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Christmas Printable Activities and Worksheets for Preschool and Kindergarten Home > Printable Activities > Holidays > Christmas Crafts \| Lesson Plans > Holidays > December > Christmas Christmas printable activities and worksheets suitable for toddlers, preschool and kindergarten. These activities are an extension of the Christmas lesson plans and crafts theme. December Calendar Christmas Day is December 25. Practice days of the week. Circle or color day 25. Color in or use stickers for an Advent or Christmas Day countdown. Coloring Pages Includes alphabet theme printable activities and writing worksheets Colors and Shapes Santa Claus Wreath Related activities: Colors \| Santa Claus \| Shapes Colors and Shapes Christmas Tree Related activities: Christmas Trees \| Colors \| Shapes Connect-the-Dots Various skills will be addressed. [all connect-the dots] Mazes [all mazes] Santa Claus - St. Nicholas Start at the arrow, reach the star. Related activities: Santa Claus Christmas Tree MazeStart at the arrow, reach the star. Count the ornaments. Related activities: Christmas Trees Patterns for Christmas Easy coloring and many crafty ideas. [all patterns] Train Theme Ties in with The Polar Express Theme Alphabet Express WorksheetsTrace letters A-Z in standard block and D'Nealian Related activities: Alphabet \| Land Transportation Numbers Express WorksheetsTrace numbers 1 to 20 Related activities: Land Transportation \| Numbers The Twelve Days of Christmas Printable Activities Related activities: Numbers Suggestions: My name is special! Make sure children practice writing their name in the worksheets or write the name for them so they get acquainted to their name in writing.
Ethiopia loses around 16.5 percent of its GDP each year to the long-term effects of child malnutrition. That's just one of the statistics to emerge from "The Cost of Hunger in Africa" study which measures the economic impact of malnutrition in 12 different countries. Ethiopia is the third country so far to publish its findings. ADDIS ABABA (Ethiopia)—Over the past decade, Ethiopia has taken important strides towards reducing its high levels of hunger and malnutrition. Nutrition interventions aimed at mothers and children together with programmes to boost agriculture have left millions of Ethiopian families healthier and better able to feed themselves. However, the lasting effects of malnutrition still weigh heavily on the Ethiopian economy, as new research shows. The“Cost of Hunger in Africa” report estimates that undernutrition costs the country billions of dollars every year in lost worker productivity. Here are 10 of its key findings. 1. Today, more than 2 out of every 5 children in Ethiopia suffer from stunting, which means they're short for their age. Stunting is a lifelong condition that results when children miss out on critical nutrients while in the womb or during the first five years of their lives. 2. As many as 81% of all cases of child undernutrition and its related pathologies go untreated. 3. 44% of the health costs associated with undernutrition occur before the child turns 1 year-old. 4. 28% of all child mortality in Ethiopia is associated with undernutrition. 5. 16% of all repetitions in primary school are associated with stunting 6. Stunted children achieve 1.1 years less in school education. 7. Child mortality associated with undernutrition has reduced Ethiopia’s workforce by 8% 8. 67% of the adult population in Ethiopia suffered from stunting as children. 9. The annual costs associated with child undernutrition are estimated at Ethiopian birr (ETB) 55.5 billion, which is equivalent to 16.5% of GDP. 10. Eliminating stunting in Ethiopia is a necessary step for its growth and transformation.
- Creutzfeldt-Jakob Disease - Dengue Fever - Diarrheal Diseases - Ebola Hemorrhagic Fever - E. Coli - Hantavirus Pulmonary Syndrome - Helicobacter Pylori - Hepatitis B - Hepatitis C - Lyme Disease - Nipah Virus - West Nile Virus - Yellow Fever Chickenpox is a highly contagious virus characterized by itchy blister-like sores all over the body. It is caused by the varicella-zoster virus, part of the herpesvirus family. Most cases of chickenpox appear in children under the age of 10. The disease can be spread through physical contact with someone with the illness or through airborne germs spread by sneezing and coughing. Although chickenpox used to be a common illness of childhood, it has become much less prevalent since the vaccine was introduced. The rash appears 10 to 21 days after the individual comes in contact with the disease. Before then, typical symptoms include fever, headache, or a stomach ache. Throughout the course of the illness, it is not unusual for a person to have between 250 and 500 blisters. The blisters first appear on the face, chest, and scalp. After a couple of days, they become cloudy and then scab over. New blisters often appear in clusters and can be found in the mouth, on the eyelids, and in the genital area. The most important part of treatment is keeping the individual comfortable and helping him/her not to scratch the blisters. Effective ways to accomplish this are keeping the fingernails short; having the individual wear loose, soft clothing; giving lukewarm baths with cornstarch and oatmeal; avoiding prolonged exposure to heat and humidity; and applying over-the-counter hydrocortisone cream to the blisters. Otherwise healthy children should not be given antiviral medications, but teens or adults at risk for severe symptoms may benefit from these medications if given early. It is very important not to give children aspirin or ibuprofen; use of these products has been linked to a condition called Reyes syndrome, a potentially fatal ailment that can affect many organs, including the liver and the brain. Acetaminophen (Tylenol), however, is safe to use. Finally, children should not go back to school and adults should not go back to work until the blisters have crusted over or dried out. Because chickenpox is so contagious, virtually the only way to avoid it is by getting the vaccine. It is given in two doses. Children should receive the first dose at 12 to 15 months, and the second dose between the ages of 4 and 5. If desired, the second dose can be given sooner, as long as 3 months have passed. For people 13 and older who have not had the chickenpox, they should also receive two doses 3 months apart.
It isn’t uncommon for people to pass for ages much older or younger than their years, but researchers have now found that this feature doesn’t apply to our brains. The findings reported online on August 16 in Current Biology, a Cell Press publication, show that sophisticated brain scans can be used to accurately predict age, give or take a year. It’s a “carnival trick” that may have deeper implications for both brain science and medicine. “We have uncovered a ‘developmental clock’ of sorts within the brain – a biological signature of maturation that captures age differences quite well, regardless of other kinds of differences that exist across individuals,” says Timothy Brown of the University of California, San Diego School of Medicine. Together with UCSD’s Anders Dale and Terry Jernigan and researchers from nine other universities, Brown used structural magnetic resonance imaging (MRI) to scan the brains of 885 people ranging in age from 3 to 20. Those brain scans were used to identify 231 biomarkers of brain anatomy that, when combined, could assess an individual’s age with more than 92 percent accuracy. That’s beyond what’s been possible with any other biological measure, the researchers say. While others had looked at some of the same brain biomarkers in the past one by one, the key was finding a way to combine them to capture the multidimensional nature of brain anatomy and characteristic patterns of developmental change with age. Brown says that they are excited to further explore the new approach and its potential for use in the clinic. “The fact that we found a collection of brain measures that so accurately captures a person’s chronological age means that brain development, or at least certain anatomical aspects of it, is more tightly controlled than we knew previously,” Brown says. “The regularity in this maturity metric among typically developing children suggests that it might be sensitive to detecting abnormality as well.” It’s not yet clear how these anatomical changes in the brain will relate to maturity in terms of human behavior, which we all know isn’t necessarily reflected by our chronological age. “The anatomy and physiology of these dynamic, interacting neural systems, which we can probe in different ways with MRI scans, have to account for the changes we all observe in human psychological development,” Brown says. “We’re still figuring out exactly how.” Brown et al.: “Neuroanatomical assessment of biological maturity.”
Synthesis Theory I: Midterm You may use any inanimate resource for this midterm. Your illustrious instructor is the only human you may communicate with about this exam until it is done. The exam is due at 2 p.m. sharp in room 316C before class this Thursday. The exam may not be turned in late. - Ear Physiology: Describe in your own words the anatomy of the ear and how it works to enable us to hear sounds. What are the three basic parts to the ear and what is the function of each part? What is the pinna? What function does it serve in directional hearing? How do we analyze the frequencies of sounds? - Perception of Pitch: What determines the pitch of a soundwave with many harmonic components? - Loudness v Amplitude: Which is louder: (A) a 20 Hz sound at 20 dBSPL or a 200 Hz sound at 19 dBSPL? (B) a 1,000 Hz sound at 50 dB or a 100 Hz sound at 60 dB? (C) a 10,000 Hz sound at 80 dB or a 75 dB sound at 500 Hz? Explain the reasoning/methodology for your answers. - Range of Hearing: What is the highest frequency that you can hear? Hint: use the osc program to write a soundfile with a sinewave that increases in pitch from 1,000 to 22,000 Hz over 21 seconds. Then listen to the soundfile and note at what time the sound becomes inaudible. Use only high quality speakers/headphones such as the Meyer Speakers in room 314C. There are no wrong answers, but I will be testing you myself if I do not believe your answer. List your age and listening environment as well as the highest frequency which you can hear. - Linear Interpolation. You have a soundfile which you want to transpose one octave lower using linear interplolation. Two adjacent samples in the original soundfile have the amplitudes 0.232 and 0.562. There is one additional sample which needs to be placed between these two amplitudes in the final lower-pitches sound. What is the amplitude of that sample? - Just Noticeable Difference: If you have a soundfile which contains whitenoise with a maximum amplitude of 0.5, what is the smallest increase in maximum amplitude necessary to hear the noise increase in loudness? What is the change in decibels for this increase in amplitude? Hint: use the noise generating program from programming lab 1 to determine your answer. Make a note of the listening conditions. - Comb Filtering: If a comb filter has a delay of 100 samples and the sampling rate is 44100, how many times per seconds will the sound cycle through the comb filter delay? If the delay is set to 101 samples, what is the frequency of delay, then? The frequency of the delay cycle matches the pitch heard coming from the comb filter. Speculate on how a pitch could be generated which is between that of the 100 sample delay and the 101 sample delay. - Wavelengths and Hertz: Dolphins are able to produce and perceive sounds in the range from 20 Hz-150 kHz, while people can only hear in the range from 20 Hz-20 kHz. (A) How many more octaves can dolphins hear above humans (approximately)? Dolphins use echo-location to catch prey. (B) How small of a fish can dolphins track underwater? The speed of sound in water is 1,440 meters/second. Assume that the fish must be at least 5 wavelengths of a 130,000 Hz sound to be detected. (C) if a person could echo-locate fish underwater using a 15,000 Hz sound, what is the size of the smallest fish to be detected? How does this relate to the size of the person's mouth? Why can dolphins hear to such high frequencies? If you are intersted in hearing the sounds of dolphins, check out Folkways FW06132: Sounds and the Ultra-Sounds of the
SEE, SAY, DO The feedback we’ve received from parents, carers and teachers tells us you want to know more about the specifics of what children are doing online and which apps they are using. What young people see, say and do online changes constantly! Like anything in life, children and young people will make mistakes using technology. By understanding how young people use the internet and the challenges they might face, parents, carers and teachers can provide them with strategies to overcome these in a safe and ethical way and build resilience.This will also give you more confidence in speaking to your children about their use of technology. Children and young people learn through technology even when they aren’t at school. They are learning how to interact with others, set boundaries, establish norms and express themselves. It is crucial that we give children the tools to develop digital literacy skills so they can assess the value and accuracy of content online.
Frindle Spelling Words List Vocabulary Activity Common Core Reading Standard: 4 This is a two page document that contains vocabulary and/or spelling words from the book Frindle by Andrew Clements. It is divided into three weeks. The second page contains the actual page that the word can be found in the book. This would be great for spelling, words their way activities, or vocabulary study. Visit our store for more great activities. Visit Our Store guided reading, literature circle, novel unit study, activities, definitions
How are names classified? This help page provides information regarding the name classification used for this project. It details the rules that were used for assigning names to categories which are based on an explicit hierarchy of precedents. You can read further about the rule that takes precedence over all other rules which is the origin of the name, i.e. ‘Celtic’, ‘English’ or ‘Imported’ origin. Read more about: The Name Classification Rules for assigning names to categories Names imported from abroad The Name Classification The names database contains information on the size and geographical distribution of 25,630 family names. To qualify for inclusion in this list there must have been at least one hundred entries under that family name in the Great Britain electoral register for A key feature of the database is that every family name has been given a detailed classification code explaining what type of name it is. Most people will be familiar with the major groupings into which names can be classified. The term ‘toponym’, for example, is used to indicate the geographical location from which a person’s name is likely to have originated. Names such as ‘Kendal’ and ‘Darbyshire’ are example of this class of name. Likewise the term ‘patronym’ is used to describe family names which were originally assigned to people on account of the personal name of their father or mother. The names ‘Jones’ and ‘Robinson’ would fall into this general class. ‘Metonyms’ are another important class of name. These originated from the names of the trades or occupations from which people earned their living. Persons with the names ‘Smith’ or ‘Wright’ have names that belong to this class. Another important class of names are ‘nicknames’. Some of these, such as ‘Strong’ or ‘Blunt’, might have been used to describe the physique or personality of a person. It is thought that other nicknames, such as ‘Pope’ and ‘King’, describe roles that people may have played at carnival time. Such classes of name are clearly of interest if we are to understand the meanings that different family names represent. But it can also be interesting to examine the size and geography of different classes of name. Taking the class of names that supposedly take their names from counties, it is notable that the names ‘Kent’, ‘Darbyshire’ and ‘Wiltshire’ are far more common than names taken from equally well known counties, such as Suffolk, Nottinghamshire or Somerset. Very often different forms of name are revealing of naming practices in different regions of the country. When we map the geographical distribution of people with patronymic names ending in’–son’ we find highest concentrations along the North Sea coast, from the Humber to the Shetlands. Patronymic names ending in ‘–s’, by contrast, are more common in South Wales and the West of England. Patronyms starting with the prefix ‘Ap-‘ are more common in mid-Wales than in either south or north Wales. To help people better understand the characteristics of individual family names we have arranged each name into one of 225 categories, based in part on the meaning of the name but also on its form, on its origins and on its historic and current geographical concentrations. The categories are organised hierarchically. So the name ‘Hodgkinson’ would belong to the general class of patronymic names. Within that class it would belong to the sub-group ‘names ending in –son’. Within that sub-group it would belong to a set of names which ended in ‘–kinson’. Other names in the same category would be ‘Watkinson’, ‘Dickinson’, ‘Parkinson’, ‘Tomlinson’ and ‘Sinkinson’. Strictly the name ‘Tomlinson’ may end in ‘linson’ rather than ‘–kinson’ but all five, along with ‘Hodgkinson’, are structured in a similar way, being the son of ‘little’ Roger, Walter, Richard, Peter, Thomas and Simon To cater for the variety of non English surnames now found on Britain’s electoral registers, we have also had to incorporate culture, ethnicity and language into the classification system, reserving two major classes for ‘Celtic’ names and for those ‘Imported from abroad’. Within these classes we can in certain instances further divide names on the basis of their meaning, as for example grouping names starting with ‘Mac-’ or ‘Fitz-’. More commonly however our ‘Celtic’ and ‘Imported’ name classes are further sub divided on the basis of the cultures and countries from which the surnames originated. For example within the general class of ‘Imported’ names we can distinguish a sub group which originates from Black Africa and, from within that, further more detailed categories of names which originate from Ghana and from Nigeria. Some 8% of the names on our database are too individual or obscure to fit within any of these categories. In addition to these there are some names which may have more than one origin. The name ‘Gill’ for example is common both among Sikhs and in Cumbria, in which county it represents the local name for a The following section sets out the logic whereby we decide the most appropriate category for each name in such situations of potential conflict. Rules for assigning names There are many names in the database which could be assigned to more than one category. The name ‘Lloyd’, which in Wales means grey, could be grouped along with ‘Vaughan’ (the Welsh for red), ‘Black’, ‘White’, ‘Green’ and ‘Rose’ as names belonging to the category ‘Colours’. The name ‘Lloyd’ could also be classified as a ‘Welsh’ name within the class ‘Celtic’. Due to its very high concentration in postal areas LD and SY the name would also qualify to be considered as belonging to a sub group of ‘regional’ names. Clearly it is necessary to spell out the rules used to put names into a category in situations of potential conflict such as this. These rules are based on an explicit hierarchy of precedents. The rule that takes precedence over all other rules is whether or not a name is of ‘Celtic’, ‘English’ or ‘Imported’ origin. This decision is made using a large number of different criteria. One of the more important of these is whether people with that family name tend disproportionately to have been given first names which are traditionally associated with a particular cultural group. For example whilst very few people called ‘Parker’ have first names which are not English, many people called ‘Prosser’ have names such as ‘Rhiannon’ and ‘Dafydd’ which suggests that the name is of Welsh origin. Examining the change in relative frequencies of the name in 1881 and 1996, the postal areas where the name was prevalent in 1881 and 1996 and whether the name is more or less common in the US and in Australia are other useful indications of whether a name is English or not. If a name is best classified as ‘English’, it is then assigned to a sub group on the basis of the meaning of the name. For example all names ending in ‘–kin’ or ‘–ett’ will be grouped together into the sub group ‘diminutives’ which names such as ‘Eagle’ and ‘Crane’ will be grouped together in the category bird If a name falls into none of the available sub groups on the basis of its meaning we next test the extent to which its members are particularly concentrated in certain areas of the country. The rules governing whether or not an otherwise unclassified name is considered ‘Regional’ are fairly complex. For more common names we look to see whether the concentration of the name in the postal area where it has the highest concentration exceeds a certain threshold rate. Less common names are tested to see whether the postal area in which they were most concentrated in 1881 is also the one where they are most concentrated in 1998. A name can also be classified as regional if the two postal areas where the name was most concentrated in 1881 were contiguous with Names which qualify to be considered as ‘Regional’ are then further categorised according to the standard administrative regions into which the country is If an English name fails all of these tests, then it is assigned to an Within the Celtic group we separately split out Irish, Scottish, Welsh and Cornish family names. The majority of Celtic names are assigned to their country on the basis of the linguistic structure. Thus we have a category for Cornish names which start with habitational elements, such as ‘Tre-‘, ‘Pol-‘ and ‘Pen-‘. Names starting with ‘Fitz-‘ belong to a category within the Irish sub group and names starting with ‘Ap-‘, the Welsh for son of, are grouped together into a Welsh sub group. These linguistic rules are applied whether or not the name is now more common in Ireland, Scotland, Wales or Cornwall than elsewhere in Britain. By comparing the numbers of occurrences per million names in the Republic of Ireland, Northern Ireland and Scotland, we can also differentiate names, such as those starting with ‘Mc-‘ or ‘Mac-‘ according to which of the three cultural regions they are most common in. We also treat as ‘Celtic’ other names which have levels of concentration in Scotland or Wales sufficient for them to qualify as ‘Regional’ names. These names may not look or sound Scottish or Welsh but it is evident from their geographical distribution that these are the countries where they originated. Names which are Celtic in terms of language structure or can be inferred as being Celtic from their fist names but which do not fit into any of the Celtic categories will be categorised as ‘Irish – Other’, ‘Scottish – Other’ and so Names imported from abroad The third major grouping is described as ‘Imported from abroad’. Within this group it is possible to separately analyse a number of key cultural ethnic and linguistic groups. For example we separately identify names that originate from East Asia, from South Asia, from the Muslim World, from Black Africa, from a Hispanic culture and from non Hispanic Europe. We have a further sub group consisting of Jewish names. The division of names ‘Imported from abroad’ takes into account culture (or religion), ethnicity and language. For example names from the Spanish and Portugese languages are common not just in Europe but also in Latin America and even the Philippines. Muslim names are common from North Africa to Indonesia and some East Asian names are quite common in parts of the Caribbean. The division between Muslim North Africa and Black Africa is imprecise since many immigrants to Britain from the mainly Muslim north of Nigeria and Ghana have Muslim names, whilst ‘Shah’ is popular in Uganda and Muslim names uncommon in In South Asia likewise it is difficult to draw the precise dividing line between Muslim, Sikh and Pakistani names, with Pakistanis and Bangladeshis being included in the Muslim rather than in the South Asian sub group. Within most of these sub groups it is then possible to further refine the classification at country level, for example by distinguishing Danish from Swedish names, Polish from Hungarian names and Turkish from North African In addition to assigning each name to an individual classification, we also provide information, where applicable, where a name is associated with two or more different cultural, ethnic and linguistic categories.
Temporal range: Ediacaran – Present \|A moon jellyfish, Aurelia aurita\| Radiata is a taxonomic rank that has been used to classify radially symmetric animals. The term Radiata has united several different groupings of animals, none of which form a monophyletic group under current views of animal phylogeny. Because of this and problems of homoplasy associated with using body symmetry as a phylogenetic character, the term is used mostly in a historical context. In the early 19th century, Georges Cuvier united ctenophores and cnidarians in the Radiata. Thomas Cavalier-Smith, in 1983, redefined Radiata as a subkingdom consisting of Myxozoa, Placozoa, Cnidaria and Ctenophora. Lynn Margulis and K. V. Schwartz later redefined Radiata in their Five Kingdom classification, this time including only Cnidaria and Ctenophora. Although radial symmetry is usually given as a defining characteristic in animals that have been classified in this group, there are clear exceptions and qualifications. Echinoderms, for example, exhibit unmistaken bilateral symmetry as larvae. Ctenophores exhibit biradial or rotational symmetry, defined by tentacular and pharyngeal axes, on which two anal canals are located in two diametrically opposed quadrants. Some species within the cnidarian class Anthozoa are bilaterally symmetric (For example, Nematostella vectensis). It has been suggested that bilateral symmetry may have evolved before the split between Cnidaria and Bilateria, and that the radially symmetrical cnidarians have secondarily evolved radial symmetry, meaning the bilaterality in cnidarian species like N. vectensis have a primary origin. \|Wikispecies has information related to: Radiata\| - Hadzi, J (1963). The Evolution of the Metazoa. New York, NY, USA: The Macmillan Company. pp. 56–57. ISBN 0080100791. - Cuvier, Georges (1817). Le Règne Animal Distribué Selon son Organisation, pour Servir de Base à l’Histoire Naturelle des Animaux et d’Introduction à l’Anatomie Comparée. Paris: Déterville. - Cavalier-Smith, T (1983). A 6-kingdom classification and a unified phylogeny. in Endocytobiology II. Walter De Gruyter Inc. pp. 1027–1034. ISBN 3110086603. - Margulis, Lynn (1988). Five Kingdoms: An illustrated Guide to the Phyla of Life on Earth. New York, NY, USA: W. H. FREEMAN AND COMPANY. ISBN 0716730278. - Martindale, Mark; Finnerty JR; Henry JQ (September 2002). "The Radiata and the evolutionary origins of the bilaterian body plan". Molecular Phylogenetics and Evolution 24 (3): 358–365. doi:10.1016/s1055-7903(02)00208-7. - Finnerty, JR; Pang K; Burton P; Paulson D; Martindale MQ (28 May 2004). "Origins of bilateral symmetry: Hox and dpp expression in a sea anemone". Science 304 (5675): 1335–1337. doi:10.1126/science.1091946.
Integrated circuits(IC) are produced using conventional photolithography technology. To create the narrowest possible current paths on the chips, blue or violet light is used because it has the smallest wavelengths. These are around 430 nm to 500 nm. Due to the miniaturization of microelectronics and especially of nanoelectronics, the structural widths of the current paths are constantly becoming narrower and are already well below 20 nm. This means that lithographic exposure with blue and violet light can no longer be used because the wavelengths of blue light are greater than the required structure widths. Extreme ultraviolet lithography (EUVL) or nanolithography circumvents these limitations by using extreme ultraviolet light( EUV). The wavelength range for this is between 100 nm and 13 nm. In optical lithography, the focusing of the light beam can be improved by numerical aperture( NA) of the imaging optics. With a numerical aperture of 0.33, structure widths of 2 nm and below are achieved. Since the refraction and diffraction of the light beam through the optical lenses in EUV optical lithography has a different behavior than visible light, the circuit patterns can also be plotted using mirror projections. With this technique, structure widths of 20 nm and 10 nm can be realized. However, the EUV light cannot be projected onto the wafer with optical lithography because the refraction and diffraction by the optical lenses has a different behavior than with visible light. The projection of the circuit patterns is done reflectively via mirrors. Structure widths of 20 nm and 10 nm can be realized with this technique.
The surface of the earth is heating up at a rapid pace. Till date sixteen out of total seventeen warmest years have been recorded after the year 2000. Melting of glaciers, rising of sea levels, decrease in the forests, danger, and scrambling of wildlife. We can trace back all the above consequences to one common factor Global Warming. How? Let us know! Scientist interchanges the term global warming with climate change. Although temperature rises in certain areas but the ocean current move the heat around in different parts of the globe. As a result of which some regions experience cooler climate and some experience warmer weathers. Therefore, the climate changes vary in different regions. Hence, the term climate change is generally used by the scientists instead of global warming. Climatic researchers of WHO suggest global warming is the reason for around 150,000 deaths every year globally, according to an article published in Scientific American in 2009. Global warming is responsible for the rise in temperature. Data from NOAA and NASA indicates that the year 2016 was the hottest year since the inception of climate record keeping from 1895. There has been an overall increase of 0.8 of over the stretch of 100 years. Earth surface has the ability to absorb almost 75% of the entire solar energy. This is responsible for the increase in temperature. However, part of the energy is given back to the atmosphere in the form of radiation. There are certain gases that have the ability to trap heat and restrict the heat from escaping from the atmosphere. These gases are called greenhouse gases. Example of greenhouses gases includes ozone, methane, carbon dioxide, chlorofluorocarbon (CFC), etc. These gases absorb heat and add to the process of heating of atmosphere thereby raising the temperature. This phenomenon is global warming. Browse more Topics under Environmental Chemistry - Particulate Pollutants - Oxides of Sulphur and Nitrogen - Hydrocarbons and Oxides of Carbon - Air Pollution - Acid Rain - Water Pollution - Soil Pollution - Waste Management and Green Chemistry - Stratus Clouds - Parts of Plants - Ozone Layer Depletion - River Deltas - Land Pollution - Floods and Causes of Floods Check out our detailed article on Global Warming here. Greenhouse Effect & Its Use What is greenhouse effect? Was greenhouse effect always a bad news? The answer to the second question is no. It is useful in certain cases. There are certain places where the temperature is quite low. In those places greenhouse room, glass surrounded room helps to grow vegetables, fruits, and flowers. The energy from the sun enters the room. The room is made up of glass and it helps to retain the heat inside the room. Therefore, the solar energy helps in warming the soil and aiding in the plant growth and vegetation. However, the temperature of the outside will always be lower than the temperate inside the greenhouse. Moreover, the soil and plant release infrared radiation. Thus, the glass reflects part of the energy and absorbs part of it. Similarly, greenhouse effect helps in the sustenance of life and temperature. The atmosphere of the earth has a blanket of air which surrounds us just like the greenhouse room. The atmosphere has the ability to restrict the heat and trap it around the earth. This phenomenon is a natural greenhouse effect. Thus, it helps in keeping earth warm thereby maintaining temperature and sustenance of life. The major gas that contributes to absorption of heat is carbon dioxide. Other greenhouse gases are methane, nitrous oxides, CFCs, and ozone. Initially, the production of gases was within permissible quantity. Therefore, it was useful in maintaining the natural balance and life sustenance. However, the growing anthropogenic or human activities are constantly increasing the gases beyond the permissible limit. Global warming is responsible for melting of glaciers, the rise in sea level, flooding of the coastal regions and an overall increase in the temperature. The rise in temperature is also the reason behind increase incidence of diseases such as yellow fever, malaria, dengue among others. This is Greenhouse Effect. Greenhouse Effect on a larger scale causes Global Warming We all know that earth is the only planet that can support and sustain life, rest of the planets have extremely cold or hot temperature. The presence of the thin atmospheric layer makes it possible to support life. The thin layer of the atmosphere contains greenhouse gases like CO2, water vapour, methane gas, nitrous oxide, etc that has the ability to absorb sun rays and warm up the planet. This prevents the earth from becoming too cold. The absence of greenhouse effect will make the Earth’s average temperature to be nearly 60° Fahrenheit, an extremely cold planet. Hence, life would be impossible without the greenhouse effect. However, the concentration of greenhouse gas is on the rise since the 18th century. At present, the carbon dioxide level is have increased almost to 40%. The levels of greenhouse gases are at its all-time high than the previous 650,000 years and are continuously rising. This is because the modern life and changes in the lifestyle of humans have led to the constant release of heat-trapping gases or greenhouse gases. This is constantly warming up the atmosphere. Therefore, this has started increasing the greenhouse gas to an unnatural level and significantly increasing the greenhouse effect. Thus, it is disturbing the environment and is altering the earth’s temperature. This phenomenon refers to as Global Warming. Definition of Greenhouse Effect It is essential to balance the incoming solar energy by radiating part of energy back to space. We know planet Earth is much colder in comparison to the sun. There are particular chemical compounds or gases present in the atmosphere that allow passing of shortwave radiation (solar energy). This will in turn heat the water bodies and lands. However, earth after warming up will radiate the energy at much longer wavelengths (infrared light). Land and ocean emit this radiation and the atmosphere along with the clouds absorbs the radiation. Hence, the radiation will again reradiate back to the Earth due to the presence of the greenhouse gases such as carbon dioxide, methane, CFC, nitrous oxide, etc. This is known as greenhouse effect. Greenhouse Effect- A Rapidly Rising Problem The greenhouse effect is heating up the Earth’s atmosphere. Greenhouse gases are a rapidly rising problem because it is responsible for climatic change at a faster rate. It is becoming difficult for some living organisms to keep pace with this climatic change and unable to adopt the change. This is creating new and unique challenges to all life forms. Therefore, the amount of the heat the greenhouse gases are trapping is increasing with the gradual increase in the concentration of greenhouse gases present in the atmosphere. Hence greenhouse effect is rapidly raising the problem. Thus, we need to decrease the release of these gases to decrease their quantity in the atmosphere. Download Greenhouse Effect and Global Warming Cheat Sheet PDF Greenhouse gases include carbon dioxide, methane, and nitrous oxide. Industrial greenhouse gases include hydrofluorocarbons, sulfur hexafluoride, and perfluorocarbons. The production and transport of natural gases such as coal and oil release methane. The release of methane gas is also possible from livestock practices, agricultural practices and decomposition of organic waste present in the solid waste landfills. Combustion of solid waste and fossil fuels releases nitrous oxide. Moreover, industrial and agricultural activities are the cause for release of this greenhouse gas. The burning of fossil fuels such as coal, tar, and natural gas releases CO2. Burning of waste materials, wood and trees release CO2. Furthermore, the land use changes, deforestation, and soil degradation are the possible causes for adding up to the already existing CO2 quantity. Bunch of gases including hydrofluorocarbons, sulfur hexafluoride, and perfluorocarbons, etc are the fluorinated gases released during many commercial and industrial activities. Sometimes the gases are released due to household activities. However, these gases do not occur naturally. In certain cases, these chemicals are the replacement for ozone-depleting compounds like CFCs. However, they are equally harmful if not more. Global Warming and Climate Change The major climate change due to global warming is definitely a significant increase in global temperature. Moreover, the rise in temperature is the reason behind many deaths. It is also the cause of the increase in the incidence rate of some diseases such as dengue, malaria, etc. Global warming is a threat to animals and plants. It is disturbing the entire ecological balance of the environment. Melting of polar ice caps and glaciers is increasing the rise in the water levels (sea and ocean) all around the globe. Furthermore, freshwater resources are reducing day by day. According to scientific organizations like NASA, WHO and such, global warming is responsible for extreme weather incidences, ocean acidification, and many other similar impacts that are affecting the society and nature. However, it is possible to cease these drastic problems by adopting proper changes to our very own lifestyle. Regulatory bodies and the governments across the globe should enforce proper policies to decrease the release of greenhouse gases in the atmosphere. Government and regulatory bodies like United Nations are actively trying to enforce policies to stop the effect. Therefore, it is very important to participate in strong international agreements by countries across the globe and together work to save the planet and change the environment. Solved Question for You Question: The gradual reduction in the amount of the direct irradiance on a global scale at the surface of Earth is - Global Warming - Greenhouse Effect - Global Dimming - None of the above Solution: Option C
CBSE /Class 10 Maths MCQ Based On Various terms related to probability Our free online Maths test quiz for Class 10, CBSE will assist you to improve your Maths skills on every concept in a fun interactive way. CBSE Class 10 Maths Various terms related to probability Look for the numbers that are divisible by 5 and are even. A few examples of even numbers are 12, 14, 16, etc. Consider the difference between biased and unbiased events. What does the word certain mean? Probability reflects the chance or likelihood that a particular event will occur. The sum of the probabilities of an event and it's complementary is 1. Consider the number of equally likely outcomes in the given case. Find the probability of getting head and tail At JustTutors, we believe in the power of digital technology to help students get personalized learning and attention from India's best-in-class science, english and math tutors. We are focused on creating a top-class e-learning platform that brings together the best teachers, technology, media, content for creating a seamless and world-class experience for every student.
The square root of a number is the number that when multiplied by itself, creates the original number. For example, the square root of 16 is 4 because 4 x 4 = 16. To find the square root of a whole number it is best to use a calculator or a math table. For example, if you want to find the square root of 100, you would type 100 into the calculator and press the square root button. The calculator would output the answer as 10.
Accounting is sometimes referred to as the language of business since financial records and accounting reports tell the tale of how a firm is performing financially. Financial statements are frequently mentioned by CEOs and decision makers while discussing the health of their companies. Financial records include income, expenses, debt, and liabilities, all of which must be understood by anyone who wishes to communicate coherently in the business sector. Warren Buffet, the chairman and CEO of Berkshire Hathaway, is credited with coining the phrase “accounting is the language of business” during a CNBC interview and phone discussion with a 17-year-old investment intern. Buffet advised the young man to acquire accounting terminology because it was the most effective approach to learn how to read financial figures. As with any foreign language, Buffet indicated that it takes time to master all of the fundamentals and integrate them into one’s comprehension and usage, but that it is eventually a key determinant in economic success. Accounting 101 Terms Accounting, like every other language, has its own collection of terms. Those in significant financial roles in a company must grasp accounting language and, more precisely, the meanings of unique phrases in order to apply them correctly and effectively on a regular basis. Accrual basis, diversification, a balance sheet, a trial balance, and a general ledger, for example, are all popular accounting words that not everyone understands. Anyone in charge of a company’s financial direction must not only be familiar with the appearance of a balance sheet, but also with its different components and how to read it. Accounting Functions Create the Language Accounting departments conduct the responsibilities that serve as the foundation for all financial business communication within a corporation. Accountants and bookkeepers record and track vital financial data on a daily, weekly, and monthly basis. The entry of these everyday business transactions into a company’s records, as well as the ongoing monitoring that takes place in the form of reports, provides vital financial data that helps management make decisions. For example, they may decide to increase spending to stimulate growth or reduce spending owing to a lack of funds. It’s critical to have a firm grasp on the accounting system, how it functions, and how the financial statements all go together. Accounting terminology is crucial to comprehend in any firm, but far too few individuals do. Three main financial statements are produced by businesses: - Balance sheet - Income statement - Cash flow statement Each financial statement contains a broad list of terminology that are crucial to comprehend. Our free courses on: can quickly cover the language of business in accounting. - Fundamentals of accounting - Financial Statements Analysis Businesses require a system for measuring their total financial status, which includes revenue, expenses, capital, and other variables. Companies can track these things and disseminate the results to a wide range of interested parties thanks to the rules-based accounting system. Accounting on a Cash Basis The cash basis accounting system tracks income when cash is received and expenses when bills are paid in some businesses. This strategy is simple to use, but it may not present the most realistic financial picture because income and related expenses may not be properly matched. In the case of insurance, a payment to the insurance company is reported in the month it is made, but it only covers half of the yearly insurance due. This allocation may be correct in terms of cash, but it does not reflect an appropriate estimate of expenses in relation to monthly revenue. The Language of Finance The language of finance is closely related to accounting. Finance analyses the facts and information offered in accounting papers so that company decisions can be made. While accounting organizes historical data from a company’s operations, finance as a discipline analyzes the information gathered, looks to the future, and makes recommendations and judgments based on what appears to be a prudent and profitable course of action. Finance professionals must not only be able to decipher accounting jargon, but they must also be able to ask the proper questions. What do specific numbers, for example, actually mean? Most organizations have a big overhead charge, but is that expense allocated or divided over all of the company’s products, or is it portrayed as a single large cost? Understanding the meaning behind the statistics is critical to speaking the business language properly. Accounting’s rules-based approach is important for providing accurate, consistent, and reliable data, but it doesn’t always show where value is created or lost. The main language of finance is based on determining ways to optimize the firm’s value through analyzing value, rates of return, and looking into the future. Consider the following examples of financial jargon: - Assessing value - Observing the future - Return on investment rates - Capital allocation Finance is a crucial business language to overlay on top of accounting in order for managers to make decisions in the face of uncertainty. A Universal Language Accounting, like love and music, should be seen as a universal language. Numbers work the same way everywhere, thus understanding a company’s bottom line on a balance sheet does not need cross-border interpretation. When worldwide mergers or corporate deals occur, the parties involved can quickly grasp the financial components of the transaction by reviewing financial data. This is true for any commercial agreement, whether it’s between industries locally or between people looking to invest in a new venture. An investor, for example, may be unfamiliar with the specifics of a certain industry, but by examining a firm’s financial records, they should be able to determine whether or not the company has the potential to be a sound investment. More and more businesses are expanding globally, with 70 percent of all business transactions currently taking place across borders. Because the internet has made international trading easier than ever before, allowing for significant growth, it’s clear to see why so many businesses are opting to expand internationally. You will need to adapt to effectively launch your firm in other countries, and being able to communicate with your customers is a critical component of going global. Employing international personnel or learning business languages yourself can provide your company with numerous advantages.
With everything that is going on in the world our trees are a constant and play a significant role in our environment at reducing erosion and controlling the climate. They remove carbon dioxide from the air and store large quantities of carbon in their tissues. Trees and forests through out the world provide a home for many species of animals and plants. Tropical rainforests are among the most bio diverse habitats in the world. Trees provide shade and shelter during sunny days, timber for construction, fuel for cooking and heating, and many different kinds of fruit for food as well as having many other uses. Sadly, In many parts of the world, forests are shrinking as trees are cleared to increase land available for building. With that in mind, here are 10 facts about trees that should want us to keep them around for as long as possible. 10 Facts about our Trees. 1) Believe it or not, trees are the basis of sustaining life on earth. 2) Trees absorb carbon dioxide and release oxygen by Photosynthesis. They are one of the biggest filters we have on Earth for purifying the air. 3) They help in reducing soil erosion by binding the soil to their roots. 4) Trees absorb carbon from the atmosphere and store it in their wood and bark, thus slowing the rate of global warming. 5) Forests help in flourishing wildlife and providing shelter for thousands of species including humans. 6) Trees provide food such as fruits and nuts, a source of food for birds, animals and humans. 7) They are the main source of raw material for timber and paper industries which helps in boosting the economy. 8) Trees act as natural air conditioners by reducing heat up to 8-10 °C, thus cooling the environment. 9) Neem is the common tree which helps in purifying the atmosphere by killing the harmful organism. 10) Did you know Amazon Rain Forest is the ‘Lung of Earth’ because it contributes the most in the production of oxygen? Most times, we never give a thought to our trees or how to take care for them. Without proper care eventually they die. It doesn’t take much to care for a tree. Depending on the size and age of a tree will determine how much care it will need. As long as the tree can get the sunshine and water it needs, it should be fine. However, it is important to check once a year to make sure the tree isn’t infected or gotten some open wounds to cause some type of disease or fungus to grow. Often times a certified tree service company is very knowledgeable in this area and can help determine if this is the case. If the tree is infected and has not been address early enough, it’s possible a tree removal would be necessary. Trees add character to our cities and towns, let’s try to take care of them the way they take care of us. Tampa Tree offers tree service to help us enjoy the benefits of our trees in Tampa, tree service Lutz, tree service Land O’ Lakes, tree service Wesley Chapel, tree service Odessa, tree service Carrollwood, tree service New Tampa, tree service Brandon and tree service in Citrus Park.
