 kilometers (496 miles) above the Earth’s surface and extends thousands of kilometers into space. \|\|A star whose luminosity (brightness) changes with time. \|\|Launched by the U.S. in the 1960s to monitor the Limited Nuclear Test Ban Treaty. The satellite’s mission was to detect the gamma rays produced during nuclear blasts. Although not intended for astronomical studies, the Vela satellite provided useful celestial data, detecting an unexpected blast of cosmic gamma radiation in 1967. The satellite discovered several other gamma-rays bursts during the years of the Vela project, which ceased operation in 1979. \|\|The speed of an object moving in a specific direction. A car traveling at 35 miles per hour is a measurement of speed. Observing that a car is traveling 35 miles per hour due north is a measurement of velocity. \|\|An inner, terrestrial (rocky) planet that is slightly smaller than Earth. Located between the orbits of Mercury and Earth, Venus has a very thick atmosphere that is covered by a layer of clouds that produce a ‘greenhouse effect’ on the planet. Venus’s surface temperature is roughly 480Â° C (900Â° F), making it the hottest planet in the solar system. \|Very Large Array (VLA) \|\|One of the world’s premier radio observatories, consisting of 27 antennas arranged in a huge ‘Y’ pattern. The VLA spans up to 22 miles (36 km) across, which is roughly one and a half times the size of Washington, D.C. Each antenna is 81 feet (25 meters) in diameter. Located in Socorro, New Mexico, the telescopes work in tandem to produce a sharper image than any single telescope could record. \|\|Electromagnetic radiation that human eyes can detect; also known as the visible spectrum. The visible colors are red, orange, yellow, green, blue, indigo, and violet, along with various combinations and shades of these colors. Within the visible part of the spectrum, red light has a longer wavelength than blue light. \|\|A break or vent in the crust of a planet or moon that can spew extremely hot ash, scorching gases, and molten rock. The term volcano also refers to the mountain formed by volcanic material.
National meadows day is an annual awareness event focussed around the first Saturday of July, but up and down the country activities took over the whole weekend. Traditionally managed British meadows are characterised by low soil fertility and actively managed cutting or grazing, supporting a range of colourful flowering species including the oxeye daisies seen in the picture above. These species rich meadows, which used to cover much of England’s countryside, were traditionally generated by farmers managing for hay and pasture. Ironically these important habitats have now largely been eradicated by modern agriculture. In recognition of this fact there are now numerous conservation projects and financial incentives in place to encourage the maintenance and regeneration of British Meadows. But with so many environmental schemes and species vying for position in British conservation why are meadows so important and how can agriculture help? Well the main answer is their ecological importance; Meadows support more conservation priority species than any other habitat type. British meadows and grasslands are made up of >400 species (27% of the British flora). Of this more than 25% are threatened with, or on the brink of, extinction. This includes our rarest plant, the lady’s slipper orchid, of which there is only 1 native left. Meadow grasslands also support a wide diversity of pollinating insects, most notably butterflies and bees, which have been in continued decline in the UK for some years now. Wildflower grasslands are also home to a range of small mammals, fungi, birds, bats and reptiles. Apart from harbouring a wealth of biological diversity, species rich meadows are also capable of storing more carbon than low-diversity meadows and help to prevent flooding by better retention of nitrates and rainwater. Secondly is their concerning rarity; in less than a century 97% of species-rich grassland has been lost. This initially began during the Second World War when lot of areas were converted to agricultural usage. The areas left now are few and far between, making them highly vulnerable to further shrinkage. Recognising that agricultural expansion has been the major cause of much of this loss there are now numerous schemes designed to encourage farmers to manage, restore and create new wildflower meadows on their land. One of these initiatives is the Countryside Stewardship Higher and Mid-Tier grants provided by Natural England. The scheme includes advice and guidance on maintenance of grassland that has been produced from a 20-year long research programme. Within these grants, habitats are ranked by perceived value and amongst many others, meadow areas represent some of the highest valued habitats per ha. Another reason for declines in wildflower grasslands has been poor management; soil fertility, species selection and grazing regimes all need to be carefully controlled in order to effectively maintain meadow areas. In order to ensure appropriate management for the restoration and establishment of meadows, there are numerous community schemes which seek to work with farmers and stakeholders. For instance, ‘Hay Time’ by the Yorkshire Dales Millennium Trust has led to the restoration of 717 hectares of degraded meadows since 2006 by working with farmers and partners. A more national project, Coronation meadows, is a celebration of the Queens 60th anniversary as monarch, which has sought to create at least one new wildflower meadow in each county across Great Britain, using seeds from nearby areas to ensure local character. British conservation charity Plantlife International has been actively campaigning for the protection and creation of species rich meadows, calling on the government to restore 120,000 ha of species rich grasslands by 2043. They are also advocating for increased protection of the remaining meadows to the degree to which ancient woodland has been protected. In its blog post for National Meadows Day 2018, a Defra spokesperson said: “We have committed to developing a Nature Recovery Network to protect and restore wildlife in our 25 Year Environment Plan. We are keen to work with Plantlife and other partners as we develop more detailed plans for expanding and connecting grassland habitats and to explore how we can more effectively share data to strengthen our inventories.”. Natural England has also released a blog post on how to create a wildflower meadow and the support available for farmers and land managers. If you would like to see a meadow in flower this year, the magnificent meadows website boasts a map of local meadows and a list of all activities registered as part of the event. Plantlife has also suggested some activities to engage with meadows including: butterfly and moth spotting, counting orchids and attending expert talks. To read more about on-going projects and how you can get involved follow the links below:
Science, says Steven, is best taught with dramatic demonstrations and great enthusiasm. Using a number of experiments, Steven talks through the principles of using demonstrations to teach chemistry and physics. Unless otherwise noted, you are free to use this work under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CONTRIBUTOR: Steven Brubaker SERIES: Teachers' Workshops 1997All items in the series: - Applied Science in the Classroom - Classroom Management - Cultivating Critical Reading - Daily Lesson Plans - Developing Educational Consensus through Community Discipling - Encouraging Student Creativity - Golden Rules of Discipline - Motivating the Student - Teacher, Curriculum, Facility, Parents, and Students - Teaching Techniques and Strategies Galore - Teaching Physical Science in the Christian School
Wednesday, November 23, 2011 The body’s excretory system is made up of a pair of kidneys and ureters, urinary bladder and urethra. Kidneys do most of the work; the other structures transport or store urine. The kidneys are bean-shaped organs, about four inches long and weighing only five ounces. They function as extraordinarily efficient chemical treatment plants, cleansing the blood of urea and other toxic wastes while maintaining the proper balance of fluid, salts and other blood components. They are also instrumental in maintaining blood pressure. The renal arteries branch off the abdominal aorta and carry a prodigious amount of blood. Each day, up to 500 quarts of fluid circulate through the kidneys. After it is cleansed, most of this fluid is returned to the bloodstream; only two to four pints are excreted as urine. This waste material collects in the central portion of the kidney – the renal pelvis – and from there it passes into the ureter, a long, narrow tube that carries the urine to the bladder. A normal adult bladder can hold about one pint of liquid, but when it is about half full, it begins to send nerve signals of an urge to urinate. Voluntary muscles in the pelvic floor control bladder function; when these muscles drop, the sphincter that controls the bladder opening relaxes and urine flows into the urethra. The female urethra is about 1.5 inches long and carries only urine; the 8 inch male urethra transport both semen and urine. Of all the substances needed to sustain life, oxygen – an odourless, colorless and tasteless gas – is perhaps the most critical because it is essential for all stages of metabolism, the various biochemical functions that maintain the body. Without oxygen, cells begin to die within minutes. With each breath, oxygen is taken into the lungs and carbon dioxide and other wastes are expelled. Although you can deliberately hold your breath for a short period, breathing actually is an automatic process controlled by the brain’s respiratory center. When performing quiet activities, a person takes about 14 breaths a minute, but the respiration rate may be slower during sleep or mediation and higher during exercise or other activities that demand extra oxygen. Air is inhaled through the nose or mouth and passes through the larynx, or voice box, into the trachea, or the windpipe and then to the bronchi and bronchioles, air tubes that branch off the trachea. These tubes are lined with millions of cilia, hairlike strands that beat rhythmically to keep dust, germs and other airborne particles out of the lungs. The cilia also help clear the lungs of mucus produced by the mucous cells lining the bronchial tubes. The bronchioles terminate in clusters of alveoli, tiny, balloon-like air sacs that are responsible for ensuring that the blood has a steady supply of fresh oxygen. Oxygen exchange takes place on the surface of the lungs 700 million or so alveoli, which, if flattened out, would almost cover a tennis courts. The air sacs are elastic, expanding during inhalation and deflating partially as air is exhaled. If alveoli lose their elasticity, as is the case in emphysema, stale air becomes trapped in the sacs and the body becomes starved for oxygen. Virtually everything that we perceive about our surroundings comes through information collected by the five basic senses – sight, hearing, taste, smell and touch. Of these, sight and hearing are generally considered the most vital; in fact, however all work in concert to provide a total picture. This cooperative process is especially apparent when you eat – odor is critical in distinguishing between foods that have a similar taste and texture. This is the reason that food seems to lack taste when you have a cold. However, when you are deprived of one particular sense, others can help compensate; for examples, you can use touch and sound to find your way in the dark. All sensory organs are complex extensions of the central nervous system (refer Human Body Part 2), with a direct pathway to the brain, which allows instantaneous processing of information. (The eye’s optic nerve is actually an extension of the brain). The moment you touch an object, you know whether it is soft or hard, hot or cold, smooth or rough. This is because information is processed so fast, we give little thought to the complexity of what is involved. Sounds entering the ear or light coming into the eye are immediately broken down and transformed into electrical impulses that are decoded and reassembled in the brain. A similar electrical transformation takes place in identifying an odor, interpreting a touch and a recognizing a taste. Continue reading on Human Body Part 4..
A new explanation of how gypsum forms may change the way we process this important building material, as well as allow us to interpret past water availability on other planets such as Mars. The work is reported in Nature Communications. Gypsum (CaSO4?2H2O) is an economically important mineral, extensively used as the commercial construction material Plaster of Paris, with a global production of ~100 billion kg per year. It is a ubiquitous mineral on the Earth's surface, and is also found on the surface of Mars. Despite its importance, until now we have not understood how gypsum grows from ions in solutions. The formation of gypsum, from concentrated aqueous solutions of calcium sulfate, was thought to be a simple, single-step process. However, a group of European geochemists has now shown that gypsum forms through a complex 4-step process: the understanding of this process opens the way to more energy efficient production of plaster. The multinational team examined the process using in situ and time resolved synchrotron-based X-ray scattering at Diamond Light Source (Harwell, UK), and identified and quantified each of the 4 steps of the formation process, highlighting specially that the initial moments in the reaction chain are of particular importance, because they determine the final properties of gypsum. In this 1st step, tiny sub-3 nm elongated particles form the primary building blocks (bricks). In subsequent steps these bricks aggregate, self-assemble and rearrange themselves, and finally transform to gypsum crystals. "Importantly, we envisage that it is possible to alter this pathway by specifically targeting individual stages. For example we could arrest the reaction at the first stage when only nano-bricks are formed, and thus directly synthesise a highly reactive precursor to Plaster of Paris" said Dr. Thomas Stawsky (University of Leeds and GFZ, Potsdam) the lead author of the study. Since plaster is normally produced by the energy-intensive heating of gypsum, such an approach would drastically reduce the cost of production, and significantly decrease the carbon footprint of the industry. Dr Stawski continued. "This is a multi-billion dollar industry, but basic geochemistry behind the fundamental process has not been understood. Previous attempts to understand gypsum formation depended on sampling from the solutions in which the mineral was formed and drying, so it was never clear if what we were seeing was an artefact of the process. It's like looking at an ancient mummy, you see the results of the drying process, but that gives you no real understanding of the recently-dead pharaoh they started out with. Now we have a clear idea of the process". The senior author of the study, Professor Liane G. Benning (President of the European Association of Geochemistry (see notes for more information), and (University of Leeds and GFZ, Potsdam) highlights that: "We know that gypsum is naturally found on Mars, so applying our current finding will also help us understand and predict the hydrological conditions at the time of gypsum formation on other planets". The European Association of Geochemistry wishes to highlight this paper as an example of cross-collaborative and multinational excellence in European Geochemistry. Stawski, T. M. et al. Formation of calcium sulfate through the aggregation of sub-3 nm primary species. Nat. Commun. 7:10177 doi: 10.1038/ncomms11177 (2016), published online on 1st April 2016. Contact the EAG Press officer for more details.
You need to transform quadratic equation into the form (x-h) then you square them. 1.you need to divide both sides of the equation by a then simplify. 2.Write the equation such that the terms with variables are on the left side of the equation. 3.add the square of one-half of the coefficient of x on both sides of the resulting equation. 4.Express the perfect square trinomial on the left side of the equation as a square of a binomial. 5.Solve the resulting quadratic equation by extracting the square roots. 6.Solve the resulting linear equations. then last 7.Check
Dental x-rays are a type of picture of the teeth and mouth. X-rays are a form of electromagnetic radiation, just like visible light. They are of higher energy, however, and can penetrate the body to form an image on film. Structures that are dense (such as silver fillings or metal restoration) will block most of the photons and will appear white on developed film. Structures containing air will be black on film, and teeth, tissue, and fluid will appear as shades of gray. X-ray – teeth; Radiograph – dental; Bitewings; Periapical film; Panoramic film How the test is performed The test is performed in the dentist’s office. There are many types of dental x-rays. Some are: Palatal (also called occlusal) The bitewing is when the patient bites on a paper tab and shows the crown portions of the top and bottom teeth together. The periapical shows one or two complete teeth from crown to root. A palatal or occlusal x-ray captures all the upper and lower teeth in one shot while the film rests on the biting surface of the teeth. A panoramic x-ray requires a special machine that rotates around the head. The x-ray captures the entire jaws and teeth in one shot. It is used to plan treatment for dental implants, check for impacted wisdom teeth, and detect jaw problems. A panoramic x-ray is not good for detecting cavities, unless the decay is very advanced and deep. In addition, many dentists are taking x-rays using digital technology. The image runs through a computer. The amount of radiation transmitted during the procedure is less than traditional methods. Other types of dental x-rays can create a 3-D picture of the jaw. Cone beam computerized tomography (CBCT) may be used prior to dental surgery, especially when multiple implants are being placed. How to prepare for the test There is no special preparation. Notify the dentist if you are pregnant. How the test will feel The x-ray itself causes no discomfort. Some people find that biting on the piece of film makes them gag. Slow, deep breathing through the nose usually relieves this feeling. Why the test is performed Dental x-rays help diagnose disease and injury of the teeth and gums. The x-rays show a normal number, structure, and position of the teeth and jaw bones. There are no cavities or other problems. What abnormal results mean Dental x-rays may be used to identify the following: - The number, size, and position of teeth - Unemerged or - The presence and extent of dental caries (cavities) - Bone damage (such as from periodontitis) Abscessed teeth Fractured jaw Malocclusion of teeth - Other abnormalities of the teeth and jaw bones What the risks are There is very low radiation exposure. However, no one should receive more radiation than necessary. A lead apron can be used to cover the body and reduce radiation exposure. Pregnant women should not have x-rays taken unless absolutely necessary. Dental x-rays can reveal
A flu pandemic occurs when a new influenza virus emerges for which people have little or no immunity, and for which there is no vaccine. The disease spreads easily person-to-person, causes serious illness, and can sweep across the country and around the world in very short time. It is difficult to predict when the next influenza pandemic will occur or how severe it will be but there have been 3 major pandemics in the 20th Century; 1918 (Spanish Flu), 1957 Currently, health professionals are concerned that the continued spread of a highly pathogenic avian flu virus (H5N1) across eastern Asia and other countries represents a significant threat to human health. The H5N1 avian flu virus, or "bird flu" has raised concerns about a potential human pandemic - The H5N1 avian flu is especially virulent - It is being spread by migratory birds - It can be transmitted from birds to mammals and in some limited circumstances to humans - Like other influenza viruses, it continues to evolve, and - Few people are prepared with adequate pandemic flu supplies. The risk from this bird flu is generally low to most people, because the viruses do not usually infect humans. H5N1 is one of the few avian influenza viruses to have crossed the species barrier to infect humans, and it is the most deadly of those that have crossed the barrier. Most cases of H5N1 influenza infection in humans have resulted from contact with infected poultry (e.g., domesticated chicken, ducks, and turkeys) or surfaces contaminated with secretion/excretions from far, the spread of the H5N1 bird flu virus from person-to-person has been limited and has not continued beyond one person. Nonetheless, because all influenza viruses have the ability to mutate, scientists are concerned that H5N1 virus one day could be able to infect humans and spread easily from one person to another. yourself with these terms to help understand influenza - Avian (Bird) Flu - Is caused by influenza A viruses that occur naturally among birds. The avian flu currently of concern is the H5N1 subtype. - Influenza (Flu) - An acute, contagious, infectious disease, caused by any of a specific group of viruses and characterized by inflammation of the respiratory tract, fever, and muscular pain. - Pandemic - A global - Seasonal Flu - Follows predictable seasonal patterns; occurs annually (usually in winter) in temperate climates. Health systems can usually meet public and patient needs with vaccine developed based on known flu strains. planning for a flu pandemic your survival kits and pandemic flu supplies should be augmented to include: and water for up to 2 weeks and possibly as much as for up to 2 weeks including fever and pain medication such as Tylenol to maintain healthy immune system solutions, such as Gatorade or Pedialyte for children garbage bags to store infectious trash safely soap and disinfectants for surfaces minimize the risk of contracting the flu, take these common-sense steps to limit the spread of germs and make good hygiene a habit. hands frequently with soap and water. your mouth and nose with a tissue when you cough or used tissues in a waste basket. or sneeze into your upper sleeve if you don't have your hands after coughing or sneezing. Use soap and water or an alcohol-based hand cleaner. at home if you are sick.
In a paper spent many months in the making, Susan Finkbeiner’s report on communal butterfly roosting was released to the public today. The paper closely analyzes the behavior of Heliconius, also referred to as the passion-vine butterfly, a species of tropical butterfly that exhibits curious communal tendencies. Susan seeks to learn why these insects decide to roost while several other adult butterfly species do not, begging the question “What’s the benefit of being a social butterfly?” A Day in the Life of a Social Butterfly A graduate student at the University of California, Irvine, Susan is also a Young Explorer Grantee. With support from National Geographic she embarked on an expedition to Panama and Costa Rica in 2011 to observe Heliconius in their natural environment- the New Word tropical rainforests. According to Susan’s study, butterfly roosting was first described by naturalist J. A. Allen in 1867 and in 1881 by W. E. Edwards. Yet even after 140 years of research, scientists are still unsure why Heliconius repeatedly gather at a particular location in their home range to roost for the night. With this question still unanswered, Susan brings two possibilities to the table. Her first theory hypothesizes that their unusual, gregarious behavior is actually a form of information sharing. Her second theory examines whether roosting is an anti-predator defense, similar to finding “safety in numbers”. Up before the sun peeks above the thick tropical trees, Susan waits for the butterflies to awake. She plans to test her first theory by observing whether the butterflies follow one another from their roost to a foraging site. However, of nine independent roosts, only one butterfly was observed to have followed another to a flowering plant. To test her second theory Susan created artificial Heliconius to observe the behavior of potential predators. Using avian-indiscriminable butterfly models, Susan noticed that when only one butterfly model was present, attempts by birds to attack it were nearly three times higher than predation attempts on roosts of ﬁve models. These findings provided compelling evidence that roosting is, in fact, an anti-predator defense. Ensuring the Future of Passion-Vine Butterflies By working on a group butterflies that is popular among educators, scientists, and the public alike, Susan believes that she and her fellow researchers are ideally positioned to inspire a wide spectrum of audiences to become involved. Ultimately, this will serve to bring attention to the unusual diversity of insects – and insect behavior – to be found in the vanishing rainforests of Central and South America. Read the full text of Susan’s paper, The Benefit of Being a Social Butterfly: Communal Roosting Deters Predation to learn more about the challenges Susan and her team faced, details about her experiment, and the implications behind her findings.
Biology Current Event Building a Face, and a Case, on DNA DNA analysis has been extremely helpful in identifying and convicting or acquitting people in crimes, but new technology is going to improve what DNA analysis can do. Several teams of Scientists across the country are working to develop technology that could identify the hair, eye, and skin color, along with the age and gender, of suspects from their DNA. This new science is called forensic DNA phenotyping and is starting to be used in crime solving. The eventual goal of these developing tech companies is to have software and technology that can develop a detailed and accurate facial description from the DNA, just like a sketch artist. The early forms of this technology were used in Columbia South Carolina last month when police released a sketch from of a double homicide suspect, even though there were no witnesses. The Department of Justice recently issued a $1.1 million grant to develop tools like this. Other companies like Parabon NanoLabs, Identitas, Illumina, and HIrisPlex already have a head start in finding ways to determine physical traits from DNA. The difficulty in constructing this technology comes with the fact that most physical traits are the product of several genetic variants. Hair color, for example, is a product of 24 different variables in a persons DNA, and all of these variables have to be analysed in order to determine their hair color. There are 700 variables that affect a person's height and tracking how each variable one changes the final height of a person can be tricky. One study suggested that, while there are 700 different variables that influence height, only 15% of them change from person to person, which makes predicting someone's height from their DNA easier. Age is also something that scientists have been able to calculate, but through a different process; certain genetic markers shut off particular genes as people age and seeing which genes are shut off can tell a person’s age. Other scientists working on this type of technology have said that ancestry and race only makeup around 23% of facial structure, and the genetic variants that they have found help very little in determining features so scientists still have a long way to go. The development of groundbreaking new technology is usually met with with criticism and sometimes friction, especially when dealing with issues like race and DNA. The issues with this technology in particular seem to be with the possibility of racial profiling. This technology is not yet permitted in court trials because it has not been perfected, but it is most definitely the future of crime solving. These new developments in forensics will lead the way for the future of how solving crime is tackled. It will make profiling and finding criminals much easier and most likely deter criminals. It will also further our understanding about how DNA translates into our physical traits. Down the line it may also lead to predicting disease and defects in our bodies based on our genetic code. The technology for DNA science is advancing very rapidly and is a very important field of biology. These discoveries will lead not only to better forensic analysis, but also a better understanding of how DNA works. The article written by Andrew Pollack was well done, informative, and easy to read. It taught me a broad spectrum of new information about the science involved with DNA forensics. Pollack seems to have done plenty of research, talked to many sources, and developed this story as much as possible. I do think, however, that he could have done a slightly better job at organizing and structuring the article as it seemed to go back and forth between ideas occasionally, especially when it came to the racial implications of this new technology. Overall Pollack’s article was well written and made learning about DNA forensics easy and interesting. Pollack, Andrew. "Building a Face, and a Case, on DNA." The New York Times. The New York Times, 23 Feb. 2015. Web. 24 Feb. 2015.
Mapping isn't just for geography and history classes. ELA, math, and science can use maps to organize work in a spatial context. In fact, if I were a math or science teacher, requiring students to keep a journal on Google My Maps would be a simple, engaging, and useful way to incorporate content literacy without taking too much time away from application of formulas and testing hypotheses. The following ideas are based on an activity that uses Google Forms to collect student work and Sheets to upload data to My Maps. 1. Rigor (not my favorite word) This word makes some of us roll our eyes, right? Well, it doesn't have to be so difficult. Making maps is as rigorous as an activity can get. Let's consider the process and knowledge it takes to make a map. 2. Cooperative Learning Make one map with contributions from groups of students or individuals. Kids retain and grow far more from contributing something to a larger product than doing it all on their own. Here are the steps. - List events and assign them to learning groups. - Assign group members research roles based on themes, like legal, religious, education, etc. - Research and combine notes to write a summary with one main idea. - Submit the group summary with Google Forms. This provides a Google Sheet of responses for the next step. - Import the sheet to My Map and provide students a link with editing permission. - Finish by changing the color and shape of the map points according to categories of events. - Add images and resource links to make the map more useful. - Embed the map on a website or blog to publish. - Share the link via social media, QR codes and e-mail. Sometimes we print one with a QR code for the hallway. 3. Students as Contributors It's not enough to complete a worksheet and turn it in to an audience of a few. Class time is best spent coaching students to make things that have the potential to be a resource for anyone in need. When my U.S. history students made a map of key battles of the Civil War, they were able to use the published work to study for summative assessments, as well as IB and AP exams in the future. 4. Project-Based Learning Learning by working on projects is heavy with application, which is where schooling becomes training and assessment is ongoing. This approach develops the confidence of students, teachers, and parents that the work kids do makes a difference. It's also important to infuse opportunities for students to make choices whenever possible in PBL. This exercises imagination – the ability that Sir Ken Robinson says makes us human. 5. Transferring Data We can't underestimate the power moving information from one format to another. It's basic yet very powerful for critical thinking. Here's few examples of general activities that could work for almost any subject. - Read a text→graphic organizer→map - Two-minute peer interview→notes→map - Research frequency of something in an area(s)→notes→map→make a video summarizing conclusions When I taught ESL world geography, my students learned more confidently when they had to pull information from a text, organize it in a table, and map the locations around the world or in a region. 6. Digital Literacy We are long past excuses like, "I'm not good with computers." If we can learn to check email, take pics with our phones, and use desktop publishing software, we can learn a few steps to make My Maps come alive. Our students will need to be confident learning new digital tools to be competitive in the modern economy, and it's our fault if we don't prepare them. 7. ELA Read Non-Fiction, Too! Informational texts under Common Core are about 50/50 before high school and increase to about 70 percent in high school. But this doesn't have to be a drag or take too much away from reading literature. I reviewed the standards and within a few minutes figured out that using the suggestions in this post eats up about five standards related to informational texts. 8. Make and Test Hypotheses A hypothesis is a prediction that guides experiments. Lee are constantly making predictions when we read and listen, so don't miss out on the opportunity to let your students make formal, testable predictions before they make a map. Since the data is uploaded from sheets and is automatically distributed on the map, the predictions can be confirmed immediately. It's exciting and simple to do. Plus, it's a fun way to start the activity debrief. Thinking globally also goes for concepts and skills. For example, learning about the concept of force in physics is applicable in physical education. An example of map activity for math, history, and ELA (depending on the literature) may be about calculating Cold War missile trajectories using trigonometric functions. Choice is very important to engaging our students, so they could choose the targets and warhead delivery systems, for example. For a more straightforward cross-curricular example, try making a map to visually represent knowledge of the origins of characters in a novel or biomes for biology. 10. It's Fun! Does this one really need an explanation? I will say that it may feel chaotic in the beginning, but the teams will settle down soon enough and your classroom will become a place for producing useful tools for learning. To see Google My Maps in action, check out my video here: https://youtu.be/GsRI8Tph1zY This post was created by a member of Edutopia's community. If you have your own #eduawesome tips, strategies, and ideas for improving education, share them with us.
End of the day, everything boils down to communication... Wonder how people lived in those days when there was absolutely no way of communication over long distances. There was an era when the string phones were used, the ones we see children playing around with, where they would use the string and a tin boxes with a diaphragm. It is basically the diaphragm that vibrates when the sound is emitted at one end and is transmitted through the string to the diaphragm at the other end. This is the idea behind the invention of telephones that dates back to 19th century. It is the culmination of the efforts of numerous scientists that we reap today and lead a blissful life enjoying the benefits of the telephone. There are many cables that can be used for transmitting information from one end to another. Coaxial cables, the Ethernet cables and now the fiber optic cables are being used in the field of telecommunications. The larger bandwidth and the ability to cover long distances, is making the fiber optic cables hugely popular networking cables of late. Understanding Fiber optics better: A fiber optic cable is a cable that has a glass or a plastic fiber called optical fiber, which is capable of transmitting information in form of light particles. It could be a single fiber or a group of fibers inside a non-conducting tube. Each of the fiber has a thickness as that of one-tenth of a human hair and is capable of handling as many as 25,000 telephone calls. Simple math can tell you how many calls a single optical fiber can handle. If you want to experiment to check how the fiber optics work, here is what you can do. Let us suppose you want to send information through fiber optic cable from your house to your friend’s house from a computer. First off, you will have to connect a laser to your computer, which would convert the electrical information in form of light pulses. Once the light particles travel down the laser and emerge out at the other end, ideally a photoelectric cell should be there at the other end to receive the light pulses, which will then convert it into its electrical equivalent. Technology behind Fiber-optics: Imagine a glass tube and a light wave travelling through it. The light-wave will bounce down the pipe hitting the glass at a certain angle which is ideally less than 42° with the glass tube, making it reflect back thereby hitting the surface like a ping-pong ball travelling down a narrow cylindrical tube. There is this theory that when a light ray hits the glass surface making an angle less than 42° with the surface, the light ray completely reflects back without leaking out as if the tube were a mirror. This phenomenon is called the total internal reflection. Even if there was a chance of light wave leakage; that would not be possible with the cladding that surrounds the core tube in which the light wave travels. The purpose of the cladding is to basically retain the light signals inside the core. There are three types of fiber optic cables – single mode, multi-mode and a plastic optical fiber (POF). Advantages of Fiber optics over conventional copper cabling: Have you ever experienced the noise while speaking over the phone, well in case you did, it is nothing but the Electro-Magnetic Interference (EMI). EMI is the disturbance caused when an external source affects the electric circuit. Fiber optic cables are immune to Electro- magnetic Induction. In traditional copper wires, the current travelling through the wires interfere as copper is a conductor of electricity, however, in case of fiber optic cables, the light particles travel through the wire, even through the places, where EMI would otherwise block the transmission. Magnetic fields and current induction not only creates noise, but also makes way to data leakage in case of copper cabling. However, where fiber optic cables are concerned, the magnetic fields are not surrounding the cable, but only within the fiber optics cable. So, there is no way that we can control the signal being transmitted unless we cut open the fiber optic cable. This is one of the biggest advantages of using fiber optic cables. Unlike the copper wires, which are prone to emit sparks as they transmit current through the wires, fiber optic cables are much safer in the confined areas or oil refineries where there is a threat of catching fire. Installations made easy: In the process of increasing the transmission capacity or bandwidth of the cable, inevitably, the thickness of the cable also increases. This makes passing though the ducts in the buildings a somewhat difficult affair. Fiber optic cables on the other hand are thin and flexible making it easier for the installations. While using the copper cables, the fire retardants are also supposed to be used in order to avoid the fire accidents, which is absolutely not the case while using the fiber optic cables. Greater bandwidth and longer run: Fiber optic cables have greater bandwidth enabling the huge amount of transmission of data within fractions of a second. The fiber optic cables can carry the information over long distances without any noise intervention. With the consideration of all the factors that are in favour of the fiber optic cables, these form the ideal choice for any sort of commercial use where data communications is concerned. VRS Tech DXB offers comprehensive packages for business and the domestic installations of fiber optic structured cabling for networking and telecommunications. We understand your needs and act accordingly as our team of skilled professionals are adept at setting up easy installations even in the most complicated environments. For more contact us at +971 4 3866001
In Inquiry Learning, students are looking up answers that they want answers to. Using an inquiry approach empowers students to create questions that matter to them. Kristen said to her class “Let’s go outside, and take pictures and inspire curiosity!” Then….one boy was exploring the question…How many pieces of grass are on the soccer field? Students were actively engaged in answering their own questions during the exploration time. Empowering! Kristen shared that she read the book A Place of Wonder. She was inspired to find or identify places of wonder in your classroom. For example, create an observation window. Kristen also created a pretend tree by using a pole in her classroom. Students in her classroom sit wherever they want. Her students are able to float in and out of the library which is right next door. She recommends the book Inquiry Circles in Action by Stephanie Harvey and Harvey Daniels. She displays the students mini-inquiries outside her room with their picture and speech bubbles. She sets aside specific time for inquiry development, and students are able to post it on their speech bubble. Also, each child has their own QR code that links to a Padlet wall with all their questions. Watch out…some questions may not be appropriate. Where do babies come from?! Curricular Inquiries – Teach with big ideas and essential questions about the curriculum in mind. Planning the Inquiry Try to limit the time to 5 weeks. Week 1 – Front load the questions. Week 2-4 Research and create an artifact. During the last week, teach what you may have missed. Week 1 – What do you know about Pioneers? Examine the answers and decide how much background knowledge to provide. A great question can not be asked without some knowledge of the topic. Kristen started a read aloud about early settlers, and used the ICQ (Interest, Connection, Question) strategy. Another strategy is to “read with a question” in mind. Kristen suggested the use of chirp (iphone app) to distribute urls and messages to students. Students were then able to annotate thinking digitally through the use of pictures, and a voice recording. Her students all have a KidBlog where they can post their work for an audience. Investigation Stage -Develop Questions, Search for Information and Discover Answers. Then their Knowledge=Questions. Now students can form inquiry circles. For example, students who want to learn about hunting work together in a team of 3-4. The goal is to develop a common question within the group. Another approach is to have students choose from a list of questions that appeal to them and then group students together. You, the teacher, don’t need to be the expert, you can learn with your students. Kristen developed an iPad Research Folder for students to use. Her folder includes BrainPop, PocketZoo, Wonderopolis, Animal Planet, NASA, Instagrok, a link to National Geographic and Kidrex. Kristen uses a classroom twitter account for research and has 800 followers! Impressive! Her class only follows other classrooms. Another avenue for research is the use of Readlists. Readlists is a website that you can build url’s for a topic. Then students can go right to the list to research. Now, the students are going to go public with their learning. Share Learning, Demonstrate Understanding, Take Action. One student created an Explain Everything to share what they have learned. Kristen developed a success criteria and all students exceeded beyond her expectations. Students did not have parameters on how to show their learning. Unlimited possibilities! Kristen gave a lot of real student examples and it really made the presentation fabulous! Including Inquiry Bloopers! I love her stories, this is part of why we teach..right?! I can’t even to begin to blog them! Ask Kristen yourself!
(B)What is a IL? Twist :- What is MSIL or CIL , What is JIT?(IL)Intermediate Language is also known as MSIL (Microsoft Intermediate Language) or CIL(Common Intermediate Language). All .NET source code is compiled to IL. This IL is then converted to machine code at the point where the software is installed, or at run-time by a Just-In-Time (JIT) compiler. (B)What is a CLR? Full form of CLR is Common Language Runtime and it forms the heart of the .NET framework. All Languages have runtime and its the responsibility of the runtime to take care of the code execution of the program. For example VC++ has MSCRT40.DLL,VB6 has MSVBVM60.DLL,Java has Java Virtual Machine etc. Similarly .NET has CLR. Following are the responsibilities of CLR - Garbage Collection:- CLR automatically manages memory thus eliminating memory leaks. When objects are not referred GC automatically releases those memories thus providing efficient memory management. - Code Access Security :- CAS grants rights to program depending on the security configuration of the machine. Example the program has rights to edit or create a new file but the security configuration of machine does not allow the program to delete a file. CAS will take care that the code runs under the environment of machines security configuration. - Code Verification :- This ensures proper code execution and type safety while the code runs. It prevents the source code to perform illegal operation such as accessing invalid memory locations etc. (B)What is a CTS? In order that two language communicate smoothly CLR has CTS (Common Type System).Example in VB you have “Integer” and in C++ you have “long” these data types are not compatible so the interfacing between them is very complicated. In order to able that two different languages can communicate Microsoft introduced Common Type System. So “Integer” data type in VB6 and “int” datatype in C++ will convert it to System.int32 which is datatype of CTS. CLS which is covered in the coming question is subset of CTS. Note: If you have undergone COM programming period interfacing VB6 application with VC++ application was a real pain as the datatype of both languages did not have a common ground where they can come and interface, by having CTS interfacing is smooth. (B)What is a CLS(Common Language Specification)?This is a subset of the CTS which all .NET languages are expected to support. It was always a dream of Microsoft to unite all different languages in to one umbrella and CLS is one step towards that. Microsoft has defined CLS which are nothing but guidelines that language to follow so that it can communicate with other .NET languages in a seamless manner. (B)What is a Managed Code? Managed code runs inside the environment of CLR i.e. .NET runtime. In short all IL are managed code. But if you are using some third party software example VB6 or VC++ component they are unmanaged code as .NET runtime (CLR) does not have control over the source code execution of the language. (B)What is a Assembly? - Assembly is unit of deployment like EXE or a DLL. - An assembly consists of one or more files (dlls, exe’s, html files etc.), and represents a group of resources, type definitions, and implementations of those types. An assembly may also contain references to other assemblies. These resources, types and references are described in a block of data called a manifest. The manifest is part of the assembly, thus making the assembly self-describing. - An assembly is completely self-describing. An assembly contains meta data information, which is used by the CLR for everything from type checking and security to actually invoking the components methods. As all information is in the assembly itself, it is independent of registry. This is the basic advantage as compared to COM where the version was stored in registry. - Multiple versions can be deployed side by side in different folders. These different versions can execute at the same time without interfering with each other. Assemblies can be private or shared. For private assembly deployment, the assembly is copied to the same directory as the client program that references it. No registration is needed, and no fancy installation program is required. - When the component is removed, no registry cleanup is needed, and no uninstall program is required. Just delete it from the hard drive. - In shared assembly deployment, an assembly is installed in the Global Assembly Cache (or GAC). The GAC contains shared assemblies that are globally accessible to all .NET applications on the machine. (A) What are the different types of Assembly? There are two types of assembly Private and Public assembly. A private assembly is normally used by a single application, and is stored in the application's directory, or a sub-directory beneath. A shared assembly is normally stored in the global assembly cache, which is a repository of assemblies maintained by the .NET runtime. Shared assemblies are usually libraries of code which many applications will find useful, e.g. Crystal report classes which will be used by all application for Reports. (B) What is NameSpace? Namespace has two basic functionality :- - NameSpace Logically group types, example System. Web.UI logically groups our UI related features. - In Object Oriented world many times its possible that programmers will use the same class name. By qualifying NameSpace with class name this collision can be avoided. (B) What is Difference between NameSpace and Assembly? Following are the differences between namespace and assembly : - Assembly is physical grouping of logical units. Namespace logically groupsclasses.vNamespace can span multiple assembly. (A)If you want to view a Assembly how do you go about it ? Twist : What is ILDASM ?When it comes to understanding of internals nothing can beat ILDASM. ILDASM basically convertsthe whole exe or dll in to IL code. To run ILDASM you have to go to "C:\Program Files\Microsoft Visual Studio .NET 2003\SDK\v1.1\Bin". Note that I had v1.1 you have to probably change it depending on the type of framework version you have. If you run IDASM.EXE from the path you will be popped with the IDASM exe program as shown in figure ILDASM. Click on file and browse to the respective directory for the DLL whose assembly you want to view. After you select the DLL you will be popped with a tree view details of the DLL as shown in figure ILDASM. On double clicking on manifest you will be able to view details of assembly, internal IL code etc.