We are a reader-supported education publication. When you buy through links on our site, we may earn an affiliate commission to help us keep providing content. Can you imagine memorizing the ABCs without singing a song, or learning the U.S. capitals without a map? When you were in kindergarten, your teacher used different learning styles in the classroom — like choreographed dances to remember anatomy and puzzles to learn the 50 states. But as you progress through the school system, it’s unlikely your educators use these same techniques. As you progress through your academic career, it’s important to know — what’s your learning style? Research shows that different learning styles, such as visual, auditory and kinesthetic, may help individuals learn more effectively. In essence, you have to “learn” how to learn. Regardless of where you are on your academic journey, identifying your preferred method can set you up for success. There are even learning styles for college students, which vary from person to person. Here’s what you need to know about the different learning styles — and how you learn personally. What’s Your Learning Style? The Different Styles of Learning Researchers have proposed an estimate of over 71 models of learning styles over the years, but the three most common ones are visual, auditory and kinesthetic. While some studies suggest that seven models exist, most educators focus on the three main techniques. Let’s investigate what they are and how you can use them: Do you remember concepts by seeing an image in your head? You might be a visual learner. While visual learning may seem self-explanatory, the concept is a bit more intricate. Visual learners do tend to perform best when presented with new information they can see. But they’re also more likely to comprehend vast amounts of data and organize it into something logical. When a visual learner tries to remember something during a test or when writing an essay, they often see a picture of the information in their mind. Take action by using flashcards. Re-writing may help you visualize individual pieces of information more efficiently, such as a definition or an important date. Doodling in class may even improve your retention of the materials you hear while you produce an image. Auditory learners enjoy lectures and group discussions. They tend to hear how things were discussed when they try to remember new information. These scholars may benefit from reading aloud or listening to certain music when memorizing new material. Because they remember sounds best, they often use songs or jingles to help retain knowledge. Take action by joining a study group. Auditory learners process information best out loud. You are more likely to digest and recall complex data if you talk about it or listen to someone else. Kinesthetic learning is more than just “hands-on” education. Kinesthetic learners benefit from tangibility. They prefer to handle materials, and they associate a physical action with new information. For example, some kinesthetic learners benefit from tapping their feet to a beat when they memorize or running their fingers along the lines of text. These students tend to be most suited for in-class demonstrations and fieldwork. Take action by changing your scenery. Just because you need to sit still for an hour-long lecture doesn’t mean your study habits have to be the same. Review your notes while doing a wall sit, listen to a speech while walking or draw things out on a whiteboard. You will benefit from the physical activity associated with the new information as well as the change of environment. What’s Your Style? When identifying your learning style, think about how you remember facts and concepts. When you’re taking a test or recalling research for a project, how does it appear to you? Do you need to tap your feet and go through the lyrics of a song you made up, trace out doodles or visualize the graph on a presentation? Maybe you find classroom demonstrations helpful in biology, or you create jingles to memorize the U.S. presidents in history class. More than likely, you utilize more than one learning style, depending on the subject matter. Students are rarely one type of learner. There is always room to develop a new method or improve your technique. If you’re interested in learning more about how learning styles can help you succeed, take a quiz to identify which one is right for you. Use Your Learning Style for Success Your learning style is how you best receive, understand and utilize new information. By paying attention to which learning situations you find easiest to remember, you can establish which technique is most beneficial to you. Heed experts’ advice and don’t try to fit your entire academic career into one method — exploration and flexibility will help you succeed.
Distribution is the geographical area with which you can find a plant or animal. Where as, abundance is how many animals you would expect to find within the region it is distributed. The wētā is an insect which looks like a large grass hopper and is distributed through out New Zealend. Its highly abundant since it densely populates the area. In order to measure plant abundance a 11 m square can be placed on the ground and all the plants within that square are counted. This is then repeated randomly placing the square in different area’s another four times and counting how many plants appear in each area. Then averaging the total number of each species of plants counted and multiplying by the total area will give the abundance of plants within that area. In order to measure animal abundance capture and tag can be used. This counts the number of times an animal is recaptured. Using statistical means the abundance of a particular species can then be estimated. Ecology is a field in biology which studies ecosystems. The field is concerned with the interaction between flora and fauna and the environment. They consider the interactions between biotic and abiotic factors and can predict and propose ways of sustaining and regrowing an environment. Question 1 (5 marks) Calculate the abundance of plant 1, plant 2, plant 3 using the sampling method with 11 m square. Count the number of plants in each square and compare this to previous part. What is a limitation of the previous method and what makes it more suitable over vast distances? Question 2 (1 mark) Define the term ecology Up Next: Environmental Selective pressure
Teaching Constant Motion: The Job of Railway Post Office Clerks with Primary Sources What are Primary Sources? Most families have a box of keepsakes gathering dust in an attic or basement that have a special meaning. When we have authentic objects that link to memories from the past we cherish those items. These items can rekindle emotions from the past and families keep them to share with family and friends as time goes on. It is devastating when families lose irreplaceable items from the past. The Library of Congress has a "memory box" as well, filled with items that are shared electronically with the world. Some are personal, like a letter shared within a family or a photo passed through generations. Sharing these primary sources offers a glimpse into our daily lives and local events that may not be preserved in other places. Some items are of historical significance, while others only hold special meaning for certain individuals. What are primary sources? Primary sources are original items that have survived from the past. These items can be written or typed documents, letters, photographs, sheet music, audio or video clips and more. These artifacts were part of a direct personal experience of a specific time or event. Each primary source has a creator and each creator has a unique perspective. Sharing primary sources connects others to our personal histories. Teaching with primary sources is an initiative of the Library of Congress that celebrates the power of teaching by engaging students and showing them that history is REAL and the people, places and events of the past impact us today. Primary sources offer insight into who we are and the communities we live in today. Why teach with primary sources? Examining primary sources in the classroom gives students a powerful sense of history and the complexity of the past. Helping students analyze primary sources guides them toward higher-order thinking and better critical thinking and analysis skills. Diverse sources offer multiple perspectives on various issues of the past and present. History, after all, deals with matters often debated by participants. Interpretations of the past are discussed among historians, policy makers, politicians, and ordinary citizens. by working with primary sources, students may become better informed and involved in these debates. Primary sources are snippets of history, often incomplete and without context. They require students to be analytical, to look at sources purposefully and determine what else they need to know to make inferences about the materials. Primary sources help students relate in a personal way to events of the past, coming away with a deeper understanding of history as a series of human events within and from the family to national level. In analyzing primary sources, students move from concrete observations and facts to synthesizing information and considering point of view. What is the intent of the speaker, of the photographer, of the musician? How does that influence interpretation or understanding of the evidence? It may be difficult to understand that we all participate in making history every day, that each of us in the course of our lives leave behind primary sources that family or scholars may examine as a record of "the past."
Color can create tremendous impact in your photographs. Understanding color theory can help nature photographers to use color to their benefit to create stronger images. Used by painters, photographers, interior decorators, graphic designers and others, color theory is an essential part of a creative’s toolkit. Color theory is based on the color wheel. Many of you may remember studying the color wheel in elementary school. Yes, it’s the same color wheel you studied many years ago. The color wheel will help us understand the relationship between colors in nature photography. Primary, Secondary and Tertiary Colors Red, blue and yellow are primary colors. They are pure colors and are not created by combining other colors. In between the primary colors and the secondary colors, produced by mixing equal amounts of the two primaries. Orange is created by mixing red and yellow; green is created by mixing blue and yellow; and violet is created by mixing blue and red. Tertiary colors are a combination of a primary color and a secondary color, i.e. red and violet will make red-violet or blue and green will make turquoise. I found that revisiting the color wheel brought back memories of that beloved box of 64 colors of Crayola crayons and a fascination with the many colors and the names they were given. Tints, Tones and Shades Some color wheels will also show variations of the pure color. Moving toward the white center of the wheel (pictured above), they will show tints of the pure color. A tint means that white has been added. Tints tend to be more subtle. Tones indicate that grey has been added. Shades are achieved by adding black to the pure color. The effect of color in an image is not just the color itself, but also the tints, shades and tones and how we react to them. Let’s get a little deeper into how colors work together and how we can use that understanding to create more impact for nature photography. Colors next to each other on the color wheel are called analogous and harmonize with each other. For example, red, red-orange and orange are analogous, as are blues and greens. Harmonious colors can be very pleasing to the eye in their subtle differences. Nature photographers can often use these properties of analogous colors to create a calming effect. The tulip image below is harmonious with its warm tones of red-orange, orange and yellow, while the purples and greens together in the lupine field work well together to create a restful harmonious combination with their cool receding colors. Colors directly opposite each other on the color wheel are complimentary. Red is complimentary to green, blue to orange and yellow to purple. They are complimentary because they do not contain any of the color opposite them. Red contains no green and vice versa. Using complementary colors in your images can create impact. Simply put, these colors just look good together. The contrast and visual tension created by complimentary colors catches the eye. For example, the red dahlia below is much more lively with its green complimentary background. The dahlia was shot at an indoor dahlia show and the background was originally white, the result of a table in the background. The image was unexciting and flat. I chose a green texture to add to the background, layering it in in Photoshop and creating a mask to paint the flower through. Suddenly the flower came alive, a very different image with more impact. The petals of the blue-violet crocus contrast beautifully with the complimentary yellow-orange stamens within the flower. Triadic colors are composed of any three colors that are equally spaced on the color wheel, as to form a triangle, such as red, yellow and blue, or purple, orange and green. Using triadic colors can be vibrant and rich, but they may be hard to find in nature. To use them effectively in nature photography you might want to choose one as the dominant color and the other two as accents so as not to overwhelm each other. Monochromatic colors take one hue and use different tints, tones and shades of that hue. Many people confuse monochrome with black and white, but monochrome simply refers to using colors that are of the same color value. Dominant & Recessive Colors Reds and oranges are warm, dominant colors and blues and greens are cool receding, colors. For nature photography it works well to have a dominant red flower with a green background as we saw with the dahlia image above, but it generally does not work to have a green plant with a red background. The background with dominant colors would distract the viewer from the main subject and cause visual conflict. Nature photographers can create impact and add depth to their images by combining dominant and receding colors in a thoughtful way. Color, Emotion & Nature Photography Color can have emotional meanings for the viewer, as well, and we all have color preferences. Color will often stimulate emotional responses and color can take on different meanings in different cultures. We associate reds with love, passion, power, leadership and energy, but also anger and danger. Red is a dominant color that will grab the viewer’s eye, so it’s important to think about where you want to place it in your composition. When photographing red, you will want to underexpose by -1 to ensure a rich, vibrant and correctly exposed red. Orange is a color associated with health and vitality. Like red it is a dominant, advancing color and is best underexposed by -1. Yellows are uplifting, cheerful and vibrant. Yellow is the brightest color on the spectrum and when photographing yellow we will often need to overexpose +1. Green is associated with youth, hope and freshness. Green is a recessive color and has a calming effect. It is a great background color and is luckily one that is abundant in nature. Blue is also a recessive color, and suggests tranquility, peace, calm, dependability and coolness. It is the most popular color worldwide and also abundant in nature. Like green, blue is a recessive color, and also a great background color. Violet, or purple, is a combination of red and blue. It is a color associated with royalty, leadership and spirituality. If you are filling the frame with a deeper violet, as in the image of the tulip below, underexpose -1. Not to be forgotten – white and black. White is a symbol of hope and purity and because of its lightness, it is an advancing color, grabbing the eye and pulling it into the frame. Black is the most recessive color, the absence of color. It denotes mystery, elegance, power and is often associated with evil, danger or depression. Black will provide contrast and cause other colors to take center stage. Why Do We Underexpose or Overexpose? Above I mentioned underexposing or overexposing certain colors. Why do we need to underexpose or overexpose our camera’s light meter with particular colors? Remember that your camera’s light meter is programed to expose all reflected light as if it were a neutral 18% gray, thus necessitating a bit of readjusting to get accurate color. It is why when we shoot white subjects we must usually set a +1 exposure, and with black subjects, at least -1. Luckily we don’t live in a world of gray as the camera’s meter sees it. Color can also be the subject of your photograph. As with all abstract elements, challenge yourself to see your subjects in terms of color, lines, curves, patterns, textures and shapes and make that a part of the story you tell. The image of the tulip below is more about the vibrant colors than about the flower itself. Learn to think abstractly. Everyone has color preferences and you may find yourself gravitating to certain colors to photograph. Do you prefer warm or cool colors? Do you find yourself drawn to vibrant colors or more subdued tones? Understanding the impact color can have will help you add a new dimension to composing your images in nature photography. In closing, remember that all “rules” are just tools in our creative toolkit to help us create better photographs. Rules can be broken, and ultimately the decisions you make about color and how you compose them in your viewfinder have to be intuitive ones that feel right to you. Use this knowledge to help you understand the impact color can have and to further understand how you see the world and translate it to your photographs.
This chemistry video tutorial provides a basic introduction into london dispersion forces also known van der waals forces. London dispersion forces arises from the electrostatic interactions between temporary dipoles and induced dipoles. A dipole is a polarized particle that contains a separation of charge - one part of the particle is partially positive and the other part is partially positive. Polar molecules contain permanent dipoles. Nonpolar molecules do not usually contain a dipole moment but can become a temporary dipole due to the distortion of the electron cloud. Atoms and molecules with a large number of electrons are highly polarizable, that is, they have a higher probability of turning into a temporary dipole. A dipole can cause another molecule to turn into a temporary dipole. This is known as an induced dipole. The interactions between temporary instantaneous dipoles and induced dipoles are known as van der waals interactions or london dispersion forces. Large molecules have a high amount of london dispersion forces and therefore have higher boiling points than smaller molecules. Boiling point is directly related to the amount of van der waal interactions among molecules. New Chemistry Video Playlist:https://www.youtube.com/watch?v=bka20Q9TN6M&t=25s&list=PL0o_zxa4K1BWziAvOKdqsMFSB_MyyLAqS&index=1 Access to Premium Videos:https://www.patreon.com/MathScienceTutor
Truth about stories prompt After reading several chapters of The Truth About Stories and exploring the resources in our unit as well as on the Community Book website, write a 4 to 5 page essay that responds to one of the prompts below. Your analysis must be thesis-driven and tackle deep concepts concerning the work. What are the theme/s you identify and what is Kings work trying to say about the world in which he/we are situated? 1. So here are our choices: a world in which creation is a solitary, individual act or a world in which creation is a shared activity; a world that begins in harmony and slides toward chaos or a world that begins in chaos and moves toward harmony; a world marked by competition or a world determined by co-operation (King 24). Thomas King, in the first chapter of The Truth about Stories, makes a comparison of the creation story of Christianity (the book of Genesis) to a native creation myth. Reflect on the above quote and the content of Kings first chapter and discuss creation as either a collaborative or individual act. In addition to the two creation accounts that King discusses, research and include one other creation narrative from another culture. 2. The truth about stories is that thats all we are (King 2). Analyze the way King sketches or identifies characters, how situations are shaped, and how time and place are communicated in his narratives. Also consider how his tone, word choice and language work in the stories to create meaning. What does Kings stories tell us about identity, culture, history, and the social world? 3, Explore one of the themes you encountered while going through the novel and resources. You may explore how King develops the topics of generational trauma, lost language/identity, lifestyle issues such as increased rates of suicide and alcoholism among Native Americans, assimilation vs annihilation to express some truth about these topics. Use the resources in our unit to help support your analysis of your selected theme. In this essay, include a well-placed image or audio/video link in your essay and the use of at least 4 sources; the image would count as source #5. Follow the MLA format for documenting sources and setting up your essay.
Pupil textbook for Beginning Wisely. 125 lessons plus reviews and extra activities. Communication skills are taught in Grade 3. Understanding sentence type and structure is basic to writing sentences, and then paragraphs and stories. Sentence parts are studied, and some simple diagramming. Nouns, pronouns, verbs, adjectives and adverbs and their correct usage are exercised. Dictionary work, capitalization and punctuation, proofreading, and oral communication round out this English course.
Common name: Rice leaffolder Scientific name: Cnaphalocrocis medinalis, Marasmia patnalis, M. exigua Synonyms: Rice leafroller, Grass leafroller Rice, maize, sorghum, wheat, oats, coconut, barley, banana, tobacco, millet, and sugarcane Commonly found in Asia The larvae feed on the unopened leaves of young plants. Feeding damage includes folded leaves (rolled leaves) and the removal of leaf tissue leaving longitudinal and transparent whitish streaks. The folded leaves have a tubular design where the larvae hide to feed. Sometimes, the tips are fastened to the basal part of the leaf with silk strands. The larva connects the two edges of the leaf by the silken threads it produces. It swings its head back and forth between opposite margins of the leaf while its anal and abdominal prolegs hold the leaf surface. The silken threads contract when dried producing a folded leaf in about 15 minutes. The larva stays in the folded leaf to feed. A single larva always occupies one tubular fold. After some time, it transfers to another leaf to fold and feed. Heavily infested fields show many folded leaves and a scorched appearance of leaf blades. Feeding reduces the productive leaf area that affects plant growth (Heong; Escalada; editors, 1997: p. 10; Pathak; Khan, 1994: p. 89; Shepard; Barrion; Litsinger, 1995: p. 228). Eggs are jelly-like, transparent, and ovoid with irregular upper surfaces. Eggs are laid singly or in groups along the midrib of young leaves. Hatching occurs within about 5 days. Larvae are yellow, turn yellowish-green with brown heads as they mature, and are about 12-25 mm long. Each larva can make 2-4 folded leaves. Before pupation, it makes silken threads and forms a cocoon to cover itself. Pupae are light brown to bright brown and turn reddish-brown when they are about to become adults. A pupa is about 9-12 mm long and is found inside the rolled leaf. The pupal period is about 6-10 days. Adults usually emerge in the evening. They mate 2-3 days after emergence. Females lay eggs at night. A female lays about 250 eggs in her lifetime (IRRI, 2001). Cnaphalocrocis medinalis moth is yellow brown in color. While resting, the body shape is like that of an equal-sided triangle. It has a group of thick black hairs in the midcosta. Marasmia patnalis moth has an incomplete third band that connects the middle bands. The forewings are pale yellow with a grayish marginal band. Marasmia exigua moth has three or four complete bands on its wings.
A research team from the Medical Research Council Toxicology Unit, based at the University of Leicester, and led by researcher Prof Giovanna Mallucci, has discovered a chemical that can prevent the death of brain tissue (Published in Science Translational Medicine), The discovery has been claimed to be a “turning point” in the fight against Alzheimer’s disease. Although more work is needed before a drug can be developed scientists hope this chemical could eventually treat Alzheimer’s, Parkinson’s, Huntington’s and other diseases. In tests on mice, the Medical Research Council showed all brain cell death from prion disease could be prevented. Under normal conditions, the mice with prion disease died within 12 weeks. However, those given the chemical showed no sign of brain tissue wasting away. Professor Roger Morris, from King’s College London, stold the BBC that, “This finding, I suspect, will be judged by history as a turning point in the search for medicines to control and prevent Alzheimer’s disease.” When a virus attacks brain cells it causes a build-up of viral proteins. Surrounding brain cells respond by shutting down nearly all protein production in order to halt the virus’s spread. In degenerative brain diseases there is usually the presence of plaque or ‘misfolded’ proteins, and the brain shuts down in the same way, although more severely and for longer, leading to starvation of the brain cells and death. This results in a loss of memory, movement and can even kill. The Leicester researchers used a chemical, which prevented the defence mechanisms occurring in their laboratory mice. While this is the first ever chemical to stop neurodegeneration, much work needs to be done before a drug could be made available to humans. But the potential is huge. In different diseases there are different protein problems but this chemical seems capable of dealing with any such protein. For example, in Huntington’s, it’s the Huntingtin protein; in Parkinson’s, it’s the alpha-synuclein protein; in Alzheimer’s, it’s amyloid and tau. However, side-effects were noted, particularly in the pancreas and the treated mice developed diabetes while also losing weight.
Dystonia in childhood is a movement disorder that causes involuntary muscle contractions. These muscle contractions result in twisting, repetitive movements and abnormal postures. The movements and postures may be chronic or occur in episodes. Symptoms can vary with body position, specific tasks, emotions, and state of consciousness. Signs of dystonia in children can include: - A body part is flexed or twisted into an abnormal position. - Repetitive and patterned body movements, which may resemble tremor. - Movement symptoms worsen with voluntary action. (This can cause the incorrect perception that the child is ‘faking’ the symptoms.) - Symptoms may be present with some activity but absent with others. For example, symptoms may be present while walking forward but not running or swimming. - Symptoms diminish or disappear during sleep. - Attempting a movement task on one side of the body may activate dystonia symptoms on the opposite side. - Dystonic movements and postures may be temporarily relieved by a gentle touch or specific action called a sensory trick. Numerous underlying causes of dystonia in children are treatable, so careful investigation into the possible causes of dystonia is important. Possible causes include hypoxic brain injury, infections, autoimmune disorders, metabolic disorders, stroke, toxins, and certain medications. Dyskinetic cerebral palsy is among the most common causes of dystonia in children. Dyskinetic cerebral palsy is characterized by a combination of involuntary movements including dystonia and choreoathetosis (writhing, twisting movements). Symptoms typically occur on both sides of the body and begin after the first year of life. Patients may also have spasticity (muscle tightness). Dystonia acquired due to an insult to the brain such as a stroke or brain tumor may develop months or years after the incident. There are a number of inherited dystonias that affect children, many of which are attributed to a single gene variant. These genes include DYT1/TOR1A, DYT6/THAP1, DYT11/ SGCE, and others. Several gene panel tests are available to screen for dystonia-causing genes. Diagnosing dystonia in children is complex and requires careful evaluation by experts in pediatric movement disorders. Dystonia can be the only movement symptom a child has or occur along with other movement symptoms—for example, myoclonus (jerking movements). Dystonia in children is diagnosed primarily by expert observation of the physical symptoms. The diagnostic work up may include blood tests, genetic testing, testing for metabolic disorders (lumbar puncture), magnetic resonance imaging (MRI), and electroencephalography (EEG). An expert can ensure dystonia is not mistaken for spasticity, weakness, bradykinesias, or other movement symptoms such as tics. Although dystonia symptoms can be difficult to eliminate completely, treatments are available. Treatment may include physical therapy, occupational therapy, adaptive equipment and devices, speech therapy, behavioral strategies such as relaxation techniques, oral medications, botulinum neurotoxin injections, and/or deep brain stimulation surgery. Oral medications may include baclofen, trihexyphenidyl, levodopa, and diazepam. Side effects are common. Children may be less likely to recognize or complain about medication side effects than adults. Dopa-responsive dystonia is a group of diverse inherited disorders often misdiagnosed as cerebral palsy. Consensus among most clinicians suggests that children presenting with dystonia should be prescribed a trial of levodopa because dopa-responsive dystonias typically respond dramatically to this therapy and children with various additional types of dystonia may also benefit. Common concerns for children with dystonia include pain management, difficulties with daily tasks, trouble using the hands, difficulty with seating, mobility challenges, sleep difficulties, and sometimes communication issues. Children with dystonia, especially inherited dystonias, may have higher rates of anxiety and depression than children overall. While treatment for dystonia in children tends to focus on reducing the movement symptoms, these non-movement aspects of dystonia can have a significant impact on overall quality of life and should be considered as part of a comprehensive treatment plan. What Type of Doctor Treats Pediatric Dystonia? Treating dystonia in children may require a team of health care professionals, including a neurologist or child (pediatric) neurologist with special training in movement disorders. Conversation Starters with Your Child's Doctor Diagnosing dystonia in children can be a complex process, given its many manifestations and causes. The following questions and topics may be helpful to discuss with your child’s doctor during the evaluation process once a dystonia diagnosis is made or suspected. - How did you come to a dystonia diagnosis for my child? - Are there additional movement or neurological symptoms? - Could the dystonia have resulted from a reaction to medication? - Could the dystonia be attributed to cerebral palsy, a brain lesion, autoimmune disorder, or infection? - Is neuroimaging, such as MRI, recommended? - Could the dystonia be attributed to a metabolic disorder? Do you recommend a lumbar puncture? - Is genetic testing appropriate? Can you recommend a genetic counselor? - What treatments do you recommend and why? - What can be done to address specific symptoms (e.g. pain, trouble sleeping, etc.)? - Who can help us develop strategies to assist in daily living? (e.g. mobility, self-care, communication, etc.) Special Considerations in Infants and Toddlers Not all dystonia symptoms in children indicate a chronic movement disorder. The following conditions, which should be diagnosed by a qualified physician, can typically be resolved within the first several months or years of a child’s life: - Benign idiopathic dystonia of infancy: Transient dystonic postures and/or movements may occur in infants. Symptoms appear during the first months of life and resolve without treatment - Benign paroxysmal torticollis: Recurrent head-tilting or twisting, often with vomiting and irritability. Episodes typically occur with some regularity and become less frequent as the child develops - Congenital muscular torticollis: A rare disorder characterized by shortening of muscle in the neck causing the neck to twist. It is seen in newborns or very young children. This is not a dystonic disorder. Treatment includes physical rehabilitation and sometimes surgery - Paroxysmal tonic upgaze: Recurring episodes of sustained eye movements in infants under one year of age. Symptoms may outwardly resemble epileptic seizure, but there is no loss of consciousness. Due to this resemblance, diagnosis is not made until seizures have been ruled out. The episodes eventually diminish Special Considerations in Infants and Toddlers The DMRF offers numerous resources for parents of children with dystonia: Support4Parents of Children with Dystonia A closed peer support group on Facebook for parents. Never Look Down by Zachary Weinstein & Alyssa Dver An illustrated book for children with dystonia. Red Light, Green Light A fact sheet to help explain dystonia to young children. For individual assistance, parents are welcome to contact DMRF Canada. Dystonia & Cerebral Palsy Webinar - DMRF (USA) October 28, 2021 Dystonia in Children & Adolescents Webinar - DMRF (USA) November 4, 2014 Last updated: October 2021 Thank you to Dystonia Medical Research Foundation (USA) for allowing us to share this information. The DMRF is a 501(c)(3) non-profit organization dedicated to advancing research for improved dystonia treatments and ultimately a cure, promoting awareness, and supporting the well-being of affected individuals and families.
What Is It? Parotitis is an inflammation of the parotid glands. These are two large salivary glands. You have one in front of and just below each ear. Either one or both parotid glands can be inflamed. They can be inflamed for several reasons, including: Bacterial infection —This is more common in older people. Older people often take medicines that cause dry mouth. They also are more likely to be dehydrated. When your flow of saliva is reduced, bacteria can collect and grow in the tube that takes saliva from the parotid gland to the mouth. A salivary stone in the parotid glands — The stone blocks the flow of saliva. This can lead to a swollen gland and sometimes an infection. Mucus plugs — The parotid glands make saliva with mucus. When the mouth is dry, the mucus thickens and can block or slow the flow of saliva, causing parotitis. Sjögren's syndrome — This is a lifelong disease that affects the salivary glands and the eyes. Viral infections — Mumps used to be the most common viral infection of the parotid glands. However, it is rare today because of vaccinations. AIDS — About 5 of every 100 people with HIV/AIDS have parotid gland problems. A tumor — A tumor can block the flow of saliva and lead to parotitis. Usually, these tumors are not cancerous. Certain medical conditions — Some conditions, such as diabetes, alcoholism and bulimia, can cause problems with the parotid glands. But they usually do not cause infection. When air gets into the ducts of the parotid gland, it's called pneumoparotitis. This condition may or may not include inflammation. It most commonly occurs in wind instrument players, glass blowers and scuba divers. Symptoms The symptoms depend on the cause of the parotitis. Symptoms can include swelling, pain, bad taste and dry mouth. Diagnosis If the gland is tender and sore and the skin over it is red and warm, the gland is probably infected. Your doctor may remove fluid from the gland and send it to be tested. This can determine what caused the infection. If you have mumps, your doctor can diagnose it based on your symptoms and medical history. Sometimes blood tests are helpful. Your doctor may take an X-ray if he or she thinks you have a salivary stone. In some cases, a computed tomography (CT) or magnetic resonance imaging (MRI) scan also may help. Expected Duration Bacterial parotitis usually responds to antibiotics in a few days. But don't stop taking the medicine just because you feel better. Take it for as long as your doctor has ordered, usually one to two weeks. If you stop the medicine too soon, the infection may not be cured and may come back. Mumps disappears on its own in about 10 days. Parotitis related to HIV/AIDS or Sjögren's syndrome can be managed, but it may never disappear. Parotitis related to other conditions (such as alcoholism or bulimia) may get better if the condition is brought under control.
This post contains affiliate links. Thanks for your support! S.T.E.M. stands for Science, Technology, Engineering, and Math. STEM Activities for Teens is the home for all the STEM content for middle and high school here at Blog, She Wrote. These activities all represent concepts taught at a high school level and most have extension activities to challenge your students. Below you can subscribe and get a set of 12 STEM activity/task cards for high schoolers (and middle school too). Science STEM Activities for Teens The science in STEM is a big category and includes all the science disciplines like: - earth science - environmental science The list of links below is long. I hope you’ll find labs and lessons useful for your homeschool. - 100 STEM Projects for Kids & Teens of All Ages– this post delivers on 100 STEM lessons and activities - The Beginner’s Guide to Using a Microscope– tutorial on how to use a microscope with a video to show you best practices - 3 Easy Steps to Observing Pond Life under a Microscope– how to collect and view microscopic pond organisms - The Beginner’s Guide to Microscopic Pond Life– how to identify and learn about what you’ve seen in your pond water sample - Observing Cells under a Microscope– observing plant cells using the onion as a representative. - How to Capture & View Snowflakes under a Microscope– so much fun to see snowflakes under the microscope just like Snowflake Bentley. This includes detailed, practical advice on how to do it yourself! - How to Observe Salt under a Microscope– simple observation from various kinds of salt - How to Make Amazing Observations with a Microscope– the landing page for all of our microscope lessons with a freebie of a microscope observation sheet. - Measuring Lung Capacity– how much air can you hold in your lungs? - How to Determine the Frequency of a Trait– following Mendelian genetics to find out the occurrence of a trait - Illustrating the Human Body– a creative approach to studying the human body - Entomology: The Study of Insects– this is a five day series on how to study entomology and make a classic insect collection - The Snake Project– when my daughter was in 8th grade she embarked on a year of life science through the lens of her wild caught snake. The result was fabulous! - Gardening Science– a collection of posts on teaching STEM using gardening - Gardening as a Tool for Teaching Science– what science concepts can you teach through gardening? This post tells all! - Art & Nature with Beatrix Potter– one of my most popular posts all about her life and vocation which included both art and science - Tips for Botanical Drawing– how to approach botanical drawing - How to Make a Plant Journal– another version of a journal recording plants for any occasion - Nature Journal Calendars– a year long set of calendars with activities and ideas for studying nature. You can download individual calendars or subscribe and download the calendars as a bundle. - How to Collect & Find Animal Tracks– have you ever collected an animal track or set a track trap? - Calculating Density– a lab on measuring mass and volume to calculate density of non-regular objects - Measuring the Velocity of a Marble– an old school (non-robotics) lab on finding the distanced traveled and the time it took for a marble to go on a track - Calculating Velocity of a Marble– the follow up activity to use the measurements to calculate velocity - Trail Planning Using Topographic Quadrangle Maps– earth science topographic lab on designing a recreational trail - Comparing the Accuracy of Liquid Measurement Tools– another popular post on figuring out which volumetric tool is the most accurate - Make a Batik– inserting a little art and design (as always for one of my kids), this is an activity using dye chemistry and a resist Technology STEM Activities for Teens Technology is a big part of our homeschool. These posts give ideas for resources. I’ll also be sharing tech based projects here. - Resources for Putting the Technology in STEM– our favorite tech resources for projects - Resources for Learning with LEGO Mindstorms– Mindstorms is a huge project area at our house from FIRST LEGO League to home projects. - 6 Reasons to Invest Big in STEM for Your Homeschool– Hesitant to make the big ticket purchases for STEM items? Here’s a list of six reasons to go all in. Engineering STEM Activities for Teens Engineering involves problem solving, design, and building. The posts below all emphasize the engineering portion of STEM. Each activity demonstrates a higher level concept and some include calculations and applications that further develop a concept at the high school level. - The Beginner’s Guide to Learning about Gears– learn about the types of gears and how gears enable work, includes building and moving with gears - The Beginner’s Guide to Experimenting with Torque– a lab activity to measure torque - Make a Marble Speed Trap with LEGO Mindstorms– use robotics to measure the distance traveled and the time it took for a marble to go that distance in order to calculate the marble’s velocity - Making STEM Connections with Gravity Jousting– build and joust with small car racers Math STEM Activities for Teens For a full run down of the math content, check out my Homeschool Math page. Below are some highlights of popular posts. - Math Journaling in Homeschool Math– notebooking with math is a great way to master concepts and apply math - Life of Fred Homeschool Math– a look at how we use Fred full time in our homeschool - The Making of a Wizard & the Crafty Side of Math– engaging highly creative kids with math - Math on the Level– how we incorporated this math maturation, family math concept in the early years - Homeschool Practice with CTC Math– using the popular program CTC Math as practice with other math programs - Get Rid of Math Anxiety Once & for All– another look at how CTC Math has reduced math anxiety in our house - Teaching & Mentoring High School Math– how to work math in the older grades - SAT & ACT Prep with Online Math Courses– a post on our favorite test prep boot camp - Learning High School Math with Life of Fred– our kids have used Fred through high school for a robust high school math program and excellent results on college entrance exams 12 Free STEM Task Cards for Teens Need a STEM pick me up? Subscribers get a set of 12 STEM Task Cards related to all the areas of STEM. Each task card contains a prompt along with suggested materials for each task. The 12 task are activities appropriate for high school or middle school and match concepts in chemistry, physics, earth science, biology, math, and engineering. You’ll receive the set of 12 task cards and support for homeschooling high school math and science. STEM Task Card Teacher Guide If you need some guidance on how to use the 12 STEM Activity Cards, I’ve written an eBook teacher guide. Inside the teacher guide, you’ll find: - Full Lesson plan– for each task or activity, so you know how each activity or task works and how to implement the tasks with your students - Explanations of the concepts– being introduced or reviewed in each task or activity, so you be able to teach the lesson with confidence - Solutions for problems– given in the tasks, so you can check progress - Resource sheets– for the activities so you don’t have to find them yourself
This Literature quiz is called 'Of Mice and Men - Extract 1' and it has been written by teachers to help you if you are studying the subject at senior high school. Playing educational quizzes is one of the most efficienct ways to learn if you are in the 11th or 12th grade - aged 16 to 18. It costs only $12.50 per month to play this quiz and over 3,500 others that help you with your school work. You can subscribe on the page at Join Us This senior high school English Literature quiz is the first of two extract questions for Of Mice and Men by John Steinbeck. It takes place towards the beginning of the novel, when George and Lennie have stopped for the night on the way to a new place of work. George is responsible for most of the dialog in the passage. Despite the infrequency of his own speech here, certain aspects of Lennie’s character quickly become apparent to the reader. This section also introduces the source of George’s conflicted feelings towards his friend. Read the passage through at least twice before tackling the questions. In answering the questions below, pay close attention to the text while also bearing in mind the wider issues of the novel as a whole. When answering an extract question in an exam be sure to read the passage through more than once as you consider your response. The first time you can aim for a broad understanding of the passage and how you might use it to answer the questions. On the second reading you can begin noting details and making annotations. It can be useful to ask yourself why the specific passage has been chosen. How does it relate to the rest of the text? Pay attention to its place in the structure of the text. Are any significant characters or significant themes introduced? What happens afterwards? Does anything in the passage foreshadow later events? What changes? Also consider the ending of the extract: why do you think it ends where it does instead of somewhere else? What is significant about the final line? Think carefully about what the question asks. You might be asked to write about the mood and atmosphere of the extract, or perhaps a particular character. Sometimes you will be asked to discuss dialog, behavior or feelings. Always explain the passage’s immediate context: what events precede the extract? Pay close attention to the detail, to setting and characterisation. Consider the relationship between the excerpt and the themes of the text. Group related ideas together in your answer, but be sure to discuss the entire passage. Remember to leave enough time to write about the whole passage rather than covering one section in detail while neglecting the remainder of the extract! Read the extract from John Steinbeck's Of Mice and Men below carefully before answering the questions. You've had your free 15 questions for today. Interested in playing more? You'll need to subscribe. If you are a student, visit our Students page. If you are a teacher, sign up for a free 30-day trial. (We will require your email address at the school for verification purposes.)
Researchers know dinosaurs once ruled the earth, but they know very little about how these animals performed the basic task of balancing their energy intake and output–how their metabolisms worked. Now, a team of Caltech researchers that has measured the body temperatures of a wide range of dinosaurs has provided insight into how the animals may have regulated their internal heat. The study was led by John Eiler, the Robert P. Sharp Professor of Geology and professor of geochemistry, and Rob Eagle, a former Caltech postdoctoral scholar now at UCLA. A paper describing the research appears in the October 13 issue of the journal Nature Communications. The current study examined eggshells from the sauropods, a group that includes some of the biggest dinosaurs ever to live, called Titanosaurs, as well as eggshells of birdlike and approximately human-sized oviraptorid dinosaurs. The eggshells were analyzed to determine the extent to which carbon-13 and oxygen-18–rare, naturally occurring isotopes (variant forms of elements that differ in number of neutrons)–group together in the mineral structure. This “clumping” of rare isotopes previously has been shown to depend on mineral growth temperature. The eggshell data were compared with the results of a previous study by this same group that used similar techniques to examine the growth temperatures of the sauropod dinosaurs, including the giraffe-like Giraffatitan and a giant herbivore known as Camarasaurus. The isotopic composition of the eggshells showed that smaller oviraptorid dinosaurs had body temperatures of 32 degrees Celsius–decidedly cooler than modern mammals and birds. The body temperatures of the larger Titanosaur dinosaurs were 38 degrees Celsius, indistinguishable from a previous finding for Giraffatitan teeth and similar to modern mammals. This finding–that larger dinosaurs maintained body temperatures like ours whereas smaller ones more closely resembled modern reptiles–has implications for our understanding of dinosaur physiology. Modern mammals are described as warm blooded if they regulate their own temperature, as if tweaking an internal thermostat. In a process called endothermy, warm-blooded mammals utilize the heat generated by their own internal functions instead of drawing ambient heat from the environment, which is what a cold-blooded snake or lizard does by basking in the sun. Endothermy is relatively similar across many different sizes of mammals, from mice to humans to whales. “Measuring cooler temperatures in small dinosaurs is the first evidence to suggest that at least some of them had lower basal metabolisms than most modern mammals and birds, and therefore the emergence of modern mechanisms of endothermy hadn’t occurred in these dinosaurs,” Eiler says. The picture is not so clear for the larger dinosaurs that were studied. Although Eiler and his colleagues found that they had warm body temperatures similar to modern mammals, it is not known if the animals actually had endothermic metabolisms or if they were warm simply because of their enormous sizes–a phenomenon known as gigantothermy. Gigantotherms have small surface areas relative to their large volumes and thus have less area through which they can lose heat. Therefore, the heat is trapped internally. “If you weigh 80 tons, your problem is not staying warm–it’s trying not to burst into flames,” Eiler says. The wide range of warm temperatures discovered among the various dinosaur species examined in the study suggests that “either they had a range of different metabolic strategies, or they all had low basal metabolisms, and the large ones were only warm due to gigantothermy,” Eiler says. The technique used to determine these animal body temperatures was first conceived and used by Eiler’s group in 2011 on dinosaur tooth fossils and is related to methods they previously developed for nonbiological minerals and molecules. The method, called the clumped-isotope technique, relies on measurements of rare isotopes in bioapatite, or biologically grown calcium carbonate, a mineral present in bones, teeth, eggshells, and other fossils. In 2006, Eiler’s lab quantified the degree to which carbon-13 and carbon-18 clump together to varying degrees in a biomineral, depending on the temperature at the time the mineral formed; this relationship subsequently was examined for many mineral types by Eiler’s group at Caltech and at other laboratories. “There’s this cool idea that if I had a fossil skeleton, I could map the body temperature of the entire creature and come up with a physiological model of how it redistributed heat within its body,” Eiler says. “There’s no reason you couldn’t do that, except that bone isn’t very well preserved.” The team’s next step is to compare fossils from the same species across stages of maturation. “It may be that some dinosaurs have a different metabolic strategy at different phases of life,” Eiler says. Robert A. Eagle, Marcus Enriquez, Gerald Grellet-Tinner, Alberto Pérez-Huerta, David Hu, Thomas Tütken, Shaena Montanari, Sean J. Loyd, Pedro Ramirez, Aradhna K. Tripati, Matthew J. Kohn, Thure E. Cerling, Luis M. Chiappe & John M. Eiler. Isotopic ordering in eggshells reflects body temperatures and suggests differing thermophysiology in two Cretaceous dinosaurs. DOI:10.1038/ncomms9296
An amoeba excretes waste by moving the waste through the cytoplasm within the cell to the cell membrane, and it is then sent out through the contractile vacuole. This organelle within the cell is the only way that excess waste can leave the body of the cell. An amoeba is an organism that is made up of only one cell. This cell is composed of the various parts of the amoeba including the organelles and the cytoplasm. Cytoplasm makes up the body of the amoeba and holds the organelles in place while allowing important information, such as DNA, to be transmitted throughout the cell. The amoeba is surrounded by a structure called the cell membrane, which allows it to breathe and take in nutrition. The cell membrane is responsible for holding the amoeba together, but it also allows the amoeba to get what it needs from the outside world while eliminating what it makes that is in excess. Water and oxygen are able to pass through the cell membrane through the process of osmosis because their particles are so small. Waste that is leaving the cell cannot exit through osmosis or diffusion the way that water does because the waste particles are too big. The contractile vacuole contracts to allow an exit space for waste to leave the cell.