The sextant is an instrument used to measure angles. Mainly used at sea, the tool is so named because its arc is one sixth of a circle – 60 degrees. It adheres to the principle of double reflection hence it can measure angles up to 120 degrees. Practically speaking, the arc of the sextant is a little over 60 degrees and therefore the total angle measurable is about 130 degrees. The sextant is used to measure the following: - Vertical Sextant Angle (VSA) - Horizontal Sextant Angle (HSA) Principle of the Sextant - When a ray of light is reflected by a plane mirror, the angle of the incident ray is equal to the angle of the reflected ray, when the incident ray, reflected ray and the normal lie on the same plane - When a ray of light suffers two successive reflections in the same plane by two plane mirrors, the angle between the incident ray and the reflected ray is twice the angle between the mirrors Readings ON and OFF the arc The normal graduations of the arc, to the left of zero, extending from 0 to 130 degrees are referred to as ON the arc. To the right of 0 degrees, the graduations extend for few degrees and are referred to as OFF the arc. When reading OFF the arc, graduations of the micrometer should be read in the reverse direction (59 as 1’, 55 as 1’ and so on). Errors of the sextant The errors can be classified as 1. Adjustable Errors (adjustable on board), and 2. Non adjustable Errors (not adjustable onboard) - Error of Perpendicularity: This is caused when the index glass is not perpendicular to the plane of the instrument. To check for this, clamp the index bar about the middle of the arc, and holding the sextant horizontally, with the arc away from you, look obliquely into the index mirror till the arc of the sextant and its reflection on the index mirror are seem simultaneously. If in alignment, the error does not exist. If not, turn the adjustment screw at the back of the index glass, until they are aligned - Side Error: This is caused by the horizon glass not being perpendicular to the plane of the instrument. Clamp the index bar at 0 degree 0.0’. Hold the sextant vertically and look at the heavenly body. Turn the micrometer one way and then the other, while looking at the body. The reflected image of the body will move above and below the direct image and should pass exactly over it. If the reflected image passes to the left or right of the direct image, side error exists. This error can be removed by turning the second adjustment screw (the top screw behind the horizon glass) until the true and reflected horizons appear in the same line. - Index Error: This is caused if the index mirror and the horizon glass are not exactly parallel to each other when the index is set at 0 degree 0.0’. Basically, this is the difference between the optical zero of the sextant and its graduated zero, termed OFF the arc if the optical zero lies to the right of the graduated zero and termed ON the arc if the optical zero lies to the left of the graduated zero. There are three methods of obtaining the index error of a sextant: A) By observing the horizon: Clamp the index at 0 deg 0.0’ and, holding the sextant vertical, look at the horizon. The reflected image and the direct image should appear in a perfect line. If not, turn the micrometer until they coincide exactly. The reading of the micrometer, ON or OFF the arc gives the IE B) By observing the star or planet: Clamp the index at 0 deg 0.0’ and holding the sextant vertical, look at the star/planet. The reflected and direct image must coincide. If not turn the micrometer till they do. The reading of the micrometer, ON or OFF the arc gives the IE C) By observing the Sun: Set the index at about 32’ ON the arc. Hold sextant vertical and look at the sun, using shades. The reflected image of the sun would appear below the direct image. Turn the micrometer until their closer limbs just touch. Note reading ON the arc. Set the index at about 32’ OFF the arc and look at the Sun. The reflected image of the sun would appear above the direct image. Turn the micrometer until their closer limbs just touch. Note reading OFF the arc. The name of IE is the name of the reading having the higher numerical value. - Error of Collimation: This is due to the axis of the telescope not being parallel to the plane of the instrument. The telescope is attached to the sextant in such a manner that it cannot tilt. These modern sextants are therefore not provided with any collimating screws - Graduation Error: Due to the inaccurate graduation of the main scale on the arc or of the micrometer/vernier - Centering Error: Caused if the pivot of the index bar is not situated at the geometric center of the arc. This can be caused due to a manufacturing defect or due to careless handling. - Shade Error: The shades should be so mounted that their glass surfaces are normal to the rays of light passing through them. If not, distortion would result. The greater number of shades used, the greater the chances of distortion. - Optical Errors: Caused by prismatic errors of the mirrors or aberrations in the telescope lens - Wear on the rack and worm: This causes back-lash, leading to inconsistent errors. Wearing down of the worm can be due to lack of lubrication, presence of dust particles, careless handling This is the angle at the observer between the plane of the observer’s sensible horizon and the direction to his visible horizon. Dip occurs because the observer is not at sea level. The value of dip increases as the height of eye of observer increases. The values of dip are given in the cover page of the nautical almanac and in nautical tables (Nories), as a function of the height of eye Pointers on the use of sextant - Always check the errors before use - Focus the telescope while looking at the horizon and make a mark on the circumference of the stem - During use, hold the sextant steady. For this, stand with feet slightly apart for balance with hands holding the sextant steady - While observing the altitude of a celestial body, remember to swing the sextant to the other side, The body will appear to move along the arc. Measure altitude at the lowest point on this arc - Stand as close as far as practicable to the centerline of the ship - USe appropriate dark shades while observing the sun - If back lash error exists remember to rotate the micrometer in one direction direction only - Altitudes of stars and planets should be taken during twilight - Night time sextant observations should be avoided so far as practicable. The strong moonlight gives the illusion of a good horizon which is most probably false - While observing the HSA, set index at zero, look at the object on the right through the telescope, gradually swing the index barround and finish while facing the object on the left - When measuring VSA, look at the top of the object, set index at zero and look at the top of the object. VSA = height of the object in meters 1852 X Tan VSA Care and maintenance of a sextant - Do not put too much stress on the index bar when grasping a sextant - Never touch the arc. It will smear it. These aren’t oleophobic per se - Ensure that worm and rack are clean - Coat worm and rack with vaseline when not using it for too long - Mirrors, lenses and shades should be wiped clean with a soft cloth - After each use, gently wipe the index mirror, horizon glass - Put it in the box when not using it - Do not bump the sextant anywhere - Avoid exposure to sunlight - Keep sextant stowed away from direct sunlight, dampness, heaters or blowers The sextant is an expensive, precision instrument which should be handled with utmost care. Reference: Principles of Navigation by Capt. Joseph & Capt. Rewari, The Marine Sextant by Capt. H. Subramaniam Disclaimer: The authors’ views expressed in this article do not necessarily reflect the views of Marine Insight. Data and charts, if used, in the article have been sourced from available information and have not been authenticated by any statutory authority. The author and Marine Insight do not claim it to be accurate nor accept any responsibility for the same. The views constitute only the opinions and do not constitute any guidelines or recommendation on any course of action to be followed by the reader. The article or images cannot be reproduced, copied, shared or used in any form without the permission of the author and Marine Insight.
Presentation on theme: "The Constitution Test Every 8 th Grader Must Pass It and This Will Help!"— Presentation transcript: The Constitution Test Every 8 th Grader Must Pass It and This Will Help! The Three Branches: Legislative-makes the laws Executive-enforces the laws Judicial-interprets the laws The Planning Stage: New Jersey Plan- every state has the same number of representatives Virginia Plan- representation is based on population of each state The Great Compromise- two houses, one with two members from each state, and one based on the population of each state The Three-Fifths Compromise- each black man counts as 3/5 of a vote. This was found to be unacceptable and declared Unconstitutional. Every adult vote counts the same in American elections. How Long in Office? Representatives- 2 year terms Senators- 6 year terms President- 4 year terms (max. 10 years in office) Supreme Court- appointed for life by President, confirmed by the Senate Who Has the Power? To establish post offices- F To provide national defense- F To make laws- F & S To make coins/paper money- F To establish local and county governments- S To hold elections- S To declare war- F F=Federal S=State Legislative, Executive, or Judicial? May declare war- L Collects taxes- E Makes Agreements w/ foreign countries- E Interprets laws- J Approves treaties- L Judges laws for fairness- J Enforces laws- E Commander-in-Chief- E Settles disputes between States- J Makes laws- L The Legislative (Congress) House Of Representatives 435 members, based on population of state The Senate 100 members, each state has two, regardless of population The Executive President of the United States - elected every 4 years - must be 35 years of age - must be born in America The President’s Cabinet - advisors - appointed by the President and approved by the Senate - serve at the “pleasure” of the President Questions????? Who becomes President if the President dies? How many Associate Supreme Court Justices are there? One Justice is special. What is his/her title? What is the name for the leader of the House of Representatives? Who is considered the “Father” of the Constitution? The Bill of Rights (the first ten amendments) Guarantees right to own guns___ You do not have to keep soldiers in your home___ You do not have to testify against yourself___ A warrant is needed to search property___ No state religion___ Guarantees trial by jury___ Powers not Federal are State___ No Cruel and unusual punishment___ People have basic rights not listed in the Constitution___ Right to trial for any crime over $20___ Know These Terms: Compromise Ratify Amendment Majority Unanimous Bill Preamble Veto Separation of powers Branches of government Congress Amendment 12 Amendment 14 Amendments 15,19,26 Amendment 13 Checks and balances Posterity Suffrage Federalism Elastic clause Popular sovereignty abolition The Preamble We the people of the United States, in order to form a more perfect union, establish justice, ensure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America. The Preamble ______ ____ ________ of the United States, in ________ to form a ________ perfect union, ____________ justice, ___________ domestic _______________, __________ for the ___________ defense, _______________ the general __________, and ___________ the _____________ of liberty to ourselves and our _________________, do ordain and _______________ this ________________ for the United ______________ of America. The Preamble We the _________ of the United States, in order to _________ a more perfect ___________, establish ____________, ensure domestic _______________, provide for the ____________ defense, promote the general ___________, and secure the ______________ of liberty to _______________ and our posterity, do ________________ and establish this ______________________ for the United States of America.
With their bright beams of light, lighthouses have safely guided ships along coastlines for generations. Their tall forms and bright outer patterns have helped them turn ships away from dangerous rocks, reefs and shallow waters where they might sink. You can better understand the features of a lighthouse that help it protect the ships in the water by building a three-dimensional model of one. Draw or colour a pattern for the outside of the lighthouse on the large piece of construction paper using the crayons, paint and markers. Lighthouses are often coloured brightly or with stripes to make them easier for ships to see. Hold the piece of decorated construction paper horizontally (landscape) and hold the plastic drinking cup upside down along the inside (non-patterned) top edge of the construction paper, about 2.5 to 5 cm (1 to 2 inches) below the top of the paper. Wrap the construction paper into a cone shape with the top edge of the paper wrapped around the downward facing rim of the drinking cup. The base of the cone shape (opposite the drinking cup) should have a diameter larger than the top part (where the cup is attached). Secure the cone's shape by applying a few strips of tape around the base of the cup inside and outside the cone. Also apply tape inside the cone at its bottom (large base), where the edges of the patterned paper come together. Apply the model glue liberally along a 2.5-cm (1-inch) strip below the rim of the drinking cup on the inside of the paper cone. Insert the flashlight through the bottom of the cone with its bulb end facing toward the plastic drinking cup before the model glue dries. The bulb end of the flashlight should fit snugly into the narrower top of the cone. The model glue should hold that top rim securely to the paper. Let the model stand for 10 to 15 minutes to allow the glue to dry. Turn off all lights in the room and turn on the flashlight within the lighthouse by carefully reaching inside the bottom of the cone and flipping the switch to make the lighthouse shines brightly. Common lighthouse patterns are available on the Internet (see Resources section) for you to trace in Step 1. The patterns in the Resources section link will need to be enlarged to double their size using a copier or by tracing. Cut along the base of the construction paper cone between Steps 5 and 6 if the cone is too tall to allow the flashlight to stand on its base when it is secured inside the top of the cone. Do not use a candle or other flammable light as a substitute for the flashlight. This could burn down your paper lighthouse and create a fire hazard. Things you need - 1 piece of white A3 construction paper - Water-based paint - 300 ml clear plastic drinking cup - Model glue - Portable torch, 15 to 20 cm (6 to 8 inches) long with a flat base
How much do you know about the importance of kidney health and function? Unless, you already know you have kidney issues, the health of your kidneys is probably not at the top of the list of things you regularly think about. Every day, your hard working kidneys filter 200 liters of blood and release cleansed blood back into the blood supply, while filtering out and eliminating toxins. Healthy kidney function is essential to overall wellness, as these highly active organs are responsible for many life sustaining tasks, including mineral and fluid balance, blood pressure regulation, bone health support, hormone regulation, red blood cell formation and waste elimination. Diseased and damaged kidneys negatively affect not only kidney function but over time can cause other serious health problems, such as cardiovascular disease, heart attacks, stroke, anemia and high blood pressure. According to the National Kidney Foundation, over 26 million Americans have chronic kidney disease (CKD) and 1 in 3 Americans are at risk for developing CKD, which often has no symptoms and can go undetected until very advanced stages. Like other chronic diseases, CKD is on the rise. This is largely due to the prevalence of diabetes and hypertension, which can damage the delicate kidney blood vessels and lead to kidney failure. While diabetes is the leading cause of CKD and high blood pressure a close second, additional risk factors for developing CKD include genetics, a family member who has kidney disease, diabetes or high blood pressure, aging and race, including African Americans, Hispanics, native Americans and indigenous Alaskans. Kidney health can be easily monitored. Early detection through a simple annual urine or blood test is imperative, as early diagnosis can often slow or even halt progression of the disease. Although most people may not have severe symptoms until the disease is advanced, the following signs might indicate a need to visit your healthcare provider: - Trouble concentrating - Poor appetite - Sleep disturbances - Nighttime muscle cramping - Swollen feet and ankles - Puffiness around the eyes - Dry, itchy skin - Frequent nighttime urination Even if you don’t fit into any of the risk categories, taking care of the health of these critical organs can enable healthy function throughout your lifespan. Healthy kidneys go hand-in-hand with a healthy body. The following healthy lifestyle habits can help to prevent not only kidney disease but other chronic diseases as well: - Control blood pressure, blood sugar and cholesterol- Uncontrolled blood sugar levels accelerate kidney function loss. High cholesterol levels means increased risk for cardiovascular disease. High blood pressure can damage, stretch and weaken all blood vessels, including those found in the kidneys. - Maintain proper weight or lose weight if needed – Obesity increases the risk of diabetes, hypertension, kidney disease and heart disease. - Follow a nutritious diet – Proper nutrition is key to good mental and physical health. The DASH diet, designed to control blood pressure, is often recommended in early stage kidney disease. Many chronic diseases, including diabetes and high blood pressure, are preventable with good nutrition. - Get regular daily exercise – Exercise helps manage weight, keeps stress levels down and reduces risk factors for heart disease, diabetes and kidney disease. - Hydrate with plenty of water- Kidneys need water to function properly. If your urine is straw-colored, your body is well hydrated. If it’s darker yellow, drink up! - Take all medicines as prescribed and avoid excessive over the counter pain medicine- Most of us don’t think twice before popping a pill for minor aches and pains, but overuse or long term use of medications, even OTC medications, can cause acute kidney damage or lead to the progression of kidney disease. - Watch salt and unhealthy fat intake – Diets high in sodium can increase blood pressure levels. Eat healthy fats from olive oil, nuts and avocado and avoid refined oils and hydrogenated fats. - Don’t smoke – Smoking slows blood flow to the kidneys, reducing optimal function and increasing the risks of strokes and heart attacks. - Limit alcohol consumption – Excessive alcohol consumption can affect the ability of the kidneys to filter blood and can negatively affect blood pressure and fluid balance. - Know your vitamin levels – Low levels of vitamin C, vitamin D and B vitamins are often seen in early stages of CKD. Professional Supplement Center offers these and other fine products to support kidney and overall health: PGX® Daily by Bioclinic Naturals – As a highly purified fiber complex, this product is designed to support healthy glucose and cholesterol levels already within the normal range. This clinically studied, safe and effective proprietary formula contains 3 viscous natural fibers, which help to reduce appetite, ease food cravings, reduce overall cholesterol and normalize blood sugar levels. Dairy, gluten and yeast free formulation. Ultra Glucose Control™ Vanilla by Metagenics – This medical food is formulated for the nutritional management of the glucose response and is designed for those who may need additional support controlling their blood sugar levels. The formula contains a balanced ratio of carbohydrates, protein, fat and fiber in support of a healthy insulin response. Gluten free, Non-GMO formulation. Policosanol + Gugulipid by Designs for Health – This unique combination of synergistic nutrients has been traditionally used in Ayurvedic medicine for centuries for its ability to naturally support healthy cholesterol levels and triglycerides. Gluten, soy and dairy free, Non-GMO formulation. Kidney Support, Q. by Quantum Nutrition Labs – This quantum-state, broad-spectrum formula is designed to offer effective support for detoxification and optimal kidney health. Contains herbs, phytonutrients, mushrooms and organic greens in a highly bioavailable, non-toxic formulation. Vegetable capsule. No additional ingredients. CLA by Ortho Molecular – Conjugated Linoleic Acid supports reduced body fat and increased muscle mass when combined with a healthy diet and exercise. CLA helps to speed fat metabolism as well as aid in metabolizing fat deposits. Gluten and soy free formulation. Keeping Your Kidneys Healthy. http://www.nhs.uk/Livewell/Kidneyhealth/Pages/Loveyourkidneys.aspx Eating Right for Kidney Health. http://nkdep.nih.gov/resources/eating-right-508.pdf 7 Secrets to Keeping Your Kidneys Healthy. http://health.clevelandclinic.org/2015/04/7-secrets-to-keeping-your-kidneys-healthy/ High Blood Pressure and Kidney Disease. http://www.niddk.nih.gov/health-information/health-topics/kidney-disease/high-blood-pressure-and-kidney-disease/Pages/facts.aspx
Like all large groups of people, American Jews are complex and irreducible despite some aspects of shared culture. Recently, the Jewish Women’s Archive made an interesting choice to focus a new curriculum on Jewish involvement in the labor and civil rights movements — without cheerleading or focusing solely on women’s involvement — thereby shining a probing light on that very complexity. In 1909, Jewish women revolutionized the American labor movement. Before the huge garment industry strike known as the “Uprising of the 20,000,” union leaders saw women workers as irrelevant to the labor movement because they did not fit into the model of the traditional male union member. But these garment workers, many of them young Jewish women, proved that women could, in fact, organize effectively and challenge working conditions, and in doing so, they expanded the definition of worker and union member. Images and scenes etched in the minds of generations of Jewish activists--immigrant workers marching, sitting in, and striking; tear gas filling the air as riot police attack, beat and arrest union protesters; and battles with gangsters to free unions of mob domination. Freedom rides across the South, rabbis and religious leaders arrested in protests, and a generation of Jews--rank and file workers, organizers, and emerging leaders--swept up and inspired by a movement to win economic, racial, and social justice.
Humans use many forms of deception. Facial expression is a very complex and easily manipulated form of communication. Facial expression can be quite subtle. Few individuals are accomplished in correctly interpreting deceptive motives or emotions. To complicate matters, facial expression is achieved using infinite combination of musculature, features, skin plasticity and complexion. Even the skilled Secret Service Agent can be misled. Body language test: Understanding body language Understanding body language is critical for officer safety. There is more to body language than movement. Behavioral studies indicate that individuals establish a personal space circumference, which may change depending on the type of message they are sending and their goal. We establish a comfortable distance for personal interaction and nonverbal (unconsciously) define this as our perimeter. Personal distance is just as much a part of non-verbal communication as a smile or a snarl. By the way, notice if a smile uses all of the face muscles or just a few around the mouth. More muscles equal a more natural, unforced smile. If one is distrustful (e.g., paranoia), his or her space will probably be larger. From basic training law enforcement officers are taught to keep a safe distance from suspects. If we perceive danger or dislike, even if we are not consciously aware of that perception, we will probably increase our protected space. If you find yourself moving back from a suspect you have probably picked up a danger signal at a subconscious level. Pay attention! Consider this: If a suspect moves into your personal space it may well be a sign of aggression or implied intimidation. There are four parts to tactical body language: facial expression, gestures, stance and personal space. Unfortunately, it is a two-way street — while you are watching a suspect’s body language, he or she is simultaneously watching yours. Study your body language in a mirror. What messages do you send? You might be surprised. Here are a few obvious facial signals: 1) nostril flare (arousal, anger). 2) grin (happiness, affiliation, contentment); grimace (fear); lip compression (anger, high emotion, frustration);canine snarl (disgust); lip pout (sadness, submission, uncertainty, seduction). Sneer (contempt, intimidation. 3) Frown (anger, sadness, concentration); brow raise (intensity, curious, slight surprise). 4) Big pupils (arousal, fight-or-flight, drugs). Small pupils (rest-and-digest,); direct gaze (affiliate, threaten, deception); gaze-down (submission, deception, distraction). (Adapted from Givens, 1998-202, Center for Nonverbal Studies.) Remember, you are not the only person who studies body language. Misleading body language can be used to do just that — mislead. Look at the individual’s entire presentation when in doubt. Incongruity may be an attempt to conceal or mislead. As a Dallas cop told me, the truth is consistent. When the spoken word is at cross purposes with body language, normally it is safer to believe the body because body language is more likely to be unconscious. Body Language Quiz Are you skilled at reading body language? We will see. Take the quiz. 1. You have asked a suspect a question and he looks up and to the left. This might mean: a. He is focusing on your body language b. He is looking inside himself for a remembered image. c. He has a headache d. He is trying to find the light at the end of the tunnel. 2. This body language tool, when used, will make you appear warm, friendly, open and confident: a. Arms unfolded b. Feet about ten inches apart c. Nodding your head 3. If a suspect is making little eye contact, it might mean: a. he is shy (or he is lying) b. He doesn’t want anyone to read emotion in his eyes c. He is sleepy d. He does not like you 4. If a suspect is wringing her hands as you talk, it might mean: a. She is nervous b. Her hands are dirty c. She is late for an appointment d. She is open and outgoing 5. You are talking to a suspect and you lean toward him and nod occasionally. It probably means: a. You are near sighted b. You are self-centered c. You are paying close attention d. You are having trouble hearing 6. If a suspect has her arms folded and legs crossed, it might mean: a. She is cold b. She is feeling romantic c. She wants to understand the person with whom she is speaking d. She is being defensive 7. An officers standing tall with chest out and head high, might mean: a. Improper training d. A poorly fitted vest 8. One angles in toward a person if: a. He is being aggressive b. He thinks the other person is sexy c. He is trying to read emotion d. He thinks she is lying and wants to see if she is blinking 9. You are talking to a suspect and she is filtering her answers through her hands. It might mean: a. She is trying to hide bad breath b. She is lying c. She is self-conscious d. She is fearful 10. We have such a powerful brain circuitry for the facial expression that: a. We see faces where there are non (e.g., moon) b. We often misread expressions c. We get tired of reading expression d. We smile and glare just to confuse suspects 11. You stop a man driving a new SUV in Nevada and his carotid artery is pumping. It might mean: a. He is wanted by the FBI b. He has been exercising c. He is embarrassed d. He is stressed because he anticipates a speeding ticket 12. You have asked a suspect a question and he looks up and to the right. This might mean: a. He wants to appear helpful b. He does not understand your question and he is stalling c. He is trying to remember his attorney’s name d. He is recalling the truthful answer to your question 13. You ask a suspect if he killed his rich maiden aunt. He says, “No, I did not.” This may mean: a. He is very precise in his use of English b. He is grief stricken about his poor Auntie c. He is lying d. It means nothing 1) b 2) d, 3)a, 4) a, 5) c, 6) d, 7) a, 8) b, 9) b, 10) a, 11) a, 12) c and d, 13) c Here is more information for questions 12 and 13. 12. In both c and d he is looking inside for information stored there. 13. If a suspect uses a contraction, such as "I didn’t do it," in answer to your question, “Did you kill your aunt?” he is more likely to be telling the truth than if he were to say, “No, I did not.” Contractions seem to be more trustworthy. \|When Nevada Highway Patrolman Eddie Dutchover pulled over a wanted polygamist, Warren Steed Jeffs, in August 2006, the officer noticed a furiously pumping carotid artery in Jeff’s neck. This clue was the cash pot: Jeffs was on the FBI’s 10 Most Wanted Fugitives List. Read story.\| Scoring your test: Give yourself one point for every correct answer. You can give yourself more points, but it will make scoring confusing. What does my score mean? Score 1 – 4 I am afraid that you might find surviving on the mean streets more challenging than other officers. You are more likely to miss a body language signal that precedes an aggressive act. Also, you are more likely to misjudge a suspect’s intention and truthfulness. You may want to learn more about body language by visiting the Non-Verbal Communication Web site; it is quite interesting. To be safe, stay close to someone who scored 10 or more on the test. Score 5 – 8 You are doing relatively well and can probably communicate and understand body language communication with little effort. You may want to visit the reference site listed above to increase your store of knowledge. What does it mean when someone looks up and to the right while taking your picture with his/her cell phone? See, I told you there was more to learn. Score 9 – 13 You should be working for the Secret Service. You are unusually knowledgeable about body language. This knowledge will give you a distinct advantage in understanding your fellow creatures. Let me warn you, some of the nice officers from the first scoring group are going to be looking for you. Would you like to know how to consistently identify dishonesty? According to body language expert Robert Phipps, “Darting eyes, palms not visible, shifting from one foot to another, hand covering mouth or finger tugging at the ear are clues.” Regrettably, as you know these indicators are not always accurate. You should keep researching and learning about body language and lie detection. The more you know the safer you are, and in law enforcement that is your prime directive, stay safe. I suggest that you read Frogs into Princes: Neuro Linguistic Programming. Richard Bandler and John Grinder. I read it several years ago and through it is not an easy read it contains some fascinating information for understanding yourself and others. Also the site listed under the first scoring category above is a treasure trove of useful information. Begin your own research study. Watch your fellow beings and make note of their behavior under various circumstances. Also read: Deception detection: It's all in the attitude
The next time your child asks to play his favorite board or card game, do it! Games of all types aren’t simply fun for the kids (if a little boring at times for Mom and Dad); they also provide many ways for students to reinforce the skills they need for school, such as counting, spelling, and good sportsmanship. Even those games that might not seem to have a specific skill-building strength can offer wonderful learning opportunities. For example, almost any game will help children have a greater understanding of the concept of fairness, something that older elementary students will be expected to show. What follows are five types of skills that are emphasized for elementary school students, and how children can hone them through game play. Colors, patterns, and shapes: By the end of kindergarten, students should be able to identify basic colors and shapes. Get practice with card games like Set or Uno, which call for matching characteristics such as number or color, among other things. Older elementary-age children may enjoy the tile game Rummikub, which, like Set and Uno, also offers a strong strategy component (see below for more about strategy skills). Math and number recognition: A game like Rummikub, with its numbered tiles in different colors, is good for both number recognition and simple pattern recognition. Longtime family favorite Monopoly is a natural choice for working on math skills, as it involves not just arithmetic but specifically money math. Letter-tile games with points such as Scrabble allow for both addition and multiplication. But any score-keeping game can be used to practice basic arithmetic skills, from ranking players’ final scores to finding the difference between highest and lowest. Spelling (letter recognition) and vocabulary (word recognition): These are perhaps the easiest skills to practice through board games, especially because there are so many options available for families. Taboo calls for creative vocabulary skills so that players can avoid using the forbidden words listed on each card. Word games like Scrabble, Bananagrams, and Boggle give students practice with both spelling and vocabulary. Add another level by asking players to define the word they are spelling in the game space. Many schools have recognized the skill-building potential of Scrabble. In the School Scrabble Program, teams in grades 4 through 8 can compete in the annual national championship to win money and prizes. For more information or to register a club, go to www.scrabbleclubpromo.com. Strategy: As early as 3rd grade, children will be expected to show an understanding of choices and their consequences. While that’s not entirely related to strategic thinking, strategy games can make the concept of choices and consequences more tangible. Chess is the iconic long-view strategy game, but any game that requires players to choose between several possible actions on a turn can help develop strategic thinking skills, including many that have been mentioned above. (“Should I play this card/tile or that one?” “Do I buy a property or save my cash?”) Other popular options include Connect 4 and Battleship. Teamwork and good sportsmanship: Activity-oriented games such as Pictionary and Charades have a natural teamwork element built in by having players work in teams (and also allow for more than one family to play together). You can turn any game into an opportunity for team play and practicing sportsmanship skills, however, by pairing a parent and child to work together in non-team games. It’s also a good way to involve younger children in games that might otherwise be above their skill level, allowing everyone in the family to play as a group.
February 04, 2010 New Vaccine Shows Promise Against Malaria in Early-Stage Study The Life cycle of Malaria Part 1: Human Host When a malaria-carrying mosquito bites a human host, the malaria parasite enters the bloodstream, multiplies in the liver cells, and is then released back into the bloodstream, where it infects and destroys red blood cells. A new vaccine tested in 100 West African children triggers the immune system to produce antibodies against the malaria parasite at levels normally seen only in adults who have strong resistance to the disease. “We may have achieved our goal of producing with a vaccine a level of immunity that normally takes many years to develop,” said Christopher V. Plowe, a Howard Hughes Medical Institute (HHMI) investigator at the University of Maryland School of Medicine in Baltimore. Based on its safety and strong immune response, Plowe and his collaborators are now testing the vaccine in 400 children to see whether it is effective in protecting them against malaria. The results will be submitted for publication later this year. “The antibody levels that the vaccinated children achieved were as high or higher than those measured in adults whose lifelong exposure to malaria protects them against the disease.” Christopher V. Plowe Plowe and a group of U.S. and Belgian collaborators from the Walter Reed Army Institute of Research, USAID and GlaxoSmithKline Biologicals have been developing and testing the vaccine with a large team of researchers led by Professors Ogobara K. Doumbo and Mahamadou A. Thera at the University of Bamako in Mali. The results of their phase I randomized controlled trial were published online in the February 4, 2010, issue of PLoS ONE, a journal of the Public Library of Science. The malaria parasite, Plasmodium falciparum, is transmitted to humans by infected mosquitoes. When the mosquito bites, the parasite enters a person’s bloodstream and migrates to the liver. Inside liver cells, the parasite multiples and takes on a new form, called a merozoite, which is capable of infecting red blood cells. The clinical symptoms of malaria -- typically chills and fever -- occur as the merozoites burst from infected blood cells to infect other red blood cells and repeat the cycle. \|The Life Cycle of Malaria, Part 2: Mosquito Host\| A mosquito becomes infected with malaria when it sucks the blood from an infected human. Once inside the mosquito, the parasites reproduce in the gut and accumulate in the salivary glands, ready to infect another human host with the next bite. Play movie (Requires Flash Plug-in) Children in countries where malaria is endemic are particularly susceptible to the disease because they have not built up the levels of immunity found in adults who live in the same regions. More than 300 million cases of malaria occur each year, leading to more than one million deaths. More than 80 percent of those deaths occur among African children younger than age five. No approved vaccine is available to protect against the disease. Medications are available to treat malaria, but resistance to these drugs is a common problem that is worsening. Plowe and his colleagues tested a vaccine that targets a molecule on the malaria parasite known as apical membrane antigen 1 (AMA1). The molecule sits on the surface of the merozoite form of the parasite and helps it invade red blood cells. The human immune system recognizes the presence of AMA1 molecules and generates antibodies that prevent invasion of red blood cells by the merozoites. But the body generates antibodies only after repeated exposure to malaria. If researchers could develop a vaccine that primes the immune system to recognize AMA1 before malaria infection occurs, it would be a major advance in the effort to control and eventually eradicate the disease. In the trial, 100 healthy Malian children received either the vaccine or, as a control, a rabies vaccine. Some of the children experienced temporary pain and swelling at the site of the injections, but the effects were generally “well-tolerated,” according to Plowe. Prior to receiving the vaccine, the children in the trial had only low levels of antibodies against AMA1 in their blood. Those antibody levels increased more than 100-fold in the children receiving the malaria vaccine and remained high during a year of follow-up blood tests. “The antibody levels that the vaccinated children achieved were as high or higher than those measured in adults whose lifelong exposure to malaria protects them against the disease,” said Plowe. The study was funded by the National Institute of Allergy and Infectious Diseases and the United States Agency for International Development. The vaccine was invented and manufactured by the Walter Reed Army Institute of Research and formulated with an adjuvant -- a compound that boosts the immune response to the vaccine -- from GlaxoSmithKline Biologicals. Based on its safety profile and strong immune response, Plowe and his U.S. and Malian collaborators are now testing the vaccine in 400 children. The results of the larger trial will shed light on a key uncertainty surrounding malaria vaccines. The AMA1 molecule occurs in many different forms both within Africa and around the world, and a vaccine against some forms of the molecule may not protect against other forms. “We want to know whether this vaccine, which is based on a single strain of the malaria parasite, can protect against the diverse array of wild parasites,” said Plowe. Even if one vaccine does not protect against all strains of the parasite, a combination of vaccines could improve protection, Plowe adds. “If our next trial shows even partial protection, it would open the possibility that this vaccine can be combined with other vaccines to produce a next-generation, multi-component vaccine that is broadly protective,” said Plowe.
As we reach middle age, particularly after age 40, it is common to start to experience difficulty with reading and performing other tasks that require near vision. This is because with age, the lens of our eye becomes increasingly inflexible, making it harder to focus on close objects. Unlike a true eye disease, this condition is so common, it eventually happens to almost everyone who reaches old age to some extent. It's called presbyopia. To avoid eyestrain, people with untreated presbyopia tend to hold books, magazines, newspapers, and menus at arm's length in order to focus properly. Trying to performing tasks at close range can sometimes cause headaches, eye strain or fatigue in individuals who have developed this condition. Causes of Presbyopia During our youth, the lens of our eye and the muscles that control it are flexible and soft, allowing us to focus on close objects and shift focus from close to distant objects without difficulty. As the eye ages however, both the lens and the muscle fibers begin to harden, making near vision a greater challenge. Presbyopia is a natural result of the aging process and not much can be done to prevent it. Its onset has nothing to do with whether you already have another vision impairment such as nearsightedness, farsightedness or astigmatism. Everyone will notice some degree of loss of near vision focusing power as they age, although for some it will be more significant than others. Symptoms and Signs of Presbyopia Presbyopia is characterized by: - Difficulty focusing on small print - Blurred near vision - Experiencing eyestrain, fatigue or headaches when doing close work or reading - Needing to hold reading material or small objects at a distance to focus properly - Requiring brighter lighting when focusing on near objects Presbyopia can be diagnosed in a comprehensive eye exam. Treatment for Presbyopia There are a number of options available for treating presbyopia including corrective eyewear, contact lenses or surgery. Reading glasses or “readers” are basically magnifying glasses that are worn when reading or doing close work that allow you focus on close objects. Eyeglasses with bifocal or multifocal lenses such as progressive addition lenses or PALs are a common solution for those with presbyopia that also have refractive error (nearsightedness, farsightedness or astigmatism). Bifocals have lenses with two lens prescriptions; one area (usually the upper portion) for distance vision and the second area for near vision. Progressive addition lenses or PALs similarly provide lens power for both near and distance vision but rather than being divided into two hemispheres, they are made with a gradual transition of lens powers for viewing at different distances. Many individuals prefer PALs because unlike bifocals, they do not have a visible division line on the lens. Bifocal and Multifocal Contact Lenses For individuals that prefer contact lenses to glasses, bifocal and multifocal lenses are also available in contact lenses in both soft and Rigid Gas Permeable (RGP) varieties. Multifocal contact lenses give you added freedom over glasses and they allow you to be able to view any direction - up, down and to the sides - with similar vision. People wearing progressive lenses in glasses on the other hand have to look over their glasses if they want to view upwards or into the distance. Another option for those who prefer contact lenses is monovision. Monovision splits your distance and near vision between your eyes, using your dominant eye for distance vision and your non-dominant eye for near vision. Typically you will use single vision lenses in each eye however sometimes the dominant eye will use a single vision lens while a multifocal lens will be used in the other eye for intermediate and near vision. This is called modified monovision. Your eye doctor will perform a test to determine which type of lens is best suited for each eye and optimal vision. There are surgical procedures also available for treatment of presbyopia including monovision LASIK eye surgery, conductive keratoplasty (CK), corneal inlays or onlays or a refractive lens exchange (RLE) which replaces the hardened lens in the eye with an intraocular lens (IOL) similar to cataract surgery. Since it affects so much of the older population, much research and development is going into creating more and better options for presbyopes. Speak to your eye doctor about the options that will work best for you.
Dec 04, 2021 MATH 130 - Elements of Mathematics I: Mathematical Reasoning and Number Systems An examination of mathematical reasoning, problem solving, and sets. Topics include concepts and processes involving numeration systems, whole numbers, number theory, integers, and rational numbers. Intended for elementary education majors, this course is also suitable for parents of school-age children. PREREQUISITE(S): A grade of C or better in MATH 096 , appropriate score on the mathematics assessment test, or consent of department. Assessment Level(s): ENGL 101 /ENGL 101A or AELW 940 , READ 120 or AELR 930 . Four hours each week. Formerly MA 130. 4 semester hours Upon course completion, a student will be able to: - Apply two distinct methods to find the LCM and GCF of two whole numbers. - Classify and solve application problems involving the four arithmetic operations. - Communicate mathematical ideas effectively using appropriate vocabulary and grammar. - Construct and interpret Venn diagrams. - Explain how and when to employ procedures for estimation and mental computation of operations on whole, integer, rational, and decimal numbers. - Explain how to apply alternate algorithms for arithmetic operations. - Explain how to apply different strategies (working backwards, tables, etc.) to solve non-routine problems. - Find and describe patterns including finding the nth term of a sequence. - Identify and apply properties and classifications of whole, integer, and rational number operations. - Interpret set notation and apply set operations - Prove or disprove conjectures about factors and multiples. - Recognize and use inductive and deductive reasoning. Click here for the Spring 2022 Class Schedule Click here for the Winter 2022 Class Schedule Click here for the Fall 2021 Class Schedule Add to Favorites (opens a new window)
Rising Water Experiment For School Students : Rising water experiment for school students is a cool science project. We can learn science better with experiments. There are lots of experiments for air pressure. Today we are doing demo project for atmospheric pressure experiment. This project can be easily done with materials found inside house. Hence, it can also be easily done at home. We have used some of common materials such as , glass, water colors and candle for making this cool science project. If you are searching some school project ideas with candle. This science project rising water experiment can be great idea. Rising water experiment is best suitable for school students from class 3, 4 and 5 . What is Rising Water Experiment ? When we place a candle on a plate containing water and light it. As we enclose this with water glass in mean time candle will turn off and water will rise. This experiment is called rising water experiment. this project candle with water experiment is related to physics. We can easily demonstrate this project and also gain knowledge via this project. Rising water science experiment helps us to answers many questions like : - How to make rising water experiment ? - What is rising water experiment ? - What is Charles’s Law ? - How does rising water project works ? - It can be great science fair ideas for kids. This experiment is best way to teach students about Charle’s law . From this cool science project ideas we can learn about atmospheric pressure. We can also get knowledge about how to do science project. Materials Required For Rising water experiment : This project can be made from different home made materials. We have made this science experiment using simple materials. Some of materials needed for this Air displacement experiment are : - Take a water glass. It is best if we use larges size glass. - We can use a normal size candle. We have used white color large size candle. - Water color is also needed for this science project. If you don’t have water color then, food color will also works. - Take a plate where we pour water. - A simple dropper is needed to add color in water. - Also take a half glass of water. - Match stick is also needed in this science project. How To Make Rising Water Experiment Step By Step : After all materials are collected now its time to demo this science project. - First fall take a plate and pour water in it. In our case we have used a yellow color small size plate. - Using dropper, in our case we are using a straw to add blue color ink on water. - Slowly stair the water for perfect color. - Now take a candle and put on this plate and light up the candle using match stick. - Cover the candle with water class slowly. - At mean time candle will turn off and water will rise displacing the air. - Finally our rising water science project is completed. Candle Water Experiment Video : For better demo of preparation of this project, we have embedded our working process below in video format. Here is full process of making this science project in video form. This is our YouTube channel DIY Projects. We also have crated many other school science projects in our channel. We also provide many science fair ideas for school students. Rising Water Experiment : This rising water experiment is cool science experiment that can be your science fair ideas. We can perform this experiment in our house and learn science. Form this project we get knowledge about different terms such as Charles’s Law, water displacement, air displacement and atmospheric pressure. What is atmospheric pressure ? Atmospheric pressure is simply pressure exerted by atmosphere. Atmospheric pressure is measured by special device known as barometer. A normal atmospheric pressure is 101.325 kPa. For better information we recommend you to follow Wikipedia. When we cover the burning candle with water glass. We see that slowly candle turns off. This proves that to burn any thing the most important thing is oxygen. As the candles turn off there occurred the low pressure since oxygen is burns out. As result water is filled in place of air. What is Charles’s Law ? ” Charles’s Law is the principle that describes the property of air (gas) when subjected to heat. ” It state that volume of fix mass of ideal gas is directly proprietorial to temperature. Advantages of air displacement experiment : There are lots of advantages of this air displacement experiment. We have mention some of the merits : - We can get knowledge about property of gas. - This project helps us to learn about Charles’s Law and its equation which is important equation. - It also helps to learn about atmospheric pressure. - This science project can be great science fair ideas for kids. Safety tips while making water displacement experiment : Our first priority before doing any science project must always be safety. We always suggest you to perform any science project protecting yourself. - Always ware a safety glass which protects your eyes. - Carefully handle the ink. Otherwise your hands will get dirty. - Since we have to burn the candle for this experiment. We suggest you to ware the gloves. - Do this science project with your parents, teachers or any senior brother and sister. Alternative process of making air displacement experiment : This cool science projects for kids can be performed alternatively also. We can also use a beaker in place of simple glass. There are lots of other experiments for proving air displacement experiment. We can simply take a water bottle, balloon, straw and beaker and perform experiment proves the principle. Some of school science projects for kids : - How To make Hydraulic Jack - How To Make a Wheel And Axle - School Science project Lungs Model - Floating Egg Experiment - Balloon Rocket Experiment - How To make Compass At Home - Pin Wheel Science Experiment If you like this science project or has any queries. You can simply comment use at our comment section.