This tool was created in response to a special request. (Open group identification-Bonsais) Print and display in specific areas or in your circle time area. Find a large plant or small tree that you can set on the floor in your daycare, in a corner where children are sure to see it. Use the tree to spark a conversation with your group. Name the various parts of a tree as you point to them. Ask children questions about what trees need to grow and be healthy. Fill a bin with leaves, cover it with a lid, and set it on a table before children arrive in the morning. When they discover the bin, use it to spark a conversation and introduce your theme. (Open picture game-Trees) Print and laminate the pictures in the format you prefer. Use them to spark a conversation and ask children questions about the theme. Use adhesive paper to arrange leaves in a circle on the floor. Children can sit on the leaves for circle time. Before they arrive, you can also use leaves to create a path from the door to your circle time area. - What happens to trees in the fall? - What makes fall different from other seasons? - What elements of nature are associated with fall? - Can you name things that we see only during fall? (Open picture game-Trees) Print and laminate the pictures in the format you prefer. Use a hole-punch to make a hole in the upper right and left corner of each picture. Stack the pictures and insert a ring through each set of holes. The flipogram is easy to manipulate. Simply show children how they can lift a picture and flip it under the stack. Name each item with your group. Use the flipogram to encourage children to talk during circle time and to ask them questions about the theme. (Open word flashcards-Trees) Print and laminate the word flashcards. Have each child pick a word flashcard. They can take turns presenting their flashcard to the group. Ask them questions to see what they know about each element associated with the theme. Poni discovers and presents-Trees (Open Poni discovers and presents-Trees) Print, laminate, and cut out the cards. Use a Poni puppet, or another puppet that children are familiar with to present the different types of trees to your group. (Open educa-chat-Trees) (Open giant word flashcards-Trees) Print the questions and the giant word flashcards. Laminate them. Insert the questions in a box so that children can take turns picking one. Spread the word flashcards out on the table or display them on a wall. Also print the “It’s my turn” card. Laminate it and glue it on a stick. It will help children respect the child whose turn it is to speak. You can also use a Poni puppet or a stuffed animal related to the theme. The questions will help children develop their observation skills, their ability to cooperate, their thinking skills, and waiting for their turn. This tool is a great way to animate circle time and explore your theme. Point to (or name) the picture (Open giant word flashcards-Trees) Print, laminate, and display the word flashcards on a wall, next to your circle time area or glue them on a large piece of cardboard that you can move around. Ask children questions and have them identify the corresponding word. birch tree, maple tree, oak tree, spruce tree, white pine tree, larch tree, apple tree, cedar tree, buds, bark, tree trunk, stump The woodworkers make… Explore the woodworker profession with your group. Together, identify a variety of wooden items within your daycare. Explain to your group that the wood needed to build and create furniture comes from trees. (Open thematic poster-Trees) Print and display within your daycare. (Open educa-theme-Trees) Print and laminate the different elements representing the theme. Use them to present the theme to your group (and their parents) while decorating your daycare. (Open educa-decorate-Trees) Print, laminate, and cut out the illustrations. Use them to decorate your walls and set the mood for the theme. (Open garland-Trees) Print and let children decorate the garland elements. Cut out the items and use them to create a garland that can be hung near your daycare entrance or within your daycare. (Open stickers-Trees) Print the illustrations on adhesive paper and use them to create original stickers for your group. A forest in your daycare Draw several trees on a long white paper banner or on open brown paper grocery bags. Decorate the trees with your group. Add leaves on the branches and at the bottom of each tree. If you prefer, trace children’s hands on orange, red, and yellow construction paper and cut out the shapes to represent leaves. Add construction paper pinecones, acorns, apples, etc. If you prefer, collect fallen branches with your group and use them to represent a forest in your daycare. Hang fabric leaves from the branches and from the ceiling. Display pictures of trees on the walls of your daycare. (Open educa-numbers-Trees) Print and laminate the cards. Display them on a wall to decorate your daycare. (Open educa-letters-Trees) Print and laminate the cards. Display them on a wall to decorate your daycare. The pictures may be used as a memory game or to spark a conversation with the group. Use them to decorate the daycare or a specific thematic corner. (Open picture game-Trees) Print, laminate, and store in a “Ziploc” bag or in your thematic bins. (Open picture game-Trees) Print the pictures twice and use them for a memory game. ACTIVITY AND WRITING SHEETS Activity sheets are provided for each theme. Print and follow instructions. (Open activity sheets-Trees) Creating your own activity binder Laminate several activity sheets and writing activities and arrange them in a binder along with dry-erase markers. Leave the binder in your writing area and let children complete the pages as they wish. At the end of the day, simply wipe off their work so the activity binder can be reused. Writing activities-T like tree (Open writing activities-T like tree) Print for each child or laminate for use with a dry-erase marker. (Open word flashcards-Trees) (Open giant word flashcards-Trees) Print several word flashcards. Glue them on pieces of paper, laminate them, and arrange them in a binder. Show children how they can trace the words using dry-erase markers. If you wish, leave room under each word so children can try to write the words without tracing the letters. (Open stationery-Trees) Print. Use the stationery to communicate with parents, in your writing area, or to identify your thematic bins. (Open educa-nuudles-Trees) Print for each child. Have children color the sheet and use Magic Nuudles to give it a three-dimensional look. Variation: You don’t have Magic Nuudles? Have children fill the spaces designed for Magic Nuudles with bingo markers or stickers. To order Magic Nuudles. (Open string activities-Trees) Print for each child. Children use white glue to trace the lines and press colorful pieces of yarn in the glue. - Natural-colored wooden blocks (or colored ones). - A few branches and pinecones. - Tiny logs. - Wooden sticks of all kinds that can be used for different types of constructions. - Forest animal figurines. Arts & crafts: - Cardboard, tissue paper, empty egg cartons, recycled material, etc. Children can use them to represent a cabin in the woods. - Hang a large piece of paper on a wall to create a mural. You can inspire children by drawing a few trees and letting them add leaves, animals, etc. - A tree drawing printed on paper and children have to glue leaves and bark on it (torn pieces of green and brown construction paper). Glue sticks are best for this activity since liquid glue might seep through the paper. - An easel with a large piece of paper (or paper on a wall) along with poster paint. Children can paint a forest. - Popsicle sticks and white glue for building a log cabin. - Discuss animal tracks with your group, apply paint to the bottom of children’s feet, and invite them to walk on paper. Once the paint is dry, encourage them to compare their footprints. - A piece of waxed paper and white glue children can use to draw a spider web. Once the glue is dry, they can peel the web off the waxed paper and hang it. - Discuss forest fires as you explore orange and yellow paint. - Coloring pages related to forest animals, nature, birds, etc. - Musical drawing: draw a forest as you listen to a CD of forest-related sounds. - Provide recycled paper for children to draw on and explain the importance of preserving trees! - A picnic basket filled with plastic dishes and food items, a blanket, a radio with a CD to listen to chirping birds as you pretend to have a picnic in the forest. This activity can be organized at lunch or snack time. Simply sit on a blanket on the floor, in your daycare. - Camping in the forest: - A tent, sleeping bags, utensils, plastic or disposable dishes, plastic food items, pyjamas, etc. - No matter which theme you choose, decorate your area with giant paper trees, pictures of forests found in old calendars, fabric leaves, etc. The goal is literally to transform your area to make it look like a forest. - Forest animal-themed memory game with educatall picture game or a store-bought game. - Puzzles related to the theme. - Brown and green modeling dough to create a forest. If you wish, you can use homemade modeling dough and leave children’s creations out to dry. They will enjoy building their very own miniature forest with the trees and animals. - Fabric leaves that can be sorted by color, size, shape, etc. - A felt board with felt trees, animals, etc. that can be used to invent stories and scenes. - A variety of pre-cut mushroom shapes on which you have glued theme-related pictures for a unique memory game. - An association game in which children must associate animals to the correct habitat. - Set a variety of items related to the theme on a table (acorn, pinecone, squirrel figurine, pine needle, etc.). Ask children to observe the items closely. Cover them with a blanket and remove one item. Children must identify the missing item. - Pieces of rope children can use to tie knots. - Sorting game involving animals with fur and animal with feathers. - Books about forest animals. - Tales and fables with a forest setting: The Three Little Pigs, Little Red Riding Hood, Snow White and the Seven Dwarves, Hansel and Gretel, etc. - Headphones and CDs with sounds of nature, chirping birds, animal sounds, etc. - Puppets representing forest animals and birds. - Connect the dots or dotted lines children can trace to reveal trees. - Games with educatall.com word flashcards. - Tracing activities that involve forest animal names. Associate pictures to each word to help children identify them. - Various activity sheets related to the theme. - An obstacle course throughout which children are encouraged to move like different forest animals. - A treasure hunt where children must find pictures of forest animals. - Try to whistle like a bird. - Act out different actions associated with forest animals or insects. - Pretend you are firefighters extinguishing a forest fire. Have children stand in line and pass a bucket filled with water down the chain, attempting to have as much water as possible in the bucket when it reaches the end of the line. - Sing songs alongside a pretend campfire and explain the importance of properly extinguishing a campfire to avoid causing a forest fire. - A large container filled with dirt. - A container filled with pine needles. - A bin filled with pinecones. - A large container filled with autumn leaves (real or fabric). - A container filled with sunflower seeds. - As a group, prepare a fruit salad with different types of fruit that grow in trees (pears, apples, plums, pineapples, etc.). - Let children cut mushrooms (white and brown) into tiny pieces and mix them with sour cream or plain yogurt to prepare a dip that can be served at lunch or snack time with a veggie platter. - Prepare a recipe with berries that can be found in the forest. - Prepare your own trail mix by mixing seeds, nuts, and dried fruit. Explain how this simple snack is great for hikes in the forest, since it provides energy. - Fill a large container with leaves, pieces of bark, branches from coniferous trees, and pinecones. - Arrange different types of mushrooms in clear containers and invite children to observe them. - Have children use raffia, hay, and pieces of yarn to create nests for birds. - Set up your very own vivarium and add any insects children find while playing outside to it. Be sure to cover your vivarium to avoid unpleasant surprises. - Show children a compass, a map, etc. - Plant flowers and different types of vegetables with your group. - Build a birdfeeder. There are many simple models to try! The flashcards may be used during circle time to spark a conversation with the group or in your reading and writing area. They may also be used to identify your thematic bins. (Open word flashcards-Trees) (Open giant word flashcards-Trees) roots, branch, leaves, tree trunk, bark, buds, acorn, nest, pine needles, tree sap, forest, wood (Open sequential story-Trees) Print and laminate. Invite children to place the illustrations in the correct order. Giant word flashcards-Trees (Open word flashcards-Trees) (Open giant word flashcards-Trees) Print. birch tree, maple tree, oak tree, spruce tree, white pine tree, larch tree, apple tree, cedar tree, buds, bark, tree trunk, stump (Open sequential story-Autumn) Print the story, laminate the illustrations, and cut them out. Children must place them in the correct order. (Open forest scene) Print, laminate, and cut out the pieces. Children use them to decorate the scene. ROUTINES AND TRANSITIONS Let’s hop from tree to tree (Open educa-decorate-Trees) Print. Laminate the pictures and use adhesive paper to arrange them on the floor. Play music. When the music stops, children must quickly find a picture to sit on (variation of musical chairs). Fill a bin or basket with fabric leaves. Whenever children must wait for their turn, for example to wash their hands, give them two leaves that they can hold over their head as they hold tree pose (yoga). This exercise will keep them busy while providing them with a relaxing moment. Our leaf board When you go for walks with your group, collect a variety of pretty leaves. When you get back to daycare, sort the leaves together and arrange them in a large chart divided into sections. Write the name of a different type of tree at the top of each section, making sure to choose trees that can be found in your neighborhood. Help children associate the leaves to the corresponding tree. Giant hopscotch game Using colorful adhesive tape, draw a giant hopscotch game on the floor. It could, for example, connect two different areas within your daycare. Show children how they can alternate hops on one foot and on two feet. Add pictures related to the theme in each square. Game-This is my spot-Trees (Open game-This is my spot-Trees) Print each illustration twice. Use adhesive paper to secure one copy of each illustration on the table. Deposit the second copy of each illustration in an opaque bag and invite children to pick a card that will determine their spot at the table (corresponding illustration). The illustrations can also be used to determine children’s naptime spots or their place in the task train. My leaf path (Open my leaf path) Print, laminate, and arrange the pictures on the floor to create a path leading to various areas within your daycare. The path can lead to areas frequently visited by children throughout the day such as the bathroom, the cloakroom, etc. or, if you prefer, delimit your workshops. ACTIVITIES FOR BABIES A walk in the woods Go for a walk in a nearby forest with your group. Name the things you see (squirrel, bird, pinecone, etc.). Encourage children to touch leaves, pine needles, etc. Replace the balls in your ball pit with fabric leaves. Children will have a lot of fun manipulating the colourful leaves. Variation: You may also fill your ball pit with leaves that have fallen to the ground. Hang a large piece of adhesive paper on a wall, with the sticky side facing you. Let children press leaves on the paper. PHYSICAL ACTIVITY AND MOTOR SKILLS From one tree to the next Create an obstacle course. Add obstacles like a rope that children must walk over, without touching it. Set leaves on a chair and have children crawl under it. Incorporate whatever you have on hand, for example hats representing forest animals that they can wear to complete the course. Plan your course so that children explore different ways of moving about (jump, crawl, walk, etc.). Use your imagination to make your obstacle course fun! Collect several pictures of trees and display them throughout your daycare. Use the walls, cupboards, the floor, etc. Children will discover the pictures as they go about their day. Provide boxes (different sizes) and let children hide in them. They can pretend they are squirrels hiding in trees. Replace the balls in your ball pit with fabric leaves. Children will have a lot of fun manipulating the colourful leaves. Variation: You may also fill your ball pit with leaves that have fallen to the ground. Cut several leaf shapes out of tissue paper. Give each child a drinking straw and show them how they can use them to transport leaves. They can breathe in over a leaf and hold their breath until they reach a designated area or container, not very far away. As soon as they resume breathing, the leaf will fall. Hang a large piece of adhesive paper on a wall, with the sticky side facing you. Let children press leaves on the paper. Playing in the leaves Children love to jump in a big pile of leaves. This simple activity is best done outside, but if you really need to, you can bring a garbage bag full of leaves indoors and use the contents of the bag to create a pile on your daycare floor. Cleanup will be necessary, but children are sure to have a lot of fun! Set several leaves on your parachute. Have children raise and lower the parachute very gently and encourage them to observe the leaves. Slowly, let them increase the speed at which they move the parachute to send the leaves flying through the air. (Open lacing-Leaves) Print, laminate, and punch holes around each shape, where indicated. Children thread a shoelace, a piece of yarn, or ribbon through the holes. Use adhesive tape to determine a start and finish line. Place two leaves 10 cm apart. Provide children with straws or empty toilet paper rolls they can use to blow on the leaves to move them towards the finish line. The first child to successfully cross his leaf over the finish line wins. The winner may try again with another child. In your yard, find a tree that has a low branch that children can swing on, like monkeys. Help older children wrap their legs over the top of the branch. Of course, constant supervision is required throughout this activity. For added safety, set a thick exercise mat under the branch. Hang a large paper banner on a fence or wall in your yard. Draw tree trunks and branches. Encourage children to collect leaves and have them glue them on the branches that you drew using glue or adhesive putty. To the sawmill Divide your group into two teams. Each team will need a large dump truck. Have each team roll around the yard, collecting fallen branches in their truck. At the end of the activity, count the branches collected by each team to determine which truck transported the most wood. Our leaf home Provide small toy rakes. Help children rake a large pile of leaves. Next, encourage them to use the leaves to represent the divisions in a house. They will like using the leaves to delimit a bedroom (or many bedrooms), a kitchen, a living room, a game room, a bathroom, etc. Let them play in their leaf home as they wish. Our colorful tree Fill a large bin with pieces of colorful ribbon. Have children take turns picking a ribbon they can tie on a branch of a tree that is in your yard. Name the colors together. You will need a large cardboard box (appliance). Let children decorate it to represent a treehouse. They can, for example, draw windows and glue pieces of fabric on either side to represent curtains. They can set small plastic furniture items in the box. Set your treehouse under a large tree in your yard or at the top of a large play structure. Let children play in their treehouse and invent all kinds of scenarios. They could even eat their snack or sleep in their treehouse. Leaves in water Fill a large bin with water and add leaves. Encourage children to use drinking straws to blow on the leaves to make them move around. You will need three empty bins. Glue a different color leaf on each one (ex. green, red, yellow). Set a large bag of leaves next to the bins. Children will have fun sorting the leaves by color. Cabin in the woods Children love playing in cabins. Drape old bedsheets over tables, chairs, and other furniture items to represent tents or cabins. Add objects that are normally found in the woods. Let children play in their tents and cabins. A walk in the forest (Open rally-Forest) Print and laminate so you can check the items on the list using a dry-erase marker. Go for a walk in your neighborhood or a nearby forest. Invite children to search for the items on the list. You can collect them in a bag or wagon and bring them back to daycare. Children can use them for a craft or observation activity. Playing in the leaves Children love jumping in large piles of leaves. This is a simple outdoor activity. For variety, why not bring leaves into the daycare and create your very own leaf storm. You will have a hefty cleanup job, but oh what fun! Hide several different types of leaves throughout your yard. Have children search for them. This activity can be used to associate leaves with different types of trees. Set several leaves on your parachute. Invite children to gently raise and lower your parachute to make the leaves bounce up and down. Gradually have them increase the speed at which they move the parachute until they send the leaves flying. Ask children to build a bed of leaves on which they can lie down. Encourage them to observe the stars and enjoy this relaxing pause. Invite them to look for shapes in the clouds, to take the time to listen to the wind, the birds… MUSICAL AND RHYTHMIC ACTIVITIES A musical tree Gather items related to trees (bark, branches, pinecones, dry leaves, etc.). With the help of the children in your group, have fun using the items to produce interesting sounds. (Open educ-pairs-Trees) Print. Children must draw a line between identical items or color identical items using the same color. For durable, eco-friendly use, laminate for use with a dry-erase marker. (Open educ-trace-Trees) Print for each child. Children must trace the lines with the correct colors and then color the corresponding items using the same colors. Color by number-Trees (Open color by number-Trees) Print for each child. Children must color the picture according to the color code. Educ-big and small-Trees (Open educ-big and small-Trees) Print and laminate. Children must place the illustrations in the correct order, from smallest to biggest. (Open counting cards-Trees) Print and laminate. Prepare a series of wooden clothespins on which you can paint or draw numbers 1 to 9. Children count the items on each card and place the corresponding clothespin on the correct number. Educ-same and different-Trees (Open educ-same and different-Trees) Print and laminate for durable, eco-friendly use. Children must circle the illustration that is different in each row. Roll and color-Trees (Open roll and color-Trees) Print for each child. This game can be enjoyed individually or as a group. Children take turns rolling a die, counting the dots, and coloring the corresponding part. (Open educ-math-Trees) Print and laminate for durable, eco-friendly use. Children must count the items in each rectangle and circle the correct number. A tree for everything (Open a tree for everything) Print. Children must cut out the items and associate them to the correct tree. (Open shape forest) Print. Children must cut out the trees and glue them in the correct row. (Open tree sections) Print. Children must cut the four sections and assemble them by gluing them on a piece of construction paper using a glue stick. When they are done, they can color their tree. From a tree to paper (Open from a tree to paper) Print. Invite children to cut the illustrations and glue them in the rectangles in the correct order to help them understand how paper comes from trees. Squirrels in the trees (Open squirrels in the trees) Print. Children must count the leaves in each tree and add the corresponding number of squirrels. (Open game-Tree association) Print and laminate the game. Using Velcro, children associate the cards to the correct tree. (Open game-Four trees) Print, glue the cards on opaque cardboard and cut them out. Arrange all the cards upside down on the floor or table (so you can’t see the illustrations). Children take turns rolling a die. Every time a child rolls a “1”, he can turn a card. If he doesn’t already have this tree in front of him, he keeps it and places it in front of him for everyone to see. The first child who has collected all four trees wins. I am inventing my own tree (Open I am inventing my own tree) Print, laminate, and cut each tree in half. Hand children the pieces and let them create original trees. They don’t have to match the trunk and the leaves that would normally go together. MORAL AND SOCIAL ACTIVITIES Homemade wooden puzzle Before children arrive, stack several pieces of wood (2 in x 4 in x 8 in). Draw a tree on the side of the pieces, from top to bottom. The leaves will be on the side of the top pieces and the roots will be drawn on the side of the bottom pieces. Next, set all the pieces of wood in a bin and encourage children to stack them to assemble the tree. (Open logging truck) Print for each child. Cut several empty toilet paper rolls into rings. Print and assemble the die. Children take turns rolling the die. Every time the die lands on the axe, the child who rolled it takes one cardboard ring (log) and sets it in his truck. The first child who fills his truck wins. For story time, sit under a large tree with your group. Provide small blankets they can sit on. If you wish, you can even enjoy naptime in the shade. Children can also simply lie on their back and look up at the leaves gently swaying in the wind, the birds on the branches, etc. I am going for a walk in the forest and I am bringing… Sit in a circle with your group. Begin the game by saying, “I am going for a walk in the forest and I am bringing a flashlight.” The child next to you must repeat this sentence and add another item. Each child must repeat all the items listed by others before adding one of their own. Cut several branches into sections. Set a large block of floral foam (or green modeling dough) on the table and invite children to prick the branches in it to represent a tiny forest. Set it on a windowsill or shelf to decorate your daycare. My first herbarium (Open my first herbarium) Print for each child. Throughout the theme (or season), children collect flowers and leaves they can add to their herbarium. Write the date under each new addition and help children identify the items they find. With younger children, print a single herbarium and have them complete it as a group. Go for a walk with your group and collect pinecones. Glue a string to each pinecone and let children use a plastic knife to spread peanut butter all over them. Hang them in a tree (beware of allergies). Leaves in water You will need a bin filled with water or a water table. Add leaves. Children use straws to blow on the leaves to make them move about. Use three empty storage bins. On each bin, glue a different coloured leaf (green, red, and brown for example). Place a large bag of leaves next to the bins. Children sort the leaves per their color. Purchase maple water. Explain to your group how maple water comes from a tree. If possible, show them a maple tree when you go for a walk. Let them smell the maple water to appreciate its sweet scent. Talk about how maple syrup is made. Give each child a glass of maple water. Next, give each child a spoonful of maple syrup that they can pour on a pancake or waffle. Give each child an empty cardboard milk carton. Let them decorate it as they wish to represent a birdfeeder. Next, fill them with pumpkin seeds, sunflower seeds, etc. Encourage children to eat the seeds and chirp like birds at snack time. Blossoming fruit trees You will need pretzel sticks, icing (or cream cheese), cherry-flavored Jell-O powder, and popcorn. Add the popped popcorn to a Ziploc bag along with the Jell-O powder. Shake the bag to color the popcorn. Have children press the pretzel sticks in the icing and then use it to “stick” popcorn on the tip to represent fruit tree blossoms. Maple leaf cookies Purchase maple leaf cookies and serve them with fruit at snack time. ARTS & CRAFTS A forest in the hallway Trace each child’s silhouette on a large piece of paper. Ask children to stand with their arms open above their head and to press their legs together. Have children color their silhouette that will represent a tree trunk and branches. Let them glue Fun Foam or fabric leaves on the branches. Hang the trees in the hallway. My stamped tree Give each child four or five brown pipe cleaners. Help them twist the bottom of the pipe cleaners together to represent a tree trunk. Help them separate the upper extremity of the pipe cleaners to represent branches. Have children glue their tree on a piece of construction paper. Provide autumn-colored stamps pads and leaf-shaped stampers. Invite children to stamp leaves around their tree’s branches. Before children arrive, saw a log to create several wooden disks. Invite children to observe the surface of the disks. Let each child paint on a disk. Let dry before varnishing their work and using hot glue to stick a piece of jute rope behind their masterpieces so they can be hung. Open several pages of newspaper on the floor and use a black marker to draw tree outlines. Have children cut them out and glue them on a piece of green construction paper. Use this activity to explain to your group how newspaper is made from trees. Set several leaves you collected with your group under pieces of paper and encourage children to color over the leaves to see the leaf veins appear like magic. Next, older children can cut out the leaves and hang them on an indoor clothesline to create an original garland. (Open models-Trees) Print the models and use them for various crafts and activities throughout the theme. My leafy hat (Open educa-decorate-Trees) Print and cut out. Glue items on a paper hat or headband. (Open stencils-Trees) Print and cut out the various stencils. Children can use them to trace and paint trees throughout the theme. My crumpled tree Trace a tree trunk with four (4) branches on construction paper. Have children fill the tree trunk with crumpled pieces of brown tissue paper. Make tiny balls of red, yellow, orange, and green tissue paper to add leaves to the tree. With your group, stick several leaves on a large piece of paper. Provide sponges children can use to completely cover the leaves with paint. Once the paint is almost dry, gently remove the leaves. Variation: Use old toothbrushes instead of sponges. (Open puppets-Trees) Print the various models on cardboard. Ask children to cut them out and decorate them with arts & crafts materials. Glue a Popsicle stick behind each one to complete the puppets. (Open models-Trees) Print several copies and use them as the base for various crafts and activities. (Open tree trunk) Print. Apply red, yellow, or orange poster paint on children’s hands and encourage them to press them on the top of their tree to represent leaves. Have children draw tree trunks on heavy cardboard and glue crumpled pieces of tissue paper on the branches to represent leaves. (Open tree trunk) Print for each child. Have children glue real leaves on the branches to complete their tree. Collect branches with your group. Let children paint the branches and sprinkle glitter on them. If you prefer, they can use the branches as paintbrushes for different activities or just for painting freely on construction paper. Scrapbook-Walk in the forest (Open scrapbook-Walk in the forest) Print for each child. Go for a walk in the forest and collect leaves and branches that chidldren can glue on their scrapbook page. If you wish, photograph your group during your walk, print the pictures and give each child a copy. (Open coloring pages theme-Trees) Print for each child. DIFFERENT WAYS TO USE THE COLORING PAGES Identical coloring pages-Trees Print the same coloring page for each child and an additional copy for your model. Color only certain parts of your picture. Present the model to your group and ask them to color their picture to make it look exactly like yours. Print and laminate several coloring pages and arrange them in a binder with a few dry-erase markers. Leave everything on a table for children to explore. Play musical drawing with your group. Give each child a coloring page. Have children sit around a table. When the music starts, they must pass the coloring pages around the table. Every time the music stops, they must color the picture in front of them until the music starts again. Give each child a picture to color. When they are done, cut each picture into pieces to create unique puzzles. Complete the drawing-Trees (Open complete the drawing-Trees) Print for each child. Children must draw the missing items. I am learning to draw-A tree (Open I am learning to draw-A tree) Print and laminate the model sheet. Invite children to practice their drawing technique on the model sheet before attempting to draw a tree on their own. (Open creative coloring-Trees) Print for each child. Have children complete the drawing as they see fit. The educatall team
\|Anatomical terms of bone\| Primary bone is the first bone tissue that appears in embryonic development and in fracture repair. It is characterized by its random position of collagen fibers. In most places in adults this tissue is replaced by secondary bone tissue except, for example, near the sutures of calvara or tooth sockets. The secondary bones have lower amounts of osteocytes so primary bone is much more easily penetrated by x-ray. Primary bone or the primary ossification center is the beginning of the bone building process during the first trimester. Calcificed cartilage is basophilic and new bone being made is more acidophilic. The primary ossification occurs in the diaphysis. In contrast, secondary ossification centers appear later at the epiphyses of the cartilage and develop similarly to the diaphysis. Primary bone cancer is a type of sarcoma, a cancer that originates in bone, muscle, fibrous tissue, blood vessels, fat tissue, as well as some other tissues. Primary bone cancer can arise in any of the 206 bones in the body but is mostly seen to originate the arms and the legs. The most common cases are observed in children and young adults. The following list includes types of primary bone cancer: - Ewing's Sarcoma
Causes and Diagnoses Causes and Diagnoses of Dysphagia A variety of diseases and conditions can cause dysphasia, including: - Neurologic conditions, such as stroke and Parkinson’s disease - Muscular dystrophies - Tumors, strictures, ulcers or varices in the esophagus - History of radiation for throat cancer - Disorders of the esophagus, including: A number of tests can determine the cause and extent of your dysphagia. Your physician will select the best method for diagnosing your condition, choosing from: - Esophogram/barium swallow: A special series of X-rays is taken of your esophagus after you drink small amounts of a liquid containing barium, a contrast material that coats your esophagus and shows up well on X-rays. - Fiberoptic endoscopic evaluation of swallowing (FEES): An endoscope (a thin, lighted tube with a camera attached to it) is passed through your mouth and esophagus. This tiny camera lets the physician see the surface of your esophagus. The physician may, if necessary, perform a biopsy (obtain small tissue samples) by using forceps (tiny tweezers) that are passed through the endoscope. A pathologist will examine the sample to determine if the tissues are abnormal. - Capsule endoscopy: A tiny camera, embedded in a small capsule that you swallow, takes pictures of your esophagus. - Pharyngeal manometry: A pressure-sensitive tube is passed through your nose and into your stomach to measure pressure inside your esophagus. - CT scan: A computed tomography (CT) scan combines X-ray and computer technology to produce detailed cross-sectional images of your esophagus.
Government IT: Curiosity Spacecraft: Images of NASA's Rover on Mars While NASA's Curiosity rover has certainly been beaming back some incredible photos of the Martian landscape, the spacecraft itself is an amazing sight to behold. Roughly the size of a small car, the craft has the ability to drive around the surface of Mars, collect and analyze samples, and even blast rocks with lasers. One of the main instruments, the Mars Hand Lens Imager (MAHLI), one of seventeen cameras on the Curiosity rover, is mounted on the rover's robotic arm, and is able to acquire microscopic images of rock and soil. The Alpha Particle X-Ray Spectrometer (APXS) analyzes the chemical element composition of Martian samples, while the Sample Analysis at Mars (SAM) suite of instruments analyzes organics and gases from both atmospheric and solid samples. Here's a look at the myriad of instruments and components that give Curiosity the ability to blow our minds with information about the red planet.
Diverticular Disease and Diverticulitis Diverticular disease occurs when small bulges appear in the large intestine. One of the main causes is a diet low in fibre. A good diet and lifestyle are vital to the prevention of diverticular disease. Fibre makes your stools softer and larger, so less pressure is needed by your large intestine to push them out of your body. The pressure of moving hard, small pieces of stools through your large intestine creates weak spots in the outside layer of muscle. This allows the inner layer (mucosa) to squeeze through these weak spots, creating the diverticula. There is currently no clinical evidence to fully prove the link between fibre and diverticula. However, diverticular disease and diverticulitis are both much more common in Western countries, where many people do not eat enough fibre. Symptoms of diverticula include: - lower abdominal pain - feeling bloated Diverticulitis occurs when these bulges in the intestine become infected or inflamed. Symptoms include: - Severe abdominal pain - Diarrhoea or frequent bowel movements - A fever Risk factors for developing diverticular disease include: - Being overweight or obese - Having a history of constipation - Use of non-steroidal anti-inflammatory drugs (NSAIDs) painkillers, such as ibuprofen or naproxen - Having a close relative with diverticular disease, especially if they developed it under the age of 50 Exactly how these lead to developing diverticular disease is unclear, however research is ongoing.
Spanish is one of the official languages of the European Union and the United Nations, and is spoken as the first language in 21 countries. With 400 million speakers, it is the third most spoken language in the world after English and Mandarin. In our department we raise awareness of the importance of language and language learning, both in the classroom and on trips to Spain, and our highly experienced and qualified staff employ a range of teaching strategies which combine the best of new ideas with excellent practice. Key Stage 3 \|In Key Stage 3 pupils follow the programs of study set out by the national curriculum. We use a range of teaching resources including the “Mira” text books. Topics are taught through the four skills of listening, speaking, reading and writing. Pupils are encouraged to participate actively in lessons. We incorporate fun activities to support learning into the lessons, such as singing Spanish songs, playing language games, using mini whiteboards, watching Spanish videos on YouTube and spending time practising speaking in the language lab. We encourage pupils to use ICT in Spanish and we subscribe to various language learning websites that pupils can access both at home and at school for vocabulary learning and practice. \|Year 7 Topics \|Year 8 Topics -Describing your town -Describing yourself and others \|Year 9 Topics -Shopping for food -Eating in Restaurants -Shopping for clothes -Describing a town cont Key Stage 4 \|Students who opt to study Spanish at GCSE will follow the AQA syllabus. The course builds upon the skills developed at Key Stage 3 and further develops fluency and depth on the following topics: 1. Identity and culture 2. Local, national, international and global areas of interest 3. Current and future study and employment Students are assessed on 4 skills, and can be entered either at foundation or higher level: \|Paper 1 - Listening - 25% \|\|Students answer a variety of questions on extracts recorded by native Spanish speakers. \|Paper 2 - Speaking - 25% \|\|Students will have to take part in a role play, describe a photo and have a general conversation on the topics studied. \|Paper 3 - Reading - 25% \|\|Students will have to answer a range of questions on Spanish texts. There will also be a translation from Spanish to English. \|Paper 4 - Writing -25% \|\|1 hour 15 \|\|Students will have to write a short structured task in Spanish and, if entered for higher tier, an open ended task. There will also be a translation from English to Spanish. Exam Board: AQA - Specification code: 8698, QAN code: 601/8160/6 For further details please visit: http://www.aqa.org.uk/subjects/languages/gcse/spanish-8698 Key Stage 5 \|Students who opt to study A Level Spanish will follow the AQA syllabus. The course build upon the four skills developed at GCSE and covers a wide range of topics including: 1. Aspects of Hispanic society: current trends - Modern and Traditional Values - Equal Rights 2. Multiculturalism in Hispanic Society 3. Artistic culture in the Hispanic world - Modern Day Idols - Spanish Regional Identity - Cultural Heritage 4. Aspects of political life in the Hispanic world - Today’s youth, tomorrow’s citizens - Monarchies and Dictatorships - Popular Movements Students will also study a film, currently El Laberinto del Fauna, by Pedro Almodóvar, and a novel, currently Como Agua para Chocolate by Laura Esquivel. In Year 13 students will complete an independent research project on a topic of their choice. Students are assessed in 4 areas: \|\|Listening, reading and translations \|\|Two essays on each of the works studied \|\|Discussion on one of the themes studied and presentation of the individual research project. Exam Board: AQA - Specification 7692 For further details please visit: http://www.aqa.org.uk/subjects/languages/as-and-a-level/spanish-7692 \|For further information about the Spanish curriculum please contact: Mrs L Craven Head of Spanish Department For further information about the Spanish curriculum please contact: Mrs L Craven Head of Spanish Department
Network Time Protocol (NTP) is a networking protocol for clock synchronization between computer systems over packet-switched, variable-latency data networks. Operational since 1985, NTP is among the eldest Internet protocols being used. NTP servers were initially created by David L. Mills of the University of Delaware, who still produces and maintains it with a group of volunteers. NTP Time Server Overview NTP distributes Coordinated Universal Time (UTC). It is used to synchronize computer clocks over local and wide area networks. NTP servers makes use of a customized version of Marzullo’s algorithm to decide on precise time servers and is made to mitigate the effects of variable network latency. NTP servers can generally maintain time to within tens of milliseconds over the public Internet, and can attain 1 millisecond accuracy in local area networks under suitable circumstances. Asymmetric routes and network congestion may cause blunders of 100 msec if not more. NTP contains warnings of approaching leap second adjustments, but no details about local time zones or daylight saving time is transmitted. The protocol is commonly identified with regards to client-server, but can just as easily be used in peer-to-peer interactions where both peers deem the other as a prospective source. It makes use of the User Datagram Protocol (UDP) on port number 123. It can also make use of broadcasting or multi-casting, where clients passively listen after a primary round-trip calibrating exchange. NTP Server Clock Strata NTP uses a hierarchical, semi-layered system of time sources. Each and every level of this hierarchy is referred to as a “stratum” which is designated a number beginning with zero at the very top. The number corresponds to the distance from the reference clock and is used to stop cyclical dependencies in the hierarchy. Stratum is not invariably an indication of quality or reliability, it is typical to come across stratum 3 time sources which are much better quality than other stratum 2 time sources. This definition of stratum differs from the notion of clock strata utilised in telecommunication systems. These are devices which include atomic (caesium, rubidium) clocks, GPS clocks or other radio clocks. They produce a very precise pulse per second signal that is linked to a computer. Stratum 0 devices are also referred to as reference clocks. These are computers whose clocks are synchronized to within a couple of microseconds of the connected Stratum 0 devices. Usually they function as servers for timing requests from Stratum 2 servers. These computers are also generally known as primary time servers. These are computers that send out NTP requests to Stratum 1 servers. Usually a Stratum 2 computer will reference a number of Stratum 1 servers and use the NTP algorithm to collect the ideal data sample, releasing any Stratum 1 servers that appear to be noticeably wrong. Stratum 2 computers will peer with other Stratum 2 computers to offer more sturdy and robust time for all devices in the peer group. Stratum 2 computers generally function as servers for Stratum 3 NTP requests. These computers make use of the exact same algorithms for peering and data sampling as Stratum 2, and can on their own function as servers for stratum 4 computers, etc. While NTP (depending upon what version of NTP protocol is in use) facilitates up to 256 strata, only the first 16 are used and any device at Stratum 16 is regarded as unsynchronized. NTP server software implementations: For current day Unix-like systems, the NTP client is executed as a daemon process known as ntpd that operates constantly in user space. Due to sensitivity to timing, nevertheless, it is very important to have the standard NTP clock phase-locked loop implemented in kernel space. All latest versions of Linux, BSD, Mac OS X, Solaris and AIX are implemented in this way. Simple Network Time Protocol – SNTP A less complex implementation of NTP, using the same protocol but without needing the storage of state over prolonged amounts of time, this is referred to as the Simple Network Time Protocol (SNTP). It is utilised in some embedded devices and in applications where high precision timing is not needed. All Microsoft Windows versions since Windows 2000 and Windows XP incorporate the Windows Time Service (“w32time”), which is able to sync the computer clock to an NTP server. The version in Windows 2000 and Windows XP only utilises Simple NTP, and violates a number of aspects of the NTP version 3 standard. Starting with Windows Server 2003 and Windows Vista, a compliant execution of full NTP is included. NTP provides UTC time. UTC is tied to routine leap seconds to synchronize the timescale to the rotation of the earth. When a leap second is added, improvement of NTP time is suspended for 1 second. Because NTP has no mechanism for keeping in mind the history of leap seconds, leap seconds trigger the whole NTP timescale to shift by 1 second.