Today was the third day of CAMP! Today in Computer Science we got to practice our skills as drivers and navigators of our programs: one student would type the code out while the other kept watch for typos and helped guide the driver in writing the program. We mainly used Python to learn how to compare multiple compound logic operations by testing all possible inputs and comparing outcomes. Additionally we learned more about variables and functions and to utilize them to make our coding more efficient! In math class we started with a fun trick. We had a huge collection of strips of papers with numbers colored black or red. When a student read out the colors of a random strip to Japheth, slipping in one lie about a color, Japheth was able to tell the exact number for which the color was lied about. Was he using magic? Binary logic? Who knows! Then we started an extensive exploration of the positive integers up to 30 and their divisors. We sorted the numbers by how many divisors they had and then began to analyze each group. Through this analysis we found that we could prove that a number has exactly two divisors if and only if it is prime. And also, we found that a number has exactly three divisors if and only if it is a square of a prime number! There’s so much more to learn from this exploration that we will continue to see in the remaining days of CAMP! In Art, the students worked on creating fractals. Fractals are figures in which each part of the figure has the same structure as the whole. Fractals contain similar patterns that happen continuously on a progressively smaller scale. To make the fractals, students cut a piece of paper into 4 sections and then re-arranged the patterns after cutting. Students then were able to customize their fractal by coloring it. After-lunch electives included juggling, creative writing and reading, and Rubik’s cube.
DECEMBER 7TH \| PEARL HARBOR \| WWI US Congress Declares War December 7, 1917 World War I – Declared December 7, 1917 Congress passed a joint resolution declaring war which President Wilson signed on April 6, 1917. However, Wilson delayed requesting a war declaration against AustriaHungary until December 4, 1917. Congress quickly passed a joint resolution declaring war which the President signed on December 7, 1917 At 7:55 a.m. Hawaii time, a Japanese dive bomber bearing the red symbol of the Rising Sun of Japan on its wings appears out of the clouds above the island of Oahu. A swarm of 360 Japanese warplanes followed, descending on the U.S. naval base at Pearl Harbor in a ferocious assault. The surprise attack struck a critical blow against the U.S. Pacific fleet and drew the United States irrevocably into World War II. President Franklin D. Roosevelt requested a declaration of war against Japan on December 8, 1941, because of direct military attacks by that nation against U.S. territory, military personnel and citizens in Hawaii and other outposts in the Pacific area. Pearl Harbor Bombed December 7, 1941 Public Art: Veterans Memorial The memorial features an obelisk with five concrete walls. The five walls symbolize the five branches of the military. The unique design allows light to shine and illuminate these names of local soldiers that have given the ultimate sacrifice. To reach this distinctive monument, you must first walk through a symbolic concrete entry way and cross over a bridge to a peninsula, where the obelisk is located. Visitors are then able to walk within the memorial and experience the incredible design that allows the sunlight to reflect through the openings.
Last week MIT announced the birth of the first bee born in complete captivity to little fanfare. The bee was born out of a completely artificial, closed environment where the queen and her colony feed on synthetic pollen and sugar water (nectar substitute), raised in an environment of simulated daylight, humidity and temperature to mimic the conditions of a perpetual spring. Part of an ongoing research project of MIT’s Mediated Matter group, the Synthetic Apiary is a response to the rapidly declining global bee populations that continue to be threatened by pesticides, habitat loss and disease. By designing an artificial environment specifically to support the health and life-cycle of a seasonal bee, the researchers hope to document bee behavior and propose ways to “integrate biology into a new kind of architectural environment…for the benefit of humans and eusocial organisms.” The Synthetic Apiary is a sealed white research room installed with constructed honeybee hives. The bees cultivated in the space are completely captive—they do not have access to outside food sources and are not exposed to natural elements like sunlight or wind. Designed as a bee behavior lab, the space is outfitted for optimal bee observation. Wind is simulated by a bladeless Dyson fan and as reported by Co.Design, “The lights were covered in fabric to mitigate the appeal of bright lights to the insects, and the injuries accrued by striking them repeatedly. This fabric, a mix of polyester and spandex, stretches between wooden crossbeams to block the crevasses and corners in the ceiling, preventing the bees from establishing hives that cannot be observed.” By observing and documenting human-bee behavior in a controlled architecture designed for bees, the Group will collect information that might lead to future proposals for a thriving human-bee environment. With seven species of bees added to the United States’ Endangered Species list on September 30th, the declining numbers of bees can be thought of as the canary in the coal mine, heralding the disastrous twin effects of environmental degradation and industrial agriculture. Bees and humans have been cohabitating since the beginning of time—the role of bees in cross-pollination is still essential to the agricultural production of fruit and vegetables. Although honeybees do not hibernate like their bumble bee counterparts, the colony experiences a great reduction in number and activity during cold winter months—much of the energy expended by the colony is used to keep the hive warm and the workerbees consume the honey stored over the warmer summer months for survival during cold winters. By simulating perpetual spring through light, humidity and temperature control, the Mediated Matter Lab hopes to encourage year-round hive building for these seasonal insects and offer “non-standard bee environments” that will be as essential to the survival of bee species as it will be to our own. The Mediated Matter group, led by Neri Oxman, conducts research around material ecology. At the intersection of technology and bio-design, material ecology embraces computational design, digital fabrication, materials science and synthetic biology to “enhance the relation between natural and manmade environments.” Their past work includes a 3D printed mask for Bjork and an architectural pavilion inspired by the single-thread construction of silkworm cocoons.
What is biotechnology? According to the Organisation for Economic Co-operation and Development (OECD), “biotechnology is the application of science and technology to living organisms as well as parts, products and models thereof, to alter living or non-living materials for the production of knowledge, goods and services”. One consequence of the universal nature of the genetic code is that we are able to transfer genes from one living organism to another. Transgenesis has thus been used for industrial, medical and agricultural research and innovation since the end of the last century, to introduce one or more genes coding for desired properties into the genome of another living organism. Organisms whose genetic material has been altered in this way, especially plants, are called GMOs, meaning “genetically modified organisms”. The specific regulatory framework for GMOs in force today, including European Directive 2001/18/EC, amended by Directive (EU) 2015/412 on the deliberate release of GMOs into the environment, has been built around transgenesis. Since the mid-2000s, the range of genetic modifications that are possible has expanded significantly, most notably through genome editing techniques. Following a ruling by the Court of Justice of the European Union and a decision by the French Council of State to have organisms derived from recent mutagenesis techniques fall under the same requirements as GMOs, discussions are under way at European level to determine whether the framework for the assessment and authorisation of organisms derived from more recent technologies requires changes to regulations dating from the early 2000s. Did you know? For the use of GMOs in contained (closed) environments, preventing organisms from coming into contact with people and the environment is a priority, with laboratories complying with strict biosafety requirements. Regulatory approval of this type of use therefore focuses on the effectiveness of containment measures. Such uses are generally associated with the research and development stages of new GMOs. In contrast, deliberate release into the environment is the term used in legislation to refer to the use of GMOs without containment measures, but under strictly controlled conditions. A release for any other purpose than for placing on the market may be requested prior to the commercial stage, in the case of field trials for example. A new authorisation will need to be granted for a release for the purpose of placing on the market, that is for the production and marketing of GMOs or products derived from GMOs. For both types of GMO use in an open environment, an authorisation application must be submitted to the competent authority for the intended use. The main uses of biotechnology Biotechnology techniques are common in scientific research. Such techniques are increasingly used in the agricultural, industrial and medical fields. They are used worldwide mainly to produce: crops, to improve their resistance to harmful organisms (pests and parasites) or their tolerance to herbicides; micro-organisms capable of producing enzymes or other compounds of interest to medicine and the food industry. In medicine, gene therapy aims to introduce genetic material into cells to cure a disease. Genetically modified micro-organisms are also used for the production of vaccines and medicinal products for human and veterinary use. Therapeutic proteins, such as insulin or growth hormones, are produced from genetically modified micro-organisms, plants or animals. Other applications are being developed. For example, the United States has authorised the use of genetically modified mosquitoes to combat vector-borne diseases transmitted by these insects, such as malaria, dengue fever, chikungunya fever and Zika virus infection. Zooming in on biotechnology and food in Europe For biotechnology uses in the food and agriculture sectors, the assessment of health and environmental risks is centralised at European level. Member States send comments on the authorisation applications submitted by industry and examined by the European Food Safety Authority (EFSA). Once an application has been assessed, a decision is made on the product by the European Commission after a vote by the 27 Member States. The following aspects are assessed: - impacts on human health (e.g. toxicity and allergy risks) and animal health; - environmental impacts such as the risk of transferring genes introduced into GMOs to other living organisms. Concerning crops, as of 2021, only one genetically modified plant variety (maize) has been authorised inside the European Union. Each Member State may authorise or prohibit crops from being grown on their land. In France, growing genetically modified plants for commercial purposes has been prohibited since 2008. Concerning import and use in food and feed, about 100 GMOs have been approved in the European Union and in France. The authorisations are for maize, soybean, rapeseed, cotton and sugar beet. But the approvals do not allow the corresponding genetically modified crops to be grown. The regulations include labelling requirements for products containing GMOs. ANSES’s role in the assessment of biotechnology The Agency’s historical role in biotechnology Since its creation, the Agency has contributed to the assessment of health risks associated with the use of genetically modified plants in food or feed. The French competent authorities rely on the Agency’s expert appraisals for the content of their comments to EFSA and to inform their decisions when required to vote with other Member States on marketing authorisation applications for GMOs intended for use in food or feed. The Agency also participates in the consultations organised by EFSA to develop the guidance documents used by industry to prepare their marketing authorisation applications for genetically modified plants. As the French Agency for Veterinary Medicinal Products, ANSES is also responsible for evaluating, approving and verifying any veterinary medicinal products derived from biotechnology. New roles assigned to ANSES in 2022 Since 1 January 2022, following the Order of 14 October 2021, ANSES has been tasked with assessing the environmental risks associated with organisms that comply with the regulatory definition of a GMO and for which applications for deliberate release into the environment have been submitted. This could be for field cropping including field trials, clinical trials for veterinary medicinal products, and in the context of marketing authorisations at European level for veterinary and human medicinal products. For medicinal products for human use, the French Health Products Safety Agency (ANSM) may ask ANSES to carry out environmental risk assessments before the products are used in an open environment (marketing), and in some cases before authorisations for early access or compassionate use are issued, to treat rare diseases for example. Furthermore, ANSES may be required to carry out specific expert socio-economic reviews on the uses of biotechnology applications in the open environment. How does ANSES conduct its expert appraisals on biotechnology applications? The assessments conducted by ANSES on biotechnology applications comply with the same rules as for all assessments it carries out. These rules ensure that the assessments are of high quality, transparent and independent through declarations of interest, multi-disciplinary groups of experts, and adversarial debate on evidence and uncertainties. The processes coordinated by ANSES comply with the specifications of reference standard NF X 50-110 and the legislative and regulatory requirements for health assessments. In order to implement its new role in biotechnology since the beginning of 2022, the Agency has strengthened the groups of independent experts who produce the scientific assessments on which its opinions are based. In January 2022, ten new experts joined its Working Group on “Biotechnology” to expand its scope to environmental aspects and gene therapy. ANSES has also set up an Expert Committee on socio-economic analysis, whose role will cover all its areas of work, including biotechnology. As part of its engagement approach with wider society, ANSES will also set up a Bbiotechnology, environment and health” dialogue committee in 2022. The role of this committee will be to share ANSES’s scientific methodologies and research with stakeholders, as the Agency has done for nanotechnologies, radiofrequencies and plant protection products for several years. The forum for dialogue will not deal with issues connected with the societal and ethical implications of biotechnology. In accordance with the Order of 14 October 2021, discussions and public debate are facilitated by the Economic, Social and Environmental Council and the National Consultative Ethics Committee, within the scope of their respective roles. The ANSES Plant Health Laboratory, the national reference laboratory for the detection of plant GMOs The ANSES Plant Health Laboratory develops or validates methods for detecting genetic modifications in plants, whether or not they have been authorised in France. As the national reference laboratory in this field, it develops and validates official analytical methods. In this capacity, it carries out the following tasks: - carrying out official tests as part of the control plans implemented by the Ministry of Agriculture and Food; - identifying genetic modifications that are being developed worldwide for different plant species; - evaluating or developing suitable analytical tools for the detection of authorised or unauthorised GMOs, from DNA extraction to the identification of transformation events where possible.
Even if your child hasn’t officially been diagnosed with autism spectrum disorder, they may still benefit from certain treatments. The Individuals with Disabilities Education Act (IDEA) makes those treatments possible for children under age 3 who may be at risk for developmental problems. The type of treatment your child receives for autism spectrum disorder depends on their individual needs. Because ASD is a spectrum disorder (meaning some children have mild symptoms and others have severe symptoms) and each child who has it is unique, there are a variety of treatments. They can include different kinds of therapies to improve speech and behavior, and sometimes medications to help manage any medical conditions related to autism. The treatments your child can benefit from most depends on their situation and needs, but the goal is the same: to reduce their symptoms and improve their learning and development. Behavior and Communication Treatments Applied Behavior Analysis (ABA). ABA is often used in schools and clinics to help your child learn positive behaviors and reduce negative ones. This approach can be used to improve a wide range of skills, and there are different types for different situations, including: - Discrete trial training (DTT) uses simple lessons and positive reinforcement. - Pivotal response training (PRT) helps develop motivation to learn and communicate. - Early intensive behavioral intervention (EIBI) is best for children under age 5. - Verbal behavior intervention (VBI) focuses on language skills. Developmental, Individual Differences, Relationship-Based Approach (DIR). This kind of treatment is better known as Floortime. That’s because it involves you getting on the floor with your child to play and do the activities they like. It’s meant to support emotional and intellectual growth by helping them learn skills around communication and emotions. Treatment and Education of Autistic and Related Communication-handicapped Children (TEACCH). This treatment uses visual cues such as picture cards to help your child learn everyday skills like getting dressed. Information is broken down into small steps so they can learn it more easily. The Picture Exchange Communication System (PECS). This is another visual-based treatment, but it uses symbols instead of picture cards. Your child learns to ask questions and communicate through special symbols. Occupational Therapy. This kind of treatment helps your child learn life skills like feeding and dressing themselves, bathing, and understanding how to relate to other people. The skills they learn are meant to help them live as independently as they can. Sensory Integration Therapy. If your child is easily upset by things like bright lights, certain sounds, or the feeling of being touched, this therapy can help them learn to deal with that kind of sensory information. There is no cure for autism spectrum disorder, and there’s currently no medication to treat it. But some medicines can help with related symptoms like depression, seizures, insomnia, and trouble focusing. Studies have shown that medication is most effective when it’s combined with behavioral therapies. Some doctors will prescribe other drugs in certain cases, including selective serotonin reuptake inhibitors (SSRIs), anti-anxiety medications, or stimulants, but they’re not FDA-approved for autism spectrum disorder. Talk with your child’s doctor about whether there are medicines that treat their symptoms. Experts don’t recommend any specific diets for children with autism spectrum disorder, but getting proper nutrition is important. Sometimes kids with ASD restrict their food or parents try eliminating things like gluten to see if it helps symptoms improve. However, there is no research that has proven that removing gluten or casein (proteins in wheat and milk products) from their diet is a helpful treatment for ASD, and limiting foods like dairy can prevent proper bone development. Kids with autism spectrum disorder tend to have thinner bones than kids without it, so bone-building foods are important. You might want to work with a nutritionist or registered dietitian to develop a healthy eating plan.
Legislative Efforts to Control Plastic The Break Free from Plastic Pollution Act of 2021 (BFFPPA ) was recently introduced in Congress and is the most comprehensive legislative effort to date to mitigate the impacts of toxic synthetics on our ecosystem, our communities, and our personal health. Essentially, the bill is building on the momentum and progress made by various state-driven initiatives to employ plastic reduction strategies. Ultimately, the bill is targeting three primary areas of impact with plastic production, use, and disposal. The process of producing plastic is just as harmful to our ecosystem as the use of and disposal of it. At least 144 chemicals known to be harmful to human health are present in the production of plastic. The development and production process and the pollution that comes from consumer waste and improper disposal all add up to significant amounts of toxic, dangerous chemicals that are impacting our environment, our communities, and our health. Only a fraction of the plastic that is produced and sold ends up properly recycled. This means that the overwhelming majority of it ends up carelessly tossed into landfills or littered into our environment. More comprehensive efforts to ensure that plastic ends up where it belongs when it is being discarded can have a massive, lasting impact for our entire planet — from the smallest microbiota to the very top of the food chain; from the most pristine and picturesque landscapes to the food served at a restaurant. Some geographical and socio-economic communities have greater levels of exposure and vulnerabilities to the toxic components of plastic production. For instance, much of the plastic waste that is either discarded or incinerated is done so in facilities located in lower income communities. This exposes residents of those communities to harmful gases and emissions that can cause significant health issues. To learn more about the toxic chemicals that have been identified in plastic, click here. To learn more about the Filtrol and what we’re doing to stop plastic in its tracks, click here.