The youngest mummified fetus was discovered by the researchers at the Fitzwilliam Museum in Cambridge, England. The tiny coffin in which the fetus lies was excavated in 1907 at Giza, but its content was only just determined. It is the youngest example of an Egyptian human fetus to have been embalmed and buried. This remarkable discovery shows the importance that the ancient Egyptians placed on official burial rituals. Even for those who lost their lives early in their existence. The coffin is believed to date around the years 664-525 BC, and it is a miniature version of the coffins in the “Late Period” of Egypt. It is made of decorated cedar wood and measures 44 centimeters in length. The fetus was bound in bandages, and molten black resin was then poured over it before the coffin was closed. For a long period of time, it was thought that the insides of the coffin contained internal organs that were removed during the process of embalming. Using X-ray imaging, the scientists at Fitzwilliam Museum saw evidence that the organs were actually a small skeleton. They then decided to micro-CT scan the wrapping at the Department of Zoology of the Cambridge University. The images gave the first real evidence of a tiny body inside the wrappings. The ten digits on the hands and the long bones of the arms and legs were visible. From the scan, it was visible that the fetus had its arms crossed over the chest. The soft skull and the pelvis are collapsed, but there is no doubt that it is a human fetus. The fetus was no more than 18 weeks into gestation. The gender remains unknown, and it is thought that it was the result of a miscarriage. No obvious abnormalities were found. The care taken during the burial formalities show the great value placed on life by the people of ancient Egypt, even in the case of unborn children. Tutankhamun’s tomb, for example, contained two fetuses, but they had died after 25 and 37 weeks of gestation. Curators at the Fitzwilliam Museum claim that they have discovered the youngest mummified human body from ancient Egypt. For those who want to see the youngest mummified fetus, the coffin is on display at the Fitzwilliam Museum Cambridge in England until 22nd of May. IMAGE SOURCE: Wikipedia
Even during summer dry spells, some isolated patches of soil in forested watersheds remain waterlogged. These patches act as hot spots for microbes that remove nitrogen from groundwater and return it to the atmosphere, researchers from several institutions, including Virginia Tech, report in a leading scientific journal. The discovery provides insight into the health of a forest. Nitrogen is an important nutrient for plant growth and productivity, but in streams, it can be a pollutant. “The importance of these fragmented patches of saturated soil and their role in the fate of nitrogen in forested watersheds has been underappreciated until recently,” said Kevin McGuire, associate director of the Virginia Water Resources Research Center based in Virginia Tech’s College of Natural Resources and Environment, co-author of a November article in the Proceedings of the National Academy of Sciences. “We were able to determine the importance of denitrification in patches of shallow groundwater, which have largely been overlooked control points for nitrogen loss from temperate forested watersheds,” McGuire said. Most nitrogen is deposited by rain. Temperate forests receive much larger inputs of nitrogen from the atmosphere than they export to streams. Once nitrogen leaves the forest in streams, it can become a water pollutant. “In some ecosystems, there have been long-term declines in stream water export of nitrogen when inputs have remained elevated,” says co-author Christine Goodale, an associate professor of ecology and evolutionary biology at Cornell University. “Understanding the fate of this nitrogen has been a challenge because denitrification — a gaseous loss of nitrogen to the atmosphere — is notoriously difficult to measure,” said co-author Peter Groffman, an expert on denitrification at the Cary Institute of Ecosystem Studies. Denitrification removes nitrogen from water and can therefore improve water quality in downstream lakes and estuaries. However, nitrogen is also an important nutrient for plant growth in the forest so removals of nitrogen by natural processes can reduce the productivity of the forest. The research, led by Sarah Wexler while she was a postdoctoral associate in hydrology and stable isotope geochemistry at Cornell University, took place in the Hubbard Brook Experimental Forest in the White Mountains of New Hampshire, where the atmosphere annually deposits five to seven pounds of nitrogen per acre. The Hubbard Brook Experimental Forest is part of the National Science Foundation’s Long Term Ecological Research Network. McGuire, also an associate professor of hydrology in the Department of Forest Resources and Environmental Conservation, led another National Science Foundation-funded project at the site, which developed an organizing framework to describe and map variations of soil in the watershed that explain shallow groundwater occurrence and frequency. Groundwater wells from this earlier study were used in the new research to monitor soils that may have had the right conditions to function as hot spots for denitrification. At sites throughout the forest, the research team measured the presence of nitrate, a form of nitrogen that is highly mobile and reactive in the environment, determined whether the nitrate is a result of atmospheric deposition or microbial conversion, and discovered that there is nitrogen loss to the atmosphere. “We were able to differentiate sources of nitrate and show that some of the nitrate was lost to the atmosphere by looking at nitrate at the atomic level, that is, at the isotopic composition of the nitrogen and oxygen in nitrate,” said Wexler, who is now at the School of Environmental Sciences at the University of East Anglia in the United Kingdom. “The isotopic composition of nitrate provides a natural way to directly track the details of nitrogen cycling.” McGuire said, “Some work remains to be done, but the aim is to be able to develop a better sense of where and how nitrogen is processed in the environment and be in a position to predict how changes in climate, for example warmer and wetter conditions, affect nitrogen cycling and water quality in forested ecosystems.”
by Jason Lisle, Ph.D., and Vernon R. Cupps, Ph.D.* When considering the term subatomic particles, many people typically think of things like electrons, protons, or neutrons. We have some experience with these particles because we were taught about them in school. Indeed, we are made of them—electrons, protons, and neutrons comprise atoms, and atoms comprise our bodies. In earlier articles within this series, we have seen that electrons are part of a class of particle called leptons, which are elementary and tend to have very low mass. Protons and neutrons belong to a group of particles called baryons, which are hundreds of times more massive than electrons. But a type of particle with mass between leptons and baryons also exists; these are mesons. A bit more mysterious than protons and electrons, mesons have a fleeting existence, lasting only a fraction of a microsecond. But they provide us with great insight into how the laws of physics work and thus the organized and mathematical way that God upholds what He has created.1 The Strong Force and Color Charge To make sense of mesons, we need to explore how the strong nuclear force operates. In the previous article, we saw that protons and neutrons in the nucleus of an atom are each made of three quarks.2 The fractional +2/3 charge of the up quark and the -1/3 charge of the down quark causes the proton and neutron to have a total charge of +1 and 0, respectively. The strong nuclear force is able to overcome the mutual repulsion of protons, but the strong force is also what holds the quarks together within a given proton or neutron. The strong force is similar in some ways to the electric force, but it also has some differences. Without these differences, matter could not exist and biological life would be impossible. First, as implied by the name, the strong force is much more powerful than the electric force at subatomic distances. If this were not the case, then the positively charged protons would repel each other and atoms could not exist. Furthermore, the two positively charged up quarks within a proton would repel each other and the proton would break apart. The strong force makes baryons possible. Second, the strong force has an extremely limited range. This is a phenomenally important design feature because if the strong force had the same infinite range as the electric force, then the former would overwhelm the latter and all the matter in the universe would collapse into a single nucleus. God gave each force the right strength and range so that matter would be possible in all its wondrous forms. The third difference is particularly interesting and involves the type of charge. The electric force has two types of charge that we simply refer to as positive and negative. But with the strong force, there are six charges. Physicists have labeled these six charges red, green, blue, antired, antigreen, and antiblue.3 Quarks always have one of the first three color charges—red, green, or blue—whereas antiquarks come in antired, antigreen, and antiblue varieties.4 These terms have nothing to do with the literal colors that we perceive in nature. They are simply names that help us keep track of the six types of color charge and how they combine. Physicists have selected these names so that the color charges “add” in the same way the colors of light add.5 Just as the proton’s electric charge is the sum of the electric charges of its quarks, so its color charge is the combination of the combined color charges of its constituent parts. And protons are always white, or colorless. This is because one quark will be red, one will be green, and one will be blue—these add to make white.6 There is no way to predict which quark within a proton has a given color.7 The only requirement is that they must add to a colorless combination. The same is true of neutrons and all other baryons. There seems to be a law of nature that quarks will only combine to form colorless composite particles. This is why baryons must always have exactly three quarks. Only a red-green-blue combination will form a colorless composite particle, as shown on the left side of Figure 1. Likewise, antibaryons are also white because they are made of three antiquarks and always have the combination of antired, antigreen, and antiblue. These also combine to make white. Baryons and Mesons There is another way in which quarks and antiquarks can combine to form a colorless particle (see Figure 1). A red quark could combine with an antired antiquark. Red and antired exactly cancel, so the resulting particle will be colorless. The particle resulting from this quark-antiquark combination is called a meson. Mesons are, by definition, composed of one quark and one antiquark of the quark’s anticolor.8 Since baryons are made of three quarks, whereas mesons are made of only two (one quark and one antiquark), we would expect mesons to be lighter (on average) than baryons. This is, in fact, the case. What is surprising, perhaps, is how much lighter. Consider the pi meson, also called a pion. The positive pion (π+) is made of an up quark and a down antiquark. Since up and down quarks and antiquarks have nearly the same mass, we might expect that the pion would have about 2/3 the mass of the proton. But, in fact, it is less than 1/6 the mass of the proton. This is because the binding energy and kinetic energy of the quarks in a meson differ from that of a baryon, and these energies affect the total mass.9 Mesons are named after lowercase Greek letters (π, ρ, η, ω, φ, ψ) or uppercase Latin letters (K, D, B, J).10 Mesons Are Bosons Subatomic particles have a property called spin that is a bit like a rotating planet. But unlike a planet, the spin of a particle only comes in integer or half-integer units (0, 1/2, 1, 3/2, 2, …) and cannot be changed. Previously, we found that quarks and leptons have a spin of 1/2. Their direction of spin can either be spin up (1/2) or spin down (-1/2), but the magnitude is always 1/2. When quarks combine to form a hadron, their spins can either add or subtract depending on whether the spins are aligned or anti-aligned. Particles with half-integer spins are called fermions and obey the Pauli Exclusion Principle, which states that no two identical fermions can exist in the same place with the same quantum values. Quarks, leptons, and baryons are fermions. But since mesons have an even number of quarks, their spins always combine to form an integer. Thus, mesons are either spin 0 (if the two quarks are anti-aligned) or spin 1 (if the two quarks are aligned).11 Integer spin particles are called bosons. Since all mesons are bosons, they are not required to obey the Pauli Exclusion Principle. Basically, this means we can put many mesons into the same location with the same quantum numbers. All mesons are unstable.12 They are created during high-energy collisions and then promptly decay into other particles in a fraction of a second. The longest-lived mesons (the pions and kaons) last only 10 to 50 nanoseconds—a nanosecond is one billionth of a second! The heavier mesons tend to decay into various combinations of pions, which then decay into muons, neutrinos, or photons. Figure 2 shows a list of some of the more common mesons and their properties. Antimesons Are Mesons With baryons, there is a clear distinction between particle and antiparticle. Baryons are made of quarks and are common, whereas antibaryons are made of antiquarks and are quite rare. But all mesons are made of one quark and one antiquark; likewise, so is each meson antiparticle. For example, the positive pion (π+) is made of an up quark and down antiquark. Its antiparticle, the negative pion (π-), is made of a down quark and an up antiquark. The two particles are equally abundant, so we could just as well call the negative pion (π-) the particle, and the positive pion (π+) the antiparticle. It is purely a matter of convention. Some neutral mesons are, by definition, their own antiparticle. For example, the phi meson is made of a strange quark and strange antiquark. Swapping quarks with antiquarks and vice versa leaves the particle unchanged. Likewise, the charmed eta meson (µc) is made up of a charmed quark and a charmed antiquark. We encounter a particularly bizarre situation when we study the composition of the neutral pion (π0). It’s the lightest meson, and so we naturally expect it to be made of the lightest quark and antiquark pairs, either the up or down varieties. The total charge is 0. So, it could either be an up quark and up antiquark, or a down quark and down antiquark. But which combination is it? In a sense, it’s both. If we could measure the quark content of the neutral pion, we would find that there is a 50% chance of detecting the up and anti-up combination and a 50% chance of detecting a down and anti-down combination. If we did the same measurement a fraction of a second later on the same particle, we again have a 50-50 chance. The mass difference between the up and down quark varieties is so small that there is nothing to prevent them from converting from one to the other as long as the net charge of the particle is conserved. Similarly, the neutral rho (ρ0), eta (η), eta prime (η’), K (KL, KS), and omega (ω) mesons have indeterminate compositions. We can only assign the probability that a particular quark combination will be observed. Each of these is its own antiparticle since swapping quarks with antiquarks does not change the composition probability. Since mesons have only a momentary existence, we might naturally ask what purpose God has for them. There are several possibilities. For one, they give us great insight into the laws of physics that govern the behavior of all particles. By studying mesons, we can better understand the nature of baryons—like protons and neutrons. In fact, the quark substructure of protons and neutrons might never have been discovered or understood if God had not permitted the existence of mesons. Furthermore, mesons challenge our understanding of reality and reveal the creativity of the Lord.13 Perhaps this is the Lord’s way of reminding us that as the heavens are higher than the earth, so are His thoughts and ways higher than ours.14 Click here to read “Subatomic Particles, Part 1: Leptons.” Click here to read “Subatomic Particles, Part 2: Baryons, the Substance of the Cosmos.” Click here to read “Subatomic Particles, Part 4: Gauge Bosons.” - Hebrews 1:3. - Lisle, J. and V. R. Cupps. 2016. Subatomic Particles, Part 1: Leptons. Acts & Facts. 45 (7): 10-13; Lisle, J. and V. R. Cupps. 2016. Subatomic Particles, Part 2: Baryons. Acts & Facts. 45 (8): 10-13. - As with the electric charge, like charges repel (red repels red) and opposite charges attract (red attracts antired). But other combinations are also possible. For example, red will also attract green or blue and repel antigreen and antiblue. - Models proposed by some physicists predict that fleeting quark-antiquark pairs are constantly produced and annihilated within baryons. However, even these models agree that there are three “main” quarks called valence quarks. - Quark color charges combine in an additive way, just like the literal colors of light. Red combined with green yields yellow—yellow plus blue yields white. This is the opposite of the way paints mix, which is subtractive. In paints, yellow combined with blue yields green, not white. - This is a simplified picture because the gluons can contribute to the total color charge as well. But on average, the three quarks will indeed have three different colors. - In other words, the down quark might be red while one up quark is green and the other is blue. This is one of six possibilities. - A hadron is defined as any particle made of any combination of quarks or antiquarks. Since apparently a composite particle must be colorless, there are two types of hadrons: baryons and mesons. Theoretically, combinations of more than three quarks and antiquarks are possible as long as they add to a colorless combination. Some have been claimed, but none have been experimentally confirmed. - The reduction in mass that occurs as isolated particles fall into a bound state is well known and is called mass defect. As one example, a helium nucleus is slightly less massive than the sum of two isolated protons and two isolated neutrons. The more tightly bound a system is, the greater its mass defect will be. - One exception is the upsilon meson, which uses the capital Greek letter Υ. This naming scheme is for ground-state mesons. - Mesons can also have a spin of 2 or higher if one or both of the quark and antiquark pairs exist in an excited state such that their orbital momentum contributes to the total spin. This can only occur in integer steps, so the meson continues to be a boson. - Protons and electrons cannot decay because they are the lightest baryon and charged lepton, respectively. Such a decay would violate conservation of baryon number or violate lepton number. But there is no such conservation principle for mesons. - A particularly striking example of this concerns the neutral K-meson (kaon). This is the only particle known to violate a physics principle called CP symmetry. We won’t go into details, but suffice it to say that physicists would never have known that CP symmetry is not absolute if it were not for the neutral kaon. - Isaiah 55:6-9. * Dr. Lisle is Director of Physical Sciences and Dr. Cupps is Research Associate at the Institute for Creation Research. Dr. Lisle earned his Ph.D. in astrophysics from the University of Colorado, and Dr. Cupps earned his Ph.D. in nuclear physics at Indiana University-Bloomington.
Good images of planets push the bounds of most telescopes' resolution. Planetary imagers want detailed images of bright objects. Deep sky imagers are more concerned with capturing photons from dim objects; other issues come into play that favor larger pixels. Under sampling planetary images will loose details that cannot be recovered in post processing. Understanding how your telescope's resolution relates to your image sensor pixel size will guide you in camera and auxiliary lens selection. Two numbers are important to know: These are not hard to calculate. First you need to know the diffraction limited resolution of your telescope. There are two standard ways to quantify this: the Rayleigh Criterion and Dawes Limit. Let's use Dawes Limit: R = 116 / D where Resolution is in arc sec & Diameter of the objective is in mm For the Questar's 89 mm objective this is: 116/89 = 1.3 arc sec We will be going digital and sampling the image with a photo sensor. We must use the Nyquist–Shannon sampling theorem. Basically this says: you can't separate two lines without a space between them. In our case it means that we need to sample the image a half the diffraction limited optical resolution. For the Questar this is 0.65 arc sec (= 1.3 / 2). Next we need to know how large our resolution is at prime focus. This is simply the focal length times the angle in radians. For the Questar with a camera the focal length is about 1350mm. h = F * a where image hight and Focal length are the same units, the object angle is in radians (1 radian = 60 * 60 * 57.3 arc sec). for the Questar h = 1350mm * ( 0.65 arc sec / ( 60 * 60 * 57.3) = 0.00425 mm or 4.25 microns For the Questar 89mm telescope, the sensor element pitch (~ pixel size) must be less than 4.25 microns or we are throwing away resolution in our sensor. We can arrive at a simple formula, by substituting the formula for Dawes Limit into our expressing for h, the sensor pitch at prime focus. Here is an approximate simple formula that will give you your maximum diffraction limited resolution in microns from your objective size and focal length in mm: h = F * a now substituting Dawes Limit/2 as the angle in Radians h = F * (116 /2 D) * 1 / (60 * 60 * 57.3) h = F / (D * 3566) in mm h = F / (D * 3.6) in microns however F/D is just the focal ratio of the telescope f. So using the small angle approximation, Dawes Limit, and the sampling theorem we can approximate the sensor pitch required to capture the diffraction limited resolution of any telescope (telephoto lens) as a very simple function of the focal ratio: h = f / 3.6 in microns Calculating your sensor pixel pitch is even easier. Just divide the sensor physical dimension by the number of pixels in the same direction. The Sony a6300 sensor for example is 23.5mm and 6000 pixels wide giving a pixel pitch of 0.00425 mm or 4.25 microns! How does the prime focus diffraction limited resolution of your telescope compare to the pixel pitch of your camera? If you are under-sampling your telescope's resolution you can add auxiliary lenses (e.g. focal expanders or Barlow lenses) and trade field of view for resolution. If your processing includes deconvolution, you may want to over-sample your telescope's resolution. Content created: 2015-05-18 and last modified: 2017-09-25 By submitting a comment, you agree that: it may be included here in whole or part, attributed to you, and its content is subject to the site wide Creative Commons licensing.
Last week we learnt about the Viking alphabet, Runes. We made a stave and found that every letter of the viking alphabet could be made using one of these as a guide. The straight lines, angles and triangles made me think that there could be a maths lesson in there somewhere. I had just ordered some geoboards as recommended by Phyllis at All Things Beautiful and decided to make a stave using the board and similar coloured elastic bands: I had the children, for fun, experiment making some of the Viking letters. My guys have never used a geoboard before, so this gave them practice before starting our maths lesson: I did as I had done before and typed up a maths quest sheet. This time the geometric maths concepts included the different types of angles found and the various triangles which exist with the angle and side rules associated with each one: We used the sheet of runes to measure some of the angles made within each letter. I taught the children the types of angles and had them write which type of angle the chosen angle was in each letter. T10 understood immediately. The girls needed to be walked through it a few times, but eventually understood. We had a chat about where we could find angles in life and they all came up with many examples. T10 mentioned that by using the elbow joint he could make four of the angles. This gave me an idea for consolidating the information for the girls. I had them stand up and we played Simon says with angles (i.e. ‘Simon says make an acute angle…) You wouldn’t know it by their faces but they had a ball. Maybe they were concentrating… I asked how they might make a reflex angle. Try as they might they couldn’t make that joint go backwards! So I asked them to figure a way, using their bodies, to make a reflex angle. This is what they came up with: Not bad!! We moved onto triangles. L9 immediately knew why they were called triangles. I asked them to look at each picture and determine what the rule was. For example- what is it that makes an Isosceles triangle an Isosceles. With much prompting they soon figured that an Isosceles triangle had two sides the same length and two angles the same. After that they understood what was expected from them and flew through the others. They had fun finding the triangles in the letters and figuring the type of triangle. One of the girls made the link between the angles already worked out previously and the name of the triangle. They took turns finding different triangles using the stave (not many!) and finally I had them use Cusiniere rods to recreate the runes, ensuring the triangles and proportions and angles were fairly accurate. They had to write one word, which I had to decipher: This was fairly successful and they definitely enjoy it more than sheet maths. I don’t think angles are solid in their minds yet so in a couple of weeks I’ll revisit and see how much they have remembered and do another teaching session incorporating Pythagoras’ Theorem.
Arunachal Pradesh (part of India) British Nationality could be obtained through your birth, or through the birth of any one of your parents or grandparents, in India. This arises because of Britain's relationship with India and its Colonial history. India includes the disputed territory Arunachal Pradesh, which is also claimed by the People's Republic of China as part of South Tibet). To determine what form of British Nationality you might have, an analysis of your family's history must be done, and then applying it to the Nationality laws of India that were passed over the years. STATUS OF INDIA Up until 14.08.1947, the territory now known as India fell within the Crown’s Dominions as British India. The 560 Princely States (which occupied two thirds of British India) were until various dates between 1947 and 1949 British Protected States. From 15.08.1947 to 31.12.1948, British India (but excluding British Baluchistan, East Bengal, North-West Province, Sind and West Punjab and Burma) came with the Crown’s Dominions as the Dominion of India. On 01.01.1949 (at which time Pakistan and what is now Bangladesh became independent) and up to the present day, India was an independent Commonwealth country.
Chickenpox: Definition and Clinical Picture Chickenpox (varicella) is a viral illness where an itchy red rash is a chief symptom. Since vaccination became widely used to prevent this condition from the 1990s onward, it has become rare now. While chickenpox is usually mild in children, adults experience serious complications such as bacterial pneumonia. Chickenpox is a contagious and highly infectious disease. While those younger than 15 years of age are most likely to get it, teens and adults are also prone to this condition. Chickenpox is highly contagious and can be spread through contact with affected persons and lack of vaccination. According to the American Academy of Family Physicians, chickenpox was widely prevalent, with approximately 3m people getting the disease each year, before the introduction of the vaccine in the US in 1995. CDC estimates that chickenpox cases have fallen by nearly eighty percent. Another fundamental fact about chickenpox is that those who have this disease get lifetime immunity once they recover. However, the virus can lie dormant in the system and lead to shingles in later life. Chickenpox in pregnant women may associate with serious congenital disabilities in the child. Confirming their immunity with a blood test is often advised for women considering pregnancy. The varicella-zoster virus causes chickenpox. Varicella-zoster virus known as varicella in some parts of the world as a result of this. A blister type rash develops as a consequence of this disease, with a total of 250 to 500 such blisters forming in the final stage of the disease. Pox marks generally heal without scarring. This is an airborne disease and spreads through contact with the infected person. A person is contagious two days before the rash appears and continues to be so for another 4-5 day period. When the lesion has crusted over, they can no longer infect another person. Those with weak immune systems may be contagious for longer. Varicella rash appears 10 to 21 days after the virus has infected the patient. Causes and Complications Chickenpox is caused by VZV and persons can become infected by those who are contagious. Chickenpox is a highly infectious disease- close to 90 percent of those without chickenpox who have not been vaccinated are prone to this viral disease. Chickenpox spreads the same way that other viral diseases do. Droplets of secretion or discharge from the nose and the mouth of the infected person are released through coughing and sneezing. These are inhaled by those around them and if the contaminated discharge lands on an object, it can become a source of infection too. Chickenpox from Shingles Chickenpox can also be contracted from a person with shingles though infection the other way round is not possible. People who never had this disease or were not vaccinated can develop chickenpox due to this reason. Chickenpox: Onset and Contagion The onset of symptoms takes place 7-21 days after exposure to the virus, and the disease is most infectious a day after the rash appears, up to 7 days or till the rash forms scabs and dries up. Chickenpox lasts 5-7 days. Chickenpox virus spreads easily when the infected person’s blisters are itching and break open quite easily. This can contaminate the open surfaces or tangible objects and the virus may be transferred by touching the object or the surface, and then your face. The virus infects through millions of tiny droplets that come out when the infected person sneezes or coughs. The incubation period is generally around 14 days, but it can range from 7-21 days. Chickenpox caused by VZV can spread very quickly, and the virus is transmitted by direct contact with the rash or by droplets dispersed through coughing and sneezing. Risk of catching this disease is higher: - If the patient has not had chickenpox earlier - If he or she has not been vaccinated for chickenpox - He/she resides with infected children/people Most people who have chickenpox or have been vaccinated against it are immune to it. Few people get chickenpox more than once. Few blisters and mild or no fever is the feature of this disease when it recurs, and symptoms are milder. While children recover from chickenpox without any issues, illness can be severe for pregnant ladies, newborns from those who have not been vaccinated, and those who did not have the virus before. This includes teen, adults, people with impaired immunity, and those infected with eczema. People with serious complications may need to visit the hospital. Chickenpox can lead to hospitalization and death in certain cases. But with the introduction of the vaccine, chances of this complication occurring have lessened considerably. According to CDC, complications associated with chickenpox include: - Joint diseases - Bleeding issues - Infection/inflammation of the brain- Encephalitis, Cerebellar Ataxia - Bone infections - Bacterial infection of skin - Toxic Shock Syndrome - Soft Tissues in Children including Strep A infections - Pregnant ladies who have never had chickenpox need to be careful as well as those vulnerable to complications including infants, teens, adults and those with immune system deficiencies - Bloodstream infections/sepsis Beginnings of Disease and Transmission A typical symptom of chickenpox includes a rash that itches, fluid based blisters and eventual scabs. The rash may show up in the face first followed by the chest and the back. The rash then spreads to the rest of the human body including lower extremities, mouth, and eyelids. The disease takes one week for the blisters to change into scabs. Typical symptoms that occur a couple of days before the rash include: - Loss of Appetite Complications from chickenpox do not occur in healthy people. Those with pre-existing disease conditions like HIV/AIDS or cancer and those with transplants or on chemotherapy or certain medications may experience complications. The complications resulting from this disease include Group A streptococcal infections and sepsis as well as dehydration, so care needs to be taken on these fronts. The VZV virus is related to the herpes virus. Stages of the Infection There are three stages. This starts with the appearance of little, itchy bumps Here the bumps turn into blisters filled with fluid. During this phase, the scabbing over of the bumps appears. Additionally, itchy scabs and fever, headache, dry cough and loss of appetite follow. During the start of the symptoms, the following signs may be observed: - Feeling of malaise - Aching muscles - Loss of appetite A common sign of chickenpox is an itchy rash the severity of which varies considerably. While some patients may have a few spots, others are covered all over the body. Spots appear inc clusters on upper extremities, limbs, chest, stomach and under the arms. These red spots itch a lot initially and then develop into spots with blisters atop them. Within two days, the blisters start drying out as a crust develops. In another ten days, the crust falls off. Spots can appear inside the mouth, in the palm of the hand and other places. During the complete cycle, new waves of spots can also appear. A person with chickenpox can spread the disease within a couple of days before the rash develops till all their chickenpox blisters have turned into scabs within 5 to 7 days. It takes two weeks (from 10 to around twenty-one days) after exposure to chickenpox and/or shingles for a person to develop this disease. This communicable disease can be transmitted through droplets from coughing or sneezing by the infected person. Contact with the infected person can also lead to the spread of this disease. Treatment of Chickenpox Preventing chickenpox is only possible if you get a vaccine. Two doses of vaccine are given to the person to safeguard against this disease. This vaccine is safe and people with it do not get chickenpox usually. Even if by some rare chance they do, the chickenpox symptoms are few and very mild. Treatment at Home To relieve the symptoms at home and prevent further deterioration like skin infections, rubbing the calamine lotion and use of colloidal oatmeal bathings can help to relieve the itching. Fingernails need to be trimmed short to prevent itching related blisters due to scratching. As far as OTC medication is concerned, you need to use non-aspirin medications like acetaminophen. Don’t use aspirin-related medicines because this causes Reyes’ syndrome, a severe liver disease which can result in death. When Do You Call The Doctor? You need to call the doctor if: - Person is severely affected - He/she is less than 1 years old - He/ she is older than 12 years of age - Suffers from weakened immunity - Has fever rising above 102 degrees F - A Severe cough and some abdominal pain - Has fever that lasts longer than 4 days - Extreme illness - Weakness and confusion getting up - Stiff neck - Difficulty breathing - Rash and bleeding/bruising - Rashes in the body become warm or tender and leak pus indicating bacterial infection Healthcare provider can guide you on the treatment options. Chickenpox is generally diagnosed by visible symptoms. Doctoral checks for fever and may call for a blood test. Tests may also be recommended for pregnant mothers, newborns, people about to receive organ transplants and those with HIV-AIDS. Two main types of testing are there: - Antibody testing - Viral testing Antibody testing looks for an antibody IgM which is released in response to an infection. Viral testing involves collecting fluids from the blisters and testing the DNA on a sample or using a microscope to visualize the infection Anti-viral medication Acyclovir is used for chickenpox treatment. This medicine works best around 24 hours after the rash begins. Other anti-viral medications working against chickenpox include famciclovir and valacyclovir. Chickenpox may no longer be a threat, thanks to the vaccination, but it is a problem for those who suffer from weak immunity systems or preexisting medical conditions. Check with your healthcare practitioner if you need hospitalization and take plenty of fluids. Medical science has advanced to a point where people can follow precautions too. Choose prevention and prompt treatment, if you develop this condition.
Note: This is the first installment in a four-part series that focuses on a partnership between NASA and Berkeley Lab to explore spacecraft materials and meteorites with X-rays in microscale detail. It takes rocket science to launch and fly spacecraft to faraway planets and moons, but a deep understanding of how materials perform under extreme conditions is also needed to enter and land on planets with atmospheres. X-ray science is playing a key role, too, in ensuring future spacecraft survive in extreme environments as they descend through otherworldly atmospheres and touch down safely on the surface. Scientists at the Department of Energy’s Lawrence Berkeley National Laboratory (Berkeley Lab) and NASA are using X-rays to explore, via 3-D visualizations, how the microscopic structures of spacecraft heat shield and parachute materials survive extreme temperatures and pressures, including simulated atmospheric entry conditions on Mars. Human exploration of Mars and other large-payload missions may require a new type of heat shield that is flexible and can remain folded up until needed. Streaking particles collide with carbon fibers in this direct simulation Monte Carlo (DSMC) calculation based on X-ray microtomography data from Berkeley Lab’s Advanced Light Source. NASA is developing new types of carbon fiber-based heat shield materials for next-gen spacecraft. The slow-motion animation represents 2 thousandths of a second. (Credit: Arnaud Borner, Tim Sandstrom/NASA Ames Research Center) Candidate materials for this type of flexible heat shield, in addition to fabrics for Mars-mission parachutes deployed at supersonic speeds, are being tested with X-rays at Berkeley Lab’s Advanced Light Source (ALS) and with other techniques. “We are developing a system at the ALS that can simulate all material loads and stresses over the course of the atmospheric entry process,” said Harold Barnard, a scientist at Berkeley Lab’s ALS who is spearheading the Lab’s X-ray work with NASA. The success of the initial X-ray studies has also excited interest from the planetary defense scientific community looking to explore the use of X-ray experiments to guide our understanding of meteorite breakup. Data from these experiments will be used in risk analysis and aid in assessing threats posed by large asteroids. The ultimate objective of the collaboration is to establish a suite of tools that includes X-ray imaging and small laboratory experiments, computer-based analysis and simulation tools, as well as large-scale high-heat and wind-tunnel tests. These allow for the rapid development of new materials with established performance and reliability. NASA has tested a new type of flexible heat shield, developed through the Adaptive Deployable Entry and Placement Technology (ADEPT) Project, with a high-speed blow torch at its Arc Jet Complex at NASA Ames, and has explored the microstructure of its woven carbon-fiber material at Berkeley Lab. (Credit: NASA Ames) This system can heat sample materials to thousands of degrees, subject them to a mixture of different gases found in other planets’ atmospheres, and with pistons stretch the material to its breaking point, all while imaging in real time their 3-D behavior at the microstructure level. Researchers at ARC can blast materials with a giant superhot blowtorch that accelerates hot air to velocities topping 11,000 miles per hour, with temperatures exceeding that at the surface of the sun. Scientists there also test parachutes and spacecraft at its wind-tunnel facilities, which can produce supersonic wind speeds faster than 1,900 miles per hour. Michael Barnhardt, a senior research scientist at NASA ARC and principal investigator of the Entry Systems Modeling Project, said the X-ray work opens a new window into the structure and strength properties of materials at the microscopic scale, and expands the tools and processes NASA uses to “test drive” spacecraft materials before launch. “Before this collaboration, we didn’t understand what was happening at the microscale. We didn’t have a way to test it,” Barnhardt said. “X-rays gave us a way to peak inside the material and get a view we didn’t have before. With this understanding, we will be able to design new materials with properties tailored to a certain mission.” He added, “What we’re trying to do is to build the basis for more predictive models. Rather than build and test and see if it works,” the X-ray work could reduce risk and provide more assurance about a new material’s performance even at the drawing-board stage. Francesco Panerai, a materials scientist with NASA contractor AMA Inc. and the X-ray experiments test lead for NASA ARC, said that the X-ray experiments at Berkeley Lab were on samples about the size of a postage stamp. The experimental data is used to improve realistic computer simulations of heat shield and parachute systems. “We need to use modern measurement techniques to improve our understanding of material response,” Panerai said. The 3-D X-ray imaging technique and simulated planetary conditions that NASA is enlisting at the ALS provide the best pictures yet of the behavior of the internal 3-D microstructure of spacecraft materials. The experiments are being conducted at an ALS experimental station that captures a sequence of images as a sample is rotated in front of an X-ray beam. These images, which provide views inside the samples and can resolve details less than 1 micron, or 1 millionth of a meter, can be compiled to form detailed 3-D images and animations of samples. This study technique is known as X-ray microtomography. “We have started developing computational tools based on these 3-D images, and we want to try to apply this methodology to other research areas, too,” he said. Learn more about the research partnership between NASA and Berkeley Lab in these upcoming articles, to appear at : - Feb. 22—The Heat is On: X-rays reveal how simulated atmospheric entry conditions impact spacecraft shielding. - Feb. 23—A New Paradigm in Parachute Design: X-ray studies showing the microscopic structure of spacecraft parachute fabrics can fill in key details about how they perform under extreme conditions. - Feb. 24—Getting to Know Meteors Better: Experiments at Berkeley Lab may help assess risks posed by falling Space rocks. The Advanced Light Source is a DOE Office of Science User Facility.
There's a common misconception that whooping cough has gone the way of polio and smallpox. Basically eradicated, at least in the US. Unfortunately, that's far from true-- in 2012, there were an estimated 48,000 cases in the United States alone. So what is exactly is whooping cough, and what can you do to keep you and your family safe? What is whooping cough? Pertussis, also known as whooping cough, is a respiratory illness caused by a bacterial infection. Coughing fits can last for minutes, resulting in a suffocating feeling and the characteristic whooping noise as the sufferer gasps for air between coughs. The illness generally starts out with symptoms that closely mimic a common cold. You may experience a sore throat, runny nose, dry cough, and a low-grade fever. After a week, the cough worsens and becomes wet. Many times coughing spells can cause vomiting and redness in the face. A thick, clear mucus may coat the throat and be expelled when coughing. Symptoms in infants are generally the same as in adults. You may notice your baby struggle to breathe between coughing episodes, and their skin may turn blue. Whooping cough tends to be more dangerous for infants than adults due to the risk of complications such as pneumonia. Lack of oxygen can cause seizures and brain damage. Is whooping cough treatable? Treatment for whooping cough depends on when the illness is diagnosed, as well as the age of the patient. Antibiotics can cut down on the length and severity of an infection if prescribed early. However, because whooping cough may initially be misdiagnosed as a cold, antibiotics are not always administered early enough to help with the symptoms-- they may, however, reduce the risk of infecting others. For adults, whooping cough is frequently treated at home with rest and fluids. In infants and sometimes children, the illness can require a stay in the hospital to make sure airways are clear. Particularly with infants, fluids may need to be given through an IV. How can you protect your child? Because whooping cough can be so difficult to treat, the best way to protect your child is through prevention. The DTaP vaccination protects against diphtheria, tetanus, and pertussis. It's recommended that infants receive the shot at two months, four months, six months, between 15 and 18 months, and again between the ages of four and six. Adults ages 19-64 should receive a DTaP booster once-- followed by a diphtheria and tetanus vaccine every ten years after. A DTaP booster may be required again after the age of 65. Whooping cough is a serious-- but preventable-- illness. Although it's less common now than in the past, it is still very much a threat to infants in particular. To learn more, contact a company like Entira Family Clinics with any questions or concerns you have,
When students are in school, they learn the term analogy. An analogy definition is an English term used to describe the relation between two different things. Analogies are seen on tests such as the SAT. They are seen as two words with a relationship between them, and another word with a blank. The student is to find the relationship between the first two words so they will be able to find the missing word. Analogies can be words that are similar to each other, parts of another word or words that describe another word. False analogies are misleading terms that have no relation. A false analogy is represented by the fact that with the first pair of words having a relationship, then the second pair of words must have the same relationship. Just because the first pair has a specific relationship does not mean the second pair does. False Analogy Examples One way that false analogies can be seen is through religion. If it is stated that Christianity leads people to a Savior through prayer and forgiveness, then all other religions must do the same thing. This is not true because all religions are not the same. Tomatoes have seeds and are considered a vegetable, but it is actually a fruit. all other vegetables that have some form of seed must be considered a fruit and not a vegetable. A man, who wears a suit and tie like an attorney, must be an attorney. Businesses who regularly give to charities mean that all businesses give to charities. These are only a few examples of false analogies that we can see in daily life. They are terms that seem to have similarities and mean one thing, but they actually don’t relate at all. On tests, they should be read very carefully so the student can determine if the analogy is true or false. Most tests will not put many false analogies on them, but there could be some to see if the student can decipher between the two. Analogies are important to learn because we use them in day to day life. They are also needed to understand literature and math.
For thousands of years Paleo-Americans, and the various Native American groups that followed them, used the Brazos River and it’s many tributary creeks and streams as migratory pathways from what is now New Mexico and far West Texas to the Gulf coastal region. The Horn Shelter burial site, at 10,000 years old and about 50 miles down river from present day Granbury, Texas is among the oldest known burial sites in North America. The banks of Lambert Branch Creek, which flows a few hundred feet north of The Bridge Street History Center, have yielded stone artifacts dated at over 9,000 years old. The Tonkawa people were among the earliest inhabitants to claim hunting grounds in what is now Hood County of this area in the 1700’s. By the 1800’s the Wichita, Kiowa, Caddo, Comanche, and Lipan Apache also claimed hunting and trading grounds in what is now Hood County. Native Americans occupied and hunted this immediate area until the latter quarter of the 19th century and the mesa now known as Comanche Peak, a few miles south of Granbury, was a well known landmark and ceremonial site for many Native Americans. Early European Explorers: The full name of the Brazos River, often used in early Spanish accounts, is Los Brazos de Dios, “the arms of God.” While the exact routes of the first Spanish explorers in Texas are subject to debate, it is likely that some of these early expeditions passed through the Brazos River Valley near present day Hood County. One reason that this region of Texas was not often visited by European explorers and the earliest settlers is that the Western Cross Timbers, with it’s dense oak grove forests and thick underbrush, discouraged travel and was even sometimes referred to as “The Cast Iron Forest”.
This in-depth writing package provides teachers with what’s needed to teach students how to select, present, and analyze text evidence to support a claim in writing. This 75-page unit uses the text of Harper Lee’s To Kill a Mockingbird to teach and reinforce those lessons. In addition to lesson and practice materials to reinforce the necessary writing concepts, this package also includes well-guided novel-based writing tasks, rubrics, exemplars, drills to reinforce, checks for understanding, and quizzes. While the terminology used to teach students how to select, present, and analyze textual evidence is not complex, some of the writing concepts will be new to students. This package scaffolds the process to allow students the opportunity to 1. study the writing concepts, 2. identify the writing concepts in other people’s writing, 3. analyze how those writing concepts function, 4. practice applying the concepts in guided workouts, 5. apply those concepts in their own writing, 6. identify the concepts in their own writing, 7. analyze the effectiveness of those concepts in their own writing. In addition to common terms such as topic and concluding sentence, the ‘Super Six’ terms below are the main concepts upon which this writing unit is based: TRANSITION — A word or phrase used to connect one idea to the next. LEAD IN — Gives context or background information to the text evidence. When are we? Where are we? In brief, what's been happening plot-wise leading up to this text evidence? ATTRIBUTIVE TAG — Whose words were borrowed? Are those words best described as narration, thinking, or dialogue? TEXT EVIDENCE — Purposefully selected because something about it makes it some of the best evidence to support a(n) thesis, claim, argument, stance, statement, or answer. CITATION — MLA in-text citation (Author 283). LEAD OUT — It’s analysis. It answers HOW or WHY the text evidence helps support the claim. As part of the analysis, the LEAD OUT often picks apart the author's use of word and phrase choices, including literary elements and writing techniques used. How do these writing choices made by the author support the claim? Because lead out is analysis, it often involves making inferences. Thus words such as suggests, implies, and indicates are often necessary to use. 1. Presenting and Analyzing Text Evidence Vocabulary — (1 page) This reference page spells out the meanings of and provides examples of the necessary writing concepts. 2. Calpurnia the Cook and More — (9 pages) This introductory writing task provides the teacher with data needed to determine what students already know and can do without instruction. Additionally, the planning page and exemplars lay the groundwork for future work to come, including identifying and applying the presenting evidence concepts in writing. 3. Common Attributive Tags — (2 pages) This lesson provides a list of common attributive tags, asks students to identify ones they already know, to research a few they don’t know, and finishes with practice applying attributive tags in writing. 4. Common Transition Words and Phrases — (2 pages) This lesson provides a list of common transition words, asks students to identify ones they already know, to research a few they don’t know, and finishes with a (partnered) activity that asks students to categorize transitions. 5. Questions to Help You Write Lead-ins — (1 page) This lesson examines the common questions used to write informative lead-ins. It also provides an example, and, in the next practice section, asks students to use transitions, attributive tags, and lead-ins to present and cite a piece of pretend textual evidence. 6. Transition, Lead-in, Attributive Tag, and Citation #1 through #4 — (2 pages) This practice session asks students to practice writing transitions, attributive tags, and lead-ins to present and cite a piece of pretend textual evidence. Two mini-lessons and an example is provided. 7. Advanced Lead-in Lesson and Practice — (2 pages) This advanced lesson incorporates vocabulary such as subordinate conjunction, subordinate clause (dependent clause) in order to practice writing lead-ins, and offer insight about how they are formed and how they function. 8. Texts for Understanding — (1 page) This is a series of checks for understanding that asks students to reply to content-based text messages sent to them on a fake paper phone. 9. Presenting Evidence Quiz 1 — (3 pages) This multiple choice and true / false quiz asks students to know the basics of the writing concepts learned and practiced in the unit so far. An answer key is included on the third page. 10. Presenting the Best Text Evidence to Support ‘Friends’ — (10 pages) This guided writing task can be used as practice or an assessment. Based on a given claim, students must select the best evidence from a provided passage to support that claim. Students are guided through planning the presentation of evidence before being asked to put the entire argument together in writing. Two rubrics and a partial example are provided. 11. Transition, Lead-in, Attributive Tag, and Citation #5 through #11 — (6 pages) This session provides more practice writing transitions, attributive tags, and lead-ins to present and cite a piece of pretend textual evidence. Three mini-lessons and an example is provided. 12. More Texts for Understanding — (1 page) This is a series of checks for understanding that asks students to reply to content-based text messages sent to them on a fake paper phone. 13. Partnered Puzzle: A Fair, Just, and Equitable Man — (7 pages) This cut an paste puzzle activity asks students to identify examples of the writing concepts studied, organize them, and use them to put together a coherent piece of writing that presents several pieces of text evidence to support a claim. This paragraph puzzle includes a page of hints, a visual example, and an answer key. The task is most challenging if the labels and puzzle pieces are cut up ahead of time. 14. Presenting Evidence Quiz 2 — (3 pages) This multiple choice and true / false quiz asks students to know the basics and more complex writing concepts learned and practiced in the unit so far. An answer key is included on the third page. 15. Analyzing Text Evidence in the Lead-Out — (1 page) This lesson and activity focuses on the inferential and drawing conclusion words such as suggests and implies, analyzing the author’s specific language use, and using the words from the claim to focus the lead-out. 16. Atticus Finch the Role Model — (9 pages) The scaffolding in place for this claim-based writing task includes the lessons from 12 and 13 above, but also includes eight pieces of text evidence from which to choose, a page for planning out the presentation of the best text evidence, and a paragraph starter. Also included are two rubrics and two pages of lines for the final draft. 17. The Gray Ghost Connection — (7 pages) This text-based writing task asks students to answer a question about a choice Harper Lee makes at the end of the novel (author’s purpose). Students are asked to present evidence from a given text to support a claim. This task requires students to have a clear understanding of the novel’s big picture. Space to write, an exemplar, and rubrics are included in this task. 18. New Kid Writing Task — (2 pages) This can be used as a check for understanding, or used as a summative assessment. This task asks students to explain to the new student in class how to present text evidence to support a claim in a paragraph. It includes a depth of knowledge rubric that assesses students’ level of understanding of all the writing concepts taught in this unit. 19. Omitting Words from a Quotation — (2 pages) These lessons focus on two methods for omitting words from a quotation: (A) using an ellipsis, and (B) bridging the text gap by using another attributive tag. These two resources serve as great references for students who are ready for an advanced lesson, or for those who could make use of a timely writing lesson.
Activity 5: "Live in Balance" Posters Activity time: 25 minutes Materials for Activity - Newsprint, markers and tape - Large sheets of poster board, at least one for every two or three participants - A permanent marker that will write on coffee filter paper - Color markers - Medium-size paper coffee filters, one for every two or three participants - String or yarn - Single-hole hole-puncher - Nature magazines to cut up or other pictures from nature, scissors (including left-handed scissors) and glue sticks or tape Preparation for Activity - On the top of each piece of poster board write, "Live in Balance. The Earth Needs... " - Punch three holes on the edges of each coffee filter, in a triangular pattern, as on a parachute - On each coffee filter write the phrase, "The parachuting cat says... " using the permanent marker - Cut the string into approximately six-inch pieces. Tie each string into a hole on a coffee filter. Tie the bottoms loosely together, as a parachute. - Cut out pictures of a variety of creatures and plants from the magazines. Provide additional magazines and scissors for participants to cut out more pictures. Description of Activity Say in your own words: In our lap-sitting circle, we saw that when one person left the circle it made it harder for everyone else to keep balance. In the story we just heard we learned that when one kind of animal dies or there are too many of one kind of animal, that can make it hard for nature to keep its balance. We learned about scientists who used chemicals in Borneo which killed some animals and made nature get out of balance. We are going to make posters about keeping balance but first we're going to think about what things the Earth needs to be in balance. As children name ideas, write each idea concisely on the sheet of newsprint you have posted. Allow no more than two or three minutes for this part of the activity. If the children have difficulty coming up with ideas, suggest things such as clean water, good atmosphere, clean air, insects to eat weeds, different kinds of birds, trees, different kinds of plants, pollinators or safe places for all animals to live. Next form pairs or small groups of children and invite them to work together to create a "Live in Balance" poster. Read them the heading ("Live in Balance, the Earth Needs... ") and ask them to make pictures of everything they can think of that the Earth needs to have balance. Invite them to focus on one of the Earth's needs that the group has generated, and use pictures to show it. Not all children will be interested in doing or able to do this, but it may give some a helpful structure for this task. Others may be helped by an invitation to think broadly; you can point out that all creatures and plants have a role in nature's balance, so their posters can have lots of different animals on them. Children can glue on pictures that you have cut out, or cut out their own to use. Give each pair or small group a coffee filter parachute. Help them glue or staple it to the top of their poster so it reads, "The parachuting cat says ... Live in Balance, the Earth Needs... " If they like, one person can cut out or draw a picture of a cat to glue or staple to the bottom of the parachute. Hang completed posters on the wall of your meeting space or display them for the larger congregation. The goal of this activity is to deepen the understanding of balance in nature and encourage a respect for all life within the web of existence. Concepts are reinforced through naming and artistically representing things that the Earth needs in order to remain in balance.
Activities and Lesson Plans Related 4th Grade TEKS 4.11 A, B: Measurement. The student applies measurement concepts. The student is expected to estimate and measure to solve problems involving length (including perimeter) and area. The student uses measurement tools to measure capacity/volume and weight/mass. The student is expected to (A) estimate and use measurement tools to determine length (including perimeter), area, capacity and weight/mass using standard units SI (metric) and customary; (B) perform simple conversions between different units of length, between different units of capacity, and between different units of weight within the customary measurement system. 4.14 A, B: Underlying processes and mathematical tools. The student applies Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to (A) identify the mathematics in everyday situations; (B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness. 4.15 A, B, C: D, E: Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals); (B) develop drafts by categorizing ideas and organizing them into paragraphs; (C) revise drafts for coherence, organization, use of simple and compound sentences, and audience; (D) edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; and (E) revise final draft in response to feedback from peers and teacher and publish written work for a specific audience. 4.16 A Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) write imaginative stories that build the plot to a climax and contain details about the characters and setting. 4.18 Ai, ii, iii: Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) create brief compositions that: (i) establish a central idea in a topic sentence; (ii) include supporting sentences with simple facts, details, and explanations; and (iii) contain a concluding statement. 2 A, C, E: History. The student understands the causes and effects of European exploration and colonization of Texas and the Western Hemisphere. The student is expected to: (A) summarize reasons for European exploration and settlement of Texas and the Western Hemisphere; (C) explain when, where, and why the Spanish established Catholic missions in Texas; (E) identify the impact of Mexico's independence from Spain on the events in Texas. 4 B, C: History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to: (B) explain the growth and development of the cattle and oil industries; (C) identify the impact of railroads on life in Texas, including changes to cities and major industries; and 13 A, B, E: Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: (A) explain how people in different regions of Texas earn their living, past and present; (B) explain how geographic factors have influenced the location of economic activities in Texas; (E) explain how developments in transportation and communication have influenced economic activities in Texas. 15 B: Government. The student understands how people organized governments in different ways during the early development of Texas. The student is expected to: (B) identify characteristics of Spanish and Mexican colonial governments and their influence on inhabitants of Texas. 22 A, B, F: Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (A) differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas; (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (F) use appropriate mathematical skills to interpret social studies information such as maps and graphs. - Was a horse just a pet to a vaquero or a cowboy? Why or why not? - Which came first, vaqueros or cowboys? Give some details. - How are vaqueros and cowboys different? How are they the same? - What was the main reason for the great Texas cattle drives? Discuss. - Where did vaqueros and cowboys drive cattle? When did the great Texas cattle drives take place? Discuss. - What are Texas longhorns? What do they have to do with vaqueros and cowboys? - Why are ranches an important part of Texas history? What do ranches have to do with vaqueros and cowboys? What are two important ranches in Texas history? - CHALLENGE QUESTION: In our world today, do you think we still need vaqueros and cowboys? Explain your answer. The Arbuckle Boys Listen to Jim Chilcote’s stories and music as he teaches the history of the great Texas cattle drives, tells what life was like for cowboys of the late 1800’s, and explains why cowboys sang. Brought to you by Texas Parks & Wildlife Department and the Institute of Texas Cultures. Out there on the trail those buckaroos got mighty thirsty. When cowboys found a stream, they’d dip their hats into it and fill 'em up. Then they'd guzzle that water right outta the hat. Take a good look at a cowboy hat and estimate how much water you think it would hold. Use BOTH the metric system AND the customary system. Then find out what the hat really holds by filling it up with water and measuring the capacity. It’s not ten gallons; that's for sure! Join a Cattle Drive This website gives you great brainstorming ideas to help you write the story of your very own pretend cattle drive. Pick one of the four main Texas trails to travel and write about your make-believe adventures along the way: Write a rough draft, make edits, revisions, and then a final draft. In other words, Buckaroo, make it spit-shiny and real purty! Sling that Sombrero! Grab a sombrero, or a cowboy hat, and get ready to toss it like a Frisbee! But first, use a piece of masking tape to mark your starting line. Now, stand behind the line and sling that sombrero, Frisbee-style, as far as you can. Then estimate how far it went, using BOTH the customary AND metric systems. Next, measure the distance for real. How close did you come to your estimate? Now it’s your partner's turn. Whoever slings the sombrero the furthest gets a point! From Vaquero to Cowboy TEACHERS – This one’s for you! This simple lesson is offered by The Smithsonian. Titled, "From Vaquero to Cowboy," the lesson focuses on art and social studies. Ranching Today – Video TEACHERS – This one’s for you! This 9-1/2 minute video features a little boy named Seth Hoff from Goliad, Texas whose family owns a ranch. Seth and TPWD’s Chuck Kowaleski discuss what it’s like to live on a modern-day ranch and how ranching today compares with ranching during the days of the great Texas cattle drives. Created jointly by TPWD and the Institute of Texan Cultures. Exploring the American West Vaqueros helped create our culture here in Texas. Find out how by reading After you’ve read, answer the questions and write three more of your own. (Don’t forget to proofread!)
FEATURE — Deep Earth Seeing Earth’s Sounds \|Thanks to new twists on established imaging techniques, increased power, large-scale seismic arrays and collaborations with applied mathematicians, scientists are beginning to learn much more from a seismic wave traveling deep within the planet than just its arrival time back at the surface. These advances help illuminate more of Earth’s inner structure than ever before.\| From crust to core, seismologists have been hunting for ever better ways to “see” Earth’s insides. In the past year, researchers have made a number of new advances in this arena, coming from many directions, such as using new twists on established techniques and listening to seismic signals from more than just earthquakes, says Rob van der Hilst, a geophysicist at MIT in Cambridge, Mass. In March, van der Hilst and his colleagues described how they adapted an imaging technique developed two decades ago for near-surface oil and gas exploration to create high-resolution, 3-D images of deep Earth structures at the core-mantle boundary (see Geotimes, July 2007). To develop these images, they used data from thousands of earthquakes recorded at about 1,000 stations around the world, which allowed them to distinguish previously unseen details of these structures, revealing the surprising complexity of the lower mantle and enabling them to estimate the temperature near the core-mantle boundary for the first time (a toasty 3,700 degrees Celsius). Furthermore, large-scale seismic station arrays such as Earthscope’s USArray (see Geotimes, March 2004), when combined with the “enormous increase in computing power” in recent years, are paving the way for more breakthroughs, van der Hilst says. “Many people are realizing the enormous potential that these modern seismometer arrays are providing now,” he says. Van der Hilst is among the first wave of geophysicists using this heightened computer power to use more of an earthquake’s seismic signal to interpret Earth’s inner structure than ever before. “Typically, you have a seismogram from an earthquake, and what we used to do is use only a small fraction of the data,” he says. Geophysicists have long measured an earthquake’s travel time — the time it takes for the fastest-traveling waves generated by an earthquake, called p-waves, to travel into Earth’s interior, hit a structure such as the core-mantle boundary and bounce back to the surface, where it is recorded at a seismic station. By compiling millions of these arrival times, you can make “nice tomographic images,” van der Hilst says. “But with all the new data from these arrays, you have so much more. What we’re trying to do is to develop new theories and ways of analysis that really make use of that richness,” using not just the arrival time of a seismic wave, but “the whole signal” as it travels through the subsurface, he says. For example, some waves may pass through several boundary layers, while others bounce back and forth between them. “All of those reverberations, that scattering, we can actually measure that,” he says. “We used to throw that away because it became so complex, but now we can begin to look at them.” What makes that possible, he says, is not only vastly improved computer power, but a new cross-fertilization between geophysicists studying seismic waves and mathematicians who study wave propagation, waveform theory and harmonic analysis. Although the convergence of seismology, mineral physics and geodynamics created a very rich new field of study a decade ago, van der Hilst adds, “what we are beginning to see now is an enormous influx of new techniques from applied mathematics. It helps us really tackle much more complex equations, and it’s happening on many levels.” In the next five years, however, even earthquakes may be obsolete — at least for studying the shallow crust and mantle. Aided by worldwide arrays and boosted by increased computing power, scientists are now beginning to listen and interpret seismic signals not just from powerful temblors, but from the entire “wavefield” under our feet — the rich rumble of ambient sounds resonating through Earth’s subsurface that originate from continuous background sources such as ocean waves (see Geotimes, April 2007), storms, changing weather patterns, tidal friction between Earth and the moon, and even the hum of traffic, van der Hilst says. “We can monitor [all these signals] like a stethoscope held to the surface of Earth, and listen to what’s happening down deep.” Jonathan Berry / National Science Foundation \|Auroras, such as the aurora australis (Southern Lights) pictured here glowing over the National Science Foundation Amundsen-Scott South Pole Station, are caused by the collision of streams of charged particles emitted from the sun — the solar wind — with Earth’s upper atmosphere. Earth’s protective magnetic field, which largely shields the planet from the effects of such solar storms, is thought to be generated by the convection of iron within the core.\| Compared with volcanoes, earthquakes and other powerful evidence of a dynamic Earth, or with the vast, complex variety of structures, minerals and temperatures in the mantle, Earth’s iron-dominated core may seem somewhat simple to understand. Although scientists think the core is responsible for producing the self-sustaining, convecting “geodynamo” that generates Earth’s protective magnetic field (see Geotimes, July 2007), the slowly churning liquid outer core and dense, moon-sized solid inner core have remained largely uncharted territory. New analysis techniques, however, have begun to reveal surprising complexity in the core. Of particular interest are the boundaries that separate the mantle from the outer core (at about 2,900 kilometers deep) and the outer core from the inner core (at about 5,100 kilometers deep). Once thought to be relatively sharp, these boundaries appear to be blurring. Not only are they more gradual but also more variable in space and time, with implications for how scientists envision the structures and composition of the regions themselves. This has also affected how they think heat may be transported from core to mantle and the operation of the geodynamo. With ever-increasing resolution from seismic tomography and the discovery of a new mineral that forms under the intense pressures and temperatures near the core, the 200-kilometer-thick layer of mantle nearest the core-mantle boundary, called D-double-prime, has been a focus of intense study. That layer, some scientists speculate, could hold explanations for everything from “superplumes” that fuel hotspots within the mantle to the ultimate fate of subducted plates (see Geotimes, July 2006). But only recently have scientists been able to recreate the extreme conditions near the core to better understand its properties. The intense pressures and temperatures inside the core can cause its atoms and electrons to behave in odd ways, according to Viktor Struzhkin of the Carnegie Institution of Washington in Washington, D.C. Under these conditions, electrons in the core’s iron atoms are forced to move from an unpaired, rapidly spinning state to a paired, slower-spinning state, changing the iron’s density, conductivity and other properties (such as how quickly sound waves travel through the rock). By recreating the core’s conditions in the lab, Struzhkin’s team found that the transition from high-spin to low-spin states occurs over a broad range of depths, from 1,000 to 2,200 kilometers deep. That suggests a much more gradual transition than previously thought, they reported Sept. 21 in Science. Another team, led by Yingwei Fei of the Carnegie Institution, reported in the Sept. 15 Geophysical Research Letters that the iron-rich minerals also reduce in volume as a result of the altered spin state, suggesting that the lower mantle may also be denser than once thought and providing new data to better understand both what the mantle is made of and how it moves. \|An artist’s depiction of Earth’s core.\| Even deeper lies the boundary between inner and outer cores, where heavier elements freeze to become solid while lighter elements are sent back to the outer core, powering its convection. This boundary was once thought to be a relatively simple sphere, but recent data show that some seismic waves scatter as they reflect off that boundary and suggest more complexity. Geophysicist Barbara Romanowicz of the Berkeley Seismological Laboratory in Berkeley, Calif., and her colleagues reported Jan. 2 in Proceedings of the National Academy of Sciences that the shape of the boundary separating the inner core from the outer core may in fact have small bumps and bulges that swell and move with time, which may be connected to the growth of the inner core. Other scientists have investigated the structure of the inner core itself, hoping to answer a long-standing mystery: Seismic waves traveling through the inner core move quickly, suggesting that its iron-nickel crystals are solid, not liquid — but they still don’t move quite as quickly as expected, prompting speculation that these solid crystals may contain tiny liquid inclusions that slow down the waves. However, Anatoly Belonoshko, a materials physicist at the Royal Institute of Technology in Stockholm, Sweden, suggested a different answer June 15 in Science: At the high pressures and temperatures within the core, the boundaries between the iron-nickel grains become “liquid-like,” moving more fluidly against each other and thus slowing down seismic shear waves traveling through them, he told Geotimes in August. Although relatively small in size, the inner core has a big job: It stabilizes Earth’s magnetic field against pole reversals, and understanding how it evolved also provides clues to how the planet cooled during its early stages. Writing in the July Geotimes, Rob van der Hilst noted that many mysteries remain — whether the inner core has layers, what controls the orientation of its iron-nickel crystals and how it rotates relative to the rest of Earth. By delving deeper into these questions, geophysicists, seismologists, mineral physicists and other deep Earth scientists are hoping to be able to get to the core of the planet. With new collaborations among different fields in recent years, geophysicists have developed new ways to investigate the lower mantle. Geophysicist Guy Masters of the Scripps Institution of Oceanography in La Jolla, Calif., talked with Geotimes reporter Carolyn Gramling about new advances in deep Earth research. CG: Deep Earth research seems to have progressed rapidly in recent years; what’s driving things forward? GM: The key thing is that mineral physics has been able to give us some numbers — it’s the glue that holds things together and allows everybody to talk to everybody else. In the last couple of years, the mineral physics community has been able to help in a couple of ways because they’re getting reliable data from real experiments. CG: At the 2006 annual meeting of the American Geophysical Union, you talked about “disappearing slabs,” sinking plates that scientists can detect because they have different seismic velocities until they reach the lower mantle — at which point they appear to vanish. How important is it to understand whether they have been assimilated or simply aren’t there? GM: Well, there are probably a hundred ways to hide slabs. [In that study, Lars] Stixrude was looking at the properties of a subducted slab and what happens to oceanic crust, and we just developed that as an idea of how to hide sinking slabs. But the real point is that we now have the numbers to be able to do those what-if scenarios, such as what happens to oceanic crust as it sinks. For me, the fun thing is that the numbers we’re now getting allow us to calculate connections between seismology and composition and temperature — the real things that control what’s going on in the planet. And we can ask questions like, “If I have a composition and temperature, what happens to the shear velocity, pressure, density and so on if I increase the amount of iron?” In the past, we’ve taken seismic data travel times and made models of properties like compressional velocity and shear velocity [how fast p-waves and s-waves travel through a material] and mineral physics now allows you to tie all those things directly to composition. So for the first time we’re able to calibrate the composition of the lower mantle. People have done this for the upper mantle in the past, but it’s much more complicated [in the lower mantle]. CG: What are some of the properties you’re looking for? GM: Density is one of the characteristics, but it’s difficult to determine seismologically. We can look at structures using long wavelengths, but the measurement is really not local. We’re not seeing anything in any detail. But you can use travel times to constrain those measurements, because they’re connected through composition. So you can actually get very detailed models of density that way. CG: What have we learned about the makeup of the lower mantle? GM: The lower mantle, from about 850 kilometers [below the surface] down to within a few kilometers of the core-mantle boundary, is fairly simple mineralogically until you get close to the bottom. But there’s an enormous pressure range that you can try to fit different compositions to. The solutions are non-unique and we still don’t know all the numbers that we really need to know, but we’re generally getting toward an answer. CG: What new breakthroughs do you think are on the horizon? GM: In the next couple of years, we really will have a thermal and chemical model of Earth. It’s going to be uncertain in places, but we’ll be able to rule out a lot of things we haven’t been able to rule out in the past. One of the things that keeps cropping up is whether the mantle is chemically stratified. This is related to the main question in the evolution of Earth that we’ve been arguing about since plate tectonics came around. [Laughs.] We’ve been doing this for 40 years now; it should be solved.
First 600 words of the document: Moral Development Essay Damon's model works on the basis that children's real life reasoning is often about whether or not something is fair. This most commonly occurs when something is desired by more than one person and so it must be shared out equally, ideas about how this should be done is referred to by Damon, as distributive justice. The model that illustrates the progression of distributive justice consists of five levels: simple selfinterest, selfinterest with arbitrary justification, strict equality, distributive calculations and needs/benevolence. Level one and two, focus on personal gain, basing your reasoning purely on what the individual can get out of the negotiation. A classic example would be sharing your toy with a friend when they come to your house; for the simple reason that when you go to their house you should then be allowed to use their Level three, involves abiding to strict rules about sharing, these are seen as inflexible and controlled by an outside force. This level mirrors Piaget's moral realism stage where a child's morality is not selfchosen but simply reflects the moral codes of others, otherwise known as heteronomous morality. Level four, requires the individual to base their decisions over distribution through calculations, for example who worked the hardest. It marks the shift that can be seen in other theorist's models; in Piaget's it is the move from realism to relativism and in Kohlberg it is the movement from stage four (good boy/good girl) to stage 5 (social contract). These all involve moving from a state where your reasoning is affected by others to a state where your moral code is internalised. The final level, level five, is where reasoning is based on the understanding that some individuals should have special consideration due to a disadvantage, this could be the smallest person being able to sit at the front of the class. The similarities that can be seen between Damon's model and the models of other theorists, strongly supports these transitions in morality and strengthens the ecological validity of the theory. To investigate his model, Damon utilised the moral dilemma technique. Children aged 410 were involved in the scenario of sharing out their class proceedings from a painting sale between their class mates. Within this class some were more productive, some more well behaved and some poorer than their peers. Results showed that children aged 45 focused on selfinterest basing their reasoning on arbitrary justification, children aged 57 believed in strict equality when sharing the profits and children aged 7+ took into account individual merit and needs/benevolence. These results directly map onto the model proposed by Damon, supporting a shift in sophisticated reasoning, running parallel with age, therefore increasing the validity of the theory. Although our parents influence our understanding of the concept of distributive justice, Krugar points out that the real life `give and take' of peer interaction is more influential. This means that the results of the painting sale dilemma study will have a high predictive validity because the dilemma takes place within a peer setting. A study was conducted by McGillicuddy De Lisa to test the predictions that young children were more likely to be more inflexible that older children when applying the rules of distributive justice. Kindergarten, third grade and sixth grade children were presented Other pages in this set Here's a taster: In both groups there was a member who was the oldest, most productive or poorest, one group however were strangers and the other were friends. Results showed that the kindergartners' allocations did not vary with the relationship of the characters or their neediness. Older children however allocated more money to needy friends than to needy strangers and more to productive strangers than to productive friends. No gender differences were found. It can therefore be concluded that the findings do support Damon's levels of distributive justice.…read more
The great American astronomer Edward Emerson Barnard spent a large chunk of his career putting together a extended list of dark nebulae -- a list of everything that was an inky blot against the night sky. This list is still used to refer to dark nebulae in the same way that the Messier List is used to refer to nebulae and other bright things that weren't clearly stars. A Barnard object is refered to as 'Barnard x' or 'Bx', where 'x' is the number of the object as it appears in Barnard's list. Barnard published his original list in 1919, in the Astrophysical Journal. His paper was entitled On the Dark Markings of the Sky with a Catalogue of 182 such Objects. He continued to expand his list throughout his career. By the time of his death in 1923, he had collected 366 Barnard objects; the list is now closed. In 1962 Beverly Lynds published the Catalogue of Dark Nebulae, so you will sometimes hear people refer to "Lynd-Barnard" objects. These lists have since been subsumed into the New General Catalogue (commonly called the NGC / IC catelogue), but astronomers will still often refer to these bodies as Barnard's objects.
Fostering Your Children’s Creativity through Independent Learning “The ability to think or be creative requires both intuition and perseverance. One big feature of the Kumon Method is to give students both.” – Toru Kumon The ability to think critically and creatively is an essential part of solving problems. In many cases, you need to think outside the box and rely on previous experiences to tackle obstacles by formulating the best solution. This ability is a noticeable effect of the Kumon Program. Throughout the Kumon Program, students are encouraged to take an active role in their studies through the completion of a series of daily worksheets. These worksheets correspond to each student’s needs and abilities. In that sense, any student, regardless of age or ability, can achieve success in the Kumon Program. Each worksheet in the Kumon Program is a part of a carefully structured step-by-step learning process that builds upon each student’s prior knowledge to tackle the next series of problems. Unlike tutoring or traditional learning programs, each student is expected to learn how to solve each problem independently. The structure of the Kumon Program encourages students to use their critical thinking skills to solve problems. As Toru Kumon said, “What we aim for is not just to improve students’ school grades by simply developing their abilities in math and reading, but for students to attain the mindset required for self-learning, and acquire enough self-learning experience that it becomes a habit. This is the true value of the Kumon Method. We must allow children to experience the joy of self-learning and advancing on their own. We hope they will then continue learning by themselves even after they go out into the real world, and grow up into people who give their best in everything they do.” By enrolling your children in the Kumon Program, you not only encourage them to develop into self-learners but also helping build their creative and critical thinking skills.
What is the thyroid gland? What Is The Thyroid Gland The thyroid a small gland with a butterfly shape that is located in the neck area directly in front of the trachea, or windpipe, and right underneath the larynx. The thyroid plays a key role in many essential body processes. It works with hormones that ensure that these metabolic processes occur without issue. It produces two primary hormones and one of its biggest jobs is regulating your metabolism. When this gland is not working, as it should, it can result in metabolic problems that can disrupt a person’s health and cause problems like weight gain or loss and a substantial lack of energy. According to The American Association of Clinical Endocrinologists, at least 30 million Americans have some type of thyroid disorder and half of them are undiagnosed. Women are 10 times more likely as men to have a thyroid problem, and women over the age of 35 have a 30% higher chance of having a thyroid disorder. The word “thyroid” translates to “shield” in Greek. It consists of two lobes, or halves. The isthmus, a type of tissue band, works to connect both of the lobes. This small gland typically weighs under one ounce. In utero, the thyroid gland is initially behind the tongue, however, before a person is born it moves into a permanent location in the neck. There are cases where either it does not properly move or it moves too much or too little. The main role of the thyroid gland is metabolism regulation. This means that it helps your body to break down the food that you eat and turn that food into energy. However, everyone’s body burns this fuel at different rates. This is why it is often said that people have either a slow metabolism or a fast metabolism. The thyroid gland needs iodine in order to produce the hormones that regulate metabolism and it gets it from the food you eat. Thyroid cells have the ability to efficiently absorb iodine from food and then use it, while the rest of the cells in the body rely on this gland to manage individual cell metabolism. The thyroid gland does not work alone and it relies on the hypothalamus in the brain and the pituitary gland to work properly. When the levels of thyroid hormone start to drop, the hypothalamus puts out a hormone referred to as TSH releasing hormone. This then signals the pituitary gland to start making a thyroid stimulating hormone known as TRH. The thyroid gland then receives this hormone and is signaled to produce more thyroid hormones, namely T3 and T4. The T3 hormone plays the biggest role in the body and metabolism while the body takes T4 and turns it into more T3 to ensure that the body has enough. The hormones make their way to the bloodstream where they go to work to control the body’s metabolism. While regulating metabolism is its biggest function, this gland does have other roles. These roles are associated with the hormones it produces and their effects on the cells in the body. Many vital body processes are helped by this gland and the hormones it produces, including: - Peripheral nervous system - Central nervous system - Muscle strength - Body temperature - Heart rate - Women’s menstrual cycles - Cholesterol levels The thyroid is one of the most important components of your metabolic system. Without this gland and the hormones that work with it, many metabolic functions will not work correctly. If your thyroid gland is unable to do its job, your doctor can help with various treatments directed at the problem. Since thyroid disorders are relatively common, many people have their thyroid hormone levels assessed at their annual physical so that any issues can be caught early.
In this resource, students will discover that there are notable differences between sea ice and fresh-water ice, such as density. In on segment, students learn that the first sign of freezing on the sea is an oily appearance of the water caused by the formation of needle-like crystals. The site explains the relationship between growth and the rate at which heat flows from the water and that the ice pack can alter its shape and dimension due to the movement of winds, currents, thermal expansion, and contraction of the ice. Types of ice described here include new ice, nilas, young ice, first-year ice, and old ice while the forms of ice covered include pancake ice, brash ice, ice cake, floe, and fast ice. The site also explains the meteorological and oceanographic factors that control the amount and movement of ice. Intended for grade levels: Type of resource: No specific technical requirements, just a browser required Cost / Copyright: Information on this site has been posted to be readily available for personal and public non-commercial use. Unless otherwise noted by the application of the copyright symbol, materials on this site may be reproduced, in part or in whole and by any means, without charge or further permission from Canadian Ice Service, Environment Canada. Users exercise due diligence in ensuring the accuracy of the materials reproduced, Environment Canada be identified as the source department, and the reproduction is not represented as an official version of the materials reproduced, nor as having been made in affiliation with or with the endorsement of the departmental organisation. DLESE Catalog ID: DLESE-000-000-006-164 Resource contact / Creator / Publisher:
Muscle Strains and their Prevention In a survey of injuries at a professional football club, it was reported that 26.8% of all injuries involved muscles and tendons (Lewin,1989). Muscles and their tendon attachments combine to form what are known as musculo-tendinous units. These musculo-tendinous units provide the force which is necessary for movement. Football is a dynamic sport which requires explosive movements (such as sprinting, jumping, shooting and heading the ball) with large forces generated by muscles and tendons. It is easy to see why over a quarter of all injuries affect these structures. How is Muscle Structured? In order to understand how muscles are injured it is helpful to know how the muscle is made up. The muscle is surrounded by an outer sheath or covering. Inside this outer sheath are bundles of muscle fibres which are known as fasicles and are themselves surrounded by another inner sheath. If you looked at the bundles very closely you would just be able to see the individual muscle fibres. (The muscle fibres are made up of even smaller parts but a microscope is required to see them). A muscle contracts when two of these microscopic parts link together and slide together (causing the muscle to shorten) or slide apart (causing the muscle to lengthen). If the muscle shortens, the result is movement of a joint in one direction; if it lengthens, it causes movement of a joint in the other direction. The co-ordination of this muscle activity by the brain allows us to perform complex movements such as kicking a football or running. What is a Muscle Strain? A muscle strain is damage caused by over-stretching of muscle tissue. In football, this is thought to occur most frequently when movements such as sprinting, stretching for the ball or kicking the ball are carried out in an unco-ordinated manner. The muscle tissue becomes overloaded and reaches a breaking point where a tear or partial tear occurs. The player will experience pain that will persist if he or she attempts to stretch or contract the muscle. Depending on their severity, muscle strains are categorised into Grades 1, 2 or 3: - GRADE 1 STRAIN There is damage to individual muscle fibres (less than 5% of fibres). This is a mild strain which requires 2 to 3 weeks rest. - GRADE 2 STRAIN There is more extensive damage, with more muscle fibres involved, but the muscle is not completely ruptured. The rest period required is usually between 3 and 6 weeks. - GRADE 3 STRAIN This is a complete rupture of a muscle. In a sports person this will usually require surgery to repair the muscle. The rehabilitation time is around 3 months. All muscle strains should be rested and allowed to heal. If the patient continues to play, the condition will worsen. If ignored, a grade one strain has the potential to become a grade two strain or even a complete rupture. How does a Damaged Muscle Heal? The healing process of a muscle strain begins with an inflammatory response which can last for three to five days. This is a crucial time during which rest and protection of the injured part is vital in order to prevent any further damage. During the inflammatory reaction the body produces chemicals and cells which remove dead muscle fibres and start the repair process. The repair process consists of three stages: - REGENERATION OF MUSCLE FIBRES New muscle fibres grow from special cells within the muscle. - FORMATION OF SCAR TISSUE There is bleeding in the gap between the torn muscle ends, and from this blood a matrix, or scaffold, is formed to anchor the two ends together. This matrix eventually forms a scar within the muscle that makes the muscle more resistant to further stretch damage. - MATURATION OF THE SCAR TISSUE The collagen fibres which make up the scar tissue become aligned along lines of external stress and are able to withstand more force. How are Muscle Injuries Treated? The immediate treatment consists of the 'PRICE' protocol: Protection of the injured part from further damage, Rest, Ice, Compression and Elevation. The aim of this protocol is to reduce bleeding within the muscle tissue. Ice therapy in the form of ice pack applications should be continued for the first three days after the injury (never apply ice directly to the skin). The rehabilitation after this period involves gradually stretching the muscle to elongate the scar tissue and progressively increasing the muscle strength. Once this has been achieved, the player can begin sport-specific exercises, such as running, jumping and kicking. To reduce the risk of re-injury, this should be done under the supervision of a chartered physiotherapist. How can the Risk of Muscle Injury be Reduced? The following measures may have the effect of reducing the chances of sustaining a muscle strain: - Warm up prior to matches and training is thought to decrease muscle stretch injuries because the muscle is more extensible when the tissue temperature has been increased by one or two degrees. A good warm up should last about twenty minutes - starting gently and finishing at full pace activity. Practising match activities such as sprinting and passing helps tune co-ordination and prepare mentally for football. Recovery after training sessions and matches can be enhanced by performing a cool down, which is thought to help muscles get rid of waste products. This is also the ideal time to do stretching execises. - Maintaining good muscle strength and flexibility may help prevent muscle strains. Muscle strength allows a player to carry out match activities in a controlled manner and decreases the uncoordinated movements which can lead to injury. Tight muscles are associated with strains and stretching is therefore practised to maintain muscle strength and prevent injury. - Diet can have an affect on muscle injuries. If a player's diet is high in carbohydrate in the 48 hours before a match, there will be an adequate supply of the energy which is necessary for muscle contractions. However, if the muscles become short of fuel, fatigue can set in during training or matches. This fatigue can predispose a player to injury. Carbohydrate and fluids can be replenished during training and matches by taking regular sips of a sports drink. Common Muscle Injuries Adductor muscles - these are commonly injured during football because they are put under a great deal of stress during turning activities. They are also very active during side foot passing. Hip flexor muscles - these are the kicking muscles at the front of the hip which are very active during shooting and striking a ball. Quadriceps muscles - these powerful muscles of the thigh are responsible for straightening the knee and are active during running, kicking and jumping. Hamstring muscles - these muscles are located at the back of the thigh and are most active during running, particularly sprinting, which is when they are most often injured.
Yesterday's molecule was ubiquinone, also known as coenzyme Q or just plain "Q." Ubiquinone is a lipid soluble cofactor that accepts and donates electrons in oxidation-reduction reactions. These are reactions in which electrons are transferred from one molecule (oxidation) and accepted by another (reduction). Ubiquinone is confined to lipid membranes where it diffuses laterally. It is synthesized in reactions catalyzed by membrane-bound enzymes. Bacteria contain a structurally similar molecule called menaquinone and photosynthetic organisms have plastoquinone. All of these quinones play a role in pumping proteins across a membrane in order to create a proton gradient that's used to make ATP. If you understand how this works then you can understand how life first arose 3.5 billion years ago. Quinones can carry up to two electrons per molecule and they are added one-at-a-time in the reaction shown below. The reason why ubiquinone is so important is because the ring structure stabilizes the negatively charged semiquinone anion allowing for the addition of another electron to create ubiquinol (QH2). Note that when two electrons are taken up, two protons (H+) are added to neutralize the negative charge. In the reverse reaction (ubiquinol to ubiquinone: bottom to top) two protons are released when the electrons are given up. The key to understanding the importance of ubiquinone is recognizing that protons can be taken up from one side of the membrane during the reduction of ubiquinone and they can be released on the other side of the membrane when ubiquinol is oxidized in the reverse reaction. The enzymes responsible for this differential uptake and release are part of the membrane-associated electron transport chain found in mitochondria and in the membranes of bacteria. There are several different reactions that take place as shown in the simple schematic diagram below. The red line traces the path of electrons released from a molecule called NADH. The electrons pass through three different membrane complexes called complex I, complex III, and complex IV. At each step, protons are pumped across the membrane. In complex IV the electrons are passed to oxygen (O2) to make water. This final step is why you need oxygen to live. We are mostly interested in the middle complex (complex III) because that's the one found in all species. It also takes part in photosynthesis, which is a similar process for producing a proton gradient. The protons accumulate in the intermembrane space between the outer and inner membranes of mitochondria and bacteria. The complexes are located in the inner membrane. (The outer membrane isn't shown in the diagram.) Because there's a higher concentration of protons in the intermembrane space compared to inside the cell, there's pressure to return protons down the concentration gradient to restore the balance. This pressure is called the protonmotive force. It's used to drive ATP synthesis by coupling the transport of protons to the phosphorylation of ADP. ATP is the main energy currency in the cell. It can be used to make other molecules or cause muscles to contract etc. The idea that electron transport is mainly used to create a proton gradient which is then used up in the synthesis of ATP is known as the Chemiosmotic Theory. It was championed in the 1960's by Peter Mitchell (see tomorrow's Nobel Laureate). The role of quinone in complex III is complicated. Here's a schematic (left) showing the uptake of protons (H+) from the cytoplasmic side (bottom) to form QH2 and their release on the other side when QH2 is converted back to Q. This complicated set of reactions is known as the Q cycle and it is responsible for the generation of protonmotive force in all species. Since the protonmotive force is what drives ATP synthesis, this makes the Q cycle one of the most important reactions in biochemistry. The structure of complex III has been solved. In addition to being one of the most important enzymes, it is also one of the most beautiful. You can easily see the two b heme groups that form the catalytic sites for oxidation and reduction of QH2 and Q. The iron-sulfur center (Fe-S) helps in the transport of electrons to heme c1 and eventually to cytochrome c. This is such a fabulous molecule that I put it on the cover of my biochemistry book. Students often wonder how the earliest forms of life created energy before the invention of photosynthesis. Once you understand the Chemiosmotic Theory, it isn't difficult to see how this worked 3.5 billion years ago. All you need is a source of energetic electrons to drive the reduction of quinone. In the presence of a cytochrome complex, like complex III, you'll get a protonmotive force generated by the Q cycle. This will power ATP synthesis. Here's a simplified version of how it's done in chemoautotrophic bacteria that can use hydrogen as an energy source. There are many other possible sources of energy, such as H2S or NH4+. They are obvious candidates for the kinds of energy production that was common when life first began.
Remember that experiment from last fall that appeared to show neutrinos can travel faster than light? It turns out the whole thing is probably a mistake, brought on by a bad connection between GPS satellites and the computer that calculated the speed of the tiny particles. To recap, last year some lab coats at the European Organization for Nuclear Research, or CERN, performed an experiment where they created neutrinos, some of the smallest particles in existence, then measured how long it took them to reach a detector about 450 miles away. It turns out the neutrinos arrived at the detector 60 nanoseconds before light would have arrived. According to Einstein, nothing can travel faster than light, so the results received worldwide attention. If the experiment were verified and duplicated, it would have overthrown scientists' view of the universe. Entirely new physics would be needed to explain the impossibly fast neutrinos. While the finding fueled dreams of Star Trek-like ships able to travel at superluminal velocities, the physics community was concerned that the result would upend decades of scientific law. The thought that Einstein's theory of relativity was somehow wrong about the speed of light being an absolute limit, according to physics, simply makes no sense. It now appears relativity is safe after all. Science Insider reports that people familiar with the original experiment say the the 60-nanosecond jump is fully accounted for by a faulty fiber-optic cable that connects the GPS receiver to an "electronic card" in a computer. Once they fixed the cable, the discrepancy disappeared. More results will need to verify the correction, so keep those starship dreams on standby. However, it appears that some earlier theories explaining the error, some of which cited the time dilation experienced by GPS satellites due to relativity, aren't necessary after all. In the end, all the researchers needed to do was visit their local RadioShack.
The problem is to compute the area of the intersection of two circles of arbitrary radius. In this post, the trivial cases (no intersection and one circle completely inside the other) are not discussed. Let A be the center of the circle (x0,y0) of radius r0 and B be the center of the other circle (x1,y1) of radius r1. We want to calculate the area of the green area in the figure 1. Figure 1: Area to compute Let’s add two points at the intersections between the two circles, C and D. The area can therefore be decomposed in two sub-areas A1 and A2 being the left and the right parts of the intersection. Figure 2: Sub-areas A1 and A2 The area of each sub-area can be calculated as the difference of the area of the pie and the triangle. Figure 3: How to calculate one sub-area First, and . The area of the pie is proportionnal to the area of the whole circle and therefore with alpha the angle of the pie you have the following relation: We have to find the angles now. so we just have to find BAC. We know all the lengths of the edges of the triangle ABC and therefore we can calculate its angles with the cosine rule (https://en.wikipedia.org/wiki/Law_of_cosines). The length AB can be calculated simply from the coordinates of A and B Now we juste have to calculate the area of the triangles and we are done. Since we already have the length of two sides of the triangle and the angle in-between, we can use that The demonstration is easy: Area of a triangle is and so we finally get the expected result Figure 4: Area of the triangle DAC We finally have: This article is mostly inspeared of the explanation on mathforum. The figures were done with https://www.geogebra.org
A pioneer in the production of wind power, Denmark draws more than 40 percent of its energy from turbines, and the aim is to reach 50% by 2020. But the harsh offshore environment and heavy rain causes the blades to erode, leading to a significant reduction in efficiency. Researchers in the city of Kolding have been working on an innovative coating system. “Look at this, this is an aluminium sample completely destroyed by rain droplets,” says Michael Drachmann Haag, lead engineer at the LM Wind Power Technology Centre. “This has been done by our simulated weather conditions here in this test centre, where we test materials and processes for new materials going onto wind turbine blades. What we have done recently is we’ve developed a coating material instead, and when tested in our rain and ocean simulator, we’ve actually provided a five times improvement.” As part of the European project Windtrust, aimed at reducing the cost of wind energy generation by improving the reliability of the turbines’ key components, experts are testing new materials like polyurethane coating to fight the effects of erosion. “The newly developed materials and technologies for erosion can really help bring down maintenance costs. And maintenance cost is an essential issue when you’re talking about wind energy offshore because of the inaccessibility of the turbines,” explains Jens Ulrich Laursen, project manager at LM Wind Power. The European Wind Energy Association estimates that turbines will provide between 14 and 17% of the EU’s electricity by 2020”:https://en.wikipedia.org/wiki/Wind_power_in_the_European_Union, avoiding more than 300 million tonnes of CO2 production a year and saving Europe €28 billion annually in fuel costs.