This image was first released five years ago today, on January 15, 2005. It shows the murky surface of Saturn’s moon Titan as seen by the European Space Agency’s Huygens probe after it made its historic descent through the moon’s thick haze and clouds and landed in a frozen plain of methane mud and icy pebbles. During the descent and after landing Huygens returned data for several hours before falling silent. The groundbreaking images and information it sent back has proved invaluable to scientists looking to gather more information about this unique and mysterious moon, which is both alien and surprisingly Earth-like. “It was eerie…we saw bright hills above a dark plain, a weird combination of light and dark. It was like seeing a landscape out of Dante.” – Jonathan Lunine, Cassini-Huygens mission scientist Read more about the Huygens landing here, and watch a narrated video of the landing below: Image: ESA/NASA/JPL/University of Arizona
Write a 2-part program as follows: - Part 1: Write a function to convert Celsius to Fahrenheit. - Part 2: Write a function to convert Fahrenheit to Celsius. Both of the functions (Celsius to Fahrenheit and Fahrenheit to Celsius) are the exact inverses of one another. Test the program by converting 32 degrees Fahrenheit to Celsius and then the product of that function back
WHAT IS ERGONOMICS?\| The word Ergonomics is made up of two Greek words: "Ergos" (Work) + "Nomos" (Natural Laws) Definition of Ergonomics: The study of workplace equipment design or how to arrange and design devices, machines or workspace so that people and things interact safely and most efficiently. Also called human factors analysis or human factors engineering. What is ergonomics? Most people have heard of ergonomics and think it is something to do with seating or with the designing of car controls and instruments. It is … but it is much much more! Ergonomics is the application of scientific information concerning humans to the design of objects, systems and environment for human use. Ergonomics comes into everything, which involves people. Work systems, sports & leisure, health & safety should all embody ergonomic principles if well designed. View samples of ergonomic devices. What is ergonomic design? Ergonomic design is a way of considering design options to ensure that people's capabilities and limitations are taken into account One goal of ergonomics is to design jobs to fit people. This means taking account of differences such as size, strength and ability to handle information for a wide range of users. Then the tasks, the workplace and tools are designed around these differences. The benefits are improved efficiency, quality and job satisfaction. The costs of failure include increased error rates and physical fatigue - or worse. Ergonomics has a wide application to every day domestic situations, but there are even more significant implications for efficiency, productivity, safety and health in workplace settings. WHY PRACTICE ERGONOMICS? - Designing equipment and systems including computers, so that they are easier to use and less likely to lead to errors in operation - particularly important high stress and safety-critical operations such as control rooms. - Designing tasks and jobs so that they are effective and take account of human needs such as rest breaks and sensible shift patterns - Designing equipment and work arrangements to improve working posture and ease the load on the body, thus reducing instances of Repetitive Strain Injury or Musculoskeletal injuries - Designing working environments, including lighting and heating, to suit the needs of the users and the tasks performed. Where necessary, design of personal protective equipment for work and hostile environments. The human body was not designed to use a computer for any significant period of time. When an individual is using a computer, they are usually forced to maintain an awkward, unnatural posture while performing repetitive tasks. These tasks include typing on a keyboard, clicking on a mouse, moving your mouse, staring at a monitor and remaining stationary for hours at a time. The study of ergonomics seeks to identify the potential causes for injury that results from the above tasks and develop methods and products which reduce the risk of Repetitive Stress Injury (RSI). Failure to take ergonomic considerations into account can result in increased stress, discomfort, muscle fatigue and eventually serious injury if you use your computer more than 2 hours a day (at home or work). What does this mean for you? What can ergonomics mean to an employer? - Reducing discomfort & stress, and increasing productivity and quality - Reducing sick time - Benefit to your overall health Direct costs associated with poor ergonomics in the workplace can include: Indirect costs that can be associated with poor ergonomics include: - Worker's Compensation Costs - Insurance Costs - Lost Work Time - Decreased productivity and quality Developing and using an ergonomics program in the workplace makes sense! Make it part of your Workplace Wellness Committee meetings and information. There is a wealth of information available on the Internet, as well as from the Manitoba Workplace Safety & Health branch. - Overhead associated with replacing employee - Cost of training replaced employee - Productivity and quality losses associated with a replaced employee, or an employee off on a sick claim "Ergonomics. A Guide to Program Development and Implementation" is available at: WEBSITES ON ERGONOMICS Canadian Centre for Occupational Health & Safety The Canadian Centre for Occupational Health and Safety (CCOHS) is a Canadian federal government agency based in Hamilton, Ontario, which serves to support the vision of eliminating all Canadian work-related illnesses and injuries. ErgoCanada's goal is to be the source for ergonomic products and manufacturers in Canada. They offer a wide range of ergonomic products including keyboards mice, touchpads, trackballs, footswitches, numeric keypads, cables, adapters, software, radiant heating products, articulating arms, monitor risers, document holders, arm rests, foot rests, laptop risers mounts / docking stations and more. Browse their online catalogue. Ergoweb® Inc., "the place for ergonomics™," is a full-service ergonomics company, providing innovative software solutions, professional consultation and training, and valuable, credible information to a worldwide audience. Ergoweb provides ergonomic solutions to companies and individuals looking to increase productivity and quality while decreasing worker overuse injuries. Ergonomics increases human performance by fitting products, tasks and environments to people. ERGONOMICS - AN EXAMPLE Sit Down Stools Sit-stand stools are a great device to use when your job or task requires movement from a sitting to a standing position, while requiring the support. Sit/Stand stools let you sit while standing and may alleviate stress points on your lower back. Stress is also reduced on the hips and knees. On some stools, the exclusive fixed-ring base allows feet to rest on the ring while still touching the floor. Need to change positions? Simply guide the chair smoothly about with the convenient built-in handle. Up or down height adjustment is also simple: just touch the gas control lever. Another lever can adjust the seat Sit-stand stools fall into 5 classifications: Sit/stand stools can: - perch (e.g., ISE, Office Master) - saddle (e.g., Bambach, Hag Capisco, Salli) - tractor (e.g., Bodybilt, Neutral Posture) - bicycle seat - split seat (e.g., Nottingham, Soma) - Reduce pain in the back, shoulder and neck area - Naturally straighten the lower back - Improve circulation in the legs - Strengthen back muscles - Move around effortlessly - Improve productivity Bicycle- and saddle-type seats maintain the most advantageous postures for 2-handed forward-reaching work, but because of the wide straddle stance and saddle accommodation issues, have some initial acceptance problems. Saddle seats are a bit more comfortable to sit on for long periods than bicycle seats. These stools are ergonomically designed for use by: - Dental Professionals - Computer Operators - Massage Therapists - Hair Stylists - Laboratory and Office environments These stools are perfect for industrial workplaces. They are well suited for workers in assembly lines, job shops and a wide range of other industrial environments. On selected models, black poly-urethane seating provides excellent cleanabililty and For more information about sit/stand stools, or to sample come of these items, contact Backworks at (204)774-6322 or Toll Free at 1-800-361-7788
A map projection is a systematic transformation of the latitudes and longitudes of locations from the surface of a sphere or an ellipsoid into locations on a plane. Maps cannot be created without map projections. All map projections necessarily distort the surface in some fashion. Depending on the purpose of the map, some distortions are acceptable and others are not; therefore, different map projections exist in order to preserve some properties of the sphere-like body at the expense of other properties. There is no limit to the number of possible map projections.:1 More generally, the surfaces of planetary bodies can be mapped even if they are too irregular to be modeled well with a sphere or ellipsoid; see below. Even more generally, projections are a subject of several pure mathematical fields, including differential geometry, projective geometry, and manifolds. However, "map projection" refers specifically to a cartographic projection. - 1 Background - 2 Metric properties of maps - 3 Design and construction - 4 Classification - 5 Projections by surface - 6 Projections by preservation of a metric property - 7 Which projection is best? - 8 See also - 9 References - 10 External links Maps can be more useful than globes in many situations: they are more compact and easier to store; they readily accommodate an enormous range of scales; they are viewed easily on computer displays; they can facilitate measuring properties of the region being mapped; they can show larger portions of the Earth's surface at once; and they are cheaper to produce and transport. These useful traits of maps motivate the development of map projections. However, Carl Friedrich Gauss's Theorema Egregium proved that a sphere's surface cannot be represented on a plane without distortion. The same applies to other reference surfaces used as models for the Earth, such as oblate spheroids, ellipsoids and geoids. Since any map projection is a representation of one of those surfaces on a plane, all map projections distort. Every distinct map projection distorts in a distinct way. The study of map projections is the characterization of these distortions. Projection is not limited to perspective projections, such as those resulting from casting a shadow on a screen, or the rectilinear image produced by a pinhole camera on a flat film plate. Rather, any mathematical function transforming coordinates from the curved surface to the plane is a projection. Few projections in actual use are perspective. For simplicity, most of this article assumes that the surface to be mapped is that of a sphere. In reality, the Earth and other large celestial bodies are generally better modeled as oblate spheroids, whereas small objects such as asteroids often have irregular shapes. Io is better modeled by triaxial ellipsoid or prolated spheroid with small eccentricities. Haumea's shape is a Jacobi ellipsoid, with its major axis twice as long as its minor and with its middle axis one and half times as long as its minor. These other surfaces can be mapped as well. Therefore, more generally, a map projection is any method of "flattening" a continuous curved surface onto a plane. Metric properties of maps Many properties can be measured on the Earth's surface independent of its geography. Some of these properties are: Map projections can be constructed to preserve at least one of these properties, though only in a limited way for most. Each projection preserves, compromises, or approximates basic metric properties in different ways. The purpose of the map determines which projection should form the base for the map. Because many purposes exist for maps, a diversity of projections have been created to suit those purposes. Another consideration in the configuration of a projection is its compatibility with data sets to be used on the map. Data sets are geographic information; their collection depends on the chosen datum (model) of the Earth. Different datums assign slightly different coordinates to the same location, so in large scale maps, such as those from national mapping systems, it is important to match the datum to the projection. The slight differences in coordinate assignation between different datums is not a concern for world maps or other vast territories, where such differences get shrunk to imperceptibility. The classical way of showing the distortion inherent in a projection is to use Tissot's indicatrix. For a given point, using the scale factor h along the meridian, the scale factor k along the parallel, and the angle θ′ between them, Nicolas Tissot described how to construct an ellipse that characterizes the amount and orientation of the components of distortion.:147–149 By spacing the ellipses regularly along the meridians and parallels, the network of indicatrices shows how distortion varies across the map. Design and construction The creation of a map projection involves two steps: - Selection of a model for the shape of the Earth or planetary body (usually choosing between a sphere or ellipsoid). Because the Earth's actual shape is irregular, information is lost in this step. - Transformation of geographic coordinates (longitude and latitude) to Cartesian (x,y) or polar plane coordinates. In large-scale maps, Cartesian coordinates normally have a simple relation to eastings and northings defined as a grid superimposed on the projection. In small-scale maps, eastings and northings are not meaningful, and grids are not superimposed. Some of the simplest map projections are literal projections, as obtained by placing a light source at some definite point relative to the globe and projecting its features onto a specified surface. This is not the case for most projections, which are defined only in terms of mathematical formulae that have no direct geometric interpretation. However, picturing the light source-globe model can be helpful in understanding the basic concept of a map projection Choosing a projection surface A surface that can be unfolded or unrolled into a plane or sheet without stretching, tearing or shrinking is called a developable surface. The cylinder, cone and the plane are all developable surfaces. The sphere and ellipsoid do not have developable surfaces, so any projection of them onto a plane will have to distort the image. (To compare, one cannot flatten an orange peel without tearing and warping it.) One way of describing a projection is first to project from the Earth's surface to a developable surface such as a cylinder or cone, and then to unroll the surface into a plane. While the first step inevitably distorts some properties of the globe, the developable surface can then be unfolded without further distortion. Aspect of the projection Once a choice is made between projecting onto a cylinder, cone, or plane, the aspect of the shape must be specified. The aspect describes how the developable surface is placed relative to the globe: it may be normal (such that the surface's axis of symmetry coincides with the Earth's axis), transverse (at right angles to the Earth's axis) or oblique (any angle in between). The developable surface may also be either tangent or secant to the sphere or ellipsoid. Tangent means the surface touches but does not slice through the globe; secant means the surface does slice through the globe. Moving the developable surface away from contact with the globe never preserves or optimizes metric properties, so that possibility is not discussed further here. Tangent and secant lines (standard lines) are represented undistorted. If these lines are a parallel of latitude, as in conical projections, it is called a standard parallel. The central meridian is the meridian to which the globe is rotated before projecting. The central meridian (usually written λ0) and a parallel of origin (usually written φ0) are often used to define the origin of the map projection. A globe is the only way to represent the earth with constant scale throughout the entire map in all directions. A map cannot achieve that property for any area, no matter how small. It can, however, achieve constant scale along specific lines. Some possible properties are: - The scale depends on location, but not on direction. This is equivalent to preservation of angles, the defining characteristic of a conformal map. - Scale is constant along any parallel in the direction of the parallel. This applies for any cylindrical or pseudocylindrical projection in normal aspect. - Combination of the above: the scale depends on latitude only, not on longitude or direction. This applies for the Mercator projection in normal aspect. - Scale is constant along all straight lines radiating from a particular geographic location. This is the defining characteristic of an equidistant projection such as the Azimuthal equidistant projection. There are also projections (Maurer's Two-point equidistant projection, Close) where true distances from two points are preserved.:234 Choosing a model for the shape of the body Projection construction is also affected by how the shape of the Earth or planetary body is approximated. In the following section on projection categories, the earth is taken as a sphere in order to simplify the discussion. However, the Earth's actual shape is closer to an oblate ellipsoid. Whether spherical or ellipsoidal, the principles discussed hold without loss of generality. Selecting a model for a shape of the Earth involves choosing between the advantages and disadvantages of a sphere versus an ellipsoid. Spherical models are useful for small-scale maps such as world atlases and globes, since the error at that scale is not usually noticeable or important enough to justify using the more complicated ellipsoid. The ellipsoidal model is commonly used to construct topographic maps and for other large- and medium-scale maps that need to accurately depict the land surface. Auxiliary latitudes are often employed in projecting the ellipsoid. A third model is the geoid, a more complex and accurate representation of Earth's shape coincident with what mean sea level would be if there were no winds, tides, or land. Compared to the best fitting ellipsoid, a geoidal model would change the characterization of important properties such as distance, conformality and equivalence. Therefore, in geoidal projections that preserve such properties, the mapped graticule would deviate from a mapped ellipsoid's graticule. Normally the geoid is not used as an Earth model for projections, however, because Earth's shape is very regular, with the undulation of the geoid amounting to less than 100 m from the ellipsoidal model out of the 6.3 million m Earth radius. For irregular planetary bodies such as asteroids, however, sometimes models analogous to the geoid are used to project maps from. A fundamental projection classification is based on the type of projection surface onto which the globe is conceptually projected. The projections are described in terms of placing a gigantic surface in contact with the earth, followed by an implied scaling operation. These surfaces are cylindrical (e.g. Mercator), conic (e.g. Albers), and plane (e.g. stereographic). Many mathematical projections, however, do not neatly fit into any of these three conceptual projection methods. Hence other peer categories have been described in the literature, such as pseudoconic, pseudocylindrical, pseudoazimuthal, retroazimuthal, and polyconic. Another way to classify projections is according to properties of the model they preserve. Some of the more common categories are: - Preserving direction (azimuthal or zenithal), a trait possible only from one or two points to every other point - Preserving shape locally (conformal or orthomorphic) - Preserving area (equal-area or equiareal or equivalent or authalic) - Preserving distance (equidistant), a trait possible only between one or two points and every other point - Preserving shortest route, a trait preserved only by the gnomonic projection Because the sphere is not a developable surface, it is impossible to construct a map projection that is both equal-area and conformal. Projections by surface The three developable surfaces (plane, cylinder, cone) provide useful models for understanding, describing, and developing map projections. However, these models are limited in two fundamental ways. For one thing, most world projections in use do not fall into any of those categories. For another thing, even most projections that do fall into those categories are not naturally attainable through physical projection. As L.P. Lee notes, No reference has been made in the above definitions to cylinders, cones or planes. The projections are termed cylindric or conic because they can be regarded as developed on a cylinder or a cone, as the case may be, but it is as well to dispense with picturing cylinders and cones, since they have given rise to much misunderstanding. Particularly is this so with regard to the conic projections with two standard parallels: they may be regarded as developed on cones, but they are cones which bear no simple relationship to the sphere. In reality, cylinders and cones provide us with convenient descriptive terms, but little else. Lee's objection refers to the way the terms cylindrical, conic, and planar (azimuthal) have been abstracted in the field of map projections. If maps were projected as in light shining through a globe onto a developable surface, then the spacing of parallels would follow a very limited set of possibilities. Such a cylindrical projection (for example) is one which: - Is rectangular; - Has straight vertical meridians, spaced evenly; - Has straight parallels symmetrically placed about the equator; - Has parallels constrained to where they fall when light shines through the globe onto the cylinder, with the light source someplace along the line formed by the intersection of the prime meridian with the equator, and the center of the sphere. (If you rotate the globe before projecting then the parallels and meridians will not necessarily still be straight lines. Rotations are normally ignored for the purpose of classification.) Where the light source emanates along the line described in this last constraint is what yields the differences between the various "natural" cylindrical projections. But the term cylindrical as used in the field of map projections relaxes the last constraint entirely. Instead the parallels can be placed according to any algorithm the designer has decided suits the needs of the map. The famous Mercator projection is one in which the placement of parallels does not arise by "projection"; instead parallels are placed how they need to be in order to satisfy the property that a course of constant bearing is always plotted as a straight line. The mapping of meridians to vertical lines can be visualized by imagining a cylinder whose axis coincides with the Earth's axis of rotation. This cylinder is wrapped around the Earth, projected onto, and then unrolled. By the geometry of their construction, cylindrical projections stretch distances east-west. The amount of stretch is the same at any chosen latitude on all cylindrical projections, and is given by the secant of the latitude as a multiple of the equator's scale. The various cylindrical projections are distinguished from each other solely by their north-south stretching (where latitude is given by φ): - North-south stretching equals east-west stretching (sec φ): The east-west scale matches the north-south scale: conformal cylindrical or Mercator; this distorts areas excessively in high latitudes (see also transverse Mercator). - North-south stretching grows with latitude faster than east-west stretching (sec2 φ): The cylindric perspective (or central cylindrical) projection; unsuitable because distortion is even worse than in the Mercator projection. - North-south stretching grows with latitude, but less quickly than the east-west stretching: such as the Miller cylindrical projection (sec 4/φ). - North-south distances neither stretched nor compressed (1): equirectangular projection or "plate carrée". - North-south compression equals the cosine of the latitude (the reciprocal of east-west stretching): equal-area cylindrical. This projection has many named specializations differing only in the scaling constant, such as the Gall–Peters or Gall orthographic (undistorted at the 45° parallels), Behrmann (undistorted at the 30° parallels), and Lambert cylindrical equal-area (undistorted at the equator). Since this projection scales north-south distances by the reciprocal of east-west stretching, it preserves area at the expense of shapes. In the first case (Mercator), the east-west scale always equals the north-south scale. In the second case (central cylindrical), the north-south scale exceeds the east-west scale everywhere away from the equator. Each remaining case has a pair of secant lines—a pair of identical latitudes of opposite sign (or else the equator) at which the east-west scale matches the north-south-scale. Normal cylindrical projections map the whole Earth as a finite rectangle, except