Humans are known for their competitive nature regardless of their sex. There is apparently something exclusive to females though: they, as do other mammals, might be vying with each other by giving birth to bigger babies, according to scientists from the University of Exeter. The paper is published in the journal Scientific Reports. Competing to have the most surviving offspring has long since been thought to fuel evolution. The findings of the study that lasted for 13 years indicate that this behaviour might be extended to life growing in the mother’s body. Female mongooses were found to produce bigger pups as a response to competition when the team of researchers used ultrasound scans to investigate prenatal investment. Can competition among individuals of a population start in the womb? This concept remains a bone of contention among scientists, but the authors of the new study write that their results are evidence that competition among females begins before the birth of their offspring. The data suggests that social mammals (that would include humans as well) might affect womb conditions to boost their reproductive success. In this way, females would be ‘preparing’ their young so that the latter can deal with competition after birth – the training starts even before the child is born. But why? Female mongooses live in groups and give birth at the same time. This prevents them from identifying their own offspring, and they are thus unable to assist them in the face of competition with other babies. To counter this predicament, responding to competition, the mothers would then invest more resources directed at their womb to ‘build’ offspring that can withstand the pressure of competition once it is born; the more females breeding at the same time, the bigger their foetuses would turn out to be. Furthermore, the size would be more pronounced under conditions that drive competition further such as low rainfall and low weight of the mother. How do the baby mongooses grow bigger? The scientists do not yet know whether it is the result of the mothers eating more food or whether their stored body fat is being used to do so.
Science is a rapidly-changing field; something true today might not be true tomorrow. Each day, scientists are at work discovering new things and making new contributions. So even though you’d expect scientists to already know everything about the human body, just this past week, a part of the body was reclassified as our newest organ. Called the mesentery, it was previously overlooked as part of the intestines. The Human Intestines The human body has a total of 78 organs, each one of them performing a different function. The intestines contains three of these organs: the small intestine, large intestine, and rectum make up a 30-feet-long track of tissue that connects the stomach and anus. These organs help the body break down food by providing enzymes and hormones to aid the digestion process. After the food you eat passes through the stomach, the small intestine collects nutrients from the food and moves them into the bloodstream, converting food into molecules that cells can use. As the now-processed food reaches the large intestines, the water from the food is absorbed and the remaining food is turned into waste. The rectum stores the waste and sends signals to the brain to let it know the waste is ready to be eliminated from the body. The mesentery is actually a thin membrane around the intestines. Its main function is to connect the intestines to the abdomen wall. It’s a delicate balance: the mesentery holds the intestines in just the right position so it doesn’t fold or become unable to work when we change positions. However, the mesentery also supplies blood and fluids from the intestines to the rest of the body. J. Calvin Coffey, an Irish surgeon and a professor, contributed to the reclassification of the mesentery through his research. The main reason why the mesentery was not classified as an organ before was because it was believed have several parts. Coffey’s research shows that this is not true, and instead, the mesentery is one continuous structure. This new discovery has advanced the field of medicine. By figuring out the structure and anatomy of the mesentery, scientists can now learn more about how it functions. In addition, they can begin to investigate when it doesn’t function as well— that is, diseases associated with the mesentery. For example, the mesentery might allow disease to spread from one part of the body to another. Finally, the mesentery might not only help simplify complicated surgeries, but even lead to better medications being developed, benefiting many patients in the future.
There’s a lot of buzz about Vitamin D for immune system health including flu prevention and even treatment. But what does Vitamin D actually do for our bodies, how we get it, and how much we need? You probably know we get the “sunshine vitamin” from sun exposure, and it’s important enough to be fortifying conventional milk, orange juice, and cereals. The problem is that many people in our modern world are Vitamin D deficient. Severe deficiency can cause major health problems, but even slight deficiencies make it harder for us to stay healthy. Vitamin D Benefits - Strong Bones and Teeth – By promoting calcium and phosphorus absorption, Vitamin D can prevent rickets and osteoporosis. - Cancer Prevention – Despite all of the association between sun exposure and skin cancer, it looks like sunshine may actually PREVENT some cancers. Studies suggest that a higher intake of Vitamin D and calcium and/or a higher rate of Vitamin D generation through sun exposure is related to lower incidences of lymphoma, prostate, colon and breast cancers. - Immune Health – There’s plenty of research on how Vitamin D relates our body’s ability to fight disease. In 2006, a study at the University of California in Los Angeles demonstrated that the body’s cells need Vitamin D to trigger the immune response to bacterial threats. Since it supports the immune system, Vitamin D may be able to help protect against the flu. One recent study showed that lower levels of Vitamin D during the winter months are one reason the flu virus is easily transmitted during “flu season.” Vitamin D can also help protect against colds and upper respiratory infections. In 2009, an analysis by the Third National Health and Nutrition Examination Survey (NHANES III) revealed that of nearly 19,000 participants, those with the lowest levels of Vitamin D were more than a third more likely to develop a respiratory tract infection than those with higher Vitamin D levels. - And More! – Heart disease, Type 1 diabetes, rheumatoid arthritis, and MS, are more prevalent with Vitamin D deficiencies. Low levels of D are associated with thyroid disease, blood clotting issues, depression, and autism. Why is Vitamin D Deficiency So Common? Humans need steady, year-round exposure to sunlight to generate sufficient Vitamin D, and for many people, this just isn’t happening. Human beings used to spent much more time outdoors; our ancestors spent the majority of daylight hours hunting and gathering and, more recently, plowing the fields all day in the sun. Today, even those of us who are sun-lovers spend a large portion of our days working indoors and slathering ourselves with sunscreen when outside. Fortified dietary sources contain only a tiny fraction of the D needed for optimal health. Blood levels of Vitamin D are not routinely checked, and deficiencies often go undetected until health problems occur. Many U.S. doctors order an inaccurate test (calcitrol or 1,25-dihydroxy-vitamin D) when checking Vitamin D levels. This test is not an good measure of the reserves of D. The type of Vitamin D to be measured is D3 or cholecalciferol (pronounced koh-luh-kal-sif-uh-rawl). Who’s at Risk for Vitamin D Deficiency? People who are: - Older: Although people of all ages can and do suffer from Vitamin D deficiency, people age 50 and older are at a greater risk. This is because the skin loses the ability to generate vitamin D as we age, while at the same time the body isn’t as efficient at converting Vitamin D into its active, helpful form in the body. A 1996 study found that supplementing with 800 IU of Vitamin D can reduce the risk of certain bone fractures in seniors with low Vitamin D levels. - Women and Newborns: In 1999, researchers discovered that 50% of women with osteoporosis who were hospitalized for hip fractures were deficient in Vitamin D. Pregnant women, new moms, newborns, and breastfed babies are also at risk for Vitamin D deficiency. Newborns’ Vitamin D levels are correlated with their mothers’ levels, and deficiencies increase the odds they’ll develop respiratory infections. - Darker Skinned: African Americans are another group that’s at higher risk for Vitamin D deficiency. Darker skin has a higher Melanin content, and this means dark skin doesn’t generate Vitamin D from sunlight as readily as lighter skin. - Over-weight: Larger bodies have higher requirements for Vitamin D. - Snow Bunnies: The farther from the equator or the deeper you are into winter months, the less likely you are to get adequate Vitamin D from the sun. - Vampires: Anyone who avoids or limits sun exposure (including using sunscreen) or lives in a non-sunny clime is at risk for low Vitamin D levels. Smog and even moderate cloud cover can interfere with exposure to the sun’s rays as well. 3 Ways to get Adequate Vitamin D As previously mentioned most dietary sources do not have sufficient Vitamin D (read here for the exceptions including cod liver oil and lard). Here’s how to get your vitamin D: - Sun exposure is the most natural source, but lifestyles, climate and environmental factors can make this a challenge. Keep the following in mind if you want to raise your Vitamin D levels with sun exposure. - At least 40% of the body’s skin should be exposed to the sun. - Light skinned people need approximately 10 to 20 minutes of sun exposure daily, while very dark skinned people may need up to 90-120 minutes daily. Go by ¼ of the time it would normally take to burn. - Washing exposed areas with soap or swimming in chlorine removes natural skin oils necessary for Vitamin D generation. Instead rinse with water and wash only “essential” areas with soap. - Avoid using sunscreens during therapeutic exposure. - During winter months, additional D3 supplementation is necessary. - Tanning Beds?!? -This may be a bit difficult to believe, but a safe and effective alternative to sun exposure is using tanning beds. If you opt for fake sun, still follow the recommendations above for the real deal. Remember, your skin should not burn or even tan. - Oral Supplemention- Use D3 which is the same natural type that results from sun exposure. Every individual has specific, unique needs when it comes to Vitamin D, and there is no way of knowing if the supplement you take will be sufficient correct a deficiency without a blood test. Here’s the steps recommended by the experts: - Begin supplementing with Vitamin D3 as follows: Start with 35iu per pound of body weight. That’s approximately 1,000 IU for healthy children under the age of 2, 2,000 IU for children over the age of 2, and 5,000 IU for an average sized adult or adolescent per day. - After 2 months of taking recommended dosages, have a 25-hydroxy-vitamin D blood test done which test D3, cholecalciferol. Your health practitioner can administer this test or you can order a home kit here. - Adjust your dose and retest as needed so your 25(OH)D level is between 50-80 ng/ml year-round. Vitamin D and Flu Treatment According to the experts, like Drs. Mercola and Cannell, if you are keeping your your 25(OH)D level is between 50-80 ng/ml year-round, it is very unlikely that you will contract the flu virus. However, if you’ve gotten this information too late and you’re already sick, you can actually treat the flu with extremely high dosages of vitamin D. The dose is 900IU per pound of body weight taken once a day for three days only, the equivalent of 135,000IU for a 150 pound person. Vitamin D Toxicity and Over-Dosage Supplementing with Vitamin D3 is generally considered safe despite it being a fat soluble vitamin because the levels for overdose are incredibly high. Though there are no reports of Vitamin D toxicity in humans, based on animal studies, it would take 176,000,000 IU of Vitamin D to kill a 110 pound person or she would need to be taking approximately 40,000IU daily over time. Toxicity is simply not a concern in levels below 10,000IU daily. You will need to make sure you’re getting adequate calcium and magnesium, because without these nutrients in sufficient quantities, vitamin-D will withdraw calcium from the bone. Always consult with your health practitioner to evaluate your health condition and medical history to determine what level of Vitamin D supplementation and other nutrients is right for you. Ginde, A. Archives of Internal Medicine, Feb. 23, 2009; vol 169: pp 384-390.News release, American Medical Association. LeBoff MS, Kohlmeier L, Hurwitz S, Franklin J, Wright J, Glowacki J. Occult vitamin D deficiency in postmenopausal US women with acute hip fracture. J Am Med Assoc 1999;251:1505-11. Liu et al. Toll-Like Receptor Triggering of a Vitamin D-Mediated Human Antimicrobial Response. Science 24 March 2006: 1770-1773. Martinez ME, Willett WC. Calcium, vitamin D, and colorectal cancer: a review of the epidemiologic evidence. Cancer Epidemiol Biomark Prev 1998;7:163-68. Lieberman DA, Prindiville S, Weiss DG, Willett W. Risk factors for advanced colonic neoplasia and hyperplastic polyps in asymptomatic individuals. J Am Med Assoc 2003; 290:2959-67. Monterey Mushrooms, Inc., www.prnewswire.com, Sept 30, 2009. Reid IR. Therapy of osteoporosis: Calcium, vitamin D, and exercise. Am J Med Sci 1996;312:278-86.
Patterning can be a very fun math lesson when using manipulatives and hands on activities. You can really just about use anything to teach a math patterning lesson. Some of my favorite manipulatives to use during patterning lessons are unifex cubes, buttons, counting bears, blocks, straws, legos and pattern blocks. The best part is that you can really make it a fun and interactive lesson for your child. A little bit about patterns: - A pattern is only a pattern if it is repeated twice. - The easiest patterns are those involving two colors or variables (for example, red, blue, red, blue), referred to as an AB pattern. More complex patterns include ABC, ABC; AABB,AABB; AAB,AAB; ABB, ABB; and ABCD,ABCD. - To help your child understand patterns better, give them the time to read the pattern out loud and have the opportunity to fix their pattern if necessary. A child will understand the pattern better or catch their error with more ease when they hear themselves read the pattern. It took us about a week to go through the three different patterns. For this specific review lesson we used some unifex cubes in several different colors to review about AB patterns, AAB patterns, and ABC patterns. Even the little one wanted to get involved in making her own patterns. This worked out perfectly because while Kaelyn and I reviewed our weekly lesson, Kaidence got a chance to explore the colored cubes. This is also a great way to keep your little one’s busy, while homeschooling older children. Keep them involved Because we had already learned about AB, ABB, and ABC patterns, I wanted to see if Kaelyn understood the concept without me having to remind her what each pattern was. I would ask her to show me an AB pattern and after she created it I would have her read it out loud to make sure she had the opportunity to correct her pattern if necessary. You can even use some Pattern Cards to have your child copy the pattern. Here are some free patterns I used and are great when printed and laminated for repeated use! Check out some of my favorite manipulatives to use during patterning lessons below. What type of manipulatives do you use during patterning lessons?
The requirement that has to be met for a balloon to be able to rise in outside air is that the density of the air inside of the balloon be less than the density outside of the balloon. However, in order for the balloon to not collapse the air inside it must exert enough pressure on the walls of the balloon to remain inflated. The formula for buoyant force is F(b) = (displaced fluid density)x(gravity acceleration)x(displaced volume) When applied specifically to balloons the outside air is considered to be the liquid the balloon is submerged in and the gas (inside air) volume is the displaced volume that must F (b) = (air density)x(9.81 m/sec2)x(volume of the gas filled balloon) Another way to understand buoyant force in the context of hot air balloons is that the total force on the balloon=buoyant force – weight of the balloon. Since weight is mass multiplied by acceleration due to gravity, the formula is: F(b)=B-w or F(b)=B-m(9.81 m/sec2) Air particles must work against the force of gravity to float in the first place, so it is the air pressure that is greater beneath objects that pushes the air particles upwards. The force of gravity is stronger than buoyant force so it requires air that is lighter than the air around it to be light enough to float. Therefore, for something to rise it must be less dense than the equal volume of air it is displacing. Air pressure, however, must be equal so that the balloon is not crushed. To do this the air particles must be bouncing around and putting pressure on the walls of the balloon. If there were generally just fewer particles then the pressure would not be equal because the particles would not bounce off the walls as often as the outside air that has more particles. This is where the heat difference comes into play. With increased temperature the particles have higher kinetic energy and travel faster, making up for the smaller
New research has shown the presence of a disease affecting small blood vessels, known as microangiopathy, in the bone marrow of diabetic patients. While it is well known that microangiopathy is the cause of renal damage, blindness and heart attacks in patients with diabetes, this is the first time that a reduction of the smallest blood vessels has been shown in bone marrow, the tissue contained inside the bones and the main source of stem cells. The researchers have shown a profound remodelling of the marrow, which shows shortage of stem cells and surrounding vessels mainly replaced by fat, especially in patients with a critical lack of blood supply to a tissue (ischaemia). This means that, as peripheral vascular complications progress, more damage occurs in the marrow. In a vicious cycle, depletion of bone marrow stem cells worsens the consequences of peripheral ischaemia. Professor Paolo Madeddu, Chair of Experimental Cardiovascular Medicine in the School of Clinical Sciences and Bristol Heart Institute at the University of Bristol, said: “Our study draws attention to the bone marrow as a primary target of diabetes-induced damage. The research suggests that the severity of systemic vascular disease has an impact on bone marrow causing a precocious senescence of stem cells. More severe bone marrow pathologies can cause, or contribute to, cardiovascular disease and lead to worse outcomes after a heart attack, through the shortage of vascular regenerative cells. Clinical evidence indicates that achieving a good control of glucose levels is fundamental to prevent vascular complications, but is less effective in correcting microangiopathy. We need to work hard to find new therapies for mending damaged microvessels.” Adapted from the University of Bristol announcement. Read further here.
Capital refers to all manmade resources used in the production process. Factors of production is an economic term that describes the inputs used in the production of goods or services in order to make an economic profit. Productivity, theories of article about productivity. It follows that full equalization of the prices of factors of production as a result of trade is impossible. Answers to question 1 answer to 1a ucsbs department of. There are three basic resources or factors of production. Factors of production introduction to business deprecated. Industrial production reflects changes in cash flow expectations 2. The four factors of production are land, labor, capital, and entrepreneurship. It is the analysis of how and in what manner the reward payments of the factors of production. The theory of distribution also known as pricing of factors of production. Factors of production and economic decisionmaking overview students begin by learning what the four factors of production are. It explains how losses can be minimized during the periods of price adversity. Ohlin in 30s of xx century to clarify and supplement the key points of the comparative advantage theory and to formulate the concept of factors of production. The theory deals with the determination of the reward of the four factors of production i. Pdf the market for factors of production economics. Demand for a factor of production is derived from the demand for the things it helps produce. Labor any form of human effort exerted in production. Production is basically an activity of transformation, which connects factor inputs and outputs. These theoretical developments have a broadbased applicability to. Jul 21, 2012 what is factors of production 1 anything that assist production is termed as factor of production. An industry that uses relatively more capital than other industries. Pdf the paper discusses the main features of the theory of production factors, which is very important in the context of the much needed. The distribution of factors of production can be of two types, namely personal and functional. Factors of production is an economic term that describes the inputs that are used in the production of goods or services in order to make an economic profit. Factors of production are the resources the economy has available to produce goods and services. Although the authors take a classical approach to their subject. These include any resource needed for the creation of a good or service. The research of factors, influencing product range and volume of international trade, allowed the swedish scientists e. The key concept in the theory of production is the production function. Study material course no ag econ 122 production economics. It is another characteristic feature of these economies that production generally requires in addition to circulating capital fixed capital. The firm is also presumed to use m fixed factors, or factors like fixed machinery. Study questions with answers university of michigan. If a factor of production increases, then the supply of the good that uses this factor relatively intensively increases and the supply of the other good decreases. Factor pricing slide 124 factor pricing setup k factors f 1, f 2, f k ef k0 k is small relative to dimension of m f k are not necessarily in m fspace spanned by f. Factor mobility may involve the movement of factors between firms within an industry, as when one steel plant closes but sells its production equipment to another steel firm. It is the act of creating an output, a good or service which has value and contributes to the utility of individuals. Theory of production production function darshan institute of. Theory of production, in economics, an effort to explain the principles by which a business firm decides how much of each commodity that it sells its outputs or products it will produce, and how much of each kind of labour, raw material, fixed capital good, etc. The theory of factor pricing is concerned with the principles according to which the price of each factor of production is determined and distributed. Mainly, the factors of production consist of any resource that is used in the creation of a good or service. Apr 03, 2020 the factors of production are land, labor, capital, and entrepreneurship. Unlike marxist political economy, which regards productivity as the capacity of concrete labor to produce usevalue, bourgeois political economy. The practical application of production functions is obtained by valuing the physical outputs and inputs by their prices. Neoclassical economics, one of the branches of mainstream economics, started with the classical factors of production of land, labor, and capital. Production of a commodity or service requires the use of certain resources or factors of production. Factor mobility and trade overview factor mobility refers to the ability to move factors of production labor, capital or land out of one production process into another. Notes on marginal productivity theory of distribution. Economic theory predicts that if firms increase the number of variable factors they use, such as labour, while keeping one factor fixed, such as machinery, the extra output or returns from each additional, marginal unit of the variable factor must eventually diminish. Agricultural production economics second edition is a revised edition of the textbook agricultural production economics publi shed by macmillan in 1986 isbn 0023280603. The theory of production production function economics. Theory of production substitution of factors britannica. Producer theory jonathan levin and paul milgrom october 2004 1 competitive producer behavior since marshall, the standard approach to developing a theory of competitive markets is to separate demand behavior consumer theory from supply behavior producer theory and then use the notion of market equilibrium to reconcile demand. Money is simply a medium of exchange, and as such, it has no intrinsic value in its own right. Yield spread btw high risk and low risk corporate bonds. Adam smiths theory is based on labour theory of value, which asserts that labour is the only factor of production and that in a closed economy goods exchange for one another according to the relative amounts of labour they embody. The factor intensity in production theory is a twodimensional concept and includes labor and capital. Capital goods a manmade factor of production used by labor in making other products. Shekhat 9558045778 d epa rtm nof c u e gi human capital includes all individuals capable of working in the economy and providing various services to other individuals or businesses. In economics, the factors of production are the resources used to produce. Production possibilities with more than one factor of production, the opportunity cost is no longer constant and the ppf is no longer a straight line. Theory of production theory of production substitution of factors. It is known that if a solid for example, a rod is under a tensile or compressive force then the dimension of the solid will increase or decrease in the direction in which the force acts, i. Mrts measures the rate at which one factor is substituted for another with output being held constant l k mrts we multiply the ratio by 1 in order to express the mrts as a positive number since we measure k on the vertical axis, the mrts represents the amount of capital that must be sacrificed. If, in the short run, its total output remains fixed. Demand by a firm for a factor of production is the marginal productivity schedule of the factor. In economics, production theory explains the principles in which the business has to take decisions on how much of each commodity it sells and how much it produces and also how much of raw material ie. Pdf it is a characteristic feature of industrial economies that. Why is entrepreneurship considered a type of resource. Of the several topics youll be assessed on, two include the. The isoquants also illustrate an important economic phenomenon. Production uses resources to create a good or service that are suitable for use or exchange in a market economy. Factor levels and output levels rybczynski theorem. The factors are also frequently labeled producer goods or services to distinguish them from the goods or services purchased by consumers, which are frequently labeled consumer goods. Factors of production resources there 4 factors of production, namely, landraw materials, labor, capital and entrepreneurship. The area of economics that focuses on production is referred to as production theory, which in many respects is similar to. What if you had the first three factors of production but not the fourth, entrepreneurship. Since the primary purpose of economic activity is to produce utility for individuals, we count as production during a time period all activity which either creates utility during the period or which increases ability of the society to create utility in the future. Theory of distribution or pricing of factors of production. While the circulating part of the capital goods advanced in production contributes entirely and exclusively to the output generated, that is, disappears from the scene. Factor pricing slide 1221 apt factors of chen, roll and ross 1986 1. It solves the problem of how to produce it guides in the determination of least cost combinations of resources. Up until now we have been studying the consumer side of the market. Since most of the resources necessary to carry on production are scarce relative to demand for them they are called economic resources. Although the format and coverage remains similar to the first edition, many small revisions and updates have been made. In the heckscherohlin model countries have the same production technologies. Production sets let us define a production vector or plan. This factor of production is a flexible resource as workers can be allocated to different areas of the. Herzbergs two factor theory, also known as the motivationhygiene theory, was derived from a study designed to test the concept that people have two sets of needs. Principles of production economics and cost concepts. It includes factories, machinery, tools, equipment, raw materials, wealth etc. In chapter 1 it was pointed out that decisions regarding labor supply are one of the prime determinants of. However, it developed an alternative theory of value and distribution. Factor proportions theory of international trade almost after a century and a quarter of the classical version of the theory of international trade, two swedish economists, eli heckscher and bertil ohlin, propounded a theory that is known as the factor endowment theory or the factor proportions theory. From the list below, select the three 3 assumptions that were introduced by the new trade theory and that were not made in previous trade models. Production is a process of combining various material inputs and immaterial inputs plans, knowhow in order to make something for consumption output. Productivity, theories of bourgeois theories that examine the interaction between the production of value and its distribution among the agents of capitalist commodity production, or the factors of production. Factor intensity can be defined with regards to factor proportions theory of production and trade, where the factor intensity can be narrowed down to individual products within an industry or in. Many of its practitioners have added various further factors of production see below. What if you lacked the skills to bake or decorate the cake. The production function shows the relation between input changes and. The theory of distribution or the theory of factor pricing deals with the determination of factor prices, such as wages, rents, interest and profit. Production theory i this chapter deals with the concepts of. An increase in capital causes the supply of food good that relatively intensively uses capital to. Students then work in small groups to categorize different factors of production for certain industries and consider topics such as limited resources and scarcity. If the number of units of a variable factor is increased, keeping other factors constant, how output changes is the concern of this law. A read is counted each time someone views a publication summary such as the title, abstract, and list of authors, clicks on a figure, or views or downloads the fulltext. Under modern economic theory there are four factors of production, they are land, labor, capital and entrepreneurship. Principles of production economics and cost concepts objectives to explain the production function, the law of diminishing returns and marginalism in simple language. He began by plotting the series of output day index of physical production, labor workers employed, and fixed capital on a log scale. Therefore tangency between factor price ratio line slope rw and production isoquant, slope mrts dldk, in each sector. In the theory of production we are concerned with the nature of the conversion process, i. This is referred to as factor price equalization theorem. The factors of production include land, labor, capital, and entrepreneurship. In common micro theory, resources and markets come together at a point not. Let us make an indepth study of the meaning, definition, types and factors of production. Management as a factor of production and as an economic. Factor proportions theory of international trade mba. Use this quizworksheet combo to help you test your understanding of the four factors of production. The heckscherohlin model a theory of international trade that highlights the variations among countries of supplies of broad categories of productive factors labor,capital,and land,none of which may be specific to any one sector was developed by two swedish econ. The market price for a factor of production is determined by the supply and demand for that factor. This means that one variable factor can be substituted for others. The opportunity cost of producing one more yard of cloth is. The basic unit of activity on the production side of the market is the. All values of x greater than or equal to zero constitute the domain of this function. Important gong these is racial and in the explanation of which affect earnings. Relative factor intensity at any given relative factor price ratio rw, the lk ratio in each sector is chosen to minimize cost of production. In says theory of three factor of production, labour produces wage, capital pro theories of four factors on factors of duces interest and land produces rent. In his major 2016 treatise on the economics of capitalist production, anwar shaikh has indeed overhauled the whole theory of prices of production in the light of empirical evidence, arguing that production prices in the classical sense can only be theoretical notions, which strictly speaking do not exist in reality. You can surmise that all four factors of production are required to create the outputs that would get you into the cake businessor any business. However, despite the shortcomings, the factor proportions theory is an important instrument for the analysis of international economy, showing the principle of general equilibrium, which is subject to economic development. Hi, factors of production is important topic as per syllabus for all commerce students i explained introduction. However the implications of traditional trade theory were found to be at odds with data. He noted that the output curve lay between the two curves for the factors, and tended to be approximately one quar. The factor side the purpose of this chapter is to explore some of the implications of recent work dealing with duality, elasticities of substitution, and translog specifications of production functions for agricultural research. They produce all the goods and services in an economy.803 68 1094 1544 1073 991 971 186 1550 959 884 1210 338 559 1570 1424 1462 1268 1195 176 1391 1261 73 451 1275 651 1245 323 1556 334 1281 511 89 1052 1112 477 1145 728 700 1134 838 752 918 1030 621 1474 869
Getting to know your students is one of the most effective ways to create a harmonious classroom environment. Teachers and teaching assistants alike know how different each child is from his or her peers. Similar to adults, they all have their own set of attitudes, beliefs, biases, likes, dislikes and coping mechanisms. Knowing all of these can be the difference in developing a fun, yet respectful atmosphere in the classroom. For instance, if you know that a particular student dislikes being praised publicly, you can give praise subtly either through writing a note in his book or speaking to him/ her one to one. Getting to know students in an individual level can be challenging especially if you have a huge class. But, however large your class is, there is always a way to get to know them. You just have to be willing. Here are some ways that I have found useful over the years: - Ask pupils about their weekends every Monday morning: Find 5 to 10 minutes on a Monday morning to ask what your students did on the weekend. This is a relatively simple task that can reap such huge rewards. They may tell you that they have watched a sports game or a movie, and who they watched it with. From this conversation, you would know what sport they love and which player/ team they follow. Such wealth of information can be used as ice-breakers when they become unresponsive in lessons. For example, if a child who supports Chelsea and love Fernando Torres struggles with addition, you can give hypothetical examples such as ‘Torres scored 1 goal against Arsenal and 2 against Liverpool. How many goals has he scored altogether in those two games?” - Join in on their games in the playground: Being able to join in on the kids’ games in the playground can make them feel comfortable around you. By playing their games, you are showing that you are also capable of following their rules, as they follow yours in the class. It shows them that a person can both be respected and be fun to be with. - Crack some jokes once in a while: Similar to the previous tip, this one shows that you can be fun. Most teachers fear that once they crack jokes, students will not take them seriously. But my experience suggest otherwise. Having shared a joke or two with my students (particularly when I worked with teenagers), I began to be accepted even more. One student commented that I became the person they approached the most because I can relate to them. - Find out what music, TV programme, sports, etc. they like and familiarise yourself with them: As a person from a different generation, they may think we are out of touch with the current trend. Surprise your students by knowing more about their favourite artists, films, etc. - Listen actively to your students: Use body language effectively. Allow your students to finish what they are saying and concentrate on their points of view. Make sure that you clarify anything that you do not understand. - Use a ‘Free Expression Box’: There would be more than one student in any given class who prefer not to say anything due to anxiety. Make sure you have a box (call it whatever you like) in the classroom in which the students are allowed to put notes in. These notes may contain their thoughts about you, their peers, the school or their family. Be very clear about the rules for confidentiality and disclosure, though. - Use these positive words and phrases: - Ask them for feedback: Do not be afraid to ask them how they felt about your lesson or activity. Ask them what they enjoyed and what you could improve next time. One may fear that this gives complete control of your class to the students, but I disagree as this promotes harmonious and inclusive atmosphere in your classroom. It makes your students feel that you consider their thoughts and opinions. - Use Golden Time and Free Play times to speak to your students: Spare 5 to 10 minutes of your marking/ planning time to speak to kids during relaxed/ unstructured times such as free play and golden time. Ask them about their day/week, how their pets are, or anything that they are interested in. - Let your students know you: Communication and relationships are a two-way street. Let your students know a bit about you. Tell them what music/sports/TV programme, etc. you like. Just like you, they will find some similarities between you that would build a foundation to a stronger bond between you.
There’s no denying that it takes skill to survive in the wild. All animals have developed techniques to hide and avoid predators. Some, like the tortoise, can use their own body to camouflage into the surrounding landscape. Typically, tortoises stay hidden inside their shells to guard against animals and poor weather, such as extremely hot or cold temperatures. Additionally, tortoises’ heads may withdraw if they are unwell or are placed in an unknown or new area. A video shows a giant tortoise shell near the side of a dirt road in the savannah. A cheetah approaches and is instantly intrigued by this peculiar and unfamiliar thing. These big cats have an excellent sense of smell and it’s safe to assume they can likely smell what’s hiding inside the shell. The world’s fastest mamma smells the shell and even hisses a few times. As the tortoise stands its ground by continuing to hide, the cat steps back in curiosity. At one point in the video, another cheetah comes into the picture and has the same reaction as the first cat. Our question is – who on earth is getting this close to big cats in the wild to film such an interaction? Hiding in Plain Sight The footage, now with over four million views, was uploaded to Youtube in 2019. It’s a great example of how sophisticated wild animals are in how they stay safe from potential predators. Vocalizations including groans, growls, snarls, and spitting are typically made during antagonistic or hostile situations. A cheetah will squat and start to whimper as a threat increases, frequently followed by snarling and hissing. There’s no denying these two cats were interested in this turtle. Predators of tortoises include roadrunners, snakes, kit foxes, and coyotes, to name a few. The common raven, however, is another predator that is significantly affecting the survival of the desert tortoise. While a cheetah isn’t a notable hazard for these shelled creatures, these cats will eat just about anything. It would be nearly impossible for the feline to get to the tortoise inside the shell. Ironically, one of the slowest animals on earth can outwit the fastest! Something notable about a tortoise hiding in its shell is the ability to blend into many landscapes. The shell can look like a giant rock or boulder to unsuspecting wildlife. Though they’re known for being slow, tortoises can quickly slip inside for safety! The Featured Image Thank you for reading! Have some feedback for us? Contact the AZ Animals editorial team.
MiniBooNE scientists demonstrate a new way to probe the nucleus with muon neutrinos. Tiny particles known as neutrinos are an excellent tool to study the inner workings of atomic nuclei. Unlike electrons or protons, neutrinos have no electric charge, and they interact with an atom’s core only via the weak nuclear force. This makes them a unique tool for probing the building blocks of matter. But the challenge is that neutrinos are hard to produce and detect, and it is very difficult to determine the energy that a neutrino has when it hits an atom. This week a group of scientists working on the MiniBooNE experiment at the Department of Energy’s Fermilab reported a breakthrough: They were able to identify exactly-known-energy muon neutrinos hitting the atoms at the heart of their particle detector. The result eliminates a major source of uncertainty when testing theoretical models of neutrino interactions and neutrino oscillations. “The issue of neutrino energy is so important,” said Joshua Spitz, Norman M. Leff assistant professor at the University of Michigan and co-leader of the team that made the discovery, along with Joseph Grange at Argonne National Laboratory. “It is extraordinarily rare to know the energy of a neutrino and how much energy it transfers to the target atom. For neutrino-based studies of nuclei, this is the first time it has been achieved.” To learn more about nuclei, physicists shoot particles at atoms and measure how they collide and scatter. If the energy of a particle is sufficiently large, a nucleus hit by the particle can break apart and reveal information about the subatomic forces that bind the nucleus together. But to get the most accurate measurements, scientists need to know the exact energy of the particle breaking up the atom. That, however, is almost never possible when doing experiments with neutrinos. Like other muon neutrino experiments, MiniBooNE uses a beam that comprises muon neutrinos with a range of energies. Since neutrinos have no electric charge, scientists have no “filter” that allows them to select neutrinos with a specific energy. MiniBooNE scientists, however, came up with a clever way to identify the energy of a subset of the muon neutrinos hitting their detector. They realized that their experiment receives some muon neutrinos that have the exact energy of 236 million electronvolts (MeV). These neutrinos stem from the decay of kaons at rest about 86 meters from the MiniBooNE detector emerging from the aluminum core of the particle absorber of the NuMI beamline, which was built for other experiments at Fermilab. Energetic kaons decay into muon neutrinos with a range of energies. The trick is to identify muon neutrinos that emerge from the decay of kaons at rest. Conservation of energy and momentum then require that all muon neutrinos emerging from the kaon-at-rest decay have to have exactly the energy of 236 MeV. “It is not often in neutrino physics that you know the energy of the incoming neutrino,” said MiniBooNE co-spokesperson Richard Van De Water of Los Alamos National Laboratory. “With the first observation by MiniBooNE of monoenergetic muon neutrinos from kaon decay, we can study the charged current interactions with a known probe that enable theorists to improve their cross section models. This is important work for the future short- and long-baseline neutrino programs at Fermilab.” This analysis was conducted with data collected from 2009 to 2011. “The result is notable,” said Rex Tayloe, co-spokesperson of the MiniBooNE collaboration and professor of physics at Indiana University Bloomington. “We were able to extract this result because of the well-understood MiniBooNE detector and our previous careful studies of neutrino interactions over 15 years of data collection.” Spitz and his colleagues already are working on the next monoenergetic neutrino result. A second neutrino detector located near MiniBooNE, called MicroBooNE, also receives muon neutrinos from the NuMI absorber, 102 meters away. Since MicroBooNE uses liquid-argon technology to record neutrino interactions, Spitz is optimistic that the MicroBooNE data will provide even more information. “MicroBooNE will provide more precise measurements of this known-energy neutrino,” he said. “The results will be extremely valuable for future neutrino oscillation experiments.” The MiniBooNE result was published in the April 6, 2018, issue of Physical Review Letters. This research was supported by the U.S. Department of Energy Office of Science.
DESCRIPTION OF PERMANENT TEETH To describe a tooth it advisable to start with the chronology of the tooth followed by its type and function, number of lobes, relation of the tooth, number of surfaces and roots, geometric outline and anatomy of each surface, root curvatures and anatomy of the pulp cavity. ■ - There are eight permanent incisors, four maxillary (upper) and four mandibular (lower). The maxillary consist of two centrals and two laterals, as do the mandibular. - When viewed from the labial or the lingual aspect the crown of all incisors is trapezoidal in shape. The longer parallel side of the trapezoid is at the icisal edge and the shorter side is close to the cementoenamel junction. Whrn viewed from the proximal side the crown is triangular in shape with the base represented by the cervical portion. - The labial and lingual crest of curvatures are at the cervical third of the crown. - Another common feature of all newly erupted incisors is the presence of rounded portions on the incisal ridge called “Mamelons”. Each mamelon forms the incisal ridge of one of the labial primary lobes (each incisor has four primary lobes, three labial and one lingual). After normal use the mamelons wear down into a flat ridge, therefore the term “Incisal Edge” is more appropriate than ridge. - The main function of incisors is to incise and cut food material during the process of mastication. MAXILLARY CENTRAL INCISORS This tooth has the functions of incising food material as well as esthetic. It has four lobes, three mamelons and a cingulum. The two central incisors make contact mesially with each other and distally with the mesial surface of the lateral incisor. It has four surfaces, labial, palatal, mesial and distal, and incisal aspect. Chronology of the upper central incisor is listed in table I. The maxillary central incisor is the most widest anterior tooth. The geometric outline of the crown is trapezoid. The mesial outline of the crown is straight or slightly convex with the crest of the curvature at the contact area approaching the mesioincisal angle. The mesioincisal angle is relatively sharp. The distal outline of the crown is more convex than the mesial outline wit the crest of curvature being higher toward the cervical line as the distal contact area approaching the middle third. The disto-incisal angle is round. The incisal margin is generally straight and nearly perpendicular to the long axis of the tooth. In newly erupted tooth this margin is characterized by the presence of three mamelons. The cervical line is semicircular with the convexity of the root. The labial surface is convex in all directions with the highest point of curvature (crest of curvature) located in the cervical third. The convexity tends to decrease to almost a flat surface from the middle one third to the incisal ridge. There are two faint but distinguished shallow grooves extending cervically from the incisal edge and fading out in the middle third. They are termed the mesio-labial and disto-labial developmental grooves and they separate the three mamelons. The root of the upper central incisor is cone-shaped with blunt apex and regular outline mesially and distally. The root is usually 2-3 mm longer than the crown which is 10-11 mm long. The crown dimension from this aspect is narrower mesio-distally than from the labial aspect since the mesial and distal surfaces converge toward the lingual surface i.e. lingual convergence. The lingual outline is the reverse of that of the labial aspect. While the labial surface is smooth the lingual surface is irregular. The cervical line is similar to that on the labial surface. Immediately below it is a smooth large convexity called the “cingulum”, it represents the lingual lobe. The cingulum is located slightly toward the distal surface. The mesial and distal margins take the form of linear ridges that extend from the incisal line angle to the cingulum. They are refered to as mesial and distal marginal ridges. The lingual fossa is a shallow smooth concavity below the cingulum that involves the largest part of the middle and incisal part of the lingual surface. It is bordered proximally by the mesial and distal marginal ridges, incisally by the incisal edge and cervically by the cingulum. The lingual fossa may show few irregular lines. In some teeth poorly defined ridges extends from the cingulum to the lingual fossa. The lingual aspect of the root is convex, conical in shape and narrower than the labial aspect. The mesial surface of the crown is triangular in shape, its base at the cervix and the apex at the incisal ridge. The incisal ridge of the crown is on a line that bisects the center of the root. This alignment is characteristic for maxillary central and lateral incisors. The labial outline of the crown is convex cervically (the cervical ridge) then it becomes somewhat flattened or slightly curved toward the incisal ridge. The lingual outline, on the other hand, is convex at the cingulum, then becomes concave at the lingual fossa and it become slightly convex again at the linguo-incisal ridge. The mesial surface is convex with the maximum convexity at the junction of the incisal and middle thirds (the contact area). The cervical curvature is greater on the mesial surface than any other tooth in the mouth. For the average crown length the curvature is 3-4 mm. The root from the mesial aspect is cone-shaped with blunt apex. There is a little difference between the distal and mesial surfaces. The curvature of the cervical line is less on the distal surface (about 1 mm less). This is a characteristic for most teeth. The distal surface shows maximum convexity located at the center of the middle third (the contact area). The crown shows a triangular shape with its apex at the lingual surface and the base placed labially. The incisal ridge can be seen clearly slopping lingually. The labial surface of the crown from this aspect is broad and flat in comparison with the lingual surface, especially toward the incisal third. Labially the cervical portion of the crown is convex (the cervical ridge). The lingual outline tapers lingually toward the cingulum. The cingulum is shifted distally; accordingly a line drawn from the mesio-incisal angle to center of the cingulum is longer than a line drawn from the disto-incisal angle to the center of the cingulum. A view of the crown from this aspect superimposes it over the root entirely, so that the later is not visible. The Pulp Cavity The pulp cavity has pulp chamber and one root canal which varies in size with the age of the tooth. When the tooth first erupts, it is very large and the root is incompletely formed, so the canal looks somewhat funnel shaped in the region of the apical foramen. Later as the tooth develops completely, the pulp becomes smaller and the apical foramen is then very small. This process is continuous throughout life. On a Labio-lingual section the pulp chamber point incisally then follows the increase in the crown dimension cervically. Starting from the cervical level of the crown the root canal tapers gradually as it traverses the root to end in a constriction at the apex which is termed “the apical foramen” On a mesio-distal section the pulp chamber is wider from this view, confirming the shape of the crown. It tapers from the incisal part, but is further wide at the cervix. It represents three pulp horns corresponding to the three mamelons. The root canal tapers toward the apex. On cervical cross section the pulp chamber is roughly triangular in young teeth and becomes rounded or crescent shaped in old teeth. It is perfectly centered. MAXILLARY LATERAL INCISORS The maxillary lateral incisors complement the central incisor in function. It is smaller in all dimensions than the central except for the root length. The crown is about 2 mm narrower mesio-distally and 2 mm shorter and 1 mm less labio-lingually than the central incisor. Chronology of the upper central incisor is listed in table I. The lateral incisor may show malformation more than any other tooth in the mouth except the third molar. It may show a large pointed tubercle as a part of the cingulum, or deep developmental grooves which extends which extends down with on the root lingually with deep fold in the cingulum. Other laterals may show twisted roots of distorted crowns. Not uncommon situation is to find maxillary lateral incisors that have pointed form. Such teeth are called “peg-shaped” lateral incisor. In some individuals the lateral incisors are missing. The labial surface of the crown is more convex than that of the central incisor. It shows rounded incisal ridge and rounded incisal angles both mesially and distally. Like the central incisor, labial developmental grooves are present. The mesial outline of the crown resembles that of the central incisor, but usually shows more curvature with the crest of curvature at the contact areas at the junction of the middle and incisal thirds. The distal outline is more convex and the crest of curvature is more cervically, usually at the center of the middle third. The disto-incisal angle is more rounded than the mesio-incisal angle. The incisal outline is more curved than that of the central because of the more rounded incisal angles. The cervical line curves apically with about the same depth of curvature as the case with the central incisor. The root is about one and half the length of the crown. It tapers evenly from the cervical line to a point approximately two thirds of its length then it usually curves sharply in a distal direction and end in a pointed apex. The outline is the reverse of the labial aspect. Mesial and distal marginal ridges and cingulum is usually prominent, with tendency toward deep developmental grooves within the lingual fossa, where as it joins the cingulum. It is common to find a deep developmental groove at the distal side of the cingulum, which extends up to the root for part or all of its length. The lingual fossa is more concave than that of the central. The crown outline is triangular. It is similar to, but smaller than, that of the central incisor. The root appears longer and the labio-lingual measurement of the crown and the root is about one millimeter less than that of the central. The contact area is located near the junction of the incisal and middle thirds. It is slightly wider, larger and closer to the incisal edge than the distal contact area. The cervical line is less curved than that of the central incisor. A line drawn through the central of the root tends to bisect the incisal ridge of the crown. The root is conical in shape and shows shallow depression. The distal surface is smaller, but more convex in all dimensions than the mesial surface. The distal marginal ridge is irregular. The contact area is narrower and more cervically placed than the mesial one. The cervical line shows less curvature than the mesial surface. It usually resembles that of the central incisor, but rarely it may resemble that of a small canine. The cingulum and incisal edge or ridge may be large. The labio-lingual dimension may be greater than usual in comparison with that of the central incisor, resembling that of a canine. All maxillary lateral incisors show more convexity labially and lingually from the incisal aspect than the maxillary central incisors and the cingulum is centered. It consists of pulp chamber and a root canal. The chamber is quite similar to that of the central incisor, but without the three sharp pulp horns. More often the pulp chamber ends incisally as one round horn or two less sharp plup. MANDIBULAR CENTRAL INCISORS The mandibular incisors are four in number and have smaller mesio-distal dimensions than any other tooth. The contact areas are near the incisal edge both distally and mesially. The labial surfaces are inclined lingually so that the incisal ridges are lingual to a line bisecting the root. The mandibular central incisor is the smallest in the dental arch. The crown has little more than half of the mesio-distal dimension of the maxillary central incisor; however, the labio-lingual diameter is only about one millimeter less than that of the maxillary central incisor. The crown is shorter than that of the maxillary central by about 1.5 mm. It is trapezoidal in outline with smallest side at the cervix. The mesial and distal outline of the crown make a straight drop downward from the incisal angles to the contact areas which are close to the incisal edge. The mesial and distal sides then taper evenly from the contact area to the narrow cervix. The mesio-incisal and disto-incisal angles are sharp. The incisal margin is straight and at right angle to the long axis of the tooth. The labial surface is convex both mesio-distally and inciso-cervically with definite convexity in the cervical one third where he height of contour is located (cervical ridge) and a flattened surface at the incisal third. Mesio-labially and disto-labially developmental grooves are very faint if present. The cervical line is symmetrically curved towardthe root with distal diviation. The mesial and distal root outlines are straight and are continuous with the mesial and distal outlines of the crown. They slop down to the apical portion and terminate in small pointed taper in most cases curving distally. The outline of the crown is the reverse of the labial surface, and is narrower. It presents a cingulum much smaller than that of the maxillary anteriors. The lingual fossa is shallow and the mesial and distal marginal ridges are less prominent. The cingulum is placed more cervically and is centered. It is smooth withno accessory ridges, grooves or pits. The root is slightly narrower than labially. Labial outline of the crown is straight above the cervical curvature, sloping rapidly from the crest of curvature to the incisal edge. The lingual outline shows smooth convexity at the cingulum then it becomes straight line inclined labially for a short distance to join a concave line at the middle third of the crown. This extends upward to join the rounded outline of a narrow incisal edge. The curvatures above the cervical line labially and lingually are less than the maxillary incisor. The incisal margin is straight of slightly rounded, and its center is located just lingual to the center of the root. The contact area is very close to the incisal edge. The cervical line shows a marked curvature incisally about one third the length of the crown. The root outlines labially and lingually are straight with the crown outline from the cervical line. The root start to taper in the middle third to either a bluntly rounded or pointed root end. The mesial surface of the root is flat just below the cervical line. Most of these roots have a broad developmental depression for the most of the root length which is deeper at the junction of the middle and apical thirds. In rare cases the root apex is bifid. It is the reverse of the mesial aspect. The cervical line curves incisally about 1 mm less than on the mesial. The developmental depression is more marked with well defined developmental groove at its center. Form this view, the tooth is four sided or diamond shaped. The incisal edge is straight and the mesial and distal halves are identical. The cingulum is slightly shifted towards the distal portion The crown appeared centered over the root. The incisal ridge is perpendicular to a line bisecting the crown labiolingually. In labio-lingual section the outline of the pulp cavity conform to the crown and root outline. The mesiodistal section is narrow and has two pulp horns directed to the mesial and distal angles of the incisal edge. Crow section of the root at the cervical line shows an oval canal usually constricted nesiodistally and wide labiolingually. MANDIBULAR LATERAL INCISORS The mandibular lateral incisor has almost the same form as the mandibular central incisor, however, some variations exist. Table IV list the chronological data of mandibular lateral incisor. The tooth resembles the central incisor except that it is slightly larger by o.5 mm in all directions and is fan shaped. The mesial side is often longer than the distal side, causing distal sloping of the incisal edge. The distoincisal angle is more rounded than its counterpart in the mandibular central. The distal contact area is more toward the cervical line than the mesial contact area to contact properly with the canine. The crown is larger than that of the central and the root is longer by about 1.5 mm. Similar to that of the central incisor but the mesial outline and the mesial marginal ridge are longer than the distal. The cingulum is deviated distal to the center of the lingual surface. Proximal Aspects (Mesial and Distal) Differ from the center counterpart in the following: - The distal surface of the lateral incisor is shorter than the mesial surface. - Both cervical line curvatures are slightly less than that of the central incisor. - The distal contact area is more cervically located than the mesial one. - Root depressions are seen on both the mesial and distal surfaces. The mandibular lateral incisor appears to be rotated over their root axes because the distal developmental lobe is larger and more mesially located than the distal lobe. This is because the tooth has to curve distally to fit into mandibular arch because it has to fit inside the maxillary arch. The incisal edge follows the curvature of the mandibular dental arch. The cingulum is shifted distally and the incisal ridge follows the curvature of the dental arch.■
After studying this chapter, you will be able to: - Describe the major sections of the neurological exam - Outline the benefits of rapidly assessing neurological function - Relate anatomical structures of the nervous system to specific functions - Diagram the connections of the nervous system to the musculature and integument involved in primary sensorimotor responses - Compare and contrast the somatic and visceral reflexes with respect to how they are assessed through the neurological exam A man arrives at the hospital after feeling faint and complaining of a “pins-and-needles” feeling all along one side of his body. The most likely explanation is that he has suffered a stroke, which has caused a loss of oxygen to a particular part of the central nervous system (CNS). The problem is finding where in the entire nervous system the stroke has occurred. By checking reflexes, sensory responses, and motor control, a health care provider can focus on what abilities the patient may have lost as a result of the stroke and can use this information to determine where the injury occurred. In the emergency department of the hospital, this kind of rapid assessment of neurological function is key to treating trauma to the nervous system. In the classroom, the neurological exam is a valuable tool for learning the anatomy and physiology of the nervous system because it allows you to relate the functions of the system to particular locations in the nervous system. As a student of anatomy and physiology, you may be planning to go into an allied health field, perhaps nursing or physical therapy. You could be in the emergency department treating a patient such as the one just described. An important part of this course is to understand the nervous system. This can be especially challenging because you need to learn about the nervous system using your own nervous system. The first chapter in this unit about the nervous system began with a quote: “If the human brain were simple enough for us to understand, we would be too simple to understand it.” However, you are being asked to understand aspects of it. A healthcare provider can pinpoint problems with the nervous system in minutes by running through the series of tasks to test neurological function that are described in this chapter. You can use the same approach, though not as quickly, to learn about neurological function and its relationship to the structures of the nervous system. Nervous tissue is different from other tissues in that it is not classified into separate tissue types. It does contain two types of cells, neurons and glia, but it is all just nervous tissue. White matter and gray matter are not types of nervous tissue, but indications of different specializations within the nervous tissue. However, not all nervous tissue performs the same function. Furthermore, specific functions are not wholly localized to individual brain structures in the way that other bodily functions occur strictly within specific organs. In the CNS, we must consider the connections between cells over broad areas, not just the function of cells in one particular nucleus or region. In a broad sense, the nervous system is responsible for the majority of electrochemical signaling in the body, but the use of those signals is different in various regions. The nervous system is made up of the brain and spinal cord as the central organs, and the ganglia and nerves as organs in the periphery. The brain and spinal cord can be thought of as a collection of smaller organs, most of which would be the nuclei (such as the oculomotor nuclei), but white matter structures play an important role (such as the corpus callosum). Studying the nervous system requires an understanding of the varied physiology of the nervous system. For example, the hypothalamus plays a very different role than the visual cortex. The neurological exam provides a way to elicit behavior that represents those varied functions.
International scientists have uncovered new clues about the supernova remnant called Tycho. The findings shed light on how conditions in the shock waves caused by titantic stellar explosions – known as supernovae – accelerate particles to near the speed of light. Astronomers used NASA’s Imaging X-ray Polarimetry Explorer to look at polarized X-rays from the Tycho supernova remnant. NASA said the star’s explosion was discovered 450 years ago. For the first time, IXPE revealed the geometry to the magnetic fields close to the shock wave, which is still propagating from the initial explosion and forms a boundary around the ejected material. ROCKET LAUNCH FAILURE LIKELY CAUSED BY FAULTY PART FROM UKRAINE By measuring X-ray polarization, the authors of a study published in The Astrophysical journal can determine the average direction and ordering of the magnetic field of light ways that make up X-rays from a high-energy source like the remnant. The polarized X-rays are produced in a process called synchrotron emission, and the polarization direction from the X-rays can be mapped back to the direction of the magnetic fields at the location where the X-rays were generated. NEIL DEGRASSE TYSON SAYS JAMES WEBB SPACE TELESCOPE IS WINDOW TO UNIVERSE ‘NEVER BEFORE ACHIEVED’ Building on groundwork laid by NASA’s Chandra X-ray Observatory, IXPE allows scientists to better understand the process in which cosmic rays – highly energetic particles – are accelerated by supernova remnants. It helped map the shape of Tycho’s magnetic field, measuring it on scales smaller than one parsec. It’s the closest researchers have ever come to observing the source of the cosmic rays emitted by one of these distant phenomena. The supernova’s namesake, Danish astronomer Tycho Brahe noticed the “star” in the constellation Cassiopeia in 1572. CLICK HERE TO GET THE FOX NEWS APP The Tycho supernova is classified as a Type Ia, which occurs when a white dwarf star in a binary system shreds its companion star, capturing some of its mass and leading to a violent explosion.
Plagiarism is using someone else's words or ideas without giving them credit. It is basically literary or creative theft. In fact, the Merriam Webster Dictionary has two definitions of "plagiarize": Plagiarism is described in the W&L 2021-2022 Catalog, and cited by the Student Executive Committee, as: "the use of another's words, figures, or ideas without proper acknowledgment. The students of Washington and Lee University have in many instances considered plagiarism a violation of the Honor System; therefore, all forms of plagiarism including Internet plagiarism are taken very seriously. Students at Washington and Lee must be aware of the nature of plagiarism. Plagiarism takes many forms, including the wholesale copying of phrases, diagrams, or texts, or the use of ideas without indicating the source. Certain facts must also be properly acknowledged." If you are interested in more information about plagiarism and how to avoid it, detailed advice and examples are provided in the EC's Plagiarism Pamphlet. You might also find one of the many books on this list from the W&L library catalog about plagiarism useful. This guide provides links to information about how to use different style guides. Each subject uses one or more standardized styles to formally acknowledge sources of ideas and words. Please use the "Citation Styles" section to get help on a specific style. We recommend students use Zotero to manage citations in papers and presentations. Zotero is a free program that organizes articles and automatically formats your bibliography and internal citations according to whatever style you need. Use the "Zotero Citation Manager" section to learn more about using this great tool. What is "internet plagiarism?" Plagiarism applies to any kind of text, images, videos, music, or other creative and scholarly expression or idea. This includes things you find on the internet. Using other people's work or ideas that you find on social media or the web without properly citing the original source is plagiarism. For instance, if you use a photo from someone else's Instagram account, you have to give credit. What facts count as common knowledge? The EC's Plagiarism Pamphlet notes, "Some facts that are considered common knowledge do not need to be cited, but you will not be penalized for acknowledging where you verified a fact." (https://my.wlu.edu/executive-committee/the-honor-system/plagiarism/plagiarism-pamphlet). What counts as "common knowledge" is based on the discipline and your audience. If you are reasonably certain that a fact is accepted by everyone in your class, you may be safe in not citing a source for that fact. An example might be, "Will Dudley is the President of Washington and Lee University." This is common knowledge on our campus - but not anywhere else. The best advice, though, is "When in doubt, cite" (https://my.wlu.edu/executive-committee/the-honor-system/plagiarism/plagiarism-pamphlet). If you are using a fact in your paper, the safest route is to cite where you got that fact, even if it seems obvious. What is the difference between plagiarism and copyright? These two concepts both refer to using other people's intellectual property improperly. Copyright is a legal concept in the US Constitution that protects authors and creators from having their works be used without permission. It differs from plagiarism in two key ways. First, copyright only protects the words, images, or other works - not ideas. Second, you avoid violating a person's copyright by getting permission to use their words, images, etc. or by meeting a standard called "fair use" - not by citing where you found them. Copyright gets complicated very quickly. If you're interested in learning more we recommend you visit the Office of General Counsel's Copyright and Intellectual Property page: https://my.wlu.edu/general-counsel/answer-center/copyright-and-intellectual-property.
Naked mole-rats that breed live longer than non-breeders of the species, defying the prevailing scientific view on reproduction and ageing. According to evolutionary theory, there is an energy trade-off between breeding and maintaining the body’s many tissues. Reproduction uses some of the energy needed to keep the body healthy, and lifespan decreases as a result. New research from Germany’s Leibniz Institute on Ageing shows that, at least for the mole rats (Heterocephalus glaber), this isn’t necessarily the case. The study published in the journal BMC Biology found that naked mole-rats age at different rates once they reach sexual maturity, with reproduction appearing to actually prolong the animals’ lifespans. “This goes against the common expectation that mammals either invest resources in a long life or in reproduction,” explains Martin Bens, corresponding author of the study. Native to the grasslands of tropical East Africa, the naked mole-rat can live for more than 30 years — a lifespan far outpacing those of mice (which average four years) and rats (which rack up five). The present study sought to unravel the genetic mechanisms behind this longevity. Employing a technique called comparative transcriptome analysis, Bens and colleagues took tissue samples of 10 different organs from breeding and non-breeding naked mole-rats. By examining the RNA in each tissue type, the team could discern which genes were being transcribed to create specific proteins. Samples were also taken from guinea pigs (Cavia porcellus) as a contrasting rodent model. The analysis revealed stark differences in how gene expression varied among groups. Breeding naked mole-rats showed higher expression of genes relating to muscle regeneration, which may help slow the physical process of ageing and explain why breeders live longer. Even more remarkable, there was no difference in gene expression between male and female non-breeding naked mole-rats. While the guinea pigs showed a high degree of physical and genetic sexual dimorphism — differences between the sexes — the mole rats only showed sex-specific changes after they started reproducing. Sexual maturation was also associated with a change in gene expression levels linked to extended life and health span. The findings add to the naked mole-rat’s already impressive list of biological achievements: it can survive up to 18 minutes without oxygen, numb itself to pain, and has a gene that halts the development of cancerous tumours. Further studies on naked mole-rats have potential to deepen our understanding of the mechanisms behind puberty in humans. “Variations in puberty onset have implications for the risk for diseases such as breast cancer or cardiovascular diseases,” explains Bens. “Our data may help identify targets to mitigate these variations.” Kimberly Riskas is an environmental scientist and science writer based in Melbourne. Read science facts, not fiction... There’s never been a more important time to explain the facts, cherish evidence-based knowledge and to showcase the latest scientific, technological and engineering breakthroughs. Cosmos is published by The Royal Institution of Australia, a charity dedicated to connecting people with the world of science. Financial contributions, however big or small, help us provide access to trusted science information at a time when the world needs it most. Please support us by making a donation or purchasing a subscription today.
Energy is one of the main resources of our planet and it is generated from a number of sources such coal, gas, wind, solar and nuclear to name a few. Operators, dispatchers or distributors in power plants control the flow of that energy or electricity to optimize distribution in homes, businesses and other plants. Generally, these professionals are responsible for the following: - Reading and understanding charts and energy gauges to determine electricity flows and voltage - Take control of machinery that generates power and which utilizes fuel such as natural gas and nuclear power. - Make changes in controls to regulate power flow - Stop or start generators and other machinery when needed. The role of power distributors/dispatchers In power plants the job of a distributor or dispatcher is to manipulate control rods which affect the amount of electricity a reactor generates at a time. They are also responsible for looking over cooling systems, generators, turbines and reactors so that they can start or stop systems when needed. This also includes responding to abnormalities, determining the reasons behind them and taking appropriate action if needed. That data is recorded for future reference. The role of Operators As the name implies, This includes looking over tools and equipment that can maintain the flow of electricity and its voltage so that consumers can get a steady supply throughout the day. Operators in power plants also look over the control boards to ensure that the generators are getting sufficient power to regulate and streamline output. In other words, these personnel control and monitor equipment that regulates and distributes energy via data that they acquire from in-house systems. This involves coordination with planners, field personnel, engineers and other workers who are responsible for clearance operations or distribution processes. However, the main responsibility of a distributor is to ensure that all personnel are in control of operations they are tasked with and the equipment they are using for them. They also coordinate with operators in the control room to start generators and boilers when required. They are also responsible for regulating power flow between power plant components such as substations, users and distribution lines that can maintain the status of different circuits and connections. Distributors also look over control boards to ensure that steam or energy is being generated in sufficient amounts and is being distributed evenly across the power plant. Besides this they also take account of weather conditions that can impact the power plant and the energy it generated. To mitigate risks, they adjust equipment and machinery to account for those changes without losing energy or resources in the bargain. They are also responsible for responding to emergencies that can level the plant such as machine failure or transformer faults. Due to the immense pressure and the sheer number of tasks, a power plant dispatcher and operator can expect to work 40 hours per week. NERC Continuing Education (CE) 360Training is an online training provider which is the biggest NERC approved trainer for a workforce based in power plants. This includes training for operators, dispatchers and those who are responsible for handling transmission. The NERC CE course is approved by NERC itself and is designed to help students complete the CE hours they need to maintain their certification. If you are unsure as to which categories you should opt for, contact us today and we will guide you. Once the course is complete, your credits will be reported to the RCEP and you will get a completion certificate which you can present to your employer as proof. However, the certification does not involve content that can be seen as an endorsement by the RCEP or the NCEES. Like all courses on 360Training, ISO 14001:2015 Management Overview is designed to be taken completely online so you can take it whenever you can. No need to compromise your schedule or interrupt your workday to get the accreditation you need. Just sign up and start learning as and when you need to. The course is affordable and created by industry experts. Sign up today.
Cancer is a disease of the cells, which are the body’s basic building blocks. It occurs when abnormal cells divide and multiply in an uncontrolled way. There are many types of cancer and each type develops differently. Some grow slowly, some advance rapidly, and others behave unpredictably. Some types of cancer respond well to treatment, while other types are more difficult to treat. Advanced cancer is a term used to describe cancer that is unlikely to be cured. It may be primary or secondary cancer. Primary cancer refers to the first mass of cancer cells (tumour) in an organ or tissue. The tumour is confined to its original site, such as the bowel. This is called cancer in situ, carcinoma in situ or localised cancer. If cancer cells from the primary site move through the body’s bloodstream or lymph vessels to a new site, they can multiply and form other malignant tumours (metastases). This is known as secondary or metastatic cancer. Secondary cancer keeps the name of the original, primary cancer. For example, bowel cancer that has spread to the liver is still called metastatic bowel cancer, even when the person has symptoms caused by cancer in the liver. Although medical treatments may not be able to cure advanced cancer, some treatments may still be able to slow its growth or spread, sometimes for months or even years. Palliative care can also help manage cancer symptoms, which may include pain, and can reduce side effects from cancer treatments. At any stage of advanced cancer, a range of other palliative care services can enhance quality of life. Some people’s cancer may be advanced when they are first diagnosed. For others, the cancer may spread or come back (recur) after initial treatment. Advanced cancer usually can’t be cured, but it can often be controlled. For some people, improved treatments can help manage the cancer and relieve side effects, allowing people to live for a long time – sometimes for years – with a good quality of life. In this case, the cancer may be considered a chronic (long-lasting) disease. The treatment options available will depend on the aim of treatment – whether it’s to try to cure the cancer, keep the cancer from spreading, or to control symptoms. Treatment will depend on where the cancer started, how far it has spread, your general health and preferences. The most common treatments include chemotherapy, radiotherapy, surgery, targeted therapy, hormone therapy, immunotherapy, or a combination of these. Sometimes, treatment is available through clinical trials. Treatments can be used for different reasons, so talk to your doctor about the aim of each treatment. As the cancer progresses, the aim may change from trying to cure the cancer, to controlling the cancer, to relieving symptoms and improving quality of life. For further details, see treatment for advanced cancer. For more information, download or order one of our free booklets:
From Symptoms to Treatment Multiple sclerosis (MS) is a complex and puzzling disease. Because each person is affected differently, it can be difficult to diagnose. Northwestern Medicine Neurologist Carolyn J. Bevan, MD answers the most frequently asked questions and discusses the active research being conducted in the field. What Causes MS MS is a disease in which the immune system attacks myelin, which is the protective coating of nerves in the brain and spinal cord. This disrupts nerve signals within the brain and to the body. Because each person is affected differently by the disease, it is often mistaken for other health issues. There are different types of MS: - Relapsing-remitting MS, the most common, is characterized by isolated episodes (or attacks) followed by periods of time where there is partial or complete recovery. - Primary-progressive MS is a progressive worsening of symptoms over time, with no periods of recovery. - Secondary-progressive MS occurs in some patients after many years of enduring relapsing-remitting MS. Relapses become less common and instead patients experience progressive worsening over time without periods of recovery. Although there is a genetic component, MS is believed to be caused mostly by environmental factors. Dr. Bevan explains, “Viruses, gut bacteria, vitamin D deficiency and a lack of sunlight exposure, and smoking all seem to play important roles.” While it is more commonly diagnosed in women between the ages of 20 and 50, MS can affect anyone from childhood to later in life. “Although it’s not the most common story, individuals can be diagnosed later in life. There’s a wide variation in when people become symptomatic,” says Dr. Bevan. Most Common Symptoms of MS Symptoms of MS can vary widely from person to person, based on which areas of the nervous system are affected. Symptoms result from the destruction of myelin, which is then replaced with hardened patches that can impact the transmission of signals between your body and brain. Dr. Bevan says, “Symptoms can be subtle and attributed to other things. Someone might brush it off like a pinched nerve or thinking they slept wrong.” Common types of attacks, which are defined as neurologic symptoms lasting more than 24 hours attributable to inflammation in the brain or spinal cord, include: - Loss of vision in one eye - Double vision - Trouble with balance and incoordination - Weakness or change in sensation - Issues with bladder or bowel movements - Changes in memory, concentration or fatigue When to See a Physician “We want to be cautious before jumping to any conclusions,” Dr. Bevan explains. “If you experience ongoing symptoms that are not acute, you should mention them to your primary physician. You can discuss whether these symptoms could signal MS or could relate to another neurologic problem or unrelated concerns.” However, if you or someone near you experiences sudden onset of severe neurologic symptoms, it’s important to call 911 or go to the emergency department to eliminate other possible causes, such as stroke. There is not a specific test for MS, so diagnosis can be difficult to make. The Northwestern Medicine Multiple Sclerosis Program team specializes in making the diagnosis through careful evaluation and exclusion of other mimics. After a clinical evaluation with detailed discussion of symptoms and a thorough neurological examination, if there is concern about MS, an MRI of the brain and spinal cord will be conducted. Though it’s not necessary for diagnosis, tests can be run on a sample of spinal fluid obtained through a spinal tap (or lumbar puncture) to obtain additional information. Blood tests can also help eliminate other possible causes of symptoms. “At that point, if we are unsure, we will use more detailed diagnostics such as visual diagnostic testing or detailed neuropsychological evaluations to get more information,” says Dr. Bevan. “It’s important to be as specific as possible to get the right diagnosis.” Treatment Options for MS Although there is no cure for MS, once a diagnosis has been made, specialists can help individuals choose the right disease modifying therapy, manage their symptoms and improve quality of life. “Thirty years ago, we didn’t have any FDA approved treatment options. Now, there’s a long list, and it’s growing,” explains Dr. Bevan. Treatment options vary based on the type of MS. Treatment can help patients recover after an attack, prevent MS relapses and manage ongoing symptoms. In addition to various medications, individuals may also benefit from physical therapy, diet and lifestyle modifications to help control their disease and manage their symptoms. Scientists are actively researching options for promoting remyelination and repair as well as therapy for progressive forms of MS. “I encourage anyone with a diagnosis of multiple sclerosis to talk to their neurologist about disease-modifying therapies. There are also many treatments that can help with symptoms. Work with your neurologist on a comprehensive treatment plan to help you live your best life,” says Dr. Bevan. “It’s a very hopeful time with the growing number of disease-modifying therapies and ongoing research. There’s a lot of hope in the world of MS right now.”
Lakes, rivers, streams, and drinking water supplies are all heavily impacted by coal mines and power plants. Coal is more often associated with billowing smokestacks than it is with water. But virtually every stage of coal’s lifecycle—from mining to processing to burning—can impact local water supplies, sometimes with devastating effect. Mining operations can negatively impact water supplies, often with long-lasting effects. The fundamental issue involves contamination of nearby rivers, lakes, and aquifers by what comes out of a coal mine—usually highly acidic water containing heavy metals like arsenic, copper, and lead. The process is known as acid mine drainage. It happens when certain substances (typically iron sulfide, FeS2, or fool’s gold) is oxidized after being exposed to air and water. Runoff can change the pH of nearby streams to the same level as vinegar. Another form of coal mining, conducted mostly in Central Appalachia, is called mountain top removal, a highly destructive process of flattening entire mountains to uncover thin coal seams that are not accessible by traditional underground methods. After clearcutting forests and removing vegetation, explosives are used to blast away the tops of mountains, sometimes destroying as much as 600 feet or more of elevation. The resulting debris is typically dumped into the valleys below. To date, the practice has buried more than 2,000 miles of headwater streams and polluted many more. Finally, after coal is mined, it is typically washed with water and chemicals to remove impurities before it’s burned. The resulting coal slurry must then be stored, often with coal ash (see below) or in improvised ponds that can leak, spill, or fail. In 2000, the bottom of a Kentucky coal slurry impoundment gave way, contaminating more than a hundred miles of rivers and streams with more than 300,000,000 gallons of thick black sludge—30 times larger than the Exxon-Valdez oil spill. When coal is burned it leaves behind a grey powder-like substance known as coal ash. Although the exact chemical composition depends on the type of coal burned, all coal ash contains concentrated amounts of toxic elements, including arsenic, lead, and mercury. More than 100 million tons of coal ash and other waste products are produced by coal-fired power plants in the United States every year (see a map here). About a third of that waste is reused in some way (often in concrete); the rest is stored in landfills, abandoned mines, and hazardous, highly toxic ponds. - Most coal ash is stored in unlined ponds or pits. Over time, heavy metals in the ash can escape into nearby waterways and contaminate drinking water. - Exposure to coal ash is linked with a heightened risk for cancer as well as heart damage, reproductive problems, neurological disorders, and other serious health conditions. In 2014, 39,000 tons of coal ash spilled into the Dan River in North Carolina. Six years earlier, more than 5 million cubic yards of coal ash spilled into Tennessee’s Emory River—one of the country’s largest environmental disasters ever. All coal plants rely on water. They function by heating water to create steam, which then turns turbines, generating electricity. But the water must come from somewhere—typically a nearby river or lake. - “Once-through” coal plants pump the water directly from a water source, heat it up, then discharge it back. The waste water is typically hotter (by up to 20-25° F) than the water that receives it, creating "thermal pollution" that can decrease fertility and increase heart rates in fish. A typical once-through system withdraws and discharges between 70 and 180 billion gallons of water per year. - “Wet-recirculating” plants avoid this problem by cooling and reusing water. However, these systems lose water during the cooling process, meaning they consume relatively more water per year—upwards of 1.7 to 4 billions of gallons per year. These and other energy-water collisions may worsen as the climate heats up. For example: droughts can restrict the amount of water available to coal plants, forcing them to shut down. And hot weather can make water supplies too warm for cooling, forcing power plants to reduce their electricity production when it’s needed most (hot days are also peak electricity usage days). The Union of Concerned Scientists has spent decades advocating for clean energy technologies. You can read more about cleaner, reliable alternatives to coal—like wind and solar—here >
For years, scientists have known that the buildup of beta-amyloid plaques that disrupt neuron function is a key part of why Alzheimer’s occurs in the brain. They’ve been searching for a way to reduce the presence of those plaques, and they may have finally hit the nail on the head. “To our knowledge, this is the first observation of such a dramatic reversal of amyloid deposition in any study of Alzheimer’s disease mouse models.” BACE1 is an enzyme that helps the body produce a beta-amyloid peptide by splitting apart an “amyloid precursor protein.” Because BACE1 is involved in the development of beta-amyloid proteins, it stands to reason that reducing the amount of BACE1 could also reduce the amount of plaque buildup in the brain. Researchers at the Cleveland Clinic Lerner Research Institute tested their hypothesis using mice. They gradually reduced the amount of BACE1 in mice, which caused a reversal in the buildup of beta-amyloid plaques, resulting in improved memory and learning in the test subjects. However, when researchers completely removed the BACE1 enzyme, the mice suffered from severe neurodevelopmental defects. It appears that a lack of BACE1 is less important in adulthood than in childhood, but some BACE1 seems to be necessary for neurological health and function. Article continues below Our Featured Programs See how we’re making a difference for People, Pets, and the Planet and how you can get involved! The team hopes their research will pave the way for future Alzheimer’s treatment drugs targeting the BACE1 enzyme. Such a drug, however, will also need to solve the problem of how to inhibit BACE1 without completely eliminating it. The balance between reducing beta-amyloid plaques and not causing neurological dysfunction is going to be a difficult one. Dr. Yan elaborates: “Our data show that BACE1 inhibitors have the potential to treat Alzheimer’s disease patients without unwanted toxicity. Future studies should develop strategies to minimize the synaptic impairments arising from significant inhibition of BACE1 to achieve maximal and optimal benefits for Alzheimer’s patients.” Researchers still do not fully understand why people get Alzheimer’s disease and what factors play a role in causing it.Whizzco
FORM and STRUCTURE 7 MOOD and ATMOSPHERE 9 MOOD and ATMOSPHERE cont’d 10 Technical Aspects 11 THE ACTING AREA 12 LANGUAGE and VOICE Language and voice are dependent on situation, role and purpose. Language is what we say and/or write (word choice and order). Voice is how we communicate verbally (meaning and expression). Voice is given meaning and expression through the use of: accent pace volume clarity emphasis pause pitch tone articulation fluency intonation register NOTES: Movement is a way of exploring and expressing ideas, emotions and relationships. It can be naturalistic, as in its use as an aid to characterisation, or stylised, expressing abstract ideas as in dance drama, mime, dance and mask work. Improvised movement may provide opportunities for a personal response. Rehearsed movement may allow for the development of ideas or of more stylised movement. Naturalistic movement, as in characterisation, involves: body language facial expression gesture eye contact posture use of space Stylised movement, as in expressing abstract ideas, involves: balance speed timing positioning use of levels use of space rhythm stance use of direction Mime is a stylised form of movement which creates an illusion of reality. To be effective, mimed movement should be: -simple precise exaggerated clear slow Role-play is a means of exploring attitudes and beliefs. It is an activity in which participants investigate and develop an imaginary situation either as themselves or from the point of view of someone else. Participants are simply representing a point of view, which may or may not reflect their personal opinion. Role-play is open-ended with no pre-determined course or outcome, but both the starting point and purpose should be clear. Role-play is essentially a language based activity which allows participants to use language appropriate to simulated situations. Characterisation is the investigation and portrayal of a specific character. It can build on role-play by adding individual physical and vocal characteristics. Further development may include the exploration of emotions, attitudes and motivation. The theatre arts of costume, make-up and props may be used to develop and present a character. A variety of techniques can be used in the investigation of characterisation. These may include: character cards improvisation role-play hot-seating voices in the head writing in role thought tracking thought tunnel In characterisation, consideration should be given to the: - relationships with other characters in the drama - portrayal in terms of language, voice and movement - status, and changes in status, of the characters involved - social, economic and cultural background of the character The purpose, or purposes, of a drama must be established in order to communicate meaning. Focus will identify key moments or scenes, key characters, key relationships and/or key events within a drama. A target audience is an identifiable group of people at whom a drama is aimed. This relates to both purpose and focus. A drama can be used for the following purposes, singly or in combination to: communicate a message entertain tell a story educate explore a theme or issue
The moon is a natural satellite that orbits around Earth, and is the planets only natural satellite. The United States Air Force, on July 16th, 1969, utilized a Virgo II lunar lander that they had dubbed the Valiant 11, in order to land a manned team on the Moon; this made them the first human beings to have ever accomplished such a feat. On November 14th of that same year, a Virgo III lander that was dubbed the Valiant 12 landed on the Moon, with its accompanying astronauts leaving the national flag of the United States on its surface before their imminent departure. In 2020, the Delta IX series of rockets were commissioned by the United States Space Administration, all of which underwent subsequent missions to the Moon. In 2052, the final manned mission to the Moon took place, and during this momentous occurrence, the flag left by the Valiant 12 team was recovered and brought back to Earth, where it was placed on display at Washington, D.C.'s Museum of Technology. At an unknown point in history, the Sea of Tranquility Conflict was instigated on the moon. While the United States fought in this obscure war against unknown enemies, its conclusion has been lost to history. \|The following is based on Van Buren and has not been confirmed by canon sources.\| Boulder Dome ran controlled scenarios back on Earth for the eventual colonization and terraforming of the moon. It is unknown as to whether or not they completed any successful colonization on the moon itself. \|End of information based on Van Buren.\| The phases of the Moon is the shape of the directly sunlit portion of the Moon as viewed from Earth. The lunar phases gradually and cyclically change over the period of a synodic month (about 29.53 days), as the orbital positions of the Moon around Earth and of Earth around the Sun shift. In all first-person Fallouts, this is directly observable in the sky. Thankfully, despite wars and even the Great War, the Moon's elliptical orbit has been unaffected. Each of the four "intermediate" lunar phases (see above) is around 7.4 days, but this varies slightly due to the elliptical shape of the Moon's orbit. Aside from some craters near the lunar poles, such as Shoemaker, all parts of the Moon see around 14.77 days of daylight, followed by 14.77 days of "night". The only phase not depicted in the picture about is the new moon which is completely dark. The moon is in all Fallout games, but only really appears in the first-person perspective Fallout games and was going to appear in Van Buren.
Fatty liver disease, sometimes called steatosis, is the build-up of excess fat in the liver cells. It is normal for the liver to contain some fat. However, if fat accounts for more than 10 per cent of the liver’s weight, then this is known as ‘fatty liver’ and may lead to more serious health complications. In many cases it is possible to reduce fatty liver disease with lifestyle changes, so detecting it early is important. What is fatty liver disease? Fatty liver disease is a common liver complaint in developed countries, affecting about one in every three people. The liver has many important roles in the body including removing harmful substances from the blood stream and metabolising and storing nutrients from food. When fat builds up in the liver it can cause inflammation, scarring and cirrhosis of the liver which will stop it working properly. Alcohol abuse abuse causes fatty liver, this is called alcoholic fatty liver disease (AFLD). It can lead to inflammation of the liver – a condition called steatohepatitis. For everyone else who does not abuse alcohol, the condition is called non-alcoholic fatty liver disease or NAFLD. NAFLD may not cause any damage to the liver but if inflammation does develop it is called non-alcoholic steatohepatitis, or NASH. NASH is one of the top three leading causes of cirrhosis. If detected early, steps can be taken to manage NAFLD and reduce complications from it. Fatty liver disease causes Other possible causes include: - Eating excess calories causes fat to build up in the liver and when the liver does not process and break down fats as it normally should, too much develops in the liver. - People also tend to develop fatty liver if they have certain other conditions, such as diabetes or a high level of fat in their blood known as triglycerides. - Alcohol abuse, rapid weight loss and malnutrition may also lead to fatty liver. However, some people develop fatty liver even if they have none of these conditions. Many specialists now also believe that metabolic syndrome – a cluster of disorders that increase the risk of diabetes, heart disease and stroke – plays an important role in the development of fatty liver. Signs and symptoms of this syndrome include obesity, particularly around the waist (abdominal obesity), hypertension (high blood pressure), abnormal cholesterol levels and resistance to insulin, a hormone that helps to regulate the amount of sugar in the blood. Of these factors, insulin resistance may be the most important trigger of NAFLD. How does a liver become fatty? Exactly how the liver becomes fatty is unclear. The fat may come from other parts of the body or the liver may absorb an increased amount of fat from your intestine. Another possible explanation is that the liver loses its ability to change fat into a form that can be eliminated. However, the eating of fatty foods by itself doesn’t produce a fatty liver. Fatty liver disease symptoms A fatty liver typically causes no symptoms on its own, so people often learn about their fatty liver when they have medical tests for other reasons. NAFLD can damage your liver for years or even decades without causing any symptoms. If the disease gets worse, and NASH or liver fibrosis (scarring) develop, you may experience fatigue, weight loss, abdominal discomfort, weakness and confusion. This can then progress to liver cirrhosis. Fatty liver disease diagnosis This can happen in a number of ways, but a typical one is that your doctor sees something unusual in a blood test or notices that your liver is slightly enlarged during a routine check-up. These could be signs of a fatty liver. To make sure you don’t have a different liver disease, your doctor may ask for more blood tests (including liver function tests), an ultrasound, a computer tomography (CT) scan or a medical resonance imaging (MRI) scan. If other diseases are ruled out, then NAFLD may be diagnosed. The only way to confirm the diagnosis is with a liver biopsy, where a doctor removes a sample of liver tissue with a needle and checks it under a microscope. Fatty liver disease treatments There are no medical or surgical treatments for fatty liver, but some steps may help prevent or reverse some of the damage. - Losing weight can lower the amount of fat in your liver and reduce the inflammation in NASH. You should always lose weight – safely. This usually means losing no more than half to one kilogram (one to two pounds) a week. - Aim to lower your triglycerides through diet, medication or both. - Reduce or avoid alcohol completely. - Control your diabetes (if you have it) by following the dietary advice, medication and check-up appointments your doctor has advised. - Eat a balanced, healthy diet - Increase your physical activity. Aim for 150 minutes per week of activity that makes you feel out of breath. Brisk walking is ideal. Start with a few minutes at a time and build up gradually. - Stop smoking to reduce your risk of heart disease and strokes. Medical treatments for fatty liver disease are currently the focus of intense research and doctors are studying whether various medications can help reduce liver inflammation. These include new diabetes medications that may help you even if you don't have diabetes. In severe cases where liver failure has occurred then a liver transplant may be offered. Last updated: 08-10-2020
Jaundice is a more common disease than you think. It usually appears in newborns, with a yellowish skin appearance, even white irises are tarnished. The origin of yellow is due to the amount of bilirulin - a chemical found in hemoglobin of red blood cells.Bilirulin (also known as bile pigments) is yellow , so when the concentration is too high, the skin will turn color. But why is bilirulin concentration so high? Normally when red blood cells are broken, the body seeks to produce new cells to replace, and push the old cells to the liver for resolution. However, because the infant's liver is still too immature, sometimes bilirubin will form faster than the rate of processing, accumulating and causing jaundice. In fact, there are many reasons for a child to have jaundice - such as blood, maternal and child blood infections that are incompatible . Premature labor can also cause liver activity to be poor, resulting in bilirubin accumulation. There are many reasons for a child to have jaundice. Sometimes breastfeeding also causes the skin to become yellow, because milk can interfere with liver's ability to metabolize bilirubin. Most cases of jaundice are not too dangerous. Many cases of young skin appear yellow within 3-5 days after birth, but then gradually disappear when the body starts to adapt and function more smoothly. However, bilirubin is basically a poison . When the concentration is too high, it can cross the blood brain barrier, directly affect brain cells and cause brain yellowing. If left to that extent, the sequelae will be very large, because it affects irreversibly the brain's ability to develop. A growing child may be deaf, have a lack of exercise and intelligence. In addition, some cases of skin turn yellow because a potentially dangerous disease cannot be specified. In these cases, symptoms of jaundice will appear very early - only 24 hours after birth, should be monitored carefully. As stated, most cases of jaundice are not too dangerous and can be removed by themselves. However, if the child has the following signs, it is necessary to see a doctor before it is too late.