in the first two cases, where the rectangle stretches infinitely tall while retaining constant width. Pseudocylindrical projections represent the central meridian as a straight line segment. Other meridians are longer than the central meridian and bow outward, away from the central meridian. Pseudocylindrical projections map parallels as straight lines. Along parallels, each point from the surface is mapped at a distance from the central meridian that is proportional to its difference in longitude from the central meridian. Therefore, meridians are equally spaced along a given parallel. On a pseudocylindrical map, any point further from the equator than some other point has a higher latitude than the other point, preserving north-south relationships. This trait is useful when illustrating phenomena that depend on latitude, such as climate. Examples of pseudocylindrical projections include: - Sinusoidal, which was the first pseudocylindrical projection developed. On the map, as in reality, the length of each parallel is proportional to the cosine of the latitude. The area of any region is true. - Collignon projection, which in its most common forms represents each meridian as two straight line segments, one from each pole to the equator. The term "conic projection" is used to refer to any projection in which meridians are mapped to equally spaced lines radiating out from the apex and circles of latitude (parallels) are mapped to circular arcs centered on the apex. When making a conic map, the map maker arbitrarily picks two standard parallels. Those standard parallels may be visualized as secant lines where the cone intersects the globe—or, if the map maker chooses the same parallel twice, as the tangent line where the cone is tangent to the globe. The resulting conic map has low distortion in scale, shape, and area near those standard parallels. Distances along the parallels to the north of both standard parallels or to the south of both standard parallels are stretched; distances along parallels between the standard parallels are compressed. When a single standard parallel is used, distances along all other parallels are stretched. Conic projections that are commonly used are: - Equidistant conic, which keeps parallels evenly spaced along the meridians to preserve a constant distance scale along each meridian, typically the same or similar scale as along the standard parallels. - Albers conic, which adjusts the north-south distance between non-standard parallels to compensate for the east-west stretching or compression, giving an equal-area map. - Lambert conformal conic, which adjusts the north-south distance between non-standard parallels to equal the east-west stretching, giving a conformal map. - Bonne, an equal-area projection on which most meridians and parallels appear as curved lines. It has a configurable standard parallel along which there is no distortion. - Werner cordiform, upon which distances are correct from one pole, as well as along all parallels. - American polyconic Azimuthal (projections onto a plane) Azimuthal projections have the property that directions from a central point are preserved and therefore great circles through the central point are represented by straight lines on the map. These projections also have radial symmetry in the scales and hence in the distortions: map distances from the central point are computed by a function r(d) of the true distance d, independent of the angle; correspondingly, circles with the central point as center are mapped into circles which have as center the central point on the map. The radial scale is r′(d) and the transverse scale r(d)/(R sin d/) where R is the radius of the Earth. Some azimuthal projections are true perspective projections; that is, they can be constructed mechanically, projecting the surface of the Earth by extending lines from a point of perspective (along an infinite line through the tangent point and the tangent point's antipode) onto the plane: - The gnomonic projection displays great circles as straight lines. Can be constructed by using a point of perspective at the center of the Earth. r(d) = c tan d/; so that even just a hemisphere is already infinite in extent. - The General Perspective projection can be constructed by using a point of perspective outside the earth. Photographs of Earth (such as those from the International Space Station) give this perspective. - The orthographic projection maps each point on the earth to the closest point on the plane. Can be constructed from a point of perspective an infinite distance from the tangent point; r(d) = c sin d/. Can display up to a hemisphere on a finite circle. Photographs of Earth from far enough away, such as the Moon, approximate this perspective. - The stereographic projection, which is conformal, can be constructed by using the tangent point's antipode as the point of perspective. r(d) = c tan d/; the scale is c/(2R cos2 d/). Can display nearly the entire sphere's surface on a finite circle. The sphere's full surface requires an infinite map. Other azimuthal projections are not true perspective projections: - Azimuthal equidistant: r(d) = cd; it is used by amateur radio operators to know the direction to point their antennas toward a point and see the distance to it. Distance from the tangent point on the map is proportional to surface distance on the earth (; for the case where the tangent point is the North Pole, see the flag of the United Nations) - Lambert azimuthal equal-area. Distance from the tangent point on the map is proportional to straight-line distance through the earth: r(d) = c sin d/ - Logarithmic azimuthal is constructed so that each point's distance from the center of the map is the logarithm of its distance from the tangent point on the Earth. r(d) = c ln d/); locations closer than at a distance equal to the constant d0 are not shown. Projections by preservation of a metric property Conformal, or orthomorphic, map projections preserve angles locally, implying that they map infinitesimal circles of constant size anywhere on the Earth to infinitesimal circles of varying sizes on the map. In contrast, mappings that are not conformal distort most such small circles into ellipses of distortion. An important consequence of conformality is that relative angles at each point of the map are correct, and the local scale (although varying throughout the map) in every direction around any one point is constant. These are some conformal projections: - Mercator: Rhumb lines are represented by straight segments - Transverse Mercator - Stereographic: Any circle of a sphere, great and small, maps to a circle or straight line. - Lambert conformal conic - Peirce quincuncial projection - Adams hemisphere-in-a-square projection - Guyou hemisphere-in-a-square projection Equal-area maps preserve area measure, generally distorting shapes in order to do that. Equal-area maps are also called equivalent or authalic. These are some projections that preserve area: - Albers conic - Cylindrical equal-area - Eckert II, IV and VI - Equal Earth - Gall orthographic (also known as Gall–Peters, or Peters, projection) - Goode's homolosine - Lambert azimuthal equal-area - Lambert cylindrical equal-area - Strebe 1995 - Snyder's equal-area polyhedral projection, used for geodesic grids. - Tobler hyperelliptical These are some projections that preserve distance from some standard point or line: - Equirectangular—distances along meridians are conserved - Plate carrée—an Equirectangular projection centered at the equator - Azimuthal equidistant—distances along great circles radiating from centre are conserved - Equidistant conic - Sinusoidal—distances along parallels are conserved - Werner cordiform distances from the North Pole are correct as are the curved distance on parallels - Two-point equidistant: two "control points" are arbitrarily chosen by the map maker. Distance from any point on the map to each control point is proportional to surface distance on the earth. Great circles are displayed as straight lines: Direction to a fixed location B (the bearing at the starting location A of the shortest route) corresponds to the direction on the map from A to B: - Littrow—the only conformal retroazimuthal projection - Hammer retroazimuthal—also preserves distance from the central point - Craig retroazimuthal aka Mecca or Qibla—also has vertical meridians Compromise projections give up the idea of perfectly preserving metric properties, seeking instead to strike a balance between distortions, or to simply make things "look right". Most of these types of projections distort shape in the polar regions more than at the equator. These are some compromise projections: - van der Grinten - Miller cylindrical - Winkel Tripel - Buckminster Fuller's Dymaxion - B. J. S. Cahill's Butterfly Map - Kavrayskiy VII projection - Wagner VI projection - Chamberlin trimetric - Oronce Finé's cordiform Which projection is best? The mathematics of projection do not permit any particular map projection to be "best" for everything. Something will always be distorted. Thus, many projections exist to serve the many uses of maps and their vast range of scales. Modern national mapping systems typically employ a transverse Mercator or close variant for large-scale maps in order to preserve conformality and low variation in scale over small areas. For smaller-scale maps, such as those spanning continents or the entire world, many projections are in common use according to their fitness for the purpose, such as Winkel tripel, Robinson and Mollweide. Reference maps of the world often appear on compromise projections. Due to distortions inherent in any map of the world, the choice of projection becomes largely one of aesthetics. Thematic maps normally require an equal area projection so that phenomena per unit area are shown in correct proportion. However, representing area ratios correctly necessarily distorts shapes more than many maps that are not equal-area. The Mercator projection, developed for navigational purposes, has often been used in world maps where other projections would have been more appropriate. This problem has long been recognized even outside professional circles. For example, a 1943 New York Times editorial states: The time has come to discard [the Mercator] for something that represents the continents and directions less deceptively ... Although its usage ... has diminished ... it is still highly popular as a wall map apparently in part because, as a rectangular map, it fills a rectangular wall space with more map, and clearly because its familiarity breeds more popularity.:166 A controversy in the 1980s over the Peters map motivated the American Cartographic Association (now Cartography and Geographic Information Society) to produce a series of booklets (including Which Map Is Best) designed to educate the public about map projections and distortion in maps. In 1989 and 1990, after some internal debate, seven North American geographic organizations adopted a resolution recommending against using any rectangular projection (including Mercator and Gall–Peters) for reference maps of the world. - Snyder, J.P. (1989). Album of Map Projections, United States Geological Survey Professional Paper. United States Government Printing Office. 1453. - Snyder, John P. (1993). Flattening the earth: two thousand years of map projections. University of Chicago Press. ISBN 0-226-76746-9. - Snyder. Working Manual, p. 24. - "Projection parameters". - "Map projections". - Cheng, Y.; Lorre, J. J. (2000). "Equal Area Map Projection for Irregularly Shaped Objects". Cartography and Geographic Information Science. 27 (2): 91. doi:10.1559/152304000783547957. - Stooke, P. J. (1998). "Mapping Worlds with Irregular Shapes". The Canadian Geographer. 42: 61. doi:10.1111/j.1541-0064.1998.tb01553.x. - Shingareva, K.B.; Bugaevsky, L.M.; Nyrtsov, M. (2000). "Mathematical Basis for Non-spherical Celestial Bodies Maps" (PDF). Journal of Geospatial Engineering. 2 (2): 45–50. - Nyrtsov, M.V. (August 2003). "The Classification of Projections of Irregularly-shaped Celestial Bodies" (PDF). Proceedings of the 21st International Cartographic Conference (ICC): 1158–1164. - Clark, P. E.; Clark, C. S. (2013). "CSNB Mapping Applied to Irregular Bodies". Constant-Scale Natural Boundary Mapping to Reveal Global and Cosmic Processes. SpringerBriefs in Astronomy. p. 71. doi:10.1007/978-1-4614-7762-4_6. ISBN 978-1-4614-7761-7. - Snyder, John Parr (1987). Map Projections – a Working Manual. U.S. Government Printing Office. p. 192. - Lee, L.P. (1944). "The nomenclature and classification of map projections". Empire Survey Review. VII (51): 190–200. doi:10.1179/sre.19184.108.40.206. p. 193 - Weisstein, Eric W. "Sinusoidal Projection". MathWorld. - Carlos A. Furuti. "Conic Projections" - Weisstein, Eric W. "Gnomonic Projection". MathWorld. - "The Gnomonic Projection". Retrieved November 18, 2005. - Weisstein, Eric W. "Orthographic Projection". MathWorld. - Weisstein, Eric W. "Stereographic Projection". MathWorld. - Weisstein, Eric W. "Azimuthal Equidistant Projection". MathWorld. - Weisstein, Eric W. "Lambert Azimuthal Equal-Area Projection". MathWorld. - Snyder, John P. "Enlarging the Heart of a Map". Archived from the original on July 2, 2010. Retrieved April 14, 2016. - Snyder, John P. "Enlarging the Heart of a Map (accompanying figures)". Archived from the original on April 10, 2011. Retrieved November 18, 2005. (see figure 6-5) - Choosing a World Map. Falls Church, Virginia: American Congress on Surveying and Mapping. 1988. p. 1. ISBN 0-9613459-2-6. - Slocum, Terry A.; Robert B. McMaster; Fritz C. Kessler; Hugh H. Howard (2005). Thematic Cartography and Geographic Visualization (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall. p. 166. ISBN 0-13-035123-7. - Bauer, H.A. (1942). "Globes, Maps, and Skyways (Air Education Series)". New York. p. 28 - Miller, Osborn Maitland (1942). "Notes on Cylindrical World Map Projections". Geographical Review. 32 (3): 424–430. doi:10.2307/210384. - Raisz, Erwin Josephus. (1938). General Cartography. New York: McGraw–Hill. 2d ed., 1948. p. 87. - Robinson, Arthur Howard. (1960). Elements of Cartography, second edition. New York: John Wiley and Sons. p. 82. - American Cartographic Association's Committee on Map Projections, 1986. Which Map is Best p. 12. Falls Church: American Congress on Surveying and Mapping. - Robinson, Arthur (1990). "Rectangular World Maps—No!". Professional Geographer. 42 (1): 101–104. doi:10.1111/j.0033-0124.1990.00101.x. - "Geographers and Cartographers Urge End to Popular Use of Rectangular Maps". American Cartographer. 16: 222–223. 1989. doi:10.1559/152304089783814089. - Fran Evanisko, American River College, lectures for Geography 20: "Cartographic Design for GIS", Fall 2002 - Map Projections—PDF versions of numerous projections, created and released into the Public Domain by Paul B. Anderson ... member of the International Cartographic Association's Commission on Map Projections - "An Album of Map Projections" (PDF). (12.6 MB), U.S. Geological Survey Professional Paper 1453, by John P. Snyder (USGS) and Philip M. Voxland (U. Minnesota), 1989. - Cartography at Curlie - A Cornucopia of Map Projections, a visualization of distortion on a vast array of map projections in a single image. - G.Projector, free software can render many projections (NASA GISS). - Color images of map projections and distortion (Mapthematics.com). - Geometric aspects of mapping: map projection (KartoWeb.itc.nl). - Java world map projections, Henry Bottomley (SE16.info). - Map projections http://www.3dsoftware.com/Cartography/USGS/MapProjections/ at the Wayback Machine (archived January 4, 2007) (3DSoftware). - Map projections, John Savard. - Map Projections (MathWorld). - Map Projections An interactive JAVA applet to study deformations (area, distance and angle) of map projections (UFF.br). - Map Projections: How Projections Work (Progonos.com). - Map Projections Poster (U.S. Geographical Survey). - MapRef: The Internet Collection of MapProjections and Reference Systems in Europe - PROJ.4 – Cartographic Projections Library. - Projection Reference Table of examples and properties of all common projections (RadicalCartography.net). - "Understanding Map Projections" (PDF). (1.70 MB), Melita Kennedy (Esri). - World Map Projections, Stephen Wolfram based on work by Yu-Sung Chang (Wolfram Demonstrations Project). - Compare Map Projections - Hazewinkel, Michiel, ed. (2001) , "Cartographic projection", Encyclopedia of Mathematics, Springer Science+Business Media B.V. / Kluwer Academic Publishers, ISBN 978-1-55608-010-4
Why Was Amanirenas Referred to as Kandace? Why Was Amanirenas Referred to as Kandace? Queen Amanirenas was a fierce warrior queen. She led her nation into battle with the Romans and gained respect as a Kushite ruler. Her defeat of the Romans secured her place in history. Queen Amanirenas’s bravery helped her become such a powerful woman. Unlike most ancient civilizations, women often ruled in the kingdom of Kush. This kingdom was in the region that today is the African country Sudan. She was the second of eight kandakes who ruled Kush. Women in general played an important role in Kushite society. One reason why women were held in such high esteem may have been because many Kushites were followers of the goddess Isis. During that time, most other cultures worshiped male gods. In Egypt, for example, most people worshiped Ra, the god of the sun, who was male. Kushite queens had more power than female rulers of other societies of the era. They were warrior queens, which was very different from the mostly ceremonial role taken by queens in most other nations. How Did Queen Amanirenas Became Known to the Romans as One-eyed Kandace? In the first century BC a brave and powerful queen controlled Kush. Her name was Queen Amanirenas. In 24 BC Queen Amanirenas accompanied her armies on a raid of Egypt, which was controlled by the Romans at the time. The Romans had one of the most powerful armies in the world. Queen Amanirenas led her warriors into battle and defeated three groups of Roman soldiers. She and her son, Prince Akinidad, fought among the soldiers and won a great victory. As an insult, Queen Amanirenas removed the head of a statue of Caesar and brought it back to Kush, she buried the head beneath the entrance. Queen Amanirenas lost an eye in that battle and became known to the Romans as One-Eyed Kandace. Kandace meant “queen mother.” This injury did not stop Queen Amanirenas. After healing, she returned to battle. Amanirenas also lost her son in the fight, which would become known as the Meroitic War (after Kush’s capital, Meroe). She continued to lead her armies in other battles against the Romans. Rome eventually defeated the Kush, but the Romans feared that the Kushites might strike back. Rome and Kush agreed to a treaty and peace existed between the nations for a time. A few years later, however, Queen Amanirenas broke that treaty and launched another attack on Egypt. Queen Amanirenas then sent her ambassadors to meet with Roman emperor Augustus Caesar, who agreed to Amanirenas’s demands. The Romans eventually withdrew from most of Kush. Queen Amanirenas continued to rule until her death in 10 B.C.E. Her reign was followed by that of another kandake, Amanishakheto. Today, many kandakes of Kush are remembered as brave women who led their kingdom to great victories.
- Hot cathode is also a name for a hot filament ionization gauge, a vacuum measuring device. In vacuum tubes, a hot cathode is a cathode electrode which emits electrons due to thermionic emission. (Cf. cold cathodes, where field emission is used and which do not require heating.) The heating element is usually an electrical filament. Hot cathodes typically achieve much higher power density than cold cathodes, emitting significantly more electrons from the same surface area. Hot cathodes are the main source of electrons in electron guns in cathode ray tubes, electron microscopes, vacuum tubes, and in some fluorescent lamps. Principles and Variants Hot cathodes may be either directly heated, where the filament itself is the source of electrons, or indirectly heated, where the filament is electrically insulated from the cathode; this configuration minimizes the introduction of hum when the filament is energized with alternating current. The filament is most often made of tungsten. With indirectly heated cathodes, the filament is usually called the heater instead. The cathode for indirectly heating is usually realized as a nickel tube which surrounds the heater. The cathode is typically covered with an emissive layer, made of a material with lower work function, which emits electrons more easily than bare tungsten metal, reducing the necessary temperature and lowering the emission of metal ions. Cathodes can be made of pure sintered tungsten as well; tungsten cathodes in the shape of a parabolic lens are used in electron beam furnaces. Thorium can be added to tungsten to increase its emissivity, due to its lower work function. Some cathodes are made of tantalum. A common type is an oxide-coated cathode . The earliest material used was barium oxide ; it forms a monoatomic layer of barium with an extremely low work function. More modern formulations utilize a mixture of barium oxide, strontium oxide and calcium oxide . Another standard formulation is barium oxide, calcium oxide, and aluminium oxide in a 5:3:2 ratio. Thorium oxide is used as well. Oxide-coated cathodes operate at about 800-1000 °C, orange-hot. They are used in most small glass vacuum tubes, but are rarely used in high-power tubes since they are vulnerable to high voltages and oxygen ions, and undergo rapid degradation under such conditions. For manufacturing convenience, the oxide-coated cathodes are usually coated with carbonates, which are then converted to oxides by heating, and then the metal monolayer is formed in a process called electrode activation. The activation may be achieved by microwave heating, direct electric current heating, or electron bombardment while the tube is on the exhausting machine, until the production of gases ceases. The purity of cathode materials is crucial for tube lifetime. Due to concerns about thorium radioactivity and toxicity, efforts have been made to find alternatives. One of them is zirconiated tungsten , where zirconium dioxide is used instead of thorium dioxide. Other replacement materials are lanthanum(III) oxide , yttrium(III) oxide , cerium(IV) oxide , and their mixtures. ) and cerium hexaboride ) are used as the coating of some high-current cathodes. Hexaborides show low work function, around 2.5 eV . They are also resistant to poisoning. Cerium boride cathodes show lower evaporation rate at 1700 K than lanthanum boride, but it becomes equal at 1850 K and higher. Cerium boride cathodes have one and a half times the lifetime of lanthanum boride, due to its higher resistance to carbon contamination. Boride cathodes are about ten times as "bright" as the tungsten ones and have 10-15 times longer lifetime. They are used eg. in electron microscopes , microwave tubes , electron lithography , electron beam welding , X-Ray tubes , and free electron lasers . However these materials tend to be expensive. Other hexaborides can be employed as well; examples are calcium hexaboride, strontium hexaboride, barium hexaboride, yttrium hexaboride, gadolinium hexaboride, samarium hexaboride, and thorium hexaboride. are another option. A small amount of thorium is added to the tungsten of the filament. The filament is heated white-hot, at about 2400 °C, and thorium atoms migrate to the surface of the filament and form the emissive layer. Thoriated filaments can have very long lifetimes and are resistant to high voltages. They are used in nearly all big high-power vacuum tubes for radio transmitters, and in some tubes for hi-fi amplifiers. Their lifetimes tend to be longer than those of oxide cathodes. In addition to the listed oxides and borides, other materials can be used as well. Some examples are carbides of transition metals , e.g. zirconium carbide , hafnium carbide , tantalum carbide , hafnium diboride , and their mixtures. Metals from groups IIIB (scandium , and some lanthanides , often gadolinium ) and IVB (hafnium ) are usually chosen. In addition to tungsten, other refractory metals and alloys can be used, e.g. tantalum, molybdenum and rhenium and their alloys. A barrier layer of other material can be placed between the base metal and the emission layer, to inhibit chemical reaction between these. The material has to be resistant to high temperatures, have high melting point and very low vapor pressure, and be electrically conductive. Materials used can be e.g. tantalum diboride, titanium diboride, zirconium diboride, niobium diboride, tantalum carbide, zirconium carbide, tantalum nitride, and zirconium nitride. The emissive layers degrade slowly with time, and much quicker when the cathode is overloaded with too high current. The result is weakened emission and diminished power of the tubes, or brightness of the CRTs, affected. The activated electrodes can be destroyed by contact with oxygen or other chemicals (eg. aluminium, or silicates), either present as residual gases, entering the tube via leaks, or released by outgassing or migration from the construction elements. This results in diminished emissivity. This process is known as cathode poisoning. High-reliability tubes had to be developed for the early Whirlwind computer, with filaments free of traces of silicon. Slow degradation of the emissive layer and sudden burning and interruption of the filament are two main failure modes of vacuum tubes.
Childhood Anger-Temper Tantrums! - Hits: 10858 Anger is a normal emotion that we experience throughout our lives. The goal is not to eradicate anger but to learn healthy ways to cope with and express this emotion. An infant often begins expressing anger moments after he enters the world. With loud scream, flaring fists, and red face he lets you know that he’s not happy with the adjustments of this new world. As he enters the toddler years, he may use temper tantrums to express his anger. Preschoolers call upon their newly formed vocabulary to express their anger with outbursts such as “You’re not my friend anymore” or “I hate you”. These experiences are not enjoyable, but they are a normal part of development during the child’s early years. Your child’s experience with anger during the first five to six years of life will greatly influence his or her future ability to handle anger in an appropriate way. Causes of anger Some children use anger as a method of getting attention. All children need attention, but some need more than others and will become outraged until they receive it. Once they discover that this method gets a response, they will continue to use it, even if the attention is negative. Getting your way One of the most common causes of anger is when we don’t get what we want. This is starts when children are over–tired or over–stimulated. They simply don’t have the energy to show control over how they express their emotions. Another common cause of anger for a child is being uncertain of situations. It is normal and healthy for children to test the limits they are given. They do this to see if the boundaries are real and trustworthy. If parents give in they shows children that the testing behavior is a successful way to get their demands fulfilled. Children can exercise their freedom and independence by making choices within the limits. They are never likely to ask you to give them rules, but rules bring order and security to their uncontrolled world. Anger by example When children watch adults vent their anger in destructive ways, they are likely to do the same. Circumstances that are beyond a child’s control–such as their parent’s divorce, the death of a loved one, poverty, illness, or physical or sexual abuse can cause deep rooted anger that will manifest itself in a variety of ways. Teaching appropriate ways to express anger You can teach your child appropriate and acceptable ways to express anger. All children need to express feelings and solve problems. When your child is having an outburst of anger, calmly let him know what he needs to do to get control. For example, “I understand that you are angry that we can’t go out to see a movie but I can’t allow you to show your anger by kicking the wall. Instead, we can work out some solution”. Start setting boundaries at an early age and consistently highlight them. Children need logical consequences for their actions. Explain to your kid that inappropriate expressions of anger such as temper tantrums or destructive behavior, will not get him what he wants. No matter how discomforting or stressful, never give in to negative behavior. Kids are very smart to learn that an outburst of anger can pressurize their parents and they will easily surrender. For example, a child may have a temper tantrum because his mother asks him to clean his room. She asks him to go to his room. While he is in his room, she decides to go ahead and clean it herself. Thus, the child learns that the temper tantrum got him out of cleaning his room. A proper response would be to send him to his room until he is willing to clean his room and then praise him generously when it is done. Protect kids powerful influences such as television, video games, movies, and music that exhibit uncontrolled anger. The media often show children that conflicts could be solved through violence. This shows children that violence is an normal way to express anger. Explain them about why violence is not acceptable. Seek professional help If your child continues to show signs of intense anger by losing his temper, reacting impulsively, and demonstrating destructive behavior, seek help from a health professional. Common goals of treatment include anger management, responsibility for actions, and acceptance of consequences. Expert's Advice on Poisoning Poisoning: Call the nearest emergency health service in your area. Give them all the details, including the name of the poison or drug, if known, and the quantity you believe has been swallowed. read more… You could reduce stress, increase your endurance, and relieve stiffness by incorporating some of these safe tips and exercises into your daily work routine. read more…
With itsthin atmosphere and scant moisture, Mars is often largely cloud-free. But newobservations reveal clouds of dry ice thick enough to cast significant shadowson the red planet. Dust stormsare known to shroud vast swaths of Mars. Clouds have been photographedfrom the ground before, too. The newresearch finds that carbon dioxide, the main component of martian air, freezesinto clouds so dense they dim the sun by about 40 percent. Frozen carbondioxide is commonly called dry ice here on Earth. "Thisis the first time that carbon dioxide ice clouds on Mars have been imaged andidentified from above," said Franck Montmessin of the Service d?Aeronomie,University of Versailles and lead author of a paper in the Journal of GeophysicalResearch. "This is important because the images tell us not only abouttheir shape, but also their size and density." Until now,only indirectinformation suggested what these clouds were made of. The new observationswere made by the European Space Agency's orbiting Mars Express. Thecarbon-dioxide clouds are surprisingly high, some 50 miles (80 kilometers) andare several hundred miles wide. They're thicker than expected, according to Montmessin'steam. Anothersurprise: the clouds are made of particles that are larger than expected. Theparticles are more than a micron wide (one-thousandth of a millimeter).Normally, particles of this size would not be expected to form in the upperatmosphere or to stay aloft for very long before falling back toward thesurface. The clouds"cast quite a dense shadow and this has a noticeable effect on the localground temperature," Montmessin said. "Temperatures in the shadow canbe up to 10 degrees Celsius [50 degrees Fahrenheit] cooler than theirsurroundings, and this in turn modifies the local weather, particularly thewinds." Theseclouds were found mostly near the equator. The researchers figure they're theresult of extreme variations in daily temperature that occur near the equator. "Thecold temperatures at night and relatively high day-time temperatures causelarge diurnal waves in the atmosphere," Montmessin explained. "Thismeans there is a potential for large-scale convection, particularly as themorning Sun warms the ground." Convection— warm air rising — is at the root ofEarth's weather, too. On mars,bubbles of warm gas rise. At altitude, the carbon dioxide condenses, theresearchers explained. This releases heat, causing the gas and ice particles torise higher. On Earth,water vapor condenses around tiny particles, often dust or salt, to formclouds. It's not yet clear what the martian moisture is condensing around. Theresearcher said it could be dust, micrometeorites or tiny crystals of waterice. - VIDEO: Mars Entomopters - TOP 10: The Wildest Weather in the Galaxy - IMAGES: Visualizations of Mars
What are outliers? From PsychWiki - A Collaborative Psychology Wiki - What are outliers? - Outliers are extreme values as compared to the rest of the data. - What does "extreme" mean? - The determination of values as “outliers” is subjective. While there are a few benchmarks for determining whether a value is an “outlier”, those benchmarks are arbitrarily chosen, similar to how “p<.05” is also arbitrarily chosen. - One benchmark is to use a BOXPLOT to determine "mild" and "extreme" outliers. Mild outliers are any score more than 1.5IQR from the rest of the scores. Extreme outliers are any score more than 3IQR from the rest of the scores. IQR stands for the Interquartile range, which is the middle 50% of the scores. In other words, an outlier is determined by comparison to the bulk of the scores in the middle. See Detecting Outliers - Univariate for how to determine if outliers exist using a boxplot. - There are two categories of outliers - univariate and multivariate - Univariate outliers are extreme values on a single variable. - If you have 10 survey questions in your study, then you would conduct 10 separate univariate outlier analyses, one for each variable. Also, when you average the 10 questions together into a new composite variable, you can conduct univariate outlier analysis on the new variable. Another way you would conduct univariate analysis is by looking at individual variables within different groups. - You would conduct univariate analysis on those same 10 survey questions within each gender (males and females), or within political groups (republican, democrat, other), etc. Or, if you are conducting an experiment with more than one condition, such as manipulating happiness and sadness in your study, then you would conduct univariate analysis on those same 10 survey questions within both groups. - The second category of outliers is multivariate outliers. Multivariate outliers are extreme combinations of scores on two or more variables. - If you are looking at the relationship between height and weight, then there may be a joint value that is extreme compared to the rest of the data, such as someone with extremely low height but high weight, or high weight but low height, and so forth. You first look for univariate outliers, then proceed to look for multivariate outliers. ◄ Back to Analyzing Data page
Collisions with vehicles can be a significant source of mortality for butterflies and other insects living near roads. The level of effect can be estimated by counting the local butterfly population and estimating the number of butterflies killed in collisions. To estimate the collisions, it is important to know how long the butterflies remain after the collision. Piotr Skórka studied* the detectability and persistence of dead butterflies placed on a road. Larger butterflies typically drop to the road or the verge after a collision. Over 95% of the remains are removed in less than 48 hours. Thus, dead butterflies on a road are almost all killed in the previous 2 day period. Dead butterflies are more likely to be detected on the road (97%) than on the verge (75%), especially if the vegetation was tall. Carcasses are removed in less time from roads with more traffic. About 15% of the carcasses were removed by cars and 10% by birds. A substantial percentage of the carcasses were removed at night. Removal could have been by rodents, insects or vertebrate scavengers. The conclusion is that: 1) A census of dead butterflies on a road will substantially underestimate the number of collisions 2) A more accurate estimate requires a correction based on persistence and detectability. *Piotr Skórka. The detectability and persistence of road-killed butterflies: An experimental study. Biological Conservation 200 (2016) 36–43
We consider sequences of opening and closing brackets with two types of brackets, () and . A bracket sequence is well-bracketed if we can pair up each opening bracket with a matching closing bracket in the usual sense. For instance, the sequences (), () and () are well-bracketed, while (, ()], (], )( and [(]) are not well-bracketed. In the last case, each opening bracket has a matching closing bracket and vice versa, but the intervals spanned by the different types of brackets intersect each other instead of being contained one within the other. The alternating depth of a well-bracketed sequence tells us the maximum number of times we switch between the two types of brackets when we have inner matched brackets enclosed within outer matched brackets. For instance, the alternating depth of (), [[]] and () is 1, the alternating depth of [()] and ()() is 2, the alternating depth of ([()]) and [()][(())] is 3, and so on. Given a well-bracketed sequence, we are interested in computing three quantities. The alternating depth of the sequence. The maximum number of symbols between any pair of matched brackets of the type ( and ), including both the outer brackets. The maximum number of symbols between any pair of matched brackets of the type [ and ], including both the outer brackets. For instance, the alternating depth of (())[[[()]]] is 2, the maximum number of symbols between a matched pair () is 6 and the maximum number of symbols between a matched pair is 8. The input consists of two lines. The first line is a single integer N, the length of the bracket sequence. Positions in the sequence are numbered 1,2,…,N. The second line is a sequence of N space-separated integers that encode the bracket expression as follows: 1 denotes an opening bracket (, 2 denotes a closing bracket ), 3 denotes an opening bracket [ and 4 denotes a closing bracket ]. Nothing other than 1, 2, 3 or 4 appears in the second line of input and the corresponding expression is guaranteed to be well-bracketed. Your program should print 3 space-separated integers in a line, denoting the three quantities asked for in the following order: alternating depth, length of the maximum sequence between matching () brackets and length of the maximum sequence between matching brackets. You may assume that 2 ≤ N ≤ 105. In 30% of the test cases, 2 ≤ N ≤ 103. 14 1 1 3 4 2 2 3 3 3 1 2 4 4 4 2 6 8 The time limit for this task is 1 second. The memory limit is 32MB.
This was created to teach students to avoid the very predictable mistakes they often make when trying to place a period. The goal of this unit for for all students to have a firm grasp on where to put a period in simple declarative sentences. They do this by identifying the naming part and telling parts with lots of practice identifying fragments and run ons. Complex sentences structure, where the subject comes LAST, are carefully avoided in all practice so as to not confuse this essential first step of teaching when & where to place a period. Chronic predictable problems demonstrated (and which you fix during the lessons) include the "all periods on the right side" and the "totally random" placement of periods problems. The lesson will help you walk your students through the structure of a single sentence. It starts by briefly reviewing the need for periods and capitals and then moves on to the key concepts of each sentence having a NAMING part (subject) and TELLING part (predicate) with practice recognizing fragments and run-on sentences as well as identifying normal sentences. It introduces NOUNS (for the NAMING part) and VERBS & ADJECTIVES for the "TELLING" part. There is further practice with entire paragraphs with incorrect periods (the same problems noted above) some with no periods whatsoever. Here students you will guide students to find the naming parts and telling parts and they will learn to place a period correctly. They then learn to IMMEDIATELY make the letter after a period a capital letter. (to start the next sentence of course) Every sentence in the lesson is intentionally written with simple declarative sentence wherein the subject comes first and predicate last so you will not be stuck with an awkward sentence that doesn't fit neatly into the pattern. The practice involves underlining the "naming part" to and circling the "telling part" and then placing the period. There is enough material for at least three to four complete lessons and by the end students should be able to complete the final page themselves which may serve as a final test for this unit to assess student learning. The terms "subject" & "predicate are also introduced for faster learners who thrive on the more elevated nomenclature. Note: This lesson was rewritten to focus exclusively learning what makes a sentence skills and when to place periods. FYI: The "old" version too quickly moved onto editing paragraphs for OTHER common errors such as the excessive use of AND or THEN which distracted from primary goal of this lesson period placement in sentences. Copyright 2010 Scott A. Beatty - You may download and even share this unit for your grade level team at your school. You may modify it any way you wish (under personal fair use laws) just so long as it is NOT RE-POSTED on the Internet (for free or for sale) anywhere without my written consent. Below are key words for search engines. How to write a sentence. Primary sentence writing practice, create a sentence unit, learn where to put the period, when to put a period, overuse of and, then, stop using and & then to start a sentence, fragments, teach no run-on sentences, avoiding fragments, teaching period placement, teaching when to put a period
On a construction project, you may hear builders, contractors and concrete finishers use specialized vocabulary to refer to certain aspects of the building process and materials. One term that you may hear concrete finishers use is aggregate. This material is an essential part of the concrete process, but if you are unfamiliar with concrete, you may not understand what the term includes. This article explains what aggregate is, purpose of an aggregate, as well as why concrete finishers use this substance in the building process. What Is an Aggregate? The word “aggregate” is used in many industries and simply means a loosely associated body of parts. In the concrete business, however, the word refers to a specific material: the grains that combine with the liquid concrete. If you have ever looked closely at the foundation of your house, your driveway or a sidewalk, you may have noticed these small pieces of sand, crushed cement or crushed stone in the concrete. Aggregate particles come in different sizes: coarse and fine. Concrete finishers determine aggregate size by whether the particles can pass through a certain sieve. What Is the Purpose of an Aggregate? The small particles used in mixing concrete exist for a purpose: concrete finishers use aggregates for cost, durability and workability reasons. The concrete and water mixture that makes up the liquid component of concrete is the most expensive portion of the final product to produce. Therefore, one reason concrete workers choose to add aggregates is simply economical; the addition of another material lowers the proportion of concrete used and reduces cost. Often, aggregate accounts for 60 to 80 percent of the cement’s volume, so less than half of the mixture must comprise the more expensive concrete. Another reason concrete finishers use aggregate is because the material adds durability to the structure. Aggregate is typically made up of a mix of differently sized grains. These mix and fill in gaps, creating interlocking pieces that are less likely to break apart than a solid sheet containing only one material. When concrete is well-mixed, each piece of aggregate is held together with another piece by a thin layer of concrete; this even mixture solidly binds the components as the liquid cement hardens. Finally, aggregate that is appropriately chosen for a project makes concrete easier to work with. Rounded aggregate, such as smooth sand particles, is much easier to mix than rough, angular aggregate. Sometimes concrete workers use rough aggregate for enhanced durability, but it often requires a greater amount of cement in order to make the mixture workable. When looking at concrete, these features may not be immediately apparent, but they can make a big difference in your building project. Some aggregates may be visible to the naked eye, and this can also impact the choice you make for aesthetic reasons. What Constitutes Good Aggregates? Aggregates can have several positive uses, but only when chosen correctly. Concrete experts have determined that different types and proportions of aggregate can change the properties of the cement mixture itself. This is why many people rely on a professional with first-hand experience to make these decisions rather than working on a cement or concrete project on their own. The first consideration when choosing a good aggregate is whether the pieces are rough or smooth. Rough pieces can add to durability but make mixing more difficult. Ultimately, concrete finishers must decide which type will work for a certain project. Another consideration is the distribution of particle sizes. Aggregates comprising similar-sized pieces often lack durability. Concrete companies may determine the right proportion of sizes by using a system of different sieves. First, concrete finishers sift particles through a large sieve, then a smaller one, then a smaller one and so on. Once all the different sizes have been sorted, workers can determine the percentages of each size. They may then compare these to a chart with the ideal proportion numbers. If the numbers are correct, then the aggregate is strong and ready to use. Trust the Experts to Tackle Your Concrete Project with the Proper Aggregate If you have a building project that may require aggregate, you do not need to decide which type to use on your own. The experts at Barclay Earth Depot understand how each type of aggregate can contribute to (or weaken) a project so that you can make an informed decision about how to proceed with your task. Contact our experienced team to learn more about what aggregates can do for you, or to ask any questions that you may have about your project.
weak layer of the mantle Sitting immediately below the lithosphere, the asthenosphere corresponds to the depth range within the Earth where the melting temperature is most closely approached. Therefore, it is composed of hot, semi-molten deformable rock, within which convection currents occour. The top is near the surface beneath oceanic ridges, around 120 - 180 kilometres deep under old ocean beds, and at least 250 kilometres deep, if present at all, beneath continents. The asthenosphere also occupies roughly the same area of the mantle in which seismic waves move at low velocity.
Electrolysis of Water - Producing Hydrogen as an Energy Source Electrolysis of Water – Producing Hydrogen as an Energy Source Hydrogen is a clean and sustainable energy source that utilises water treated with reverse osmosis technologies as the feedwater for hydrogen production. There are two main ways of producing hydrogen: steam methane-reforming and the electrolysis of water. Hydrogen has the potential to play a hugely significant role in the transition to a low-carbon economy to meet NetZero targets. One of the key advantages of hydrogen is that it produces no greenhouse gas emissions when used as a fuel. Hydrogen is likely to be one of the most important tools in the fight against climate change. When burned as a fuel, hydrogen does not produce any greenhouse gases. The only by-product Is water molecules. There are three key types of hydrogen to remember. There are other colour categories relating to hydrogen production but we have chosen to focus on the following three key production methods: Green hydrogen is produced using renewable energy sources such as wind, solar or hydro power, through a process called the electrolysis of water. The electrolysis of water involves splitting reverse osmosis treated water (Ultra-Pure water) into hydrogen and oxygen molecules. Ultra-pure water is critical to this process. The oxygen molecules are vented out and the hydrogen is stored. The process of electrolysis uses an electric current to achieve this separation. Untreated water can cause irreversible damage to the expensive electrolyser equipment. Since renewable energy is used to power this process, it is considered a clean and sustainable method of hydrogen production. However, green hydrogen production is limited by infrastructure and operational costs at present. The current technology available comes at a premium. Technological advancements are required to improve the efficiency of electrolyser, turbine and hydrogen storage technologies to reduce costs and make green hydrogen the most viable solution. Alternative production methods for hydrogen are being used to meet the demand for hydrogen as a fuel. The infrastructure for distribution and transportation is becoming critical for the adoption of green hydrogen production. Government funding and increased engagement and education around the subject matter are also required. Grey hydrogen is produced using fossil fuels, it releases high emissions in the production process. Natural gas or methane are used to create hydrogen through steam reformation. Blue hydrogen is also produced using fossil fuels but utilises carbon capture and storage, resulting in lower emissions than Grey hydrogen. Evaporatively-cooled coal power plants are becoming obsolete. The large amount of water that they consume is going to reallocated. It is important that this newly redundant technology is going to free up the water supply. There are numerous challenges associated with the widespread adoption of hydrogen as an energy source. One of the key challenges is the cost of production and distribution, particularly in the early stages of development. However, as technology improves and economies of scale are achieved, the cost of hydrogen production is expected to decrease. This will occur once demands increase and infrastructure begins to change to accommodate for hydrogen as a fuel source. Hydrogen is a versatile energy carrier that can be used in a wide range of applications, including transportation, power generation, and industrial processes. It can be used directly as a fuel in fuel cells, or it can be converted into other fuels such as methane or ammonia. Its application in industrial use and transportation are rapidly gaining traction. The deployment of CO2 policies and hydrogen incentives mean that this demand is only set to further increase. Government initiatives and European Union projects have invited the collaboration between countries to undertake important pilot schemes that incorporate the electrolysis of water using offshore wind turbines. Electrolytic hydrogen production is the new technology in renewable energy-rich areas, which are currently considered water-constrained. Using green hydrogen as a renewable energy source is likely to lead to water savings in the long term. It is integral that improvements are made in the energy efficiency of electrolysers for this to occur and the surrounding developing technologies. Reverse Osmosis in Hydrogen Production – Water Electrolysis The cost and complexity of producing demineralised water is heavily dependent on the source water quality. Water is an essential in hydrogen production projects. Water infrastructure can make up to 12.5% of a hydrogen projects’ overall installation cost. Large-scale wastewater reuse is often used to support water demand. It is also worth noting that water consumed in electrolysis can be recovered if hydrogen is used in processes that permit steam recovery. Reverse osmosis (RO) is a widely used process for wastewater treatment, the purification of various liquids and in the desalination process of seawater. In recent years, it has also found applications in the production of hydrogen. One of the most common methods of hydrogen production is by water electrolysis. The process of reverse osmosis for hydrogen production typically involves the following steps: Water purification. The first step involves the purification of water to remove impurities that could potentially damage the membrane used in the reverse osmosis process. This is typically achieved through pre-treatment processes such as sedimentation, filtration, and ultrafiltration. Once the water has been purified, it is passed through the selective membrane at high pressure. The hydrogen ions are then transported through the membrane, leaving behind other ions and impurities. The hydrogen ions that pass through the membrane are then collected and stored. This can be achieved using an electrode or by passing the hydrogen through a gas separator. Advantages of Reverse Osmosis in Hydrogen Production Water electrolysis requires the use of electricity to split water molecules into hydrogen and oxygen. Reverse osmosis, on the other hand, only requires the use of pressure to separate hydrogen ions from water molecules. This makes it a more energy-efficient process. Another advantage of reverse osmosis for hydrogen production is that it can be used with a wide range of water sources. This includes mains water, seawater, brackish water, and wastewater. Water electrolysis typically requires high-purity water to prevent damage to the electrolysis cell. Reverse osmosis also offers greater flexibility in terms of scale. It can be used for both large-scale and small-scale hydrogen production, making it suitable for a wide range of applications. This is particularly important for decentralized energy systems, where smaller-scale hydrogen production is required. Despite these advantages, there are also some challenges associated with the use of reverse osmosis for hydrogen production. One of the key challenges is membrane fouling, which occurs when impurities accumulate on the surface of the membrane, reducing its efficiency. This can be addressed by incorporating a suitable pre-treatment process and introducing regular maintenance schedules Changing consumables (filtration media and membranes) frequently also helps to optimise the performance of the system. In conclusion, reverse osmosis is integral to hydrogen production that offers several advantages over traditional methods. It is an energy-efficient process that can be used with a wide range of water sources and is suitable for both large-scale and small-scale applications. While there are challenges associated with the use of reverse osmosis for hydrogen production, these can be addressed using appropriate pre-treatment processes and regular maintenance. As the demand for clean and sustainable energy sources continues to grow, reverse osmosis is likely to play an increasingly important role in hydrogen production. Electricity and water are necessary elements for hydrogen production through the electrolysis of water. The input water to an electrolyser stack must first be cleaned and deionised. The reverse osmosis purification process is commonly used prior to deionisation to ensure the electrolyser receives water of a sufficiently low electrical conductivity. One alternative solution is to use reverse osmosis for seawater desalination. The electricity cost for desalinating water is believed to have little influence on the total hydrogen production cost. Efforts on how to easily integrate seawater into water electrolysis processes are required for future considerations. Find Out More We manufacture and stock a wide range of units to meet the hydrogen sector and its exacting water quality and flow rate requirements. We pride ourselves on our bespoke configurations that are tailored to meet the requirements of each of the industries that we work with. Puretech Water Systems (UK) Ltd are a leading water treatment plant manufacturer. We are leading Commercial Water Softener Plant manufacturers and Commercial Reverse Osmosis Plant manufacturers. We provide a 1st class installation and maintenance services on our own equipment as well as other manufacturers equipment. Our industry expertise and customer focused approach provide you with the best customer support possible and the service your company deserves. Contact us to find out which Commercial Reverse Osmosis Unit best suits your application. Call us to consult with an expert today! For a competitive quotation, call us on 01622 871 877.

Subsets and Splits

No community queries yet

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