THE HARLEM RENAISSANCE Anumber historical occurrences are associated with the AfricanAmerican people. One of the notable events is the Harlem Renaissancewhich took place in the 1920s, after the First World War. The conceptof Renaissance was simply referred to as the rebirth of knowledge.The Harlem Renaissance, on the other hand, was denoted as a period inwhich the educated black people and artists such as writers, poetsand musicians examined their cultural identity. The revolution beganin the Harlem district of New York City and later become acountrywide urban revolution that was instigated by the economicopportunities brought about by the First World War (Ndiaye, 2012). Oneof the objectives of the Harlem Renaissance involved the use of theartistic and intellectual voice to communicate the social injusticeexperiences of the black people. The scholars in various areas usedtheir skills to express their dissatisfaction and raise concernsconcerning issues such as racial discrimination, inadequate socialservices and lack equal democratic opportunities. Another objectivewas to validate that the black people had a cultural and ethnicpride. Through their music, literature, and poems, the AfricanAmericans were able to demonstrate that they also had a distinctculture. The Harlem Renaissance also acted as a platform for unifyingthe black people (Ndiaye, 2012). Insummary, it can be stated that the Harlem Renaissance was anessential historical event that demonstrated the significant ofknowledge in creating awareness concerning the black Americanculture. In addition, it confirmed that the reawakening of knowledgewas a vital tool for propagating social justice. Ndiaye,R. (2012). TheHarlem Renaissance.P& L.
New Defender's Study Bible Notes Introduction to Ecclesiastes The name “Ecclesiastes” is the Greek Septuagint word equivalent to the Hebrew word translated “The Preacher” (Ecclesiastes 1:1). The writer claims to be “the son of David, king in Jerusalem”—hence Solomon, and this is the traditional view of both Jews and Christians. However, many scholars, including a number of conservatives, have argued that, while the purported speaker is Solomon, it was actually written long after his day. Nevertheless, there is good reason to believe that Solomon wrote it himself, probably in his old age, as he was looking back on the happy early years of his reign and regretting his tragic failures in his later years. He could give wise counsel if anyone ever could, concerning the “vanity” of a life centered “under the sun,” in contrast to a life dedicated to the spiritual realm “above the sun.” The deeper purpose of Ecclesiastes seems to be to convince younger people of the futility of worldly learning, riches and pleasures, as ends in themselves, with the goal of exhorting them to “Remember now thy Creator in the days of thy youth” (Ecclesiastes 12:1). The book contains a number of striking scientific insights (Ecclesiastes 1:4-7; 3:14,15; 11:5), as well as powerful theological truths (Ecclesiastes 3:11; 4:13; 7:20; 11:1). There are numerous individual wise sayings, similar in style to the book of Proverbs. Indeed, the Preacher claims to have “sought out, and set in order many proverbs” (Ecclesiastes 12:9). Despite the book’s enigmatic questioning of a future life, the Preacher never doubts the existence of God or a future judgment (note the final verses of the book—Ecclesiastes 12:13,14). In sum, the book of Ecclesiastes, despite its superficial pessimism, is actually a fascinating treasure of deeper spiritual insights and faith. 1:2 Vanity. The words “vanity,” “vanities,” and “vain” (all the same Hebrew word) occur no less than thirty-eight times in Ecclesiastes, almost as much as in all the rest of the Bible put together. 1:3 under the sun. This phrase, “under the sun” occurs twenty-nine times in Ecclesiastes. If one’s thoughts and motives are all “under the sun,” then indeed everything is vanity. Each believer is exhorted to “set your affection on things above, not on things on the earth” (Colossians 3:2). 1:4 earth abideth for ever. This is one of many biblical affirmations that God created the earth to last forever. Like our mortal bodies, it must be made new again, but once renewed, it will abide forever. 1:5 sun goeth down. Just as modern astronomers, in their everyday speech, talk of the sun rising and sun setting, so the Biblical writers, following the principle of relative motion, use similar terminology. This is scientifically pragmatic, not “unscientific.” 1:6 whirleth about continually. This is a remarkable anticipation of the modern discovery of the world’s great wind circuits, in the global circulation of the atmosphere. 1:7 thither they return. Similarly, this is an excellent summary of the earth’s amazing hydrologic cycle, as confirmed scientifically only in modern times. 1:7 from whence they come. For a long time it was believed that rain waters came by evaporation from local lakes and rivers. Meteorologists have now proved by extensive upper-air research that they come from oceanic evaporation, just as this passage indicates. 1:9 no new thing. There is no new thing under the sun, since God has completed His creation (Genesis 2:1-3). But God is above the sun, and He can still create “new things” by miracles (e.g., Numbers 16:30; Jeremiah 31:22). 1:14 all the works. King Solomon, the Preacher, had the greatest wealth, the greatest wisdom, the greatest power, and the greatest sensual pleasures and comforts of just about any man who ever lived. Yet when these works were done only “under the sun” (and this is the recurring theme of Ecclesiastes), it was soon found by him all to be done in vain, and merely vexed his spirit, rather than satisfying it. 1:14 all is vanity. “Vanity” in this book, does not mean foolish pride, of course (although Solomon surely had much he could boast about), but rather the emptiness of life when lived outside the will of God. 1:18 is much grief. In the book of Proverbs, Solomon extolled wisdom and knowledge; in Ecclesiastes, he says it only brings trouble. The difference is that in the one he is speaking of true wisdom and knowledge, as founded on “the fear of the LORD” (Proverbs 1:7; 9:10). In the other, he is lamenting the futility of the pseudo-wisdom and knowledge falsely so called of those who build on humanistic or pantheistic foundations.
Martin Luther – The Ninety Five Theses / Protestant Reformation History / Christian Audio Books Martin Luther – (1483-1546), German reformer In 1510, Luther traveled as part of delegation from his monastery to Rome (he was not very impressed with what he saw.) In 1511, he transferred from the monastery in Erfurt to one in Wittenberg where, after receiving his doctor of theology degree, he became a professor of biblical theology at the newly founded University of Wittenberg. In 1513, he began his first lectures on the Psalms. In these lectures, Luther’s critique of the theological world around him begins to take shape. Later, in lectures on Paul’s Epistle to the Romans (in 1515/16) this critique becomes more noticeable. It was during these lectures that Luther finally found the assurance that had evaded him for years. The discovery that changed Luther’s life ultimately changed the course of church history and the history of Europe. In Romans, Paul writes of the righteousness of God. Luther had always understood that term to mean that God was a righteous judge that demanded human righteousness. Now, Luther understood righteousness as a gift of God’s grace. He had discovered (or recovered) the doctrine of justification by grace alone. This discovery set him afire. In 1517, he posted a sheet of theses for discussion on the University’s chapel door. These Ninety-Five Theses set out a devastating critique of the church’s sale of indulgences and explained the fundamentals of justification by grace alone. Luther also sent a copy of the theses Archbishop Albrecht of Mainz calling on him to end the sale of indulgences. Albrecht was not amused. In Rome, cardinals saw Luther’s theses as an attack on papal authority. In 1518 at a meeting of the Augustinian Order in Heidelberg, Luther set out his positions with even more precision. In the Heidelberg Disputation, we see the signs of a maturing in Luther’s thought and new clarity surrounding his theological perspective the Theology of the Cross. After the Heidelberg meeting in October 1518, Luther was told to recant his positions by the Papal Legate, Thomas Cardinal Cajetan. Luther stated that he could not recant unless his mistakes were pointed out to him by appeals to scripture and right reason he would not, in fact, could not recant. Luther’s refusal to recant set in motion his ultimate excommunication. Throughout 1519, Luther continued to lecture and write in Wittenberg. In June and July of that year, he participated in another debate on Indulgences and the papacy in Leipzig. Finally, in 1520, the pope had had enough. On June 15th the pope issued a bull (Exsurge Domini Arise O’ Lord) threatening Luther with excommunication. Luther received the bull on October 10th. He publicly burned it on December 10th. In January 1521, the pope excommunicated Luther. In March, he was summonsed by Emperor Charles V to Worms to defend himself. During the Diet of Worms, Luther refused to recant his position. Whether he actually said, Here I stand, I can do no other is uncertain. What is known is that he did refuse to recant and on May 8th was placed under Imperial Ban. This placed Luther and his duke in a difficult position. Luther was now a condemned and wanted man. Luther hid out at the Wartburg Castle until May of 1522 when he returned to Wittenberg. He continued teaching. In 1524, Luther left the monastery. In 1525, he married Katharina von Bora. From 1533 to his death in 1546 he served as the Dean of the theology faculty at Wittenberg. He died in Eisleben on 18 February 1546.
Activity Title: The Leakproof Bag How Do I Do It? 1. Sharpen all pencils to a fine, sharp point. Ideally, the pencils should be about the same length. 2. Fill up the ziploc bag so it is about 2/3rds full of water and seal it closed. 3. Now for some hypothesis formulation! Ask your pre-schooler some questions a. “What would happen if I tried to push one of these pencils through the bag of water?” b. “Would the water leak out and make a giant mess?” 4. Hold the bag up (probably over a sink) and slowly insert pencils piercing the plastic, going through the water, and out the other side of the bag. Make sure you don't poke the pencil all the way through. Why stop with one? Keep putting pencils in! 5. Be amazed that the bag isn't leaking. 6. Now move the bag to the sink to remove the pencils and watch water squirt out everywhere! Extend the experiment: 7. Try experimenting with plastic bags of different sizes and thicknesses. The thicker the bag, the harder it is to get the pencil to pass through. For a really thin bag, use a plastic bag from the produce section of the grocery store. Experiment with different sizes and shapes of pencils. Some pencils have flat edges while others have perfectly round, smooth edges. Which type of pencil works best? What's the Science Behind It? The polymers in the plastic are chains of molecules that separate but don't break when poked with the pencil. They squeeze in so snugly around the pencil, it forms a tight waterproof seal. The zipper-lock plastic bag you used was most likely made out of a polymer called low-density polyethylene (LDPE). It’s one of the most widely used packaging materials in the world. LDPE is low in cost, lightweight, durable, a barrier to moisture, and very flexible. Think of the polyethylene molecules as long strands of freshly cooked spaghetti. The tip of the sharpened pencil can easily slip between and push apart the flexible strands of spaghetti, but the strands’ flexible property helps to form a temporary seal against the edge of the pencil. When the pencil is removed, the hole in the plastic bag remains because the polyethylene molecules were pushed aside permanently, and the water leaks out. As you might have discovered, it’s much easier for the stretched plastic to seal around the smooth sides of a round pencil than the straight edges found on other pencils. STEM Category: Science
Black History Packet This 25 page packet is a great way for students in grades K-4 to learn more about Dr. King. Every letter in the alphabet is used to discuss Dr. King, his life and causes. - 10 pages of activities and worksheets - Glossary of terms used in the packet - Historical Images - Colorful and informative - Produced on 8.5 x 11 sheets - Reproducible sheets to easily share with students
Many educators would agree that there has been an increase with students displaying anti-social tendencies and a struggle with social skills over the past 10 years. There are different theories about the root cause of this, but one that I have heard recently seems very logical on the surface. It goes something like this: Adults and students are spending more time than ever interacting over devices (screens) and not face to face. This reality hurts students’ development because they are unable to interpret social cues, facial expressions, and voice inflection. This has resulted in students who struggle more with social skills like cooperation and conflict resolution than in previous generations when screen time was less frequent. Many of us probably nod our heads when we hear something like this. Educators know how important social skills are—things like negotiating, listening, managing emotions, and assertiveness. These higher-level skills are very difficult if the foundational skills of interaction are missing. And for more and more of our students, these foundational skills are definitely missing. Giving Students the Right Tools If we ascribe to this theory, what are we going to do to help? Go to the students’ homes and smash all the screens? Probably not. But, I have an idea that might help both students and teachers in improving social skills through the use of technology. If you think I’m crazy, stick with me for a minute. One of the issues that students who struggle with social skills have is the inability to manage things—either their thoughts, their body language, or their interpretation. If we are able to give students some tools and language to aid their management of these, it can help them to improve their behavior. For some students, the language of computer coding is perfect to help them understand how choices have consequences and the patterns that can develop from them. Here are some ways we can do this: - Logical progressions: Events happen in a systematic order. When we look at them objectively and reflect on them, we can see that by changing the order of events, it can change the outcome. This may seem like a simple theory, but many students who struggle with social-emotional learning don't always see how the events happening in a specific order created the outcome. For example, say students are asked to get in line to exit the classroom. The student at the front of the line becomes very frustrated when another student cuts in front of him. One student pushes the other out of the way to get to the front of the line. The other student falls to the ground and hurts his arm. When looked at objectively, the student who was frustrated might understand that there were different points in the flow of events that could have resulted in a different outcome. After an event happens with a bad outcome, this is a perfect time for the student to go back and recode the events that occurred. They can even use the same block format that they use in coding to list the events, then insert a new action that should have been inserted in order to produce a different outcome. - If-then statements: Students learning basic coding usually know how to use a simple if-then statement. The logic is, “If this happens, then this will happen.” For example, “If the score >= 10, then ‘Game Over.’” We can use this same logic in social settings with students to help them understand how we can manipulate the variables for success. If my teacher told me not to break the rule but I did, then I will have a consequence. If I don't do my homework, then I get a zero. Articulating these in an analogical sense, it helps to get the emotion and the excuses out of the situation. Students can even come up with their own “If-Then” statements for situations in their life. They can start with the “Then” outcome they want, and work backwards to figure out how to get there. - The while loop: This is probably less used by most students, but it shows us that we have to get to a threshold in order for something else to happen. For example, “While I have missing work, I will have to stay after school.” “While I make rude comments to other students, I will not have friends.” In order to “get out” of a while loop, the condition needs to stop or be met. Students who are “stuck” in a while loop need to see objectively how they may move out of the loop and into a preferred state. These are just three simple examples, but I hope you see the point. Even though student behavior is often full of emotion and subjectivity, it is possible to use tools and structures to look at what is going on. For some students, the knowledge of coding will increase and the ability to manage behaviors will improve. There is, of course, a certain type of student who will probably understand this better than others, but as we incorporate computer science more into the elementary classroom, these tools can become powerful language and models for thinking about how we behave. Want more insightful teaching tips delivered straight to your inbox? Be sure to subscribe to the Educator blog today!
The Great Auk was eighty centimetres tall, weighed around five kilos and looked like a large penguin. They spent most of their lives at sea but returned to land to nest. The great auk was a flightless bird and a fantastic swimmer and lived in the northern hemisphere. This bird ranged from Norway to Newfoundland and from Italy to Florida and its population must have numbered in millions. The male and female great auks paired faithfully for life. The great auk only laid one egg at a time with both parents incubating the egg until it hatched. Native Americans and Palaeolithic Europeans hunted the great Auk. Sixty five kilometres off Newfoundland’s North East coast a slab twenty hectares in area rises above the waves (Funk Island). In the early sixteenth century Europeans made regular voyages to Newfoundland lured by the rich cod fisheries. They came across this island covered in birds nesting shoulder to shoulder and many of these were auks. As agile and fast as the auk was in water, they were slow and clumsy on land. They were easy pickings for the sailors and so the slaughter began. Funk Island became a regular stop for fishing vessels. The auks were used for food, as bait, their feathers for mattresses and fuel. They were bludgeoned, plucked alive and burnt as fuel for cooking other auks. The feather trade was so lucrative that permanent teams of men established themselves on the island scalding and plucking. It is estimated that when Europeans first arrived on Funk Island there may have been one hundred thousand pairs of nesting auks. Each pair tending to one egg. Two centuries of depredation followed. In the words of Elizabeth Kolbert, author of the book The Sixth Extinction, “By 1800 all the great auks of North America had been salted, plucked and deep fried into oblivion.” It is not known whether man killed every last auk at Funk Island or whether the population had been reduced to levels that were longer viable. The latter happens when the population of a species is reduced to such low numbers that it can longer survive its natural predators and the vagaries of nature. At this point there was only one sizable colony of auks left in the world and this was on the island of Geirfluglasker off the coast of Iceland. A volcanic eruption destroyed this island in 1830. The auks’ last refuge was on the Icelandic island of Eldey. The great auk had by this time become rare and its skin and eggs were also sought after by collectors. This was its final undoing as the auks likely produced just one egg a year. The last known pair of auks were killed on Eldey on July 3rd 1844. Fishermen attacked and killed the birds crushing the egg they were tending to under their boots. We know that the great auk existed at the very least 100,000 years ago as archaeological evidence shows that it was being eaten by Neanderthals in Europe. A species that had survived on Earth for hundreds of thousands of years was annihilated by humans in just 200 years.
It's raining cats and dogs and even the short run out to the car leaves your vision obscured by rain on your spectacles. There might soon be no need to reach for a cloth to wipe them off. If the surface of the lens resembled that of a lotus leaf, the drops would all fall off by themselves. The practicality of such self-cleaning surfaces is not limited to eyewear. Corrosion coatings would put up a better fight against rust without the tiny puddles of water that tend to collect on top of them. But exactly what characterizes surfaces that do the best job of cleaning themselves? Researchers at the Fraunhofer Institute for Mechanics of Materials IWM in Freiburg have now developed simulation software that provides the answers. "Our simulation shows how various liquids behave on different surfaces, no matter if these are flat, curved or structured," explains Dr. Adham Hashibon, project manager at the IWM. The program simulates the form the liquid droplets take on the surface, indicating whether the liquid distributes itself over the surface, or contracts to form droplets in order to minimize contact with the surface. The program is also able to calculate the flow behavior in terms of how liquids move across different surfaces, whereby the determinant factors at different scales of measurement are integrated, from atomic interactions to the impact of microscopic surface structure. The software analyzes what goes on within a given droplet - how the individual water molecules interact with each other, how a droplet is attracted by the surface and how it resists the air. Researchers refer to a three-phase contact link between liquid, surface and air. "How liquid behaves on a surface is influenced by a great deal of parameters, including the surface characteristics of the material as well as its structure, but also by substances dissolved in the liquid. We have taken all this into account to different degrees of detail within the simulation so that we are able to clearly reproduce our experimental findings," says Hashibon. Improving microfluidic systems The simulation is also useful in medical examinations. When doctors have to analyze tissue cells or parts of DNA, they often use microfluidic systems such as constant-flow cuvettes. Liquid containing dissolved substances is analyzed as it flows through tiny channels and minute chambers, and it is essential that no liquid whatsoever remains after the procedure has been completed. Any residual drops would then mix with a new sample and distort findings. The simulation will now be used to help optimize such microfluidic systems and to design surfaces so that as little liquid as possible gets left behind. "Our goal was to better understand and control the wetting behavior of liquids on structured surfaces," says Hashibon. But that's not all. This tool can also be used to implement a kind of traffic management system within the microfluidic system. When a channel splits into two, giving each fork a different surface structure makes it possible to separate the various components of the liquid, sending DNA molecules one way while other components are led along the alternative route. This technique can be used to heighten the concentration of certain molecules and is especially important, for instance, in raising the detection sensitivity of analysis techniques.
Second Largest Barrier Reed in the World The Belize Barrier Reef is the largest barrier reef in the Western Hemisphere and the second largest, after Australia’s Great Barrier Reef, in the world. The Belize Barrier Reef runs the length of this Central American nation, some 180 miles. The reef wall is formed by numerous colonies of living, breathing invertebrates, coral polyps. The various species of coral that form the reef are carnivorous tube-shaped polyps that live within a hard, protective skeleton formed by excreting calcium carbonate. The various colors and formations of these layers of calcium carbonate, called corallites, are the inspiration behind the various species names such as elkhorn, brain, large star, finger and plate corals. Sea Turtles and other marine life inhabit the barrier reef off the coast of Belize. This is the second largest barrier reef in the world. It spans some 180 miles. Coral polyps feed on small floating organic matter at night. During the day, the polyp tentacles reside within the protective hard corallite skeleton, but at night, using the current and stinging properties of their tentacles, the polyps feed on minute organic matter swept in from the ocean or mainland rivers and creeks. The reef is a remarkably diverse and balanced ecosystem. Living among the coral skeletons are blue algae, which, through photosynthesis, produce the oxygen the polyps need to breathe. In turn, the carbon dioxide waste produced by the polyps is absorbed and processed by the blue algae. The reef cannot survive without this vital symbiotic relationship. The reef is home and host to hundreds of species of fish, shell fish, anemones, lobster, octopus, and other sea creatures. Its unique beauty and complexity is truly a wonder of the world. Don’t miss an opportunity to experience it for yourself!
alternate term: character development “The creation of imaginary persons so that they seem lifelike. “There are three fundamental methods of characterization: (1) the explicit presentation by the author of the character through direct exposition, either in an introductory block or more often piecemeal throughout the work, illustrated by action; (2) the presentation of the character in action, with little or no explicit comment by the author, in the expectation that the reader can deduce the attributes of the actor from the actions; and (3) the representation from within a character, without comment by the author, of the impact of actions and emotions on the character’s inner self. “Regardless of the method by which a character is presented, the author may concentrate on a dominant trait to the exclusion of other aspects of personality, or the author may attempt to present a fully rounded creation. If the presentation of a single dominant trait is carried to an extreme, not a believable character but a caricature will result…On the other hand, the author may present so convincing a congeries of personality traits that a complex rather than a simple character emerges; such a character is three-dimensional or, in E.M. Forster’s term, ‘round’… “Furthermore, a character may be either static or dynamic. A static character is one who changes little if at all. Things happen to such a character without things happening within…A dynamic character, on the other hand, is one who is modified by actions and experiences, and one objective of the work in which the character appears is to reveal the consequences of these actions” (Source: Harmon & Holman, 89). The term character-driven is sometimes used to describe a work in which character seems more important than plot.
For hundreds of years, Shinto priests living on the banks of Lake Suwa, in the Nagano Prefecture of Japan, watched the surface of the lake freeze solid each winter. Partway through the winter, the ice would crack and refreeze, creating a long, jagged ridge stretching from shore to shore: the footprints of a god walking across the lake to see his beloved, the story goes. The priests carefully recorded the date that the lake froze and the ice ridge appeared, each year from 1442 onward. The ridge would come early some years, a few days later others, but the lake nearly always froze solid enough for the god to make his annual pilgrimage. But since the Industrial Revolution, the inexorable impacts of warming have thinned out Lake Suwa’s ice, leaving the lake dark and unfrozen more years than not. And Lake Suwa is far from alone, according to new research published Monday in Nature Climate Change: Around the world, lakes are already freezing less, and for shorter stretches of winter, than they did before climate change gripped the planet. And as Earth warms, the authors of the new analysis say, tens or even hundreds of thousands of lakes around the world will freeze less—or maybe even not at all. World ‘o lakes There are around 117 million lakes dotted across the planet’s surface, from tiny kettle lakes a stone’s throw across to Lake Superior, which covers over 31,000 square miles. More than half of these lakes freeze over every winter. The frozen period is crucial for both lake ecology and for the culture of people who live around or near their edges. “Ecologically, ice is almost like a reset button on a lake in the winter,” says Sapna Sharma, a lake expert and biologist at York University in Canada and the lead author of the study. Ice sits like a lid on top of the lakes, keeping the water inside cool and still. And the length of that cold, quiet period matters. If the ice breaks up early—or doesn’t form at all—the plankton newly-hatched fish rely on for food may emerge too early; harmful algal blooms may be more likely; and lake water evaporates away, leaving the lakes smaller and even more sensitive to future heating. And the frozen lakes matter to people. In the northern reaches of Canada, many communities are connected only after lakes and rivers freeze over, allowing a web of temporary roads to wind across the landscape. Other communities rely on fish plucked from frozen lakes as protein for sustenance over the rest of the year. And skating, ice fishing, and other recreation on frozen lakes is crucial to many communities’ sense of identity. “Over the last few years, here in Colodaro, a few tournaments at some of the lower elevation lakes had to get pushed because we've had too nice weather,” says Wayne Brewster, the webmaster for the U.S. Ice Fishing Association, which hosts announcements for ice fishing tournaments across North America. But many in the ice fishing community, he thinks, haven’t felt the effects fully yet. “We're eternal optimists,” he says. “But if we see these tournaments get canceled year after year because of ice conditions, then I think the conversations will start.” The unfrozen future The team surveyed hundreds of lakes across the Northern Hemisphere to see how their ice cover had changed since 1970—whether they froze and stayed frozen for the whole season, whether they slipped back and forth between ice and free water, or didn’t freeze at all. The thing that mattered most, they found, was the average air temperature the lake felt over the entire year: if that number slid higher than 47° Fahrenheit, the lakes that usually froze solid would freeze only part of the time. And if the temperature at the lake hit 50°F, it was likely that the lake wouldn’t freeze at all. Even small changes, says Olaf Jensen, a biologist and lake expert at Rutgers University who was not involved in the study, can have big effects. “We often think of 2°C (3.6°F) as perhaps just a minor shift,” he says. “If it got 2°C warmer over the course of a day, for example, we’d barely notice it. But that same increase in average air temperatures means we're going to lose lake ice over large areas of the world.” The impacts of climate change can be difficult to feel in some cases, says Sharma. But ice? It’s either frozen or it’s not. So shifts in air temperature that are too subtle for people to feel day by day show up very clearly in the winter, when a lake freezes over—or it doesn’t. All in all, the team estimated, about 15,000 lakes across North America, Europe, and Asia might be only partly frozen during the winters now. Crossing the climate change boundaries That number could rise exponentially into the future, they say, both because air temperatures are rising precipitously—faster in the northernmost reaches of the planet than anywhere else—and because there are more lakes dotting the far northern landscape in the first place. By 2080, they found, if greenhouse gas emissions continue unabated, the number of lakes that don’t stay frozen over winter would likely nearly quadruple. Under worse scenarios, that number could increase by as much as a factor of 15—meaning that nearly 20 percent of all the Northern Hemisphere lakes that are currently iced-over in winters would stay dark and liquid over the season. But how many lakes lose their ice—and how quickly that transition occurs—strongly depends on how much the planet warms up, which in turn depends on how aggressively humans attempt to curtail our greenhouse gas emissions. So their future is in our collective hands, says Sharma. “What I find is this really reflects the urgency of how fast climate is changing,” she says. “Because within this generation, and definitely our kids’ generation, something that we take for granted—access to frozen lakes—may be of the past.”
Teaching Academic English Title III Resources title iii resources Teaching English Language: Overlooked Components of Mainstream Classroom Instruction Students learning English as a new language can develop substantial fluency in social and survival language through exposure to and interaction with an English-speaking community. This fluency in social and survival language usually develops rapidly, as children spend most of their day socializing with other children. But their exposure to academic language is limited only to school, and may be extremely limited if their ESL classes do not include academic language development (Chamot & O'Malley, 1994). This limited exposure limits the formal oral and written language these students can produce in an academic environment. For this reason, English language learners are prone to use the everyday language that they know in lieu of the more formal academic language required in schooling. For example, for her essay entitled "Why Music is Essential to Life," Carolina, an English language learner, wrote Music! There's different tunes, sounds and meanings. There's every type of music for many individuals. There's Bachata, Merengue, salsa, Reggae, Caribbean Reggae, hip hop, R & B, Rock & Roll, Metallic, and Romantic music, My favorite. So there you go any type of music you wanna listen too, you would have a great selection. (Brisk & Harrington, 2006, p.182) Carolina's essay displays the characteristics of informal language: using incomplete and simple sentences (Music!), personal language (So there you go . . .), and vague determiners (There's every type . . .). Although perfectly fit for informal oral and written communication, Carolina's writing does not display the features of academic language needed to communicate in the context of schooling. Teachers need to be aware of the forms that language takes in academic contexts, whether spoken or written. They need a better understanding of the features of this language, which is typically organized in patterns that are different from the organization and structure of informal language (Schleppegrell, 2004). Most important, teachers need to be explicit about the expectations of language use in the classroom, and this need should translate into clear language objectives for each lesson. Classroom language includes a continuum of registers, from the informal conversation among students, to the more formal presentation of ideas to the register required in written academic discourse (Gibbons, 2003). The kind of academic language required to succeed in school can be introduced in the earlier grades, by making students aware from the beginning of the shape that language takes in formal settings. For example, even an activity such as making a peanut butter and jelly sandwich can be an opportunity for students to turn their focus on the language required to write a procedure: "First, take two slices of bread. Second, spread the peanut butter on one of the slices. Then, . . .". Teachers can focus, for example, on the imperative mood (take, spread) or on the temporal connectives (first, second, then . . .) needed to produce this kind of writing. Academic language is not limited to just the English language arts. Especially for nonnative speakers, English is both a target and a medium of instruction: They are not only learning English as a subject in their language arts class, they are also learning through English in their content-based classes (Gibbons, 2003). In a content classroom, academic language is used by the teachers and in instructional materials to present and explain new information. Consequently, in order for students to succeed, academic language needs to develop at the same pace as the construction of curriculum knowledge in the content area (Chamot & O'Malley, 1994; Gibbons, 2003). In mathematics, for example, students need to master specific syntactic structures in the language in order to understand concepts and be able to solve problems successfully. One of these characteristics is the lack of correspondence between mathematical symbols and the words they represent. For example, in order for students to understand the phrase "the square of the quotient of a and b," they must know that the first part of the expression (the square of) has to be translated last, and the second part (quotient of a and b) goes in parentheses to signify the squaring of the whole quotient (a/b)². At the same time, sentences such as "the number a is five less than the number b" prove confusing to students who are not familiar with this comparative structure, and who then confuse the equation a = 5 - b with the correct a = b -5 (Dale & Cuevas, 1992). When it comes to language objectives, even a simple one such as "students will be able to report orally and in written form in correct complete sentences or phrases" can aid the language development of students. In a high school mathematics class, for example, the teacher focused on this objective for the whole class. Typically students would respond with one word, leaving it up to the teacher to provide a context for the word. Requiring a full sentence gave students an opportunity to practice language and to demonstrate knowledge and understanding. When a student gave an example of the term equidistant in the sentence "My shoulders have the same equidistant from my neck," the teacher used the opportunity to ask the students to think about the term as an adjective (equidistant) or a noun (equidistance), and to rephrase the sentence, asking them to reflect on the language needed to express the concept correctly—that is, "My shoulders are equidistant from my head." This example illustrates how teachers can help students pay attention to language explicitly in order to aid the understanding of mathematical concepts. The academic language of the discipline is closely linked to the concepts the students have to master to be fluent in the subject. When hypothesizing about the results of a science experiment, for example, students need to be aware of conditional sentences in order to appropriately express these notions. Students need to be aware that conditional sentences express the dependence of one set of circumstances (the main clause) on another (the dependent clause). In addition, the dependent clause usually starts with the subordinating word if: for example, "If we put the north pole and the north pole together, they will repel each other." Thus, a teacher could present this sentence frame to students while they make predictions before doing an experiment. Teachers need to find a way to talk about the language of their discipline in ways that help students to think about the linguistic structures needed for comprehension and production of texts. This does not mean that they must become English language arts teachers, as such a teacher will not be able to talk about the language of mathematics or other content areas; it means that they must be well versed in the structures that the language takes in their discipline. While paying attention to academic language, however, teachers should not forget about the context in which this type of language is appropriate, thus allowing students to use their everyday language, first language, and other registers, in order to make meaning. Brisk, M. E., & Harrington, M. M. (2006). Literacy and bilingualism: A handbook for all teachers. Mahwah, NJ: Erlbaum. Chamot, A. U., and J. M. O'Malley (1994). The CALLA Handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addison-Wesley. Dale, T., & Cuevas, G. J. (1992). Integrating mathematics and language learning. In P. A. Richard-Amato & M. A. Snow (Eds.), The multicultural classroom: Readings for content-area teachers (pp. 9-51). White Plains, NY: Longman. Gibbons, P. (2003). "Mediating Language Learning: Teacher Interactions with ESL Students in a Content-Based Classroom." TESOL, 37(2): 247-273. Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics perspective. Mahwah, NJ: Erlbaum. Retrieved from: periodic newsletter for TESOL members http://www.tesol.org//s_tesol/article.asp?vid=163&DID=6753&sid=1&cid=736&iid=671 6&nid=3077 on August 15, 2006.
THE HISTORY BEHIND TEEPEE DWELLINGS Today, when children construct secret hideouts or play forts, they usually wind up mimicking the shape of a teepee (more accurately spelled as “tipi”) for their games. When this happens, it may seem like nothing more than imaginative play, but they are actually tapping into an idea that human beings have had for many millennia. The word tipi originates from the Lakota language and the word “thípi,” which is often translated to mean “they dwell.” Today, you may see it spelled as tipi, tepee, or teepee, but each is referring to the same type of structure. A number of Native American tribes, largely known as the Plains Indians in North America, have a long history of constructing tipis for family dwellings, and sometimes for ceremonial purposes. The structures were especially important among individuals belonging to the Lakota, Pawnee, Arapahoe, Kiowah, and Cheyenne tribes. As white settlers made their way west across the North American continent, they observed native peoples living in tipis, mistakenly thinking that the dwellings they saw were primitive. In reality, these structures not only make very clever and responsible use of available resources, but also meet many of the physical and spiritual needs of their human inhabitants. Let’s take a look at these inspiring structures so we can learn more about their history and meaning. When and Where Were Tipis Used? There is some evidence suggesting that tipi dwellings may have been in use as far back as 10,000 years BCE. Archaeologists have found indications that dwellings made from a series of wooden poles existed that long ago by carbon dating soil samples taken from what appears to be the remains of ancient campsites or villages. There is the possibility that these dwellings may be more accurately referred to as wickiups, which used bark or brush for the outer walls as opposed to hides or canvas (which would make them tipis). Archaeologists have also discovered stone rings dating back to 7500 BCE. The stone rings can be more definitively linked to tipi construction, because stones were used to hold down the outer edge of a hide covered dwelling. Tipis have more or less been in use across the Great Plains of North America since prehistoric times. However, what we may think of as a more modern tipi design came into much greater use once horses were introduced to many native tribes. Horses allowed native peoples to become more nomadic, so the design of the tipi was perfected to the point where it could be taken down and set up quickly, and its components more easily transported. The poles used to support a teepee were made from saplings. The bark was removed, the poles were polished, and dried to help create a sturdier base upon which to build. Construction will begin by creating a tripod out of the three largest polls, and lashing them together at the top. The three polls would form a triangle base on the ground. A dozen or more other polls would then be laid against the foundation tripod, creating a circle with a wide base (usually about 7 to 10 feet wide for a family dwelling). The outer covering of a tipi was made from animal hide in earlier times, and later on, from canvas. An average tipi may require as many as 28 Buffalo hides to adequately enclose the shelter. The switch from animal hides to canvas happened largely due to the dwindling availability of Buffalo, and the wider availability of canvas, which is lighter and easier to transport. The outer covering was secured to the ground either by using wooden pegs, or heavy stones in earlier times. In the Great Plains, wind can become a problem, but a properly constructed and secured tipi is incredibly wind resistant thanks to its cone shape and thorough anchoring. In the summer months, the lower edge of the tipi covering could be lifted to allow cooler air into the dwelling. One of the most iconic aspects of a tipi is the open top with the poles extending out. This opening at the top is what made tipis so much more advanced than other types of nomadic dwellings, because that opening acts as a chimney. Smoke flaps which are located near the top can control airflow, and can be adjusted as necessary. This means inhabitants could have a fire inside the tipi for cooking, and for heat. During the winter months, this heat source became very important for survival, as did the ability to have a fire that is sheltered from wind and weather. During the hotter months, the opening at the top also vented away hot air, allowing for a cooler indoor environment. Life Inside a Tipi The tipi was more than just a dwelling to the people who built them. They represented many things: a home, protection from the elements, community, and a sacred space. Bedding was placed along the floor, with personal possessions arrayed along the walls, or between sleeping spaces. Sometimes, men and women would be segregated into different sides of the tipi for sleeping, and for sitting. In cold months, an inner lining would be constructed from animal hides, blankets, or strips of fabric. It would be hung along the lower portion of the inner wall, creating an extra layer of insulation to keep the inhabitants warm while they slept. Grass or brush could be placed between the outer wall and the lining to add even more insulation. Many people ask about snow or rain getting into the dwelling through the open top of the tipi, and indeed, weather was a challenge to be dealt with. Many tipis were constructed to be slightly slanted, to prevent rain from falling straight in, and to allow precipitation to freely flow away from the opening at the top. Some of the more modern tipis had extra canvas flaps located on the inside, meant to catch rainwater, and prevent it from falling inside. The structure itself was held very sacred. The floor of a tipi would be in the shape of a circle, which symbolized how everything in the world is connected. The floor space itself represented the earth, while the soaring walls represented the sky. In some cases, a small altar may have been built near the center of the tipi for prayer purposes such as burning incense. The outside of the tipi may have been decorated or painted to show ancestors, spirits, battles, or other symbolic designs. Not every tipi would have been painted or embroidered in this way. As settlers pushed westward, especially thanks to events like the California Gold Rush of 1849, many would happen upon large encampments or villages of various Native American tribes. This is how we were able to get photographic evidence of the way some tipi villages looked at the time. Some, not all, villages were arranged in a circular pattern, with each tipi opening to the east. The formation, spacing, and pattern all had importance to the people who lived there, and each member of the community would recognize their own particular place in that pattern. Some villages would have a larger tipi reserved as the dwelling of the chief. Others would have a large tipi acting as a community lodge or gathering space. Some villages would also have special tents reserved for spiritual leaders, or healers. The size of villages could vary greatly, from just a few tipis gather together, to an encampment of over 1200, such as the one encountered at the Battle of Little Big Horn. The Importance of Tipis Today Today, tipis have become an important symbol of the lives and cultures of indigenous peoples. Many are constructed for artistic and educational purposes and can be used to teach others about the importance and symbolism in these structures. However, tipis are still put to practical use today. For ceremonial purposes, or for large gatherings, people belonging to various native American tribes will use tipis as their dwelling for the duration of the event. Some modern hunters will still use a tipi as a hunting lodge, because it is so practical and portable. There have also been some grassroots movements among indigenous peoples to rediscover their ancestral roots, and to experience life as their ancestors did. Many museums and parks have authentic tipis on display which the public can visit to learn more about the history of the structures and the people who lived in them.
Researchers are looking at ways to apply new signal processing strategies to the design of hearing aids. Signal processing is the method used to modify normal sound waves into amplified sound that is the best possible match to the remaining hearing for a hearing aid user. NIDCD-funded researchers also are studying how hearing aids can enhance speech signals to improve understanding. In addition, researchers are investigating the use of computer-aided technology to design and manufacture better hearing aids. Researchers also are seeking ways to improve sound transmission and to reduce noise interference, feedback, and the occlusion effect. Additional studies focus on the best ways to select and fit hearing aids in children and other groups whose hearing ability is hard to test. From the Research Lab Another promising research focus is to use lessons learned from animal models to design better microphones for hearing aids. NIDCD-supported scientists are studying the tiny fly Ormia ochracea because its ear structure allows the fly to determine the source of a sound easily. Scientists are using the fly’s ear structure as a model for designing miniature directional microphones for hearing aids. These microphones amplify the sound coming from a particular direction (usually the direction a person is facing), but not the sounds that arrive from other directions. Directional microphones hold great promise for making it easier for people to hear a single conversation, even when surrounded by other noises and voices. Why wait? You don’t have to live with hearing loss. Sensorineural Hearing Loss Sensorineural hearing loss is fairly common and might explain why you can hear a pin drop, but not be able to make out what your partner is saying. You’re born with tiny hairs called cilia in your inner ear that move when sound waves are present. Nerves translate the movement of these tiny hairs into information that goes to your brain where it gets interpreted into distinct sounds and frequencies. The better the movements are interpreted, the more easily you’re able to hear distinctions between sounds such as “D” and “T” or hear letters like “S”, “H” and “F”. Unfortunately, the cilia are extremely delicate and can be harmed by loud noise or other trauma. Cilia also help your brain determine how loud a sound is, where it’s coming from, and how far away it is. The Most Common Causes of Sensorineural Hearing Loss Sensorineural hearing loss happens when these tiny hairs are damaged. Often, this type of hearing loss is gradual, which is why many people associate it with aging. It’s thought that animals are able to regrow these hairs and regain their hearing when their cilia get damaged, but humans don’t seem to have this ability naturally. Common causes of sensorineural hearing loss are: Head injuries or other trauma Diseases like diabetes or autoimmune disease High blood pressure How to Deal with Sensorineural Hearing Loss While there are no current medical treatments to heal cilia, you can successfully address sensorineural hearing loss with hearing technology such as hearing aids.